Pathways RW Level 4 Teacher Guide [PDF]

Zitiervorschau

CHANGING THE PLANET ACADEMIC TR ACK

ANSWER KEY

Environmental Studies

THINK AND DISCUSS

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

ACADEMIC SKILLS READING WRITING GRAMMAR CRITICAL THINKING

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

• VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet.

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• WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays.

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

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• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result.

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UNIT OVERVIEW This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

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EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion 1

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PREPARING TO READ (pages 4–5)

A Building Vocabulary

Building Vocabulary exercises introduce students to key vocabulary items from the reading passage. The paragraph is related to the reading passage. It describes a recent conference on climate change hosted by the United Nations. • Have students work individually to complete the exercise. Encourage them to use context clues to match the words to their definitions. If necessary, allow students to check their answers in a dictionary. • Check answers as a class. Elicit example sentences for each vocabulary item. Ideas for … EXPANSION Have students turn to the Vocabulary Index on pages 252–256 of the Student Book. Ask them to find the target vocabulary words that they encountered in activity A and write an example sentence or definition for each one. If students prefer, they can also write translations.

Students use a dictionary to look up the meanings of the vocabulary words, then complete the sentences. • Have students work individually to complete the exercise. • Check answers as a class. Elicit example sentences for each vocabulary item. See Vocabulary Extension 1 on page 231 of the Student Book for additional practice with adjectives ending with -ic.

E Previewing

Explain to the class that previewing a reading passage is especially useful when they are taking exams. If they recognize the main idea of a passage first, students will find it easier to understand when they read it fully. In this activity, students are asked to look at the photos and read the title and first sentence of each paragraph before answering questions about the gist of the passage. • Allow students time to skim the text. • Have them work individually to answer the questions. • Revisit this question after students have read the entire passage. ANSWER KEY

PREPARING TO READ

A 1. 2. 3. B 1. 2. 3. 4. 5. C 1. 2.

C Using Vocabulary

Students should practice using the new vocabulary items while answering the three questions. • First, have students work alone to think about the questions and write their ideas. • Have students form pairs to discuss their answers to the questions. Encourage them to use the target vocabulary during their discussions. If necessary, provide some prompts to help them. (1. Examples of consequences include … ; 2. In my opinion, the most dramatic consequence is … ; 3. One current effort that I know about is …. Another is …) • Check answers as a class. Elicit example answers from students. D Brainstorming

Students work individually to brainstorm ideas before discussing them in pairs. Pairs of students should think of at least two ideas for each question. 2

UNIT 1

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D

E 1. 2. 3.

dramatic 4. perspective devoted to 5. profound eliminate 6. consequence criteria concept essentially, transform satisfy current Answers will vary. Possible answers: Humans have used up the planet’s resources and developed its land. I think the most dramatic consequence might be climate change. Some current efforts to deal with these consequences include attempts to reduce pollution and deforestation. Answers will vary. Possible answers: We know about plants and animals because of fossils that have been found and studied. These fossils have helped us understand what used to be living on Earth. We can also study rock layers and deposits to learn about how the land on Earth has transformed. Answers will vary. Actual answers: b b c

1.1 Have students read the passage individually, or

play the audio and have students read along.

OVERVIEW OF THE READING Some scientists have proposed a new geological epoch called the Anthropocene because it reflects the human impact on Earth. The passage starts by describing the origins of the idea. Although a similar idea was proposed in the 1870s, the current term has only been in use for about a decade. Geologists are still debating whether to adopt the term Anthropocene because they usually wait until changes in stratigraphy are noted before deciding that an epoch has changed. Most of the article is devoted to examining ways human impact might show up in the geological record, focusing on cities, agribusiness, deforestation, and pollution of the atmosphere. The conclusion of the passage suggests that renaming might draw attention to the consequences of human actions. This is an adapted version of the article The Age of Man by Elizabeth Kolbert, which appeared in the March 2011 edition of National Geographic Magazine. Online search terms: Anthropocene epoch, The Age of Man I 0M N

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B Building Vocabulary

• Allow students time to brainstorm and write their ideas. • Have students form pairs and discuss their ideas first. Then have a class discussion, eliciting ideas from each pair.

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Reading

UNDERSTANDING THE READING (pages 12–14)

A Understanding Main Ideas

Students are asked to answer questions about the main ideas of the passage. • Have students work individually to complete the activity. Encourage them to skim the passage again to find the answers, if necessary. For question 2, encourage students to write a complete sentence in their own words. • Have students form pairs to check their answers. B Understanding Main Ideas

Students are asked to identify the distinct sections of the passage based on headings. • Have students work individually to complete the activity. • Check answers as a class. Elicit the clues in the reading passage that students found to help them identify each section. C Understanding Details

Students are asked to answer questions about the supporting details used in the passage. Students can simply note their ideas; however, the activity also gives them the option of writing complete sentences that paraphrase the information in the passage. • Have students work individually to complete the activity.

• Check answers as a class. • Elicit where students found the relevant information in the reading passage. D Critical Thinking: Evaluating

Students are asked to complete a table that summarizes some of the evidence presented in the passage. They then analyze and evaluate the evidence in groups. • Have students work individually to complete the charts. Explain to students that in some cases more than one word may be appropriate and that it is not necessary to use the same word used in the passage. • Have students work in groups to discuss and evaluate the evidence. Do group members agree which kind of human impact will leave the most obvious record in the future? E Understanding Infographics

Students answer questions about the timeline on page 8 of the Student Book. • Have students work individually to answer the questions. • Check answers as a class. F Critical Thinking: Analyzing Evidence

The Critical Thinking box describes the types of evidence that authors use to support their arguments, such as examples, quotations from experts, and statistics. Discuss how this kind of evidence strengthens an essay or article. For the exercise, students are asked to go back to sections of the passage to find evidence on both sides of the argument. • Allow students time to refer to the passage to find the evidence. • Check answers as a class. G Critical Thinking: Guessing Meaning from

Context

The box contains words and phrases that appear in the reading passage. Students first find the words in the reading passage. Then, they use context to guess their meaning. Lastly, they match the sentence parts to complete the definitions. Discuss why guessing the meaning of a word from its context can be better than relying on a dictionary. (Stopping to look up words can affect reading fluency and interfere with comprehension.) • Have students work in pairs to locate the words in the passage and deduce their meanings. • Ask them to then match the sentence parts to complete the definitions. • Check answers as a class.

CHANGING THE PLANET

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UNIT 1

1. 2.

G 1. 2. 3. 4. 5. 6.

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Video

DEVELOPING READING SKILLS (page 15)

Reading Skill: Understanding Cohesion The Reading Skill box discusses the idea of cohesion in writing and introduces linguistic devices that are used to link ideas and help a piece of writing flow. One important aspect of cohesion is avoiding repetition. For example, cohesive devices such as pronouns (I, you, we, they, etc.), demonstratives (that, this, these, those), and synonyms are commonly used by writers to avoid repeating certain words. Refer students to the examples in the Reading Skill box. A Analyzing

Students are asked to identify the antecedent (the word to which a referent is referring) for each referent in excerpts from the passage. • Allow time for students to read the excerpts. • Have them work individually to complete the exercise. • Check answers as a class. B Analyzing

Students are asked to find excerpts in the passage to identify what each cohesive device is referring to. • Have students work individually. Allow time for them to go back to the reading passage to find the excerpts. Note that the paragraph is given for each. • Have them form pairs to compare answers. Then discuss answers as a class. Elicit the lines from the reading passage where students found the correct antecedent for each referent. ANSWER KEY

DEVELOPING READING SKILLS

A 1. 2. B 1. 2. 3. 4.

c a the term Anthropocene fossilized organism change mass extinction

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A 1. epoch 2. Answers will vary. Possible answer: Anthropocene refers to the current time period, during which humans are having a major impact on the natural environments of the planet. 3. cities, farming, deforestation, composition of the atmosphere B How We Are Changing the Planet: Before Paragraph G Tracing the Origins of the Anthropocene: Before Paragraph L A New Perspective on Earth’s History: Before Paragraph A C 1. in the 1870s; the Anthropozoic; other scientists found the idea unscientific (Paragraph C) 2. because the human impact on the world is more obvious now than it was in Stoppani’s time (Paragraph C) 3. Deforestation increases sedimentation through erosion, and habitat loss leads to the extinction of species. (Paragraph I) 4. As temperatures increase, some plants and animals are shifting their ranges to the Poles. Others are expected to become extinct due to climate change. Sea levels may rise up to 20 feet or more. (Paragraph J) D 1. man-made materials / steel, glass, concrete, brick (Paragraph G) 2. erosion (Paragraph G) 3. 38 (Paragraph H) 4. yes (Paragraph H) 5. pollen (Paragraph H) 6. cutting down / leveling (Paragraph I) 7. extinctions (Paragraph I) 8. change in composition of (Paragraph J) 9. the fossil record; oceans (Paragraphs J and K) E 1. Era: Cenozoic Period: Quaternary Epoch: Holocene or Anthropocene 2. The Cenozoic Era started 65 million years ago. 3. Epochs are determined based on changes in sedimentary rock.

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UNDERSTANDING THE READING

Answers may vary. Possible answers: Evidence For: Other scientists find the concept useful [C, D, E]; stratigraphers think that the human impact will be “stratigraphically significant” [F]; the pollen record will show agricultural focus on a limited range of plants [H]; erosion from deforestation increases the amount of sediment [I]; habitat loss will lead to extinctions that will show up in the fossil record [I]; similarly, the fossil record will show shifts in habitat due to global warming [J]; CO2 acidifies oceans so that coral cannot form reefs [K] Evidence Against: Many of the effects of humans on the planet may be transient [G]; cities will not survive erosion [G]; use of fertilizers will leave only subtle traces for future geologists [H]; dams on rivers are disrupting the natural sedimentation process [I] There is more evidence for than against. Answers may vary. Possible answer: Yes, I think the information is reliable. The article is from a reputable magazine, and the author is well known. The opinions expressed are backed up by quotes from experts in the field. e f c b d a

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ANSWER KEY

VIEWING: TREES OF LIFE (pages 16–17)

Overview of the Video Forests play an essential role in life on our planet, but at the current rate of deforestation, Earth’s forests may disappear entirely by the next century. One reason we need forests is because trees store carbon dioxide and other greenhouse gases. Another reason is that when a tree is cut down, the greenhouse gases stored in it are released back into the atmosphere. So the negative effect of deforestation on the atmosphere is twofold as a result. Forests are also home to more than 80% of wildlife dwelling on land, and as forests disappear, so do many species. In addition to agriculture, logging and land development from urban sprawl are major causes of deforestation. Efforts to combat deforestation continue to be necessary. Online search terms: deforestation, Climate 101

BEFORE VIEWING A Discussion

Students discuss what they know about how deforestation affects the planet. • Have students work individually to write their ideas. Encourage them to use what they learned in the reading passage as well as any other background information they have. • Have students form pairs to share their ideas. Then discuss their ideas as a class. If time permits, make a mind map on the board to review what they have learned so far. B Learning About the Topic

The paragraph prepares students for the video by giving background information about some important resources that rain forests provide for humans. • Have students read the paragraph and answer the questions individually. • Have them form pairs to check their answers. C Vocabulary in Context

This exercise introduces students to some of the key words used in the video. Students use context to determine the meanings of the words. • Have students work on the exercise individually. • Have them form pairs to check their answers. • Discuss answers as a class. Elicit example sentences for each word. CHANGING THE PLANET

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ANSWER KEY

ANSWER KEY

BEFORE VIEWING

WHILE VIEWING

A

A 1. 2. 3. B 1. 2. 3. 4. 5. 6. 7.

2.

WHILE VIEWING A

Understanding Main Ideas

Students answer true-or-false questions about the video content. • Have students read the items silently before you play the video. • Have them complete the task while the video is playing. • Check answers as a class. Note that question A can only be answered by viewing the chart that is displayed in the video. B

Understanding Causes and Effects

Students complete the chart with details about the effects and causes of deforestation. • Have students read the chart and write any answers they recall from the first viewing before you play the video a second time. • Play the video again. Have them complete the task while the video is playing. Explain that they can paraphrase the answer and use more than one word if required. • Check answers as a class.

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UNIT 1

OVERVIEW In this section, students review some of the fundamentals of essay writing. The lesson starts by reviewing the use of cohesive devices and then provides a review of the basic structure of an essay. In the Writing Task, students apply these lessons by writing and revising a cause-effect essay about how the activities of a charity or nonprofit organization are having a positive impact on the planet. Students begin by choosing their organization and listing its activities and impacts in the chart before organizing the details in an outline. Students then draft their essays, improve their drafts, and correct common mistakes related to the use of cohesive devices.

AFTER VIEWING A

Critical Thinking: Synthesizing

Students draw on information from both the reading passage and the video to answer the question. • Read the question aloud. Have students form pairs to discuss their ideas. Encourage them to go back to the reading passage to find information, if necessary. • If time permits, discuss answers as a class. ANSWER KEY

AFTER VIEWING

A

The first sign is in regard to sedimentation. Increased sedimentation is happening because of massive soil erosion, while at the same time, a lack of sedimentation is happening because of dams. The second sign is loss of habitat and extinction of animal species. (See Paragraph I.)

Ideas for … EXPANSION Ask students to find out about other medicinal plants that humans rely on. Have them work in small groups to research information and then give a presentation on an important medicine that comes from a plant found in forests.

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C 1. 2. 3.

F (Explanation: less than, not more than) T F (Explanation: Agriculture is the primary cause.) cutting down trees absorb greenhouse gases habitats for plant and animal life food and shelter Agriculture wood and paper urban sprawl / land development

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Answers will vary. Possible answers: Deforestation affects both plant and animal life. Animals lose their natural habitats. Plants are destroyed and perhaps become extinct as a result. animal habitat and resources such as fruits, spices, and medicinal plants Answers will vary. Possible answers: If we destroy rain forests, we will not only lose ingredients used to make current medicines, we will also lose the chance to find new medicinal plants that may cure serious illnesses. combat dwelling destruction

Writing

EXPLORING WRIT TEN ENGLISH (pages 18–20)

A

Vocabulary for Writing

The box contains words and phrases that appear in the reading passage and may be useful when writing about the human impact on the planet. Students first find the words in the reading passage. Then, they use context to guess their meaning. Lastly, they complete the definitions with the correct words or phrase. • Have students work in pairs to locate the words in the passage and deduce their meanings. • Ask them to complete the definitions. • Check answers as a class. B

Noticing

This exercise helps students notice some of the features of cohesive devices before they learn about the topic in more detail in exercise C. Allow students to complete the exercise before going over the information in the Language for Writing box. • Remind students that they learned about using referents as cohesive devices earlier in the unit. • Have students complete the task individually. • Check answers as a class.

Language for Writing: Using Cohesive Devices The Language for Writing box introduces reference words and synonyms as devices for bringing cohesion to a piece of writing. Students learned about referents earlier in the unit. The information in the box also reminds students of the benefits of using synonyms and changing word forms to avoid repetition in their writing. Go over each device and the examples of its use. C

Using Cohesive Devices

Students are asked to use a cohesive device to complete each sentence. • Have students complete the activity individually. • Have them form pairs to compare answers. • Check answers as a class. If time permits, ask if there are any other devices that would work for each sentence. Elicit ideas and examples. ANSWER KEY

EXPLORING WRITTEN ENGLISH

A 1. 2. 3. 4. 5. 6. B 1. 2. 3. 4. 5.

avert determine tasked with Preservation relatively subtle the debate the process the Anthropocene carbon dioxide, the oceans impact

LANGUAGE FOR WRITING

C 1. 2. 3. 4. 5.

Answers will vary. Possible answers: these agriculture actions/things/impacts reduction harmful

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The Writing Skill box provides a quick review of the basic components of an essay: introduction, thesis statement, body paragraphs, conclusion. Students are also reminded of the importance of making transitions between paragraphs to make their writing flow well. In regard to the thesis statement, students are reminded that their position on the topic will be their thesis statement. Point out that each body paragraph expresses one main idea to support the thesis of an essay. D

Critical Thinking: Evaluating

Students read an essay prompt and choose the best thesis statement. Tell students to use the tips in the Writing Skill box to answer the questions about the body paragraphs. • Have students work on the exercise individually. • Check answers as a class. Go over each option, and discuss why it is or is NOT a good thesis statement. (Options a and c are too broad. Option b offers a clear position on the topic.) E

Critical Thinking: Evaluating

Students choose topics for the three body paragraphs to support the thesis statement in exercise D. • Have students work on the exercise individually. • Have them form pairs to check their answers. • Discuss as a class. Go over each option and the reasons that it is or is NOT a good option. (The options should reflect healing the planet through environmentally friendly food choices.) F

Applying

Students use the topics chosen in exercise E to write topic sentences for their essays. • Have students work on the exercise individually. • Have them form pairs to compare their answers. • Discuss answers as a class. Elicit example topic sentences.

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UNIT 1

Discussion

Students are given a prompt and asked to come up with a thesis statement and three topics of support. Tell students to use the tips in the Writing Skill box to answer the questions about the body paragraph. • Allow students time to write down their ideas before discussing. • Have students work in small groups to share their ideas. • Ask each group to come up with a thesis statement and three topics of support. • Discuss as a class. Have each group share what they came up with. Ask groups to comment on each other’s ideas. ANSWER KEY

WRITING SKILL

D

E F

G

b; It is the best choice because it presents a focused main idea—environmentally friendly food choices. c, d, e (Explanation: Each of these choices is good for the environment.) Answers will vary. Possible answers: One way that our food choices can help heal the planet is by not contributing to pollution. Another way is making food choices that don’t negatively affect endangered species. Finally, we can make food choices that use few resources such as water. Answers will vary. Possible answers: The quality of life could be improved at our school with more community events. seasonal events on campus mixed department activities opportunities to work with the local community

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Writing Skill: Reviewing Essay Writing

A

WRITING TASK (page 21)

Brainstorming

Brainstorming is a useful first step for gathering ideas before writing. Read the Goal box aloud so students will be familiar with the writing task before brainstorming. The aim is to choose an organization that is having a positive impact on the planet. Remind students that when they are brainstorming, the most important thing is to list as many ideas as possible without worrying too much about how good the ideas are. • Explain that students can use any charity or nonprofit organization. Encourage them to narrow down their choice to names they are familiar with and then check online for more general information. After they have chosen an organization, have them fill in as many details of activities and effects as they can. • Allow students time to work individually and write their ideas. • Have students share their ideas with a partner. Tell partners to offer suggestions and feedback. B

Planning

After brainstorming, the next steps involve selecting the best ideas, organizing the information, deciding on a thesis statement and topic sentences, and providing supporting details. Remind students that complete sentences are not necessary at this stage. It is more important to focus on organizing their information. • Allow students time to complete their outlines individually. Provide assistance as needed. C

First Draft

Have students write first drafts of their essays based on their outlines. • Allow students time to complete the task individually. Provide assistance as needed. Refrain from error correction at this point.

ANSWER KEY

WRITING TASK

A

B

Answers will vary. Possible answers: Organization: Surfrider Foundation Activities: organizes coastal and beach cleanups; tests water to record pollution levels; provides easy ways for people to contact government representatives about legislation Impacts: protects coastal areas and beaches; spreads public awareness about water pollution with aim of improving water quality; puts pressure on government for better laws to protect the environment Answers will vary. Possible answers: Thesis Statement: The efforts of the Surfrider Foundation have made a positive impact locally, globally, and in government to help protect marine environments. Notes for Introduction: focused on protecting oceans, waves, beaches; connects experts and people for local and national projects; uses this activist network to create positive change Body Paragraph 1 Topic Sentence: The foundation organizes beach and coastal clean-ups, which gets the local community involved in protecting nearby marine environments. Details: Clubs across the country organize cleanups; locals become involved and aware; keeps beaches accessible Body Paragraph 2 Topic Sentence: Surfrider’s efforts to test and record pollution in the ocean have led to increased public awareness of marine pollution around the world. Details: tests bacteria levels in water; educates about plastic pollution; encourages people to change habits related to use of plastic Body Paragraph 3 Topic Sentence: Finally, the group’s grassroots efforts to get people involved in contacting politicians about supporting laws that protect the oceans have succeeded in the passage of important legislation. Details: California Coastal Act; plastic bag ban; Beach Act Notes for Conclusion: ongoing efforts, campaigns across U.S. and other countries; local, global, and government impact CHANGING THE PLANET

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Students return to their own essays and apply the revision techniques used in the Revising Practice box to their drafts, if necessary. • Explain to students that they will be using the questions as a guide for checking and improving their drafts. • Go over the checklist questions carefully to make sure students understand them. • Allow students time to revise their essays.

EDITING PRAC TICE The Editing Practice box trains students to spot and correct common errors related to cohesive devices. As a class, go over the information in the box carefully to make sure students understand what to look out for. • Allow students time to complete the exercise individually. • Check answers as a class by asking students to read their corrected sentences aloud and explain the errors. ANSWER KEY

1. c, a, b 2. Answers will vary. Possible answers: a. These spaces / They b. These c. Organic fruits and vegetables are increasingly available in many cities. EDITING PRACTICE

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UNIT 1

ACADEMIC SKILLS UNIT REVIEW

For all questions in the unit review, allow students to work in pairs or groups. For question 4, refer students to the Vocabulary Index at the back of the Student Book, and have them write definitions or example sentences for each vocabulary item. • Allow students time to look back over the unit and note their answers for questions 1 to 3 before they start their discussion. • For question 4, elicit example sentences or definitions for each vocabulary item from the class. ANSWER KEY

UNIT REVIEW

1. Answers will vary. Possible answers: deforestation, desertification, atmosphere pollution, extinction of species, bleaching of coral reefs 2. Forests remove greenhouse gases from our atmosphere, are home to more than 80% of the land animals on Earth, and provide humans with various plant-based medicines. 3. Answers will vary. Possible answers: referents / reference words / pronouns and demonstratives, synonyms, word forms 4. Answers will vary.

READING WRITING GRAMMAR CRITICAL THINKING

Understanding appositives Writing a persuasive essay Using appositives Analyzing text organization

UNIT OVERVIEW The theme of this unit is endangered species, which builds on the previous unit’s focus on the human impact on our planet. This unit focuses specifically on threatened big cats—most notably the tiger. The species currently faces a dire threat in the wild, with its remaining numbers estimated to be less than 4,000.

ANSWER KEY

THINK AND DISCUSS

Answers will vary. Possible answers: 1. Some species I know that are endangered include the green sea turtle, the snow leopard, the monarch butterfly, the giant panda, the rhinoceros, the orangutan, and the gorilla. 2. Some reasons these animals are endangered include loss of habitat, poaching, and disease.

• READING: Decades of efforts to save the tiger have proved largely fruitless. The author discusses this point and proposes changes in conservation strategies aimed at protecting these big cats. • VIDEO: Although the decline of the Amur (or Siberian) tiger population has stabilized, efforts must continue to save this unique animal. • WRITING: Students draw on what they have read and watched to write an essay describing conservation efforts that are being made to protect an animal or habitat. The unit prepares them for the writing task by introducing vocabulary to talk about conservation and by teaching them how to understand and use appositives. Students then review the concepts behind writing a thesis statement before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. 0

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1. One reason to limit the use of pesticides is that it contains they contain harmful compounds. 2. Some people are installing rooftop gardens and using solar panels in their homes. It They / This can save money and resources. 3. Many fish species have become extinct, and as a result, there is less biodiversity in our oceans. They are This decrease in biodiversity is a problem, because they upset it upsets the natural balance of the oceans’ ecosystems.

Life Science / Conservation

• Have students study the picture, title, and caption. Ask them what they think the title On the Edge refers to. (Something that is on the edge is likely to happen soon. Many species of wildlife, including the elephant, are on the edge of extinction.) • Discuss the photo as a class. What story does the photo tell about animal conservation? • Discuss the two questions as a class. For question 2, encourage students to recall what they learned in the previous unit about the impact of human activity on the planet. (Although human activity is causing many species to be endangered or become extinct, humans are also making efforts to correct this and save the planet’s wildlife.)

THINK AND DISCUSS (page 25)

The photo shows a two-week-old rescued orphan elephant with her keeper in Nairobi National Park, Kenya. The title and questions help prepare students for the subject matter covered in the unit.

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REVISING PRACTICE

ACADEMIC TR ACK

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Revised Draft

ON THE EDGE

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Final Draft

Have students apply the skills taught in Editing Practice to their own revised drafts and check for any other errors. • Allow students time to edit their drafts. • Walk around, and monitor students as they work. Provide assistance as needed. • Collect their work once they have completed it. • For the next class, show anonymous examples of good essays and common errors. 1

The Revising Practice box provides a model essay that has some sections missing and a small number of errors. Students complete an exercise to revise the model essay that will also demonstrate how they can improve their own drafts. • Allow students time to analyze the draft and complete the exercise. Note that this essay is a cause-effect essay, but it is on a different topic to the writing task. • Check answers as a class. Ask students to identify each change and explain how it makes the revised draft stronger.

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REVISING PRAC TICE (page 22)

EXPLORE THE THEME (pages 26–27)

The opening spread takes a closer look at the current conservation status of various species of big cats, all of which are threatened. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. Use the information in the spread as an opportunity to review some simple ways to present statistics. (7,000 to 10,000; fewer than … ) ANSWER KEY

EXPLORE THE THEME

A 1. the tiger; its status is listed as endangered and there are fewer than 4,000 remaining in the wild 2. These animals play an important role in nature and the food chain, in addition to being important cultural assets in many countries. B predators, prey, poaching, feasible, secretive 11

A

PREPARING TO READ (pages 28–29)

Building Vocabulary

B

Building Vocabulary

Students use a dictionary to look up the meanings of the vocabulary words, then complete the sentences. • Have students work individually to complete the exercise. • Check answers as a class. Elicit example sentences for each vocabulary item. See Vocabulary Extension 2 on page 232 of the Student Book for additional practice with collocations for the word priority. C

Using Vocabulary

Students should practice using the new vocabulary items while answering the three questions. • First, have students work alone to think about the questions and write their ideas. • Have students form pairs to discuss their answers to the questions. Encourage them to use the target vocabulary during their discussions. If necessary, provide some prompts to help them. (1. One organization I know is … Another is … ; 2. In my opinion, priority should be given to … ) • Discuss their ideas as a class. Elicit example answers from students.

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UNIT 2

Skimming/Predicting

Students are asked to skim the passage to predict what the main ideas are. • Allow students time to skim the title, passage content, pictures, and captions. If necessary, remind them that skimming the passage content involves reading the first and last sentences of each paragraph and quickly moving their eyes over the rest. • Have them work individually to write their ideas. • Have students check the ideas they have written as they read the entire passage. ANSWER KEY

PREPARING TO READ

A 1. assessed 2. lethal 3. resolve (Note: The vocabulary word is the noun form of resolve.) 4. project (Note: The verb project is stressed on the second syllable when pronounced: project. However, the noun is instead stressed on the first syllable: project.) 5. dedicated B 1. authority 2. apparently 3. acknowledge 4. hypothetical 5. priority C Answers will vary. Possible answers: 1. Some organizations I know that are dedicated to protecting wildlife include the World Wildlife Fund, Greenpeace, and the Jane Goodall Institute. 2. I think the animals that are most endangered should be a priority, such as the rhinoceros. Sadly, once a species disappears, we will never get it back. D Answers will vary. Actual answers: A physical description of tigers; reasons why they are endangered; tiger conservation efforts; the future for tigers

1.2 Have students read the passage individually, or play the audio and have students read along.

OVERVIEW OF THE READING The passage provides an insight into tiger conservation efforts. It discusses how efforts over the last few decades to reverse the decline in the tiger population have largely failed and offers ideas about a more effective way forward. The author describes a visit to a tiger reserve in India and discusses what needs to change in current strategies that aim to save the species. For example, safe passageways need to be created for tigers to roam between reserves, breeding areas must be protected, and more effective patrolling and monitoring of the tiger population must be done. This is an adapted version of the article “A Cry for the Tiger” by Caroline Alexander, which appeared in the December 2011 edition of National Geographic Magazine. Online search terms: Ranthambore Tiger Reserve, Panthera, conservation strategies for tigers, A Cry for the Tiger I 0M N

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The paragraph describes conservation efforts that have successfully increased the number of manatees in the wild. It contains five key vocabulary items that appear in the passage. Students should use contextual clues to deduce the meanings of the words and match them to their definitions. Before students read the paragraph, draw their attention to the photo on page 28. Ask them what, if anything, they know about manatees, and write their ideas in a mind map on the board. • Have students work individually to read the paragraph and complete the exercise. Encourage students to use contextual clues to match the words to their definitions. If necessary, allow students to check their answers in a dictionary. • Check answers as a class. Elicit example sentences for each vocabulary item.

D

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4

Reading

UNDERSTANDING THE READING (pages 35–36)

A

Understanding Main Ideas

Students are asked to choose three statements that best summarize the writer’s main ideas. • Have students work individually to complete the activity. Encourage them to skim the passage again to find the answers, if necessary. • Have students form pairs to check their answers. • Discuss answers as a class, and elicit the reasons why statements 2, 5, and 6 are incorrect. (Statement 2 is incorrect because tigers being spotted outside reserves is not a positive sign. Statement 5 is incorrect because the last few decades have been generally unsuccessful. Statement 6 is incorrect because establishing land corridors is described as a realistic long-term strategy.) B

Understanding Details

Students are asked to answer questions about statistical information presented in the article. Make sure students realize that three items are extra. The activity also provides a good opportunity for students to practice their scanning skills. Consider setting a challenging time limit for students to encourage them to scan quickly for the information. • Have students work individually to complete the activity. • Check answers as a class. • Elicit where students found the relevant information in the reading passage.

C

Identifying Problems, Reasons, and Solutions

Students use a T-chart to organize reasons and solutions presented in the article. Explain that T-charts are often a useful way of organizing notes, especially for an article about problems and solutions. • Read the problem aloud and the sample reasons. • Have students work individually to complete a T-chart. D

Critical Thinking: Analyzing Text Organization

The Critical Thinking box explains how the organization of an article can reveal something about the writer’s purpose and point of view. • Allow students time to go back to the passage to study the organization more closely. • Check answers as a class. E

Critical Thinking: Analyzing Text Organization

Using the information in activity D, students are asked to discuss the organization of the article. For question 1, remind students that the article in question is a magazine-style piece of writing. As such, the opening of the article is probably designed to get the readers’ attention and encourage them to read on. For question 2, refer students to activity D, and have them renumber the ideas in an alternative but logical order. • Have students work in pairs to discuss their answers. Ask students to provide examples from the reading to support their opinions. • Discuss as a class. F

Critical Thinking: Guessing Meaning from Context

The box contains words and phrases that appear in the reading passage. Students first find the words in the reading passage. Then, they use context to guess their meaning. Lastly, they match each word or phrase with its definition. • Have students work in pairs to locate the words in the passage and deduce their meanings. • Ask them to match each word or phrase with its definition. • Check answers as a class. G

Critical Thinking: Personalizing

Students are asked to note their own ideas about how important they think it is to protect endangered animals. • Have students write down their own ideas individually. • Have them share their ideas in pairs or small groups. • Encourage students to consider both sides of the argument. If time permits, discuss further as a class.

ON THE EDGE

13

1, 3, 4 e (Paragraph E) g (Paragraph E) i (Paragraph F) b (Paragraph F) f (Paragraph G) a (Paragraph M) j (Paragraph M) Problem: Tigers are endangered. Possible Reasons: Past conservation efforts were not successful; growth of human populations [E]. Tigers’ rareness is part of their mystique, so people accept it [D]; poaching [E]; loss of habitat [E]; black market demand for tiger parts [E]; infrastructure projects [H]; “mission drift” with conservation agencies [K] Possible Solutions: Tiger reserves need recognized corridors of land for safe passage between them [G]; safeguarding core breeding populations [K]; systematic patrolling and monitoring of sites [L] D a. 3 (Paragraph E) b. 5 (Paragraphs I–M) c. 1 (Paragraphs A–C) d. 4 (Paragraphs F–H) e. 2 (Paragraph D) E Answers will vary. Possible answers: 1. I found the opening effective; it made me want to read on. I felt like I was there watching the tiger, and it communicated how majestic these animals are, which is one reason why they’re worth protecting. 2. Perhaps the article could have started with reasons that tigers are endangered and ended with a description of the power and mystery of tigers. F 1. c (Then she turns to regard us with a look of bored indifference.) 2. h (The tiger is powerful enough to kill and drag prey five times its weight, yet it can move through high grass, forest, and even water in unnerving silence.) 3. b (The tiger has been a threatened species for most of my lifetime, and its rareness has come to be regarded—like its dramatic coloring—as a defining attribute.)

14

UNIT 2

4

MIN

Video

DEVELOPING READING SKILLS (page 37)

Reading Skill: Understanding Appositives Appositives work in a similar way to adjective clauses in that they provide extra information about a noun. The key difference is that appositives are not clauses; they are nouns or noun phrases. Appositives are usually separated from the main sentence clause by punctuation marks. (Usually commas or dashes are used.) Writers use a mix of adjective clauses and appositives to vary the structure of their sentences. Consider writing the two following sentences on the board: 1. Caroline Alexander, who is a well-known author, wrote “A Cry for the Tiger.”; 2. Caroline Alexander, a well-known author, wrote “A Cry for the Tiger.” Ask students which sentence contains an adjective clause (1) and which contains an appositive (2). A

Understanding Appositives

Students are asked to identify the appositive and the nouns they describe in sentences from the reading passage. • Have students work individually to complete the exercise. Note that students do not have to go back to the reading passage to find the sentences. • Have them form pairs to compare their answers. • Check answers as a class. B

Applying

Students are asked to find additional sentences with appositives in the reading passage in Unit 1. • Have students work in pairs to complete the exercise. • Check answers as a class. ANSWER KEY

DEVELOPING READING SKILLS

A 1. Appositive: one of 40 in India; refers to: Ranthambore Tiger Reserve 2. Appositive: co-founder of Panthera, refers to: Tom Kaplan; Appositive: an organization dedicated to big cats, refers to: Panthera 3. Appositive: here-and-now, flesh-and-blood tigers, refers to: tigers 4. Appositive: the kind of development that often destroys habitat, refers to: infrastructure projects 5. Appositive: the Year of the Tiger, refers to: 2010 B Answer will vary. Possible answers: (Paragraph A) The conference chairman kept referring to the Holocene, the epoch that began 11,500 years ago, at the end of the last ice age, and that—officially, at least—continues to this day.

5

MIN S

A B 1. 2. 3. 4. 5. 6. 7. C

5

4

UNDERSTANDING THE READING

4. d (In the early 21st century, tigers in the wild face complete annihilation.) 5. f (Less acknowledged are decades of botched conservation strategies.) 6. e (The tiger population, dispersed among Asia’s 13 tiger countries, … ) 7. a (An unwelcome revelation of the new census is that nearly a third of India’s tigers live outside tiger reserves, … ) 8. g (Central to this approach is the need for systematic patrolling and monitoring of sites assessed as harboring defensible core tiger populations.) G Answers will vary. Possible answers: I feel it’s very important to protect endangered species. The planet benefits from having balance in the natural world, and when species become extinct, this balance begins to wobble. Eventually, it will have devastating effects on the natural world and our lives as well.

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ANSWER KEY

VIEWING: TIGERS IN THE SNOW (pages 38–39)

Overview of the Video The Amur tiger, also known as the Siberian tiger, has adapted its habits to survive in the harsh, cold environments of the far eastern part of Russia and northern China. The population of the Amur tiger experienced a significant decline in the 1990s, which has now stabilized, but with only 500 of these tigers left in the wild, conservation efforts must continue to save this unique big cat. Online search terms: Amur tigers, conservation efforts for Siberian tiger

BEFORE VIEWING A

Discussion

Students recall what threats to tigers were mentioned in the reading. • Have students work individually to write their ideas from memory, without looking back at the reading. • Have students share their ideas in pairs. Then discuss their ideas as a class. B

Learning About the Topic

The paragraph prepares students for the video by giving background information about the Amur tiger, the subspecies of tiger that is the focus of the video. • Have students read the paragraph and write answers to the questions individually. • Have students form pairs to discuss their answers. C

Vocabulary in Context

This exercise introduces students to some of the key words used in the video. Students use context to determine the meanings of the words. • Have students work on the exercise individually. • Have them form pairs to check their answers. • Discuss answers as a class. Elicit an example sentence for each word.

ON THE EDGE

15

BEFORE VIEWING

A

B 1.

2. C 1. 2. 3.

Answers will vary. Possible answers: habitat loss, expanding human populations, poaching, botched conservation efforts, black market for parts They mostly live in forested areas in the very cold climate of the Russian Far East. The low population density means the tigers are more remote from humans. Answers will vary. Possible answers: poaching, black market for parts, logging stabilize dominant food chain

A

Critical Thinking: Making Inferences

Students are asked to infer information not directly stated in the video. Remind students that inferring involves making educated assumptions based on the evidence provided. • Have students write down their ideas individually before discussing in pairs. • If time permits, discuss their ideas as a class. B

Critical Thinking: Synthesizing

Students draw on information from both the reading passage and the video to answer the question. • Read the question aloud. Have students discuss their ideas in pairs. Encourage them to go back to the reading passage to recall information, if necessary. • If time permits, discuss their answers as a class.

A

Understanding Main Ideas

Students are asked to identify the main idea of the video. • Have students read the items silently before you play the video. • Have them complete the task while the video is playing. • Check answers as a class. B

Understanding Details

Students answer questions related to the information provided in the video. • Have students read the questions and write any answers they recall from the first viewing before playing the video a second time. • Play the video again. Have them complete the task while it is playing. • Check answers as a class. ANSWER KEY

WHILE VIEWING

A a B 1. It has a longer, thicker coat (to survive the extreme cold). 2. Female: 200 square miles; Male: 500 square miles 3. logging and poaching 4. The decline has stabilized since the mid-1990s.

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UNIT 2

OVERVIEW In this section, students continue to review the fundamentals of essay writing. The lesson starts by teaching students how to use appositives and then reviews the characteristics of a good thesis statement. In the Writing Task, students apply these lessons by writing and revising a persuasive essay about why a particular animal or natural place should be protected. Students begin by brainstorming a list of animals, habitats, or natural places that people are trying to protect, before organizing one of their ideas in an outline. Students then draft their essays, improve their drafts, and correct common mistakes related to the use of appositives. 0

MIN

B

Answers will vary. Possible answer: Maybe they need a larger territory for hunting. Also, perhaps because the male tigers are more dominant than females, they take more territory. Answers will vary. Possible answers: The Siberian tiger is endangered just like other species of tiger. Unlike some other species of tiger, the Siberian tiger lives far away from people and towns. However, these tigers are still losing habitat as a result of logging. While the Siberian tiger population has stabilized in recent decades, Siberian tigers still face a threat of extinction because their numbers are still low.

Ideas for … EXPANSION Have students work in small groups to find out more about the conservation efforts being made for one of the other big cats in the Explore the Theme spread (pages 26–27) or another endangered species. Ask each group to give a 5-minute presentation on why the species is endangered and what efforts are being made to save it. Allow enough time for groups to research, plan, and practice their presentations.

EXPLORING WRIT TEN ENGLISH (pages 40–42)

AFTER VIEWING

A

S

ANSWER KEY

WHILE VIEWING

Writing

AFTER VIEWING

3

ANSWER KEY

A

Vocabulary for Writing

B

Language for Writing

Students are asked to use appositives to combine the sentence pairs. • Have students complete the activity individually. • Have them form pairs to compare answers. • Discuss their answers as a class. ANSWER KEY

EXPLORING WRITTEN ENGLISH

A 1. 2. 3. 4. 5. 6. 7. 8.

LANGUAGE FOR WRITING

B

The box contains words and phrases that appear in the reading passage and may be useful when writing about problems and solutions. Students first find the words in the reading passage. Then, they use context to guess their meaning. Lastly, they complete the definitions with the correct word or phrase. • Have students work in pairs to locate the words in the passage and deduce their meanings. • Have students complete the definitions. • Check answers as a class.

1.

Language for Writing: Using Appositives

5.

The Language for Writing box explains that appositives give more information about a noun and help the writer to avoid redundancy and short choppy sentences. Use of appositives is a good way to vary writing style and provides an alternative to using adjective clauses. Go over the examples in the box to show how the writing was improved by using an appositive.

Funding threatened Components exacerbated Initiatives Safeguarding strategy sacrifice

2.

3. 4.

Answers will vary. Possible answers: The Bengal tiger, India’s national animal, is one of India’s most popular attractions. In addition to tigers, other animals—monkeys, deer, wild boars, owls, and parakeets—live in Ranthambore. Ranthambore, a former private hunting estate, is home to 41 tigers. Fateh Singh Rathore, the assistant field director of the reserve, used to work at Ranthambore when it was a hunting estate. Zaw Win Khaing, the head ranger of a tiger reserve in Myanmar, once saw a tiger in 2002.

Writing Skill: Reviewing the Thesis Statement The Writing Skill box provides a review of what makes an effective thesis statement. A thesis statement should communicate a position on a topic and refer to reasons for this position. It is a statement that will be explained in further detail in the body paragraphs of the essay that follow it. Remind students that each body paragraph usually expresses one main idea to support the thesis statement.

ON THE EDGE

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Students choose the best thesis statement of two. Tell students to use the tips in the Writing Skill box to help them. • Have students work on the exercise individually. • Have them form pairs to check their answers. • Discuss their answers as a class. Go over each option and why it is or is NOT a good option. (In both cases, only one option presents an opinion; the other option merely states a fact.) D Critical Thinking: Evaluating

The activity leads students through the thought process involved in deciding on a thesis statement. Students begin by noting their ideas in response to an essay prompt before combining their ideas into one thesis statement. • Have students work on the exercise individually. Students can make notes for the first three sections (My opinion. Reason 1, Reason 2) but should write a complete sentence as a thesis statement. • Have them form pairs to compare their answers. • Discuss their answers as a class. Elicit examples of thesis sentences, and write the best examples on the board.

WRITING SKILL

C 1. a (Explanation: It presents opinions and expresses the ideas that will be explained in the body paragraphs.) 2. a (Explanation: It presents an opinion/position and includes a reference to the reason for it.) D Answers will vary. Possible answer: My opinion: Governments should spend more money to protect tigers. Reason 1: Tigers are an important cultural asset for the countries in which they live. Reason 2: Tigers help bring visitors to countries, which helps support a country’s economy. Thesis statement: Governments need to spend more money to protect tigers because these animals are not only a cultural asset, but also a way to bring money into the nation’s economy.

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ANSWER KEY

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C Critical Thinking: Evaluating

WRITING TASK (page 43)

A Brainstorming

Read the Goal box aloud so students will be familiar with the writing task before brainstorming. The aim is to write about an animal, habitat, or natural place that is endangered and explain why it should be protected. Remind students that when they are brainstorming, the most important thing is to list as many ideas as possible without worrying too much about how good the ideas are. • Have students work in pairs or groups to draw up a list. • Allow them to check online for more information, if necessary. • Elicit some examples from the class. B Planning

Students decide on an idea from their brainstorming list and complete the outline for their essays. • Allow students to do some additional online research. Remind students that body paragraphs need to directly support the thesis statement. • Allow students time to complete their outlines individually. Provide assistance as needed. C First Draft

Have students write first drafts of their essays based on their outlines. • Allow students time to complete the task individually. Provide assistance as needed. Refrain from error correction at this point. ANSWER KEY

WRITING TASK

A

B

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UNIT 2

Answers will vary. Possible answers: Animals: sea turtles, lemurs, rhinos Natural places: Amazon Rain Forest, Great Barrier Reef Answers will vary. Possible answers: Introduction: Information about the animal/habitat/place: rain forest in Borneo, world’s third largest island How is it valuable? home to Sumatran tiger, Sumatran rhinoceros, pygmy elephant, Bornean orangutan, plus other species of animal and plant life

Why is it in danger? logging, forest fires, and development Thesis Statement: We need to protect Borneo because it is home to so many different species and because the rain forest helps reverse damage from climate change. Body Paragraph 1 Topic Sentence: It is important to protect Borneo so that we can save all the different forms of life that live on the island. Supporting Detail: thousands of species of plants, animal, and insect life; wildlife like the pygmy elephant unique to the island; new species still being found that can have medicinal use Body Paragraph 2 Topic Sentence: We also need to protect Borneo in order to protect the globe from climate change. Supporting Detail: One of the last rain forests in the world; we need rain forests to counter climate change; rain forests absorb carbon dioxide and produce rain Conclusion: What can be done to protect it? With a combination of international and local efforts, Borneo may be saved from destruction.

REVISING PRAC TICE (page 44) The Revising Practice box provides a model essay with some sections missing and a small number of errors. Students complete an exercise to revise the model essay, which will also demonstrate how they can improve their own drafts. • Allow students time to analyze the draft and complete the exercise. Note that this essay is a persuasive essay, on the same topic as the writing task. • Check answers as a class. Ask students to identify each change and explain how it makes the revised draft stronger. D Revised Draft

Students should apply the revision techniques used in the Revising Practice box to their own drafts, where applicable. • Explain to students that they will be using the questions as a guide for checking and improving their drafts. • Go over the questions carefully to make sure students understand them. • Allow students time to revise their essays.

ON THE EDGE

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ANSWER KEY

EDITING PRACTICE

E

Final Draft

ACADEMIC SKILLS READING

UNIT REVIEW

For all questions in the unit review, allow students to work in pairs or groups. For question 4, refer students to the Vocabulary Index at the back of the Student Book, and have them write definitions or example sentences for each vocabulary item. • Allow students time to look back over the unit and note their answers for questions 1 to 3 before they start their discussion. • For question 4, elicit example sentences or definitions for each vocabulary item from the class. ANSWER KEY

UNIT REVIEW

1. Answers will vary. Possible answers: loss of habitat, poaching, killing 2. Answers will vary. Possible answers: safeguard breeding areas; establish safe corridors for animals to pass between the reserves; better patrolling and monitoring of tiger population 3. a position on a topic and references to reasons for that position 4. Answers will vary.

WRITING GRAMMAR CRITICAL THINKING

Using a concept map to identify supporting details Writing an evaluative essay Using restrictive and nonrestrictive adjective clauses Applying ideas

UNIT 2

THINK AND DISCUSS

Answers will vary. Possible answers: 1. For me, it’s about the feeling I get when I look at something. Something that I think is beautiful gives me a positive feeling. 2. There’s a building downtown that is one of the most beautiful things I have seen. It’s an old brick building that’s actually quite simple but still beautiful.

This unit explores aesthetics—the principles that underlie concepts of beauty in the arts or in nature. Both the reading passage and video focus specifically on photography and discuss the elements involved in distinguishing a beautiful photograph from an ordinary one. • READING: National Geographic photographer Annie Griffiths outlines the three main components for judging the aesthetic criteria of a photograph. She also describes three additional elements that can help create an emotional response in the viewer. • VIDEO: A panel of National Geographic photographers discusses photos submitted to their annual amateur photo contest, offering their commentary on each. • WRITING: Students draw on what they have read and watched to write an essay evaluating a form of visual art. The unit prepares them for the writing task by introducing vocabulary to evaluate art forms, and by teaching them to use a concept map to identify supporting details. Students are then taught how to use restrictive and nonrestrictive adjective clauses, and review how to form effective body paragraphs. Finally, they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. 0

MIN

THINK AND DISCUSS (page 47)

The photo shows a visitor looking at artwork during an art festival at the Dubai World Trade Center. • Have students study the picture, title, and caption. Elicit the meaning of perception. 20

ANSWER KEY

UNIT OVERVIEW

S

Have students apply the skills taught in Editing Practice to their own revised drafts and check for any other errors. • Allow students time to edit their drafts. • Walk around, and monitor students as they work. Provide assistance as needed. • Collect their work once they have completed it. • For the next class, show anonymous examples of good paragraphs and common errors.

Art / Sociology

3

• Discuss the photo as a class. What do students think about the art, or the type of art, pictured? • Discuss the two questions as a class. For question 1, tell students to consider why they feel attracted to certain beautiful things. For question 2, after students have discussed their answers to question 1, elicit examples and ask students to explain why they find the things they mentioned beautiful.

0

MIN S

1. Tigers, they are an endangered species, live throughout Asia. 2. Ranthambore, a tiger reserve, is in India. 3. Tiger conservationists, people who protect tigers, are looking for new solutions. / Tiger conservationists—people who protect tigers—are looking for new solutions. 4. Corridors, are paths for safe travel, may help tigers survive in wild areas. 5. There are fewer than 4,000 tigers—the biggest cats in the world.

0

ACADEMIC TR ACK

MIN S

1. c, b, a 2. a. Visitors to Borneo can enjoy its beautiful beaches and mountains. b. Answers will vary. Possible answer: We also need to protect Borneo—home of one of the world’s last remaining rain forests—in order to protect the globe from climate change. c. Answers will vary. Possible answer: The Borneo Project, an international organization, provides support to local communities.

1

REVISING PRACTICE

BEAUTY AND PERCEPTION

2

Ideas for … EXPANSION Have students work in groups of three to help review and edit each other’s essays further. Ask each group member to read another’s essay and try to do the following: • Correct one error in grammar, spelling, etc. • Give one compliment. • Give one piece of feedback to help improve the essay. Allow students time to read each other’s essays, take notes, and then discuss their feedback.

The Editing Practice box trains students to spot and correct common errors with appositives. As a class, go over the information in the box carefully to make sure students understand what to look out for. • Allow students time to complete the exercise individually. • Check answers as a class by asking students to read their corrected sentences aloud and explain the errors.

1

EDITING PRAC TICE

EXPLORE THE THEME (pages 48–49)

The opening spread discusses aesthetics and the principles that many believe underlie our perceptions of beauty. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. Aesthetics is the branch of philosophy concerned with the study of beauty. 2. The factors that affect aesthetic principles include proportion, symmetry, and order. 3. Answers will vary. Possible answers: I think it’s beautiful. The lighting in the picture makes the girl glow. You feel drawn to her eyes as you look at her portrait. Maybe I am also being affected by the geometric proportions as the passage says! B principles, proportion, geometric

21

PREPARING TO READ (pages 50–51) A

Building Vocabulary

The paragraphs discuss historical and social influences on aesthetics with the example of Japanese influence on Western art in the late 19th century. They contain eight key vocabulary items that appear in the reading passage. Students should use contextual clues to deduce the meanings of the words and match the correct form of each word to its definition. • Have students work individually to complete the exercise. • Check answers as a class. Elicit example sentences for each vocabulary item. • If time permits, ask students to share their impressions of the two pieces of art featured on the page. Do students have any preference for one of the two styles? B

Building Vocabulary

C

Using Vocabulary

Encourage students to practice using the new vocabulary items while answering the two questions. • Have students work in pairs or groups to discuss their answers to the questions. If necessary, provide some prompts to help them. • Elicit example responses from the class. D

Brainstorming

Students work in small groups to share their ideas about beautiful objects found in the classroom. • Allow students time to brainstorm ideas individually before they participate in a discussion. • Have students discuss their ideas in groups. Then have a class discussion, eliciting ideas and comments from each group about beautiful objects in the classroom.

22

UNIT 3

Previewing

Explain to the class that previewing a reading passage is especially useful during examinations. Previewing a passage helps students quickly recognize the main idea, and this will aid comprehension when the passage is read in more detail. In this activity, students are asked to look at the photos in the reading passage and read the first sentence of each paragraph before answering the question. • Allow students time to skim the text. • Have them work individually to answer the questions. • Revisit this question after students have read the entire passage. ANSWER KEY

PREPARING TO READ

A 1. 2. 3. 4. 5. 6. 7. 8. B 1. 2. 3. 4. C 1.

pursue expose to crucial context insight violate notion composition Depression Ethics balance imperfect Answers will vary. Possible answers: Being talented is the most crucial skill. You also need drive and determination. 2. I think it’s hard to make a career out of making art. But I do think that there are many career choices connected to art, such as working at a gallery or being an agent for artists. So maybe it’s worth pursuing a career in art if you can stay open minded about the type of job or role you’ll have. D Answers will vary. Possible answers: I think my pen is beautiful. It has a really cool, colorful design. E Answers will vary. Actual answers: light, composition, the moment (when the shutter is pressed), palette (colors), time, wonder

1.3 Have students read the passage individually, or play the audio and have students read along.

OVERVIEW OF THE READING National Geographic photographer Annie Griffiths argues that all great photographs contain outstanding use of light, composition, moment, palette, time, and wonder. The photographs in the passage were carefully selected to exemplify her points. Light is the source of the color and shadows in a photo and sets the scene’s emotional tone; composition refers to the balance of geometric proportions in the picture; and moment refers to the instant when the shutter is pressed and the image is captured. In addition to these three basic elements, Griffiths also goes into detail about how color (palette), time, and wonder affect the emotional response of a viewer to a photo. These six aspects of a photograph combine to elevate it to an art form, opening our eyes to something new in the world around us. This is an adapted version of the introduction to the book Simply Beautiful Photographs by Annie Griffiths, which was published by National Geographic Books in 2010. Online search terms: Annie Griffiths, Simply Beautiful Photographs I 0M N

S

Students use a dictionary to look up the meanings of the vocabulary words and then complete the sentences. • Have students work individually to complete the exercise. • Check answers as a class. Elicit example sentences for each vocabulary item. See Vocabulary Extension 3 on page 233 of the Student Book for additional practice with forming nouns, verbs, adjectives, and adverbs.

E

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4

Reading

UNDERSTANDING THE READING (pages 58–59)

A

Understanding Main Ideas

Students are asked to note answers to questions about the main ideas of the passage. • Have students work individually to complete the activity and write their answers. Encourage them to skim the passage again to find the answers, if necessary. • Have students form pairs to check their answers. B

C

Critical Thinking: Applying Ideas

Read through the text in the Critical Thinking box as a class. The key point is that taking a new concept and applying it to a different context can help us understand and evaluate it. • Have students work individually to note their answers. For question 1, remind students that they learned about the traditional principles of aesthetics in Western art in the Explore the Theme section. For question 2, allow students time to search through the book for an image that “reveals the imperfect.” • Have each student discuss his or her notes with a partner before eliciting answers from the class. D

Critical Thinking: Guessing Meaning from Context

The exercise contains italicized words and phrases that appear in the reading passage. Students first find and underline the words in the reading passage. Then, they use context to guess their meaning. Lastly, circle the correct words to complete the definitions. • Have students work in pairs to locate the words in the passage and deduce their meanings. • Then ask them to circle the correct words to complete the definitions. • Check answers as a class. E

Critical Thinking: Applying Ideas

Students consider the elements mentioned in the reading to evaluate the photo on page 59. • Have students work individually to make notes about their impressions of the photo. Ask them to focus on some specific points in regard to the elements discussed in the reading. • Have them work in pairs to share their ideas. • Discuss their ideas as a class. Elicit comments about the photo from each pair.

Understanding Details

Students are asked to answer questions about supporting details. • Have students work individually to complete the activity and write their ideas. Allow students enough time to go back to reread parts of the passage, if necessary. • Have students form pairs to check their answers. • Discuss answers as a class. Elicit where students found the relevant information in the reading passage.

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A 1. 2. 3. B 1.

2.

3.

4.

5.

6.

2.

D 1.

2.

3.

24

UNIT 3

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C 1.

light, composition, the moment palette, time, wonder Paragraph G Answers will vary. Possible answers: It has expanded our notion of beauty by honoring things formerly regarded as trivial and revealing them as beautiful. (Paragraph A) Light refers to the quality of light and reflections in a photograph. (Paragraph C) Composition refers to how the shapes and lines of the scene are placed within the frame of a photograph. (Paragraph D) Moment refers to pressing the shutter at exactly the right time. (Paragraph E) Griffiths explains that colors set the mood of a photograph, and the mood affects the emotional reaction of viewers. (Paragraph G) The element of time helps us see moments in a way we usually can’t with our own eyes. (Paragraph H) Wonder refers to the sense of awe we feel when we see an image and our excitement about it. (Paragraph I) Photography has given us a new way of seeing, which in turn has affected other art forms by broadening our notion of beauty. (Paragraph K) Paragraph J; Answers will vary. Possible answer: The painting The Birth of Venus by Botticelli is an example of a painting made to be aesthetically pleasing instead of capturing reality. Paragraph J: Answers will vary. Possible answer: The photo on page 59 of the gauchos going through the water on their horses shows the water splashing up and the sun glaring behind them. It’s a messy yet beautiful scene. ordinary; Items formerly considered trivial, and not worth an artist’s paint, have been revealed and honored by photographs: things as pedestrian as a fence post, a chair, a vegetable. (Paragraph A) work well together; When the three—light, composition, and moment—are in concert, there is visual magic. (Paragraph B) essential; Ironically, the definition of what makes a picture aesthetically pleasing often comes down to mathematics: the geometric proportions of objects and their placement within the frame. (Paragraph D)

4

UNDERSTANDING THE READING

B

Students are to go back to Unit 1 and create a concept map with the main ideas and details from the reading passage. • Have students work individually. Allow time for them to go back to reread the passage to pull out ideas and details. • Have them form pairs to compare answers. Then discuss their answers as a class. Draw a concept map on the board, and elicit information, or have students come up to the board and fill in parts of the concept map. ANSWER KEY

DEVELOPING READING SKILLS

A

DEVELOPING READING SKILLS (page 60)

Reading Skill: Using a Concept Map to Identify Supporting Details The Reading Skill box explains how to use a concept map to organize the contents of an essay. Explain that the language in a concept map should be short notes, not complete sentences. What is especially useful about a concept map is that students can recognize connections and draw lines between different parts of the essay to indicate them. Note that this skill can be useful to students both as readers and as writers. A

Using a Concept Map

Students are asked to complete a concept map with details from the passage. • Allow time for students to go back to the passage to gather information. Remind them to use short notes and phrases. Encourage them to paraphrase to avoid copying the exact words of the writer. • Have them work individually to complete the exercise. • Check answers as a class. Draw a large concept map on the board, and elicit details for each bubble.

B

Video

Using a Concept Map

Answers will vary. Possible answers: composition: structural choices in frame; geometric proportions make it pleasing; balance of mathematical proportions is key; Stanfield photo: child looks small next to striking architecture of building moment: when the shutter is pressed; storytelling; gives meaning to the image; may be photographer’s biggest challenge wonder: human response to something fresh, new; insight and curiosity; childlike sense time: freezing or blurring; we can see a choreography of movement even though it’s a still frame; gift to both art and science palette: selection of colors; sets mood for image; Kerr’s image has a soothing palette Answers will vary. Possible answers: Middle circle of concept map: The Anthropocene Is the term relevant?: new epoch related to human impact on world; term coined by Paul Crutzen in 2002; geologists take closer look to see whether term is valid and decide that it is Cities: man-made materials; land erodes over time; not going to make a big geological impact Farming: 38% of land on planet used for agriculture; only subtle traces will be left on land; pollen record will show effects Deforestation: massive soil erosion increasing sedimentation in some areas; dams holding back sedimentation in other areas; higher rates of extinction of plant and animal life Atmosphere: composition is changing; carbon dioxide is causing global warming; species shifting toward Poles will affect fossil record

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4. quickly; Light is usually best when it is fleeting or dappled, razor sharp or threatening, or atmospheric. (Paragraph C) Capturing that perfect moment may be a photographer’s biggest challenge, because most important moments are fleeting. (Paragraph E) 5. both the positive and negative; Photographers became interested in the real world, warts and all, and it was the accidental detail that was celebrated. (Paragraph J) 6. brought it into being; It is to photography’s credit that it has found beauty in the most humble places, and that it has ushered in a new democracy of vision. (Paragraph K) 7. different; People from all walks of life are able to feast their eyes on subjects remote and grand. (Paragraph K) E Answers will vary. Possible answers: The light in this picture is quite striking with the bright sun coming up behind the gauchos. Captured at sunrise just as they are crossing a river, the moment is special. And we see time moving forward, since it’s a motion shot. I feel a sense of awe and wonder as I look at this picture. I want to be in the scene.

4

ANSWER KEY

VIEWING: PHOTO CONTEST (pages 61–62)

Overview of the Video The video provides an inside look at the process of judging the 2014 National Geographic Photo Contest. Each of the judges offers an explanation of how he or she evaluates a photograph—from technical aspects of the photograph, to composition, to what touches them as individuals. The winning photo of a young woman using her cell phone on a crowded train in Hong Kong is described as otherworldly and poetic. Online search terms: National Geographic Photo Contest

BEFORE VIEWING A

Discussion

The photo on the page is the winning photo from the 2014 National Geographic Photo Contest. Allow students to evaluate the photo first before giving this information. • Have students work individually to write their ideas. Encourage them to use what they learned in the reading passage and their own ideas as well. • Have students share their ideas in pairs. Then discuss their ideas as a class. If time permits, make a concept map to gather the details that students point out about the photo. B

Learning About the Topic

The paragraph prepares students for the video by familiarizing them with the photography contest featured in the video. • Have students read the paragraph and note answers to the questions individually. • Elicit a class discussion for question 1. What other stories do students see in the photo? C

Vocabulary in Context

This exercise introduces students to some of the key vocabulary items used in the video. Students use context to determine the meanings of the words. • Have students work on the exercise individually. • Have them form pairs to check their answers. • Discuss their answers as a class. Elicit example sentences for each of the words.

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ANSWER KEY

BEFORE VIEWING

WHILE VIEWING

A

A B 1. 2. 3. 4. 5.

B 1.

2.

WHILE VIEWING A

Understanding Main Ideas

Students are asked to identify some of the main ideas discussed in the video. • Have students read the items silently before you play the video. • Have them complete the task while the video is playing. • Check answers as a class. Elicit opinions about which criteria students think are the most important and why. B

Identifying Opinions

Students match the photograph to the opinion expressed about it in the video. • Have students read the statements and write any answers they recall from the first viewing before you play the video a second time. • Play the video again. Have them complete the task while it is playing. • Check answers as a class. Ask students if any of them preferred another photograph in the video over the winning one. If so, why?

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UNIT 3

b, c, d, f, g c a b d e

AFTER VIEWING A

Critical Thinking: Inferring

Students infer the meaning of a phrase used in the video. It may be useful to refer students to the video script so they can see the context in which the phrase was used. • Have students discuss their ideas about the meaning of the phrase in pairs. • Discuss as a class. B

Critical Thinking: Synthesizing

Students draw on information from both the reading passage and the video to formulate their answers. It may be useful for students to see the photos one more time. Consider playing the video again, pausing when a photo is displayed on screen and giving students time to analyze the image and make notes about it. • Read the question aloud. Refer students to the six elements mentioned in the reading passage. • Allow students time to choose their favorite photo from the video and make notes about it using the six criteria mentioned in the reading passage. • Have students form pairs to discuss their ideas. ANSWER KEY

AFTER VIEWING

A

B

Answers will vary. Possible answer: For me, a “gut reaction” refers to that immediate feeling you get when you first see something. It’s your instinct. Answers will vary. Possible answers: In my opinion, the wildebeest photo was the best. It was taken at just the right moment, and the composition was unforgettable for me. It left me with a sense of awe and wonder.

OVERVIEW In this section, students continue to review the fundamentals of essay writing. The lesson starts by explaining restrictive and nonrestrictive adjective clauses and then reminds students how to write effective body paragraphs to support a thesis. In the Writing Task, students apply these lessons by writing and revising an evaluative essay where they evaluate their chosen visual art form using aesthetic criteria. Students begin by brainstorming types of visual art and noting the three criteria they want to use to judge it before organizing one of their ideas in an outline. Students then draft their essays, improve their drafts, and correct common mistakes related to the use of adjective clauses. 0

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C 1. 2. 3. 4.

Answers will vary. Possible answers: The light and composition in this photo are quite striking. I also like the subdued color palette. It’s an everyday moment but makes us stop in wonder. I think it’s a great photograph. Answers will vary. Possible answers: The story I see is one of people in an enclosed space very close to each other physically, yet all in their own worlds in some way. I see couples chatting, people reading on their smartphones, people staring off into space—there’s one big story and then many individual stories as well. He says it’s like an archaeological dig, where you never know what you’ll find. I think with photography, sometimes you don’t know what you’ve captured until after the picture is taken. Among the many pictures, you find one gem. surreal chaotic foreground tone

Writing

3

ANSWER KEY

EXPLORING WRIT TEN ENGLISH (pages 63–66)

A

Vocabulary for Writing

The box contains words and phrases that appear in the reading passage and may be useful when writing about visual art forms. Students first find and underline the words in the reading passage. Then, they use context to guess their meaning. Lastly, they use the words to complete the definitions. • Have students work in pairs to locate the words in the passage and deduce their meanings. • Ask them to pay close attention to the context in which each word is used. • Have them look carefully at each target word to determine whether its word parts are familiar. • Then ask them to use the words to complete to the definitions. • Check answers as a class. B

Noticing

This exercise helps students notice some of the features of adjective clauses before they learn about the topic in more detail in exercise C. Allow students to complete the exercise before going over the information in the Language for Writing box. • Have students complete the task individually. • Check answers as a class.

students that they learned about appositives in the last unit. Adjective clauses, like appositives, help add more information to a sentence. Adjective clauses provide either essential information (restrictive) or nonessential information (nonrestrictive). In this context, essential information refers to information that is needed to understand the sentence. For example, if you remove a restrictive adjective clause from a sentence, it will no longer make sense. Go over each clause type, and explain how the information is essential or nonessential. Refer to the examples in exercise B, if necessary. C

Language for Writing

Students practice combining two sentences using an adjective clause. Note that it is possible to combine the sentences in a number of ways. • If necessary, use question 1 as an example sentence. Elicit a new sentence, and write it on the board. • Have students complete the activity individually. • Check answers as a class. D

Language for Writing

Students are asked to write sentences with adjective clauses. Consider writing your own example on the board to fully illustrate what students are required to do. • Allow time for students to go back through the unit to choose some photos to write about. Encourage students to write sentences that evaluate photos based on aesthetic criteria. • Have students complete the activity individually. • Check answers as a class. Elicit example sentences. ANSWER KEY

EXPLORING WRITTEN ENGLISH

A 1. 2. 3. 4. 5. 6. B 1. 2. 3.

atmospheric aesthetically pleasing within the frame illuminate gradation Pastels Answers will vary. Possible answers: to give more information about a noun who, that, which, whose (relative pronouns) a, c, d; These sentences still make sense because the clauses were just providing extra, nonessential information.

Language for Writing: Restrictive and Nonrestrictive Adjective Clauses The Language for Writing box describes what an adjective clause is and explains the differences between restrictive and nonrestrictive adjective clauses. Remind BEAUT Y AND PERCEPTION

27

C 1. 2.

3.

4.

D

Answers will vary. Possible answers: Vivian Maier was a photographer whose work was only discovered after her death. Ansel Adams, who is an American photographer, was most known for his images of the California wilderness. Aesthetics were important to the ancient Greeks, who believed beautiful objects were intrinsically beautiful. Vincent van Gogh, who made a copy of Hiroshige’s print Sudden Storm Over Shin-Ohashi Bridge, was influenced by Japanese art. Answers will vary. Possible answers: It’s the subtleness of the light on the train that makes the scene feel otherworldly. The gauchos, who are riding horses, seem to be a natural addition to the morning sunrise. The blurred line, which the cowboy’s horse walks next to, is actually the cars going by.

Writing Skill: Supporting a Thesis The Writing Skill box continues to build on the review of essay writing from the previous two units. This time, students are reminded of how to write effective body paragraphs that support the thesis statement. Each body paragraph expresses one main idea— stated in the topic sentence of the paragraph—that supports the thesis of an essay. The details in the body paragraph to follow then support that topic sentence. Explain that an effective essay comes from tying all information back to the thesis statement. E

Critical Thinking: Analyzing

Students analyze an introductory paragraph and answer questions about the rest of the essay. • Have students work on the exercise individually. • Have them form pairs to check their answers. • Check answers as a class.

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UNIT 3

Students are given the topic sentences for the thesis statement in exercise E. Tell students to use the tips in the Writing Skill box to answer the questions about how the sentences support the thesis. • Have students work individually. • Check answers as a class. G

Applying

Students are next given supporting details and asked to match them with the correct topic sentences from exercise F. • Have students work on the exercise individually. • Have them form pairs to compare their answers. • Discuss answers as a class. ANSWER KEY

WRITING SKILL

E

Fallingwater, the western Pennsylvania house designed by Wright, is a perfect example of the organic approach to architecture due to its surroundings and its materials. 1. two 2. surroundings, materials F Body Paragraph 1 Topic sentence: The way Fallingwater is assimilated into its natural environment is an example of organic architecture. Body Paragraph 2 Topic sentence: The organic approach is also shown in the natural materials Wright used to build Fallingwater. G a. 1 b. 1 c. 2 d. 2 e. 1 f. 1

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Supporting a Thesis

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LANGUAGE FOR WRITING

F

A

WRITING TASK (page 67)

B

Brainstorming

Read the Goal box aloud so students will be familiar with the writing task before brainstorming. The aim is first to choose a type of art (e.g., painting, photography, sculpture) and then come up with a set of criteria by which that type of art can be judged (similar to Griffiths’ set of criteria for evaluating photographs as outlined in the reading passage). Then students move on to brainstorming ideas about a specific piece of art. • Have students work alone to note their ideas. Ensure that students understand that they should first choose a type of art form, not a specific work of art. • Have students work alone and to evaluate a specific work of art with their chosen criteria and write their ideas. • Have them discuss their ideas in pairs. B

Planning

Students decide on one idea for their type of art and then the name of their chosen piece of art before completing the outline for their essay. • Allow students time to complete their outlines individually. Provide assistance as needed. C

First Draft

Have students write first drafts of their essays based on their outlines. • Allow students time to complete the task individually. Provide assistance as needed. Refrain from error correction at this point. ANSWER KEY

WRITING TASK

A

Answers will vary. Possible answers: Type of art: photograph Criteria: light, moment, wonder Name of piece of art: A Node in the Dark Description: A packed train at a theme park. People are close to each other, but most are actually in their own worlds, talking to friends, reading on their phones, or lost in thought. Evaluation 1. The subtle light in the photo makes it feel otherworldly. 2. The moment is a snapshot of an everyday experience, yet it seems unreal. 3. We’re left to wonder about each of the people and their thoughts.

Answers will vary. Possible answers: Notes for introduction: Thesis Statement: Brian Yen’s photograph makes an everyday scene seem surreal because of the lighting, the moment he captured, and the sense of wonder the scene inspires. Body Paragraph 1 Topic Sentence: The subtle lighting makes it feel like this train ride is happening in another world. Details: soft blue light; strange glow; real scene but feels unreal Body Paragraph 2 Topic Sentence: The picture was taken at just the right moment, making the everyday seem unreal. Details: at a theme park; taken in a tunnel?; everyone is caught up in their own world Body Paragraph 3 Topic Sentence: The photograph leaves its viewers with a sense of wonder. Details: You find yourself wondering about each person; photo tells a story about each; gives us a sense of wonder about people, life, proximity, etc. Notes for conclusion: Even a real scene that we experience every day can feel unusual when captured with the skill of a good photographer and leave us with a sense of awe about life.

REVISING PRAC TICE (page 68) The Revising Practice box contains an exercise that demonstrates several ways students can improve their first drafts. Note, this is an example of an evaluative essay in which a building is evaluated according to three criteria—beauty, durability, and functionality. • Allow students time to analyze the draft and complete the exercise. • Check answers as a class. D

Revised Draft

Students should apply the revision techniques used in the Revising Practice box to their own drafts, where applicable. • Explain to students that they will be using the questions as a guide for checking and improving their drafts. • Go over the checklist questions carefully to make sure students understand them. • Allow students time to revise their essays.

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REVISING PRACTICE

1. c, a, b 2. a. The Rostonville Library, which is built entirely of granite—a hard and very tough stone—is an example of durability. b. Growth from the rooftop garden, which cascades down the sides of the building, adds to the aesthetics of the building. c. The library was built on the edge of the city park, which was designed using only native plants. EDITING PRACTICE

E

Final Draft

30

UNIT 3

RETHINKING BUSINESS ACADEMIC TR ACK Fashion / Business Studies

ACADEMIC SKILLS READING

Understanding sentences with initial phrases WRITING Writing a comparative essay GRAMMAR Using sentences with initial phrases CRITICAL THINKING Understanding multiword units

ANSWER KEY

UNIT REVIEW

1. Answers will vary. Possible answers: light, composition, moment, palette, timing, wonder 2. Answers will vary. Possible answer: I think light is the most important element because it sets the atmosphere and mood of a scene. 3. A nonrestrictive clause offers nonessential information about the noun in a sentence. 4. Answers will vary.

ANSWER KEY

THINK AND DISCUSS

Answers will vary. Possible answers: 1. Some of the most successful businesses in my country are tech related, such as businesses that develop apps for the public. 2. These businesses have been successful because they are very innovative. They are different to other companies in that they are prepared to take risks and try something new.

The theme of this unit is businesses, specifically those that take unconventional or innovative approaches. There is a specific focus on the fashion industry, and both the reading passage and video describe fashion companies that have achieved success because of the unique ways in which they operate. • READING: The retail giant Zara has experienced great success in doing things differently than most other fastfashion brands. • VIDEO: Brunello Cucinelli is a successful high-end Italian brand that makes a point of taking care of its workers and giving back to the community. • WRITING: Students draw on what they have read and watched to write a comparative essay on two companies. The unit prepares them for the writing task by introducing vocabulary for talking about business and by teaching them to identify and use sentences with initial phrases. Students then learn two ways to organize a comparative essay before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. 0

MIN

THINK AND DISCUSS (page 71)

The photo shows a special area—or “break out space”— for staff in Google’s London office. The title and questions help prepare students for the subject matter covered in the unit. • Have students study the picture, title, and captions. Elicit the meaning of rethinking. Review the use of the prefix re- to mean to repeat or do something again.

1

4

• Discuss the photo as a class. What do students think about the office space pictured? Would they like to work in such an environment? • Discuss the two questions as a class. For questions 1 and 2, have students share as much as they know about the businesses. After students discuss what they know in small groups, ask volunteers to share with the class information about a business from their home countries.

UNIT OVERVIEW

S

Have students apply the skills taught in Editing Practice to their own revised drafts and check for any other errors. • Allow students time to edit their drafts. • Walk around, and monitor students as they work. Provide assistance as needed. • Collect their work once they have completed it. • For the next class, show anonymous examples of good essays and common errors.

For all questions in the unit review, allow students to work in pairs or groups. For question 4, refer students to the Vocabulary Index at the back of the Student Book, and have them write definitions or example sentences for each vocabulary item. • Allow students time to look back over the unit and write their answers to questions 1 to 3 before they start their discussion. • For question 4, elicit example sentences or definitions for each vocabulary item from the class.

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MIN S

1. This image is an excellent example of composition, which is the way objects are arranged in a photograph. 2. That photograph, that which I like best of all, is Berenice Abbott’s Pennsylvania Station. 3. Another important element is light, that which illuminates the objects in a photograph. 4. Moment, which captures time in a photograph, helps to tell the image’s story.

UNIT REVIEW

2

ANSWER KEY

MIN

1

The Editing Practice box trains students to spot and correct common errors related to restrictive and nonrestrictive adjective clauses. As a class, go over the information in the box carefully to make sure students understand what to look out for. • Allow students time to complete the exercise individually. • Check answers as a class by asking students to read their corrected sentences aloud and explain the errors.

0

S

EDITING PRAC TICE

EXPLORE THE THEME (pages 72–73)

The opening spread provides some statistics about three successful companies in the fashion industry to prepare students for the topic and discussions ahead in the unit. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. Ask students if they are familiar with any of the companies. Do they shop at their stores? What’s their impression of the brands? Note that Inditex’s most well-known brands are Zara and Bershka. ANSWER KEY

EXPLORE THE THEME

A 1. China exports the most clothing. Australians spend the most on clothing. 2. Answers will vary. Possible answers: I find it interesting that Australians spend the most money yearly on clothes. I thought it was going to be the Japanese because I once read an article about how much young people in Tokyo spend on clothes. B apparel, retail, profit, rival

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A

PREPARING TO READ ( pages 74–75)

Building Vocabulary

The paragraph is about the Korean cosmetics company AmorePacific. It contains five key vocabulary items that appear in the reading passage. Students should use contextual clues to deduce the meanings of the words and match the correct form of each word to its definition. • Have students work individually to complete the exercise. • Check answers as a class. Elicit example sentences for each vocabulary item. B

Building Vocabulary

C

Using Vocabulary

Encourage students to practice using the new vocabulary items while answering the two questions. • Have students work alone to list ideas for question 1. • Have students work in pairs to discuss answers to the questions. Encourage them to use the target vocabulary when giving the answers. If necessary, provide some prompts to help them. • Check answers as a class. Elicit example answers from students. D

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Students are asked to skim the passage and then identify the main idea. Consider giving students a strict time limit for this activity to ensure that they skim the passage and do not read it in detail. • Allow students time to skim the text. • Have them work individually to answer the question. • Revisit this question after students have read the entire passage. ANSWER KEY

PREPARING TO READ

A 1. 2. 3. 4. 5. B 1. 2. 3. 4. 5. 6. C 1. 2.

D

Brainstorming

Students work in small groups to share their background knowledge about their favorite brands. Explain that most successful companies, whether in fashion or other industries, have something that sets them apart from their competitors. • Allow students time to brainstorm ideas individually before discussing them in their small groups. • Elicit examples from the class.

UNIT 4

Skimming/Previewing

E

competitive found executive brand headquarters (Note: The word headquarters is both a singular and a plural noun.) Marketing competitor outsources shortage merchandise supply chain Answers will vary. Possible answers: Uniqlo, H&M, Gucci, Chanel, Modparade I think Chanel was founded in France around 100 years ago. I guess their headquarters are in France, too. Answers will vary. Possible answer: Most of the brands of clothing I like are affordable, which is why I buy them. But my favorite brand is Modparade, which is special because it makes unique clothes. It’s a smaller brand from my home country of Singapore. Answers will vary. Actual answers: B

1.4 Have students read the passage individually, or

play the audio and have students read along.

OVERVIEW OF THE READING The passage is a detailed case study of the clothing company Zara, and it explores how the brand has forged its own path in the fashion industry by doing business differently. Zara has taken an unconventional approach to global business by choosing to follow rules more typical of a smaller brand. The Spanish company’s headquarters are not in a major city, its clothes are made in local factories rather than overseas, and it also does very little marketing. Additionally, Zara only stocks a limited number of its items and does not offer the same deep discounts during sales that stores, such as Gap and H&M, do. Although many of Zara’s tactics seem counterintuitive to big business, the company has grown into a retail giant with a loyal base of customers who regularly visit Zara stores to see what new items are in stock. This passage by Michael Peng is adapted from an essay in his book Global Business, 4th Edition, published in 2014. Online search terms: Zara, Inditex, Amancio Ortega I 0M N

S

Students use a dictionary to look up the meanings of the vocabulary words and then complete the sentences. • Have students work individually to complete the exercise. • Check answers as a class. Elicit example sentences for each vocabulary item. See Vocabulary Extension 4 on page 234 of the Student Book for additional practice with business words and antonyms.

E

6

I 0M N

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4

Reading

UNDERSTANDING THE READING (pages 81–82)

A

Understanding Main Ideas

Students are asked to identify the main idea of the passage. • Have students work individually to complete the activity. • Check answers as a class. B

Understanding Supporting Ideas

Students are asked to identify the main ideas in each section of the article that support the thesis. • Have students work individually to complete the activity. Allow students enough time to go back to reread parts of the passage, if necessary.

• Have students form pairs to check their answers. • Discuss answers as a class. Elicit how each point supports the thesis from exercise A. • Elicit where students found the relevant information in the reading passage, and ask them to explain why options b, c, and e are incorrect. C

Critical Thinking: Understanding Multiword Units

The Critical Thinking box explains that a multiword unit refers to a group of words used as a fixed expression, often with an idiomatic meaning. Idiomatic multiword units often pose problems for students, especially those who rely on using dictionaries to understand unknown words. In this activity, encourage students to use context to work out the meanings of the phrases. • Have students scan the reading passage and underline the five phrases. • Ask students to use context to work out the meaning of each phrase and then complete the definitions in the exercise. • Check answers as a class. D

Critical Thinking: Understanding Visual Data

Students are asked to use the information in the reading to complete a series of bar charts. Note that some answers will be approximated, rather than exact, on the graphs. Explain to students that they should estimate the correct spot to mark in these cases. Note that the activity requires an understanding of the words double, triple, and quadruple. Consider drawing attention to this vocabulary, either before or after the activity has been completed. • Tell students to look over the bar charts first to identify what information they need to find. Have them work individually to complete the exercise. • Check answers as a class. Elicit where students found the relevant information for each question in the reading passage.

RETHINKING BUSINESS

33

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UNIT 4

4

DEVELOPING READING SKILLS

Video

(page 83)

Reading Skill: Understanding Sentences with Initial Phrases The Reading Skill box explains how initial phrases are used by writers to vary sentence structure. Initial phrases can be verbal phrases, prepositional phrases, or time phrases. They are usually phrases that will also make grammatical sense when placed at the end of a sentence. Note that students will already be familiar with simple initial phrases, especially those involving simple indicators of time (e.g., In 1980, . . . ). In addition to being used to create variety in sentence structure, initial phrases allow a writer to change the emphasis of a sentence by moving a key point to the beginning. A

Understanding Sentences with Initial Phrases

Students are asked to go back to the reading passage to find examples of initial phrases. • Allow time for students to go back to the passage to gather information. Point out that students should only go to Paragraphs C, D, E, and F. • Have them work individually to complete the exercise. • Check answers as a class. B

Understanding Sentences with Initial Phrases

Students can find the answers to the questions in this activity in the initial phrases that they underlined in activity A. • Have students work individually. Allow time for them to look back at the underlined parts of the passage (from exercise A). • Have them form pairs to compare their answers. Then discuss answers as a class. Ask students to comment on Zara’s strategies while going over each question. ANSWER KEY

DEVELOPING READING SKILLS

A

Paragraph C: From Zara’s point of view … ; At Zara, … ; By giving just a short window of opportunity to purchase a limited quantity of merchandise, … ; In London, … ; “At Gap, …”; “Buying from Zara, …” Paragraph D: Traditionally, … Paragraph E: In contrast, … ; By concentrating more than half of its production in-house, … ; In contrast, … Paragraph F: By producing products in large quantities, … ; Because of the greater flexibility and speed this approach affords, … ; When new trends emerge; From Spain, … B 1. a 2. a 3. b 4. b

5

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A b B a (Paragraph F); d (Paragraph E); f (Paragraph C) C 1. b; so most of Zara’s marketing serves as a reminder for shoppers to visit the stores. (Paragraph D) 2. b; In contrast, Zara once again deviated from the norm. By concentrating more than half of its production in-house … (Paragraph E) 3. b; Because of the greater flexibility and speed this approach affords, Zara does not worry about missing the boat when it comes to trends. (Paragraph F) 4. a; Also, it runs its supply chain like clockwork with a fast but predictable rhythm: … (Paragraph F) 5. a; … “but I would have to knock my company down and rebuild it from scratch.” (Paragraph G) D 1. around 6 (Explanation: In paragraph A, we learn that: Since its initial public offering (IPO) in 2001, Inditex … has quadrupled its sales to US$25.7 billion. If sales have quadrupled to $25.7 billion since 2001, then in 2001 sales must have been roughly a quarter of this figure, that is, just over 6.) 2. 17 (Explanation: In London, shoppers visit the average store four times a year, but frequent Zara 17 times.) (Paragraph C) 3. around 20 (Explanation: Zara makes and offers shoppers about 20,000 different items per year, about triple what stores like Gap do.) (Paragraph C) 4. 0.3 (Explanation: It devotes just 0.3 percent of its sales to ads.) (Paragraph D) 5. Zara: 15, Competitors: 60 (Explanation: This means it can design, produce, and deliver a new item of clothing to its stores in a mere 15 days, a pace that is unheard of in the industry. The best speed most of its rivals can achieve is two months.) (Paragraph E) 6. Zara: 15, Industry Average: 40 (Explanation: The industry average is to offer 40 percent discounts across all merchandise. In contrast, Zara’s ability to design and make new clothes quickly means shorter lead times and an ever-changing inventory. So it sells more at full price, and—when it discounts— averages only 15 percent.) (Paragraph E)

MIN

4

UNDERSTANDING THE READING

5

S

ANSWER KEY

VIEWING: BEHIND THE BRAND

ANSWER KEY

BEFORE VIEWING

A

(pages 84–85)

Overview of the Video The video introduces the Italian fashion brand Brunello Cucinelli. The high-end brand, best known for its cashmere sweaters, has kept a very local focus in its business while still managing to build a global brand. Located in a small village in Italy, the company is proud of its roots in and connection with the local community. The company’s founder believes in giving his staff as much time as possible to enjoy their lives, and he believes in enriching and giving back to the community that has been home to his business. Online search terms: Brunello Cucinelli, Solomeo

BEFORE VIEWING A

Learning About the Topic

The paragraph prepares students for the video by giving them background information about the fashion brand featured in the video. • Have students read the paragraph and answer the questions individually. • Elicit a class discussion for question 2. Encourage students to use their own ideas as well as ideas they found in the reading passage. C

2.

C 1. 2. 3. 4.

Discussion

Note that the focus of this discussion is on fashion designers rather than fashion brands. Many popular fashion brands are named after designers, such as Calvin Klein, Louis Vuitton, etc. Encourage students in this activity to discuss what, if anything, they know about the individual designers. Note that the word eponymous is a target vocabulary item in later activities. • Have students work individually to write their ideas. • Have students share their ideas in pairs. Then discuss their ideas as a class. B

B 1.

Answers will vary. Possible answers: I know the designer Stella McCartney is known for being an animal activist in addition to being a famous fashion designer. She doesn’t use fur or leather or other materials from animals in her designs. The company makes apparel for men and women. They are particularly known for their cashmere sweaters. Answers will vary: I think a fashion brand has to make quality products while staying on trend or be forward thinking enough to be the one to influence those trends. eponymous high-end enlightened artisan

Vocabulary in Context

This exercise introduces students to some of the key vocabulary items used in the video. Students use context to determine the meanings of the words. • Have students work on the exercise individually before they form pairs to check their answers. • Discuss answers as a class. Elicit example sentences for each of the words.

WHILE VIEWING A

Understanding Main Ideas

Students are asked to identify some of the main ideas discussed in the video. • Have students read the items silently before you play the video. • Have them complete the task while the video is playing. • Check answers as a class. B

Understanding Details

Students are asked to take notes on details that expand on the main points identified in exercise A. • Have students read the questions and write any answers they recall from the first viewing before playing the video a second time. • Play the video again. Have them complete the task while it is playing. • Check answers as a class. ANSWER KEY

WHILE VIEWING

A a, b B 1. Staff get a 90-minute break for lunch, their workday ends at 5:30, and they are not allowed to check e-mail after they leave the office. 2. He has funded a theater, library, and school in the village.

RETHINKING BUSINESS

35

Writing

AFTER VIEWING Critical Thinking: Inferring Meaning

Students infer the meaning of a quote from the video. Explain that there is no single, correct answer here. Cucinelli’s quote could be interpreted in different ways. • Have students work in pairs to discuss their ideas about the meaning of the quote. • Discuss the meaning of the quote as a class. Ask students to support their interpretations with explanations. Ask students whether they agree with Cucinelli and why. B

Critical Thinking: Synthesizing

ANSWER KEY

AFTER VIEWING

A

B

Answers will vary. Possible answer: I think he means that taking time to enjoy beauty and nature keeps us fulfilled and makes us better workers. Answers will vary. Possible answers: Both companies operate quite differently than most other fashion companies. They are similar in that they are both based in small towns instead of big cities, and they keep production local. Unlike Zara, Brunello Cucinelli is made for a high-end market. We didn’t learn a lot about how Zara treats its employees, so perhaps they are different in this regard too.

Ideas for … EXPANSION Ask students to compare the work culture at Brunello Cucinelli with that of a typical business in their home countries. Have students work in groups. Tell them to first explain the typical work culture in their own countries. Then ask students to discuss what they find appealing or not appealing about Brunello Cucinelli. Ask group members to each decide whether they would like to work there.

36

UNIT 4

In this section, students learn how to write a comparative essay. The lesson starts by introducing useful vocabulary for describing similarities and differences. It then explains how to write sentences using initial phrases before teaching how to organize a comparative essay. In the Writing Task, students apply these lessons by writing and revising a comparative essay comparing two companies in the same industry. Students begin by brainstorming the similarities and differences with their two chosen companies and organizing this information into a Venn diagram. Students research online for additional information before organizing their information into an outline. They then draft their essays, improve their drafts, and correct common mistakes related to the use of sentences with initial phrases. 0

MIN

S

Students draw on information from both the reading passage and the video to answer the question. • Read the question aloud. Have students discuss their ideas in pairs. Encourage them to go back to the reading passage to recall information, if necessary. Note that students are asked to discuss both similarities and differences. • Discuss ideas as a class. Elicit similarities and differences from the class. Use a Venn diagram to write their ideas on the board.

OVERVIEW

3

A

EXPLORING WRIT TEN ENGLISH (pages 86–87)

A

Vocabulary for Writing

Students review some useful language for describing similarities and differences. • Have students work individually to put the phrases in the correct category. • Have them form pairs to compare answers. • Check answers as a class. If time permits, elicit example sentences for each term using the topics of Zara and Gap.

Language for Writing: Using Sentences with Initial Phrases The Language for Writing box introduces ways to use initial phrases in sentences. Students were introduced to initial phrases in the Reading Skill section earlier in the unit. Initial phrases are useful for both creating sentence variety and emphasizing certain information in a sentence. Note that the box offers more examples of initial phrases, including an example of a short time phrase with no verb. B

Using Sentences with Initial Phrases

ANSWER KEY

EXPLORING WRITTEN ENGLISH LANGUAGE FOR WRITING

A

B 1. 2. 3. 4.

Similarities: both, equally, have in common, in the same way (that), likewise, similarly, the same is true for Differences: although, conversely, however, in contrast (to), instead (of), on the contrary, on the other hand, whereas, unlike Answers will vary. Possible answers: When H&M opened for business in 1947, it only sold women’s clothes. In 2009, Karl-Johan Persson became H&M’s CEO. Until the spring of 1971, BRS distributed shoes for a Japanese shoemaker. When BRS’s relationship with the Japanese shoemaker ended, the company’s name was changed to Nike.

Writing Skill: Organizing a Comparative Essay The Writing Skill box explains that there are two ways to organize a comparative essay: the block method and the point-by-point method. The block method involves discussing one subject and then the other. For example, one paragraph is about Zara, then the next is about Gap. With the point-by-point method, the paragraphs are broken up by topic—for example, marketing, production, and sales strategies. A point-by-point essay typically has at least three body paragraphs, while a block method essay will only have two body paragraphs. Note that the thesis statement is a general statement about similarities and/or differences. C

Critical Thinking: Analyzing

Students write an outline for a block method essay using the planning notes provided. • Review the block method briefly. Have students work on the exercise individually. • Have them form pairs to check their answers. • Discuss answers as a class. Elicit example content from students. Write the outline on the board, or have volunteers write their details on the board.

Students practice rewriting a sentence to contain an initial phrase. • If necessary, use question 1 as an example. Elicit a new sentence, and write it on the board. • Have students complete the activity individually. • Have them form pairs to compare answers. • Check answers as a class by eliciting new sentences from students.

RETHINKING BUSINESS

37

WRITING SKILL

C

38

Answers will vary. Possible answers: Organization method: Block Notes for introduction: Apple and Samsung are both highly successful tech companies; Apple founded in Silicon Valley; Samsung founded in Korea Thesis statement: Although Apple and Samsung are both highly successful, these tech companies have each taken a different approach in reaching that success. Body Paragraph 1 Topic sentence: Apple’s approach to marketing and developing new products has worked well for the company. Details: direct marketing, taking time to create innovative products Body Paragraph 2 Topic sentence: Samsung refined its own unique approach to marketing and product development, which has also led to success. Details: social media, celebrity endorsements; respond quickly to consumer interest Notes for conclusion: quite a different approach to marketing and product development; both have been successful

UNIT 4

6

I 0M N

S

ANSWER KEY

A

WRITING TASK (page 89)

Brainstorming

Read the Goal box aloud so students will be familiar with the writing task before brainstorming. The aim is to compare two businesses in the same industry. Remind students that when they are brainstorming, the most important thing is to list as many ideas as possible without worrying too much about how good the ideas are. • Encourage students to choose businesses that they know. If necessary, review the basics of a Venn diagram. Point out that this type of graphic organizer is especially useful when comparisons are being made. • Allow time for students to brainstorm and write notes. Allow them to do research online, if necessary. • Remind them that short notes are OK. Allow students time to work individually and write their ideas. • Have them discuss their ideas in pairs. B

Planning

Students identify the three points of comparison that they want to write about before completing the outline of their essay. • Allow students time to complete their outlines individually. Provide assistance as needed. C

First Draft

Have students write first drafts of their essays based on their outlines. • Allow students time to complete the task individually. Provide assistance as needed. Refrain from error correction at this point.

ANSWER KEY

WRITING TASK

A

B

Answers will vary. Possible answers: Industry: Technology Company 1: Apple Company 2: Samsung Similarities: household names, dominate mobile phone industry Differences: marketing strategies, product development Answers will vary. Possible answers: Organization Method: block Notes for Introduction: products, history Thesis Statement: Although the two companies have certain features in common, they differ in terms of history, marketing styles, and the way they develop their products. Body Paragraph 1 Topic Sentence: Apple is a hugely influential company in the tech world. Details: history (Silicon Valley), marketing strategies (TV ads), product development (takes long time) Body Paragraph 2 Topic Sentence: Today, as a large conglomerate owning multiple companies, Samsung is one of the largest businesses in Korea. Details: history (trading company), marketing strategies (celebrity endorsements), product development (quicker than Apple) Notes for conclusion: both leaders, but different strategies; they challenge each other to make better products

RETHINKING BUSINESS

39

D

E

Have students apply the skills taught in Editing Practice to their own revised drafts and check for any other errors. • Allow students time to edit their drafts. • Walk around, and monitor students as they work. Provide assistance as needed. • Collect their work once they have completed it. • For the next class, show anonymous examples of good essays and common errors. Ideas for … EXPANSION Have students work in groups of three to help review and edit each other’s essays further. Ask each group member to read another’s essay and try to do the following: • Correct one error in grammar, spelling, etc. • Give one compliment. • Give one piece of feedback to help improve the essay. Allow students time to read each other’s essays, take notes, and then discuss their feedback.

Revised Draft

REVISING PRACTICE

1. b, c, a 2. a. Founded in 1976 in the heart of Silicon Valley, Apple … b. Founded in 1938 by Lee Byung-Chul, … c. Finally, likewise whereas / while …

MIN

For all questions in the unit review, allow students to work in pairs or groups. For question 4, refer students to the Vocabulary Index at the back of the Student Book, and have them write definitions or example sentences for each vocabulary item. • Allow students time to look back over the unit and note their answers to questions 1 to 3 before they start their discussion. • For question 4, elicit example sentences or definitions for each vocabulary item from the class. ANSWER KEY

UNIT REVIEW

1.

EDITING PRACTICE

40

UNIT 4

2. 3. 4.

Answers will vary. Possible answers: Zara’s headquarters are in a small town. Zara embraces stock shortages. Zara’s advertising is minimal. Zara does not outsource production. Zara produces items in small quantities. Brunello Cucinelli is a high-end brand. Brunello Cucinelli’s main product is cashmere. the block method and the point-by-point method Answers will vary.

ACADEMIC TR ACK Life Science / Sociology

ACADEMIC SKILLS READING WRITING GRAMMAR

Understanding complex sentences Writing a summary essay Avoiding plagiarism (I)—Paraphrasing CRITICAL THINKING Evaluating Sources

ANSWER KEY

THINK AND DISCUSS

Answers will vary. Possible answers: 1. In my case, I work in teams at work to solve issues or problems that our clients are having. I think families are teams, too. Families always have to work together to make decisions and work through tensions if they want to live happily together. 2. Large groups will have a diverse range of ideas and opinions, most likely, so this is good for considering different sides of a situation. However, it’s hard to come to an agreement in a large group, so that’s one disadvantage.

The theme of this unit is collaboration, with a specific focus on what is known as swarm intelligence—the idea that when animals, people, or robots work cooperatively in self-organizing systems, there are advantages for both individuals and the group. • READING: The study of a phenomenon known as the smart swarm has provided insights leading to the development of a wide range of new technology. • VIDEO: An experiment in a science lab illustrates how ants are able to work together to choose a new home for their colony. • WRITING: Students draw on what they have read and watched to write an essay that summarizes the content of the unit’s reading passage. The unit prepares them for the writing task by introducing vocabulary for discussing collaboration and by teaching them to understand and break down complex sentences. Students then learn how to paraphrase to avoid plagiarism before reviewing how to write a summary. Finally, they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. 0

5

start of the race, where unison of movement and tight teamwork are especially important.) • Discuss the two questions as a class. Note that both questions focus on examples of human teamwork. Ask students to use their own personal experiences to support their answers. After leading a brainstorming session for question 1, use a graphic organizer such as a T-chart to list advantages and disadvantages for question 2.

UNIT OVERVIEW

0

MIN

EXPLORE THE THEME (pages 94–95)

The short passage on the page defines collaboration and gives an overview of how humans have continued to collaborate throughout history. • Allow time for students to read the passage, study the photo, and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

MIN

S

1. In 1975, Steve Wozniak and Steve Jobs built the first Apple computer. 2. Founded in 1949, Adidas is now one of the world’s leading sports brands. 3. Offering innovative tech products, Samsung is one of the most successful business in Korea.

UNIT REVIEW

WORKING TOGETHER

S

ANSWER KEY

0

S

The Editing Practice box trains students to spot and correct common errors related to initial phrases. As a class, go over the information in the box carefully to make sure students understand what to look out for. • Allow students time to complete the exercise individually. • Check answers as a class by asking students to read their corrected sentences aloud and explain the errors.

1

Students should apply the revision techniques used in the Revising Practice box to their own drafts, where applicable. • Explain to students that they will be using the questions as a guide for checking and improving their drafts. • Go over the checklist questions carefully to make sure students understand them. • Allow students time to revise their essays.

EDITING PRAC TICE

Final Draft

2

The Revising Practice box provides a model essay that has some sections missing and a small number of errors. Students complete an exercise to revise the model essay that will also demonstrate how they can improve their own drafts. • Allow students time to analyze the draft and complete the exercise. • Check answers as a class. Ask students to identify each change and explain how it makes the revised draft stronger.

1

REVISING PRAC TICE (page 90)

THINK AND DISCUSS (page 93)

The photo shows a bobsled (or bobsleigh) team working together to push their bobsled at the beginning of a race. The title and questions help prepare students for the subject matter covered in the unit. • Have students study the picture, title, and caption. • Discuss the photo as a class. Why is a bobsled team a useful example of teamwork? (The picture shows the

A

Answers will vary. Possible answers: 1. The people in the photo are all working together to build a tower made of humans. 2. Early humans collaborated when finding food and raising children. They did this to survive. 3. Modern examples of collaboration are common in the business world. People in organizations collaborate to be productive. B accomplish, collectively, complex 41

A

PREPARING TO READ (pages 96–97)

Building Vocabulary

The paragraph is related to the reading passage. It describes how scientists are studying collaboration in insects and using their findings to develop new technology. It contains seven key vocabulary items that appear in the reading passage. Students should use contextual clues to deduce the meanings of the words and match the correct word to its definition. • Have students work individually to complete the exercise. • Check answers as a class. Elicit example sentences for each vocabulary item. B

Building Vocabulary

C

Previewing

Students are asked to look at the photos and captions in addition to reading the first and last paragraphs of the passage. 42

A 1. 2. 3. 4. B 1. 2. 3. C 1.

2.

3.

D 1.

2.

Brainstorming

Students work in small groups to brainstorm ideas about collaboration. The activity serves as a warmup to the reading passage. • Allow students time to brainstorm ideas individually before discussing them in their small groups. • Discuss ideas as a class. Ask each group to share an idea they discussed for each question. E

PREPARING TO READ

Using Vocabulary

Encourage students to practice using the new vocabulary items while answering the three questions. • First, have students work alone to think about the questions and write their ideas. • Have students form pairs to discuss their answers to the questions. Encourage them to use the target vocabulary during their discussions. If necessary, provide some prompts to help them. • Discuss answers as a class. Elicit example answers from students. D

ANSWER KEY

UNIT 5

E 1. 2. 3. 4.

defense 5. unpredictable manipulate 6. emergent simulation 7. precisely capabilities declare 4. realistically relevant 5. Complementary coordinate Answers will vary. Possible answers: A group can carry out a complex task by breaking it down into smaller tasks performed by individuals. Physically, a group is also stronger than the individual and can accomplish feats like the one in the picture on page 95. I belong to a volleyball club team. The skills of the individuals on my team are complementary. We have to work together, using each other’s strengths and supporting each other’s weaknesses, to win a game. Actually, I prefer to work by myself. I like to work efficiently, and I find that working with others makes a project take longer. When I work in teams, we often get behind and miss important deadlines. Answers will vary. Possible answers: Bees work together in their hive. Also, elephants live together in herds. They travel this way and share the responsibility of taking care of younger elephants. Teamwork is important in a lot of jobs. For example, collaboration is very important for firefighters. If they don’t work well together to put out a fire and rescue people, lives could be lost. But collaboration is also very important in office jobs. For example, consultants have to work in teams to solve problems. Answers will vary. Actual answers: insects (bees and ants), birds (pigeons), fish smart swarm / hive mind, collaboration robots, Internet search engines, online encyclopedias to inform / to explain a specific animal behavior that has relevance in the human world

1.5 Have students read the passage individually, or play the audio and have students read along.

OVERVIEW OF THE READING The passage discusses how the study of swarm intelligence in animals—such as the behavior exhibited by ants, bees, and birds—is being used to develop new technology. Author Peter Miller refers to this type of behavior as a smart swarm and defines it as a group of individuals that can make complex decisions by responding to one another and to their environment. Robotics engineers are trying to mimic this type of collaborative behavior in the design of autonomous flying robots. These types of robots could be very useful as first responders to emergencies, as well as in military situations. How humans will continue to develop this technology remains to be seen, but examples of it are already commonplace online with websites such as collaborative encyclopedias and crowdsourcing projects. This in an adapted version of the article “Swarm Theory” by Peter Miller, which appeared in the July 2007 edition of National Geographic Magazine. Online search terms: swarm intelligence, Swarm Theory by Peter Miller, Craig Reynolds, Vijay Kumar, Marco Dorigo I 0M N

S

Students use a dictionary to look up the meanings of the vocabulary words and then complete the definitions. • Have students work individually to complete the exercise. • Check answers as a class. Elicit example sentences for each vocabulary item. See Vocabulary Extension 5 on page 235 of the Student Book for additional practice with the prefixes co-, com-, col-.

• Allow students time to preview the passage. • Have them work individually to write their ideas before discussing them in pairs. • Have students check their answers as they read the entire passage.

6

I 0M N

S

4

Reading

UNDERSTANDING THE READING (pages 104–106)

A

Understanding Main Ideas

Encourage students to write complete sentences to answer the questions. As they write their answers, encourage them to paraphrase rather than copy directly from the text. Note that the final writing task requires students to write a summary of the reading passage, so the answers they write here will be useful to refer to later. • Have students work individually to complete the activity. Encourage them to skim the passage again to find the answers, if necessary. • Check answers as a class. B

Understanding Purpose

Students are asked to identify the purpose of each section of the reading passage. • Have students work individually to complete the activity. Give students a time limit, and encourage them to skim each section rather than reading it again. • Check answers as a class.

C

Critical Thinking: Guessing Meaning from Context

Students should now be familiar with this type of exercise. Note that a number of expressions in this exercise are idiomatic (blazing the trail, flush out, the bottom line). Guessing the meaning of such expressions from context is often more fruitful than checking individual words in a dictionary. • Have students work in pairs to locate the expressions in the passage and deduce their meanings. • Then ask them to match each expression with its definition. • Check answers as a class. D

Summarizing

Students use a concept map to organize a summary of the information in the article. Remind students that organizing notes in such a way can often help them comprehend a complex passage. • Have students work individually to complete the concept maps. • Check answers as a class. E

Critical Thinking: Evaluating Sources

The Critical Thinking box explains which questions to ask when evaluating the source of a quote. For example: Is the source trustworthy? What is the expert’s area of expertise? Is their expertise relevant to the topic? In this exercise students find quotes in the reading, identify the sources and evaluate them. • Allow students time to go back to the passage to find the quotes and sources. • Have students form pairs to discuss the questions. Point out that they should identify the source for each quote and determine whether the person is an expert. • Check answers as a class. Do students believe that the sources quoted in the article are reliable? Why or why not? F

Critical Thinking: Analyzing and Applying

Students are asked to use the information provided in paragraph V to analyze the author’s argument about how swarm intelligence is being applied to technology. • Have students work individually to answer the questions and write their ideas. • Have them form pairs to discuss their answers. • Discuss question 3 as a class. Use a graphic organizer, such as a concept map, to list “human smart swarms” on the board. Ask students to share any experiences they have had in which they were part of a type of smart swarm.

WORKING TOGETHER

43

A 1.

2.

3.

4.

B 1. 2. 3. 4. 5. 6. C 1. 2. 3. 4. 5.

6.

7.

44

Answers will vary. Possible answers: The “smart swarm” is a group of living things that move and react in a manner that protects its members and makes them able to coordinate a successful response to unexpected circumstances. (Paragraph B) Being part of a large group aids the survival of the animal group, as well as the species. Animals that travel in groups are more likely to warn each other when predators are nearby, find mates in the group, find food, and locate a migration route. (Paragraph O) The key aspects of swarm intelligence are responding simply to others, responding to the local environment, and having no leader. (Paragraphs B, C, R) Search engines are an example of collaboration because they survey billions of websites at once to find the most relevant information, then rank each according to popularity. (Paragraph T) An online encyclopedia is an example of collaboration because it uses the collective intelligence of its many contributors. (Paragraph U) T–U R V O–Q B–C D–N d; How do the simple actions of individuals add up to the complex behavior of a group? c; The result, when set in motion on a computer screen, … f; … Reynolds was also blazing the trail for robotics engineers. g; … —just as ants are able to come up with various options by trial and error. a; If they could, teams of robots might someday be sent into a hostile village to flush out terrorists or locate prisoners. e; For these animals, coordinating their movements with one another can be a matter of life or death. b; … the bottom line is that our actions matter, even if we don’t see how.

UNIT 5

5

MIN

S

UNDERSTANDING THE READING

D 1. birds/pigeons (Paragraph B) 2. leader (Paragraph C) 3. the bird next to them (Paragraph C) 4. fly in the same direction as others (Paragraph D) 5. stay close to others (Paragraph D) 6. take its place (Paragraph F) 7. local information (Paragraph G) 8. foot-bots (Paragraph I) 9. hand-bots (Paragraph I) 10. eye-bots (Paragraph I) 11. information (Paragraph I) 12. prisoners (Paragraph M) 13. earthquakes (Paragraph M) 14. waste (Paragraph M) E 1. G 2. P 3. U 1. Vijay Kumar is a professor of mechanical engineering at the University of Pennsylvania; Daniel Grunbaum, a biologist at the University of Washington; Thomas Malone of MIT’s Center for Collective Intelligence; they all appear to be experts in their field and are currently researching and developing ideas relating to smart swarms. 2. a. 2; b. 3; c. 1 F 1. For crowd intelligence to work, the author says that members need to act responsibly and make their own decisions. 2. recycling 3. Answers will vary. Possible answers: crowdfunding, recycling, a company/business

4

ANSWER KEY

DEVELOPING READING SKILLS (page 107)

Reading Skill: Understanding Complex Sentences Complex sentences are sentences that contain one or more dependent clauses, and as such, they may be difficult for students to understand. The Reading Skill box suggests a method for breaking down complex sentences into more manageable chunks. A

Understanding Complex Sentences

Students follow the steps in the Reading Skill box to break down complex sentences from the reading passage. They then answer questions about the information in each. Note that once the sentences have been broken down, students should find the questions easier to answer. • Encourage students to indicate which clauses are main and which are dependent by underlining or circling them. • Have students work individually to complete the exercise before they form pairs to compare their answers. • Check answers as a class. B

Applying

Students are asked to find additional complex sentences in the passage. • Have students work in pairs to complete the exercise. Tell them to break down each of the sentences they find, indicating main and dependent clauses. • Check answers as a class. Have pairs write the sentences on the board and explain how to break them down. ANSWER KEY

DEVELOPING READING SKILLS

A 1. Taking this idea one step further (dependent clause), computer scientist Marco Dorigo’s group in Brussels is leading a European effort to create a “swarmanoid” (main clause), a group of cooperating robots with complementary abilities (dependent clause). subject: computer scientist Marco Dorigo’s group in Brussels verb: is leading object: a European effort to create a “swarmanoid” a. building a swarmanoid b. a group of collaborative robots

2. The result (main clause), when set in motion on a computer screen (dependent clause), was a convincing simulation of flocking (main clause), including lifelike and unpredictable movements. (dependent clause) subject: the result verb: was object: convincing simulation of flocking a. a convincing simulation of flocking b. lifelike and unpredictable movements 3. Zipping down the main hallway (dependent clause), the foot-long (30 cm) red robots pivoted this way and that on their three wheels (main clause), resembling a group of large insects (dependent clause). subject: red robots verb: pivoted a. red robots b. a large group of insects B Answers will vary. Possible answers: Paragraph K: As they spread out, entering one room after another, each robot searched for objects of interest with a small camera. When one robot encountered another, it used wireless network gear to exchange information. Paragraph M: The demonstration was part of the Centibots project, an investigation to see if as many as a hundred robots could collaborate on a mission. Paragraph U: Wikipedia, a free collaborative encyclopedia, has also proved to be a big success, with millions of articles in more than 200 languages about everything under the sun, each of which can be contributed by anyone or edited by anyone. Paragraph V: When a group is being intelligent, whether it’s made up of ants or attorneys, it relies on its members to do their own part. For those of us who sometimes wonder if it’s really worth recycling that extra bottle to lighten our impact on the planet, the bottom line is that our actions matter, even if we don’t see how.

WORKING TOGETHER

45

MIN

VIEWING: ANT TEAMWORK

ANSWER KEY

BEFORE VIEWING

A

(pages 108–109)

Overview of the Video

BEFORE VIEWING A

Discussion

Students are asked to share observations they have made about ants to support the content they will see in the video. Most students are likely to have witnessed ants traveling in a line, carrying food, or attacking prey. • Have students work individually to make note of any examples they can think of. Ask them to use what they have observed in real life as well as any relevant information they learned in the reading passage. • Have students form pairs to share their observations and ideas. Then discuss these as a class. Ask volunteers to share examples with the class. B

Learning About the Topic

The paragraph prepares students for the video by giving one example of how ants collaborate to survive in nature. Consider searching online for an image of a fire ant raft and displaying it to the class. • Have students read the paragraph and write answers to the questions individually. • Have students form pairs to check their answers. Discuss question 2 as a class. C

Vocabulary in Context

This exercise introduces students to some of the key vocabulary items used in the video. Students use context to determine the meanings of the words. • Have students work on the exercise individually. • Have them form pairs to check their answers. • Discuss answers as a class. Elicit example sentences for each of the words. 46

UNIT 5

2.

C 1. 2. 3.

WHILE VIEWING A

Understanding Main Ideas

Students are asked to complete a summary of the experiment featured in the video. • Have students read the items silently before you play the video and try to anticipate what the answers might be. • Have them complete the sentences while the video is playing. • Check answers as a class. B

A

The question relates to the semantics of the word teaching, and therefore, students will need to define exactly what teaching means. For example, when an animal simply copies the actions of another animal, can this be classified as “teaching”? • Have students write down their ideas individually before they form pairs to discuss them. • If time permits, discuss their ideas as a class. B

Critical Thinking: Synthesizing

Students draw on information from the video to formulate a solution to a real-life situation. • Read the question aloud. Have students discuss their ideas in small groups. Encourage them to share any personal experience they have that is relevant to the situation. • Discuss as a class. Do students think humans and ants demonstrate any similar behaviors? If so, what? If not, why not? ANSWER KEY

AFTER VIEWING

A

Understanding a Process

Students answer questions about how the experiment in the video was conducted. • Have students read the questions and write any answers they recall from the first viewing before playing the video a second time. • Play the video again. Have them complete the task while it is playing. • Check answers as a class.

Reacting to the Video

B

Answers will vary. Possible answer: I guess that if an animal is just copying the actions of another animal, this probably doesn’t qualify as teaching. To qualify as teaching, I suppose there has to be some intent on behalf of one animal to make the other animal learn something. Answers will vary. Possible answer: Like the ants, the company would probably check out a couple of different places before deciding on one to move to. Unlike the ants, it might be harder to make decisions together. A few employees might be asked for their opinions, but ultimately, I think the head of the company would decide where to move.

A a. find out how ants make decisions b. choose a new home c. one hour B 1. to record their movements, to see who collects information, how they communicate, and how a consensus is reached 2. They brush antennae and release chemicals called “pheromones.” 3. when one ant leads another to the new nest

In this section, students learn how to write a summary of an article. The lesson starts by reviewing techniques used for paraphrasing information and explains the importance of avoiding plagiarism. In the Writing Task, students apply these lessons by writing and revising a summary of the reading passage “The Smart Swarm.” Students begin by writing down the main ideas and details of the passage in an outline. Students then draft their essays, improve their drafts, and correct common mistakes related to the use of paraphrasing. 0

MIN

Ideas for … EXPANSION Have students work in small groups to find out about another example of animals teaching each other in the wild. Explain that it can be any kind of living thing: insect, mammal, etc. Ask groups to do research online to find an example, summarize the information, and then present it to the class.

EXPLORING WRIT TEN ENGLISH (pages 110–111)

Language for Writing: Avoiding Plagiarism (I)— Paraphrasing The Language for Writing box introduces three paraphrasing techniques that can be used when students are writing a summary: using synonyms, changing sentence structure, and changing parts of speech. The box focuses on synonyms. Explain that paraphrasing techniques help us avoid copying the author’s original language. A

Language for Writing

Students are asked to choose an appropriate synonym for an expression in a sentence. Note that each answer option is a synonym of the underlined word, but only one is appropriate in the context of the sentence. • Have students complete the activity individually. • Check answers as a class. Elicit other synonyms that would work for each case. For example break down could also be fail at its task; froze could also be halted; conducting could also be running. B

ANSWER KEY

WHILE VIEWING

OVERVIEW

S

The video shows an experiment that illustrates how a colony of ants works together to find a new home. In the experiment, the ants are given the choice of two different homes after their previous nest has been destroyed. Researchers track the movements of individual ants using microchips to find out how the colony makes its choice. We learn that individual ants are able to investigate potential new nest sites before reporting information to their group and eventually leading other ants to the potential new home. Online search terms: ant swarm intelligence

B 1.

Answers will vary. Possible answers: I’ve seen ants carry food back to their nest. They work together to do it. They create rafts to survive when their homes are flooded. They do it by joining themselves together to create a pizza-like shape. They work together by coordinating their movements, staying close but also not causing problems in each other’s space. recruitment consensus inspect

Writing

AFTER VIEWING

3

5

S

4

Video

Applying

Students are asked to identify a synonym for another expression in the sentences in exercise A. Then they rewrite the sentences using the techniques in the Language for Writing box. • Have students complete the activity individually. Tell them to refer to the information in the Language for Writing box to support their paraphrasing. • Check answers as a class. Elicit multiple examples of the same sentences to show how paraphrasing changes the language but not the meaning.

WORKING TOGETHER

47

EXPLORING WRITTEN ENGLISH LANGUAGE FOR WRITING

A 1. b; 2. a; 3. c B Answers will vary. Possible answers: 1. If one group member stopped functioning properly, it could be replaced by others. 2. The robot stopped and sent out a message to the human in charge of it. 3. The trial was declared successful by the researchers who carried it out.

Writing Skill: Writing a Summary The Writing Skill box explains the process of writing a summary. Summaries are useful in our roles as both readers and writers. Putting what we have read in our own words helps us remember it better and also helps us avoid copying the author’s original language. If necessary, review the concept of plagiarism and why it is important for students to avoid it. Then go over the steps of writing a summary as outlined in the box. C

Critical Thinking: Evaluating Summaries

Students are given two examples of a summary of paragraph B in the reading passage and asked to choose the best one. Tell students to use the tips in the Writing Skill box and Language for Writing box to help them. • Allow time for students to go back to reread paragraph B in the unit’s reading passage. • Have students work on the exercise individually. • Have them form pairs to check their answers. • Discuss answers as a class. Go over each answer choice and the students’ reasoning. ANSWER KEY

WRITING SKILL

C 1. 2. 3. 4. 5.

48

Students should conclude that summary A is more successful. A A A, B A, B A

UNIT 5

6

I 0M N

S

ANSWER KEY

A

WRITING TASK (pages 112–113)

Brainstorming

Read the Goal box aloud so students will be familiar with the writing task before brainstorming. The aim is to write a summary of the unit’s reading passage. Explain that for a summary, brainstorming involves recalling as much information as you can without referring to the original source. • Explain that students should not look back at the reading passage. Have them work individually to answer the questions. • Have students form pairs to share their answers. Tell them to add any additional information that their partners helped them remember to their notes. • Discuss answers as a class. Elicit answers to each question in the chart. Use the information to create a concept map on the board that students can refer to when they are writing. B

Vocabulary for Writing

The words in the box can be useful when writing a summary. These verbs can be used to introduce an author’s idea. Students use a dictionary to look up the meanings of the words and then circle the correct one. • Have them work individually to complete the exercise. Note that students will need to use the context or situation in order to choose the better word in some cases. • Check answers as a class. • If time permits, elicit example sentences for each vocabulary word in the box. D

E

Planning

Students complete their outlines by writing the thesis statement (introduction) and selecting the most important ideas and information from their notes to use in their summaries.

Body Paragraph 2: How can smart swarm be used in technology? Topic Sentence: Swarm intelligence is being used to design smart robots. Details: programmed to follow basic smart swarm ideas: stay close but don’t crowd or collide with others while flying nearby; success with robots reacting to the unexpected, acting on local information; possibly used in future in military operations and rescue efforts by first responders Body Paragraph 3: How are human “smart swarms” being used now and going forward? Topic Sentence: While not as common in human society yet, the online environment is providing some opportunities for people to be part of a smart swarm. Details: online encyclopedias, results from search engines; instant crowdfunding Notes for conclusion: for smart swarms to work well, individuals have to be responsible in their motivations and choices; use recycling as an example

First Draft

Have students write first drafts of their summaries based on their outlines. • Allow students time to complete the task individually. Provide assistance as needed. Refrain from error correction at this point. ANSWER KEY

WRITING TASK

A

Taking Notes

Have students look at the reading passage again and compare their information from exercise A to check their understanding. Students make any necessary corrections or additions. Remind students they will be using these notes to write their summaries. • Allow students time to reread the passage and adjust their notes. Students should also review their answers to the exercises in Understanding the Reading. Provide assistance as needed. C

• Remind students that the thesis statement in a summary restates the thesis of the article being summarized. • Allow students time to complete their outlines individually. Provide assistance as needed.

C 1. 2. 3. 4. 5. D

Answers will vary. Possible answers: Author’s main idea; one example: Swarm intelligence can be useful in robotics; pigeons Technology: Robots can be programmed to behave in similar ways. Animals: Animals are able to protect themselves when being attacked. Humans: Humans use it in search engines and online encyclopedias. Individuals in human smart swarms?: act responsibly and make their own decisions urges discusses disputes questions provides Answers will vary. Possible answers: Introduction Thesis Statement: In the “Smart Swarm,” author Peter Miller explains how this behavior in the animal world is affecting technology in the human world. Body Paragraph 1: What is a smart swarm? Topic Sentence: A smart swarm is a group with no leader in which members react and coordinate movements together to deal with changing environments. Details: pigeons, synchronized flying; follow easy rules to stay coordinated; watch nearby pigeons

REVISING PRAC TICE (page 114) The Revising Practice box provides a model summary essay (based on the reading passage in Unit 2) that has a section missing and a small number of errors. Students complete an exercise to revise the model essay that will also demonstrate how they can improve their own drafts. • Allow students time to analyze the draft and complete the exercise. • Check answers as a class. Ask students to identify each change and explain how it makes the revised draft stronger. F

Revised Draft

Students should apply the revision techniques used in the Revising Practice box to their own drafts, where applicable. • Explain to students that they will be using the questions as a guide for checking and improving their drafts. • As a class review the questions carefully to make sure students understand them. • Allow students time to revise their essays.

WORKING TOGETHER

49

ANSWER KEY

REVISING PRACTICE

1. C and D should be switched 2. For example, the Save the Tiger Fund gave more than $17 million in grants for tiger protection between 1995 and 2009. 3. b EDITING PRACTICE

G

Final Draft

1

For all questions in the unit review, allow students to work in pairs or groups. For question 4, refer students to the Vocabulary Index at the back of the Student Book, and have them write definitions or example sentences for each vocabulary item. • Allow students time to look over the unit and note their answers for questions 1 to 3 before they start their discussion. • For question 4, elicit example sentences or definitions for each vocabulary item from the class.

LANGUAGE AND CULTURE ACADEMIC TR ACK Anthropology / Linguistics

READING WRITING GRAMMAR

ANSWER KEY

UNIT REVIEW

1. 2. 3. 4.

Answers will vary. Possible answers: for crowdsourcing projects, to create advanced robots, in computer simulations to create rafts, to carry food, to make decisions to avoid plagiarism Answers will vary.

CRITICAL THINKING

Answers will vary. Possible answers: 1. Speaking more than one language is useful in business. If you work for a global company, then it really helps to be able to communicate well with people from other countries. 2. For me, the most difficult thing about learning a new language is speaking it. I struggle with my confidence when speaking another language, even after I’ve studied it for many years.

This unit explores the relationship between language and culture. It suggests that you experience a society differently when you know the language.

• VIDEO: Two Kenyan men visit New York City on their first trip to the United States and describe their first impressions. • WRITING: Students draw on what they have read and watched to write an opinion essay on what they think is the most effective way to learn a language. The unit prepares them for the writing task by introducing vocabulary for talking about language learning. The unit also explains how verbal phrases are another way to add variety and complexity to sentences. Students then review the basics of writing effective introductions and conclusions before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. MIN

S

0

The photo shows students in the United Kingdom watching a demonstration of Chinese calligraphy in a classroom. The title and questions help prepare students for the subject matter covered in the unit. • Have students study the picture, title, and caption. Discuss the photo as a class.

UNIT 5

THINK AND DISCUSS

UNIT OVERVIEW

THINK AND DISCUSS (page 117)

50

ANSWER KEY

Understanding verbal phrases Writing an opinion essay Adding information with verbal phrases Inferring an author’s attitude

• READING: Poet Daisy Zamora recalls her early experiences in learning English—first, while growing up in Spanish-speaking Nicaragua, and second, while staying in the United States.

6

• Discuss the two questions as a class. Elicit answers from the class, and draw a T-chart on the board to summarize the benefits and difficulties they discussed.

ACADEMIC SKILLS

1

Have students apply the skills taught in Editing Practice to their own revised drafts and check for any other errors. • Allow students time to edit their drafts. • Walk around, and monitor students as they work. Provide assistance as needed. • Collect their work once they have completed it. • For the next class, show anonymous examples of good essays and common errors.

UNIT REVIEW

0

MIN S

Answers will vary. Possible answers: 1. in a flash = suddenly 2. in the field = to practical use 3. scattering = running away

MIN

2

The Editing Practice box trains students to spot and correct common errors related to synonyms. As a class, go over the information in the box carefully to make sure students understand what to look out for. • Allow students time to complete the exercise individually. • Check answers as a class by asking students to read their corrected sentences aloud and explain the errors.

0

S

EDITING PRAC TICE

EXPLORE THE THEME (pages 118–119)

The opening infographic shows the names of the most translated authors in the world. Note that the size of the last name of each author corresponds to how many times the person’s works have been translated, so the bigger the name, the more translations. • Allow time for students to study the infographic and answer the questions individually. Point out the key for the infographic in the lower left-hand corner to help students understand the information. • Check answers as a class. For question 3, elicit the titles of books that students have read. ANSWER KEY

EXPLORE THE THEME

A 1. Agatha Christie 2. Jules Verne (Verne was a French novelist; he wrote mostly science fiction.) 3. Answers will vary. Possible answers: When I was at school, we read Shakespeare, Tolstoy, and Hemingway. For pleasure, I’ve read Agatha Christie and Jack London in the past. More recently, I’ve read both Enid Blyton and Alexander Dumas to my son. B substantial, captivate, multiple

51

PREPARING TO READ (pages 120–121)

A

Building Vocabulary

The sentences are about the author Robert Louis Stevenson and his book Treasure Island. They contain six key vocabulary items that appear in the reading passage. Students should use contextual clues to deduce the meanings of the words and complete the definitions. • Have students work individually to complete the exercise. • Check answers as a class. Elicit example sentences for each vocabulary item. B

Building Vocabulary

C

Using Vocabulary

• Encourage students to practice using the new vocabulary items while answering the questions. • First, have students work alone to think about the questions and write their ideas. • Have students form pairs to discuss their answers to the questions. Encourage them to use the target vocabulary during their discussions. If necessary, provide some prompts to help them. • Discuss answers as a class. Elicit example answers from students. D

52

Students are asked to read the first and last paragraphs of the passage. • Allow students time to read the paragraphs individually and answer the question. • Revisit this question after students have read the entire passage. ANSWER KEY

PREPARING TO READ

A 1. 2. 3. 4. 5. 6. B 1.

2. 3. 4. 5. 6. C 1.

2.

Brainstorming

Students are asked to think about different ways to learn new words or phrases in a foreign language. • Allow students time to write ideas individually before discussing them in their small groups. • Discuss their ideas as a class. Ask each group to share one idea. Write answers on the board.

Previewing

D

E

cryptic straightforward definitively nostalgic irresistible integral on the contrary (Note: Students were introduced to this phrase in the Writing section of Unit 5 as a term to use in a comparative essay in a discussion of differences.) monotonous simultaneously excluded evidently metaphor Answers will vary. Possible answers: If you speak multiple languages, you can travel all over the world and make friends with people who have ways of thinking and living that are different from your own. I think being exposed to a variety of people and lifestyles is a wonderful way to grow as a person. I am actually studying Spanish now in addition to English. Sometimes, when I open my mouth to speak Spanish, I say something in English by mistake. It’s very strange. But I still think that it’s okay to learn two new languages simultaneously. Answers will vary. Possible answers: studying song lyrics, reading novels, listening to podcasts, watching TV shows or movies online in the foreign language with foreign language subtitles too, etc. Answers will vary. Actual answer: b

play the audio and have students read along.

OVERVIEW OF THE READING The passage is a narrative essay by Nicaraguan poet Daisy Zamora in which she describes her journey to becoming a fluent English speaker. Growing up in a Spanish-speaking country, Zamora picked up English from a variety of sources. She studied the language at primary school but also picked up expressions from her grandmother, from TV and movies, from song lyrics, and from the English literature she read. The language made a lasting impression on her at a formative age. However, when she first visited the United States and tried to apply the language she had so eagerly absorbed in so many different contexts, she struggled greatly in communicating with her peers. The modern practical English spoken every day by other teenagers was extremely different from the English Zamora had learned. She found herself anxiously seeking to adapt her way of speaking in order to fit in with this new culture. This essay is an adapted version of the essay “The Secret Language” by Daisy Zamora, which appeared in the book How I Learned English, published by National Geographic Books. Online search terms: Daisy Zamora, The Secret Language I 0M N

S

Students use a dictionary to look up the meanings of the vocabulary items and then complete the definitions. • Have students work individually to complete the exercise. • Check answers as a class. Elicit example sentences for each vocabulary item. See Vocabulary Extension 6 on page 231 of the Student Book for additional practice with adjectives with the prefixes -ir, -im, il-.

2.1 Have students read the passage individually, or

6

I 0M N

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4

Reading

E

UNDERSTANDING THE READING (pages 126–128)

A

Understanding Main Ideas

Students are asked to match the methods of learning English to the paragraphs in which they are described. • Have students work individually to complete the activity. Encourage them to skim the passage again to find the answers. • Have students form pairs to check their answers. B

Understanding Details

Students are asked to match the various contexts in which Zamora learned English with her impressions of each. • Have students work individually to complete the activity. • Check answers as a class. Elicit clues or lines that students found to help them identify each section. C

Critical Thinking: Inferring an Author’s Attitude

The Critical Thinking box provides some tips for understanding an author’s feelings or attitude about a topic. In narrative essays, such as the one in the reading passage, understanding an author’s use of figurative or

sensory language is often an easy way to deduce his or her feelings about the subject. For the exercise, students are asked to go back to sections of the reading to find examples of language that Zamora uses to communicate her feelings. • Have students work individually to write answers to the questions. Allow students time to go back to the reading. • Have them form pairs to compare their answers. Did they come to the same conclusions about the author’s attitude? • Discuss their answers as a class. D

Critical Thinking: Guessing Meaning from Context

The exercise contains words and phrases that appear in the reading passage. Students first find the words and underline them. Then, they use context to guess their meaning. Lastly, they match each expression with its definition. • Have students work in pairs to locate the words and phrases in the passage and deduce their meanings. • Ask them to then match the words and phrases to their definitions. • Check answers as a class. E

Critical Thinking: Recognizing Levels of Formality

Students are asked to find informal expressions in the passage and match them to a formal expression with the same meaning. In the reading passage, the author used a range of formal and informal expressions. Remind students that in academic writing, a formal writing style is generally preferred. For this reason, it is useful for students to be able to distinguish between different levels of formality. • Have students work individually to complete the activity. If necessary, encourage them to look back at the passage and study the context in which each word or phrase is used. • Check answers as a class. If time permits, elicit example sentences for each expression. F

Critical Thinking: Recognizing Levels of Formality

Students match informal expressions with their formal equivalents. Explain to students that the informal phrases used in the sentences would generally be avoided in academic writing. The formal expressions in the box would be preferred. • Have students work individually to complete the activity. • Check answers as a class.

L A N G U A G E A N D C U LT U R E UNIT 6

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Critical Thinking: Recognizing Levels of Formality

Students are given three sentences from the Unit 5 reading passage in which the original formal expression has been replaced with an informal one. Students are asked to edit the sentences and replace the informal expression with a more suitable one. Students then look back at the reading passage and compare their ideas with the words originally chosen by the author. • Have students work individually to complete the activity before they form pairs to compare answers. • Elicit some ideas from the class, and write a selection on the board. • Have students look back at the Unit 5 reading passage to compare the original choice of wording with their own. ANSWER KEY

C 1.

2.

3.

UNDERSTANDING THE READING

A 1. 2. 3. 4. 5. 6. B 1.

2.

4.

5.

54

UNIT 6

4.

D 1.

2.

3.

4. 5. 6.

7.

8. c; (I understood that if I didn’t do that, I would be left on the fringes of the main current, the mainstream where all U.S. teenagers lived, with space only for themselves.) E 1. c; (Paragraph D: The first time I heard characters in a downpour shouting their heads off with the phrase … ) 2. b; (Paragraph C: No, this other English expressed things in a different way that was not enigmatic and seductive, nor dumb and monotonous, but dramatic and direct: … ) 3. f; (Paragraph B: The English I heard from my grandmother Ilse had nothing to do with the English I was taught in kindergarten.) 4. e; (Paragraph J: She didn’t have a clue about the extreme anguish I was going through trying to understand what was being said around me.) 5. a; (Paragraph J: When one of my cousins couldn’t stand it anymore, she told me that I was a weirdo, that I spoke like a philosopher, some sort of Socrates or something.) 6. d; (Paragraph H: From that deep relationship with the language, I wound up with what I considered a broad and complex knowledge of English.) F 1. a large number of 2. highly 3. It is widely accepted 4. Currently 5. received 6. acceptable G Guesses will vary. Actual answers: 1. such as 2. is eager 3. Consider 5

MIN

S

3.

F–G I–J A–B C–E B H Answers will vary. Possible answers: b (Explanation: Paragraph A: Her stories of New Orleans were filled with references and names in English (frequently also in French), and those mysterious words, so different from the ones I heard in everyday speech, produced in me an irresistible fascination.) d (Explanation: Paragraph B: For me, that English lacked charm, instead sounding like the noise of my shoes crunching in the gravel of the schoolyard during recess.) c (Explanation: Paragraph D: It was the English I started to learn from cartoons on television, where the characters expressed thoughts, emotions, and feelings in a straightforward way.) e (Explanation: Paragraph G: To act as a character in any of Shakespeare’s plays, or to read an O. Henry short story out loud to my classmates, or a chapter of Robert Louis Stevenson’s Treasure Island, or a sonnet by Elizabeth Barrett Browning, brightened my day.) a (Explanation: Paragraph J: My cousins, not to mention their friends, listened to me with surprise or mocking looks. In turn, their English was almost unintelligible to me because they spoke, of course, in teenage slang.)

Answers will vary. Possible answers: Adjectives she uses to describe her grandmother’s English include: mysterious; light and crystalline; dense, thick, high notes, lonely, nostalgic; cryptic; fantastic; full of attractions and mystery (Paragraphs A–C); She compares it to the trill of a bird, honey, the sound of a flute, the swirl of a whirlpool, frenzied crowds. (Paragraphs B–C); Through her language, we can tell that her feelings towards her grandmother are loving, warm, and nostalgic. She tells us it was dull and harsh sounding. She compares it to the sound of walking on gravel and a cart struggling over cobbled streets. We can infer that she did not find the sound of this English pleasant. Some words and phrases she uses include idyllic, beautiful and comfortable; gorgeous. She compares the landscape to a fairy tale. Her feelings toward the place today are nostalgic and warm. She says that she had a hard time understanding their slang and that they reacted poorly to her English. Her cousin compared her way of speaking to that of a philosopher (Socrates). We can infer that she felt alienated as a result. f; (They sounded like strange music, an exotic melody coming from faraway fantastic places where life had an agitation, a rhythm, an acceleration unknown and unheard of in the peaceful world I shared with my parents, sisters, and brothers.) d; (We were all part of an enormous family that included grandparents, great-aunts, great-uncles, uncles, aunts, and first cousins, as well as a second and third level of blood relatives, followed immediately by all the other people in the category of relatives included in the family universe and its state of perpetual expansion.) b; (For me, that English lacked charm, instead sounding like the noise of my shoes crunching in the gravel of the schoolyard during recess.) e; (I learned phrases and words that communicated necessity in a fast, precise manner.) g; (My cousins, not to mention their friends, listened to me with surprise or mocking looks.) h; (On the contrary, the vocabulary I learned from books, especially from the poetry that taught me to love the language, had no place in the everyday speech of my contemporaries.) a; (It was all worthless for learning to speak practical English that would help me establish bonds with boys and girls my own age.)

4

G

DEVELOPING READING SKILLS (page 129)

Reading Skill: Understanding Verbal Phrases The Reading Skill box gives information about verbal phrases. Students were first introduced to verbal phrases in the previous unit as one kind of initial phrase that can be used to add variety at the beginning of a sentence (e.g., Founded in 1956, … ). A verbal phrase is a phrase that begins with a verbal. The three types of verbals are participles (past and present), gerunds, and infinitives. Explain each type of verbal and verbal phrase using the examples provided. Note that students will take a closer look at using present and past participles in the Writing section.

A

Identifying Verbal Phrases

Students are asked to identify the verbal phrase in each sentence. Note that students should underline the entire verbal phrase, not just the verbal itself. • Have students work individually to complete the exercise. • Check answers as a class. Elicit what kind of verbal is used in each sentence: gerund, past participle, present participle, or infinitive. B

Analyzing

Students are asked to identify and answer questions about verbal phrases. First students underline each verbal phrase. Next, they answer questions about its role and purpose in the sentence. • Have students work individually. • Have students form pairs to check answers. Then discuss answers as a class. ANSWER KEY

DEVELOPING READING SKILLS

A 1. I had a whole conversation in Spanish, surprised that I was able to communicate at all. 2. Learning Hungarian was the most difficult thing I did when I was an undergraduate. 3. To get familiar with Japanese pronunciation, I watched a lot of Japanese TV shows. 4. Being unable to communicate with her teenaged cousins, Zamora decided to improve her way of speaking. 5. Determined to sound like a native speaker, I took an online conversation class. B 1. The first time I heard characters in a downpour shouting their heads off with the phrase “The sky is falling, the sky is falling!”; The verbal phrase describes the characters. 2. Understanding the language and speaking it in a natural way became integral to my being … ; The main verb is became. The two verbal phrases serve as the subject of the sentence. 3. To be accepted by everybody, I started paying extreme attention to how I expressed myself and to the words I chose. The verbal phrase gives a reason.

L A N G U A G E A N D C U LT U R E

55

MIN

VIEWING: CULTURE SHOCK

ANSWER KEY

BEFORE VIEWING

A

(pages 130–131)

Overview of the Video

BEFORE VIEWING A

Learning About the Topic

The paragraph provides context for the video by giving background information about the TV series and the two Kenyan men who appear in it. • Have students read the paragraph and discuss their ideas in pairs. • Discuss as a class. Ask them to consider what they might find surprising about the U.S. or another developed country if they had lived their whole lives in a rural village. B

Vocabulary in Context

This exercise explains to students some of the key vocabulary items used in the video. Students use context to determine the meanings of the expressions. • Have students work on the exercise individually. • Have the form pairs to check their answers. • Discuss answers as a class. Elicit example sentences for each of the expressions.

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UNIT 6

B 1. 2. 3. 4.

WHILE VIEWING A

Understanding Main Ideas

Students are asked if any of the ideas they brainstormed together in Learning about the Topic appeared in the video. • Have them complete the task while the video is playing. Note that they should watch for any ideas they talked about and also write down the other points that the men in the video found surprising. • Discuss their ideas as a class. B

Understanding Details

Students answer questions about details from the video. • Have students read the questions and write down any answers they recall from the first viewing before playing the video a second time. • Play the video again. Have students write their answers while it is playing. • Check answers as a class.

A

Reacting to the Video

Students are asked to draw on personal experiences, as well as information from both the reading passage and the video, to formulate their answers. • Read the question aloud. Have students discuss their ideas in pairs. For question 2, encourage them to go back to the reading passage to recall information, if necessary. • If time permits, discuss the answer to question 2 as a class, and ask students to name some differences too. Draw a Venn diagram on the board, and add the students’ ideas to it.

A 1. Answers will vary. Actual things mentioned in the video are: how people live on top of each other in apartment buildings; ATM machines; how much and often people are eating; hot dogs B 1. apartment, first, second, third floor, ATM, voila, hot dog 2. to explain how money is gained through trading items in their homes. For example, they take a goat to the market and trade it.

In this section, students apply what they have learned in the unit to write an opinion essay about what they believe is the best way to learn a foreign language. The lesson starts by introducing useful vocabulary for expressing an opinion before covering the use of verbal phrases to add extra information to a sentence. Students then review the concepts behind writing effective introductions and conclusions before they are asked to plan, draft, revise, and edit their final essays.

ANSWER KEY

0

MIN

AFTER VIEWING

A

Answers will vary. Possible answers: 1. They are used to lots of space, which is why they were surprised about the apartment buildings. Also, probably they don’t consume as much as Americans because they seemed surprised by how much everyone was eating. 2. Like Daisy Zamora, the men probably had ideas about the U.S. before they came, and this changed during their visit. For example, they didn’t seem very impressed by the hot dog! Also, they seemed to enjoy picking up new terms from their guide, just as Zamora enjoyed learning new phrases. 3. I think they’d be surprised by the food in my hometown, such as the spiciness of a lot of Korean food. Maybe they would also be surprised by beaches and fishing and even sunbathing, since they don’t live near the ocean.

ANSWER KEY

WHILE VIEWING

OVERVIEW

Ideas for … EXPANSION Ask students to think of a movie, TV show, or book that tells the story of a person who experiences another culture for the first time. Ask them to make notes and prepare a brief talk about it. Assign students to groups to give their talks.

S

The video is a clip from a TV series about two men from Kenya who visit the United States for the first time. The men are both from traditional Kenyan societies. They both live in villages and raise cattle. In the video, they are given a tour of New York City by an American man. On the streets of New York, the three men walk together; and the guide explains apartment buildings, ATM machines, and urban parks and introduces them to hot dogs. The humorous reactions of the two Kenyans highlight how different the way of life in the city is compared with their own way of life back home. The video is an excerpt from the National Geographic TV series Warrior Road Trip. Online search terms: Warrior Road Trip, Maasai, Samburu

Answers will vary. Possible answers: My guess is they notice cultural differences around spending and waste between their homes and the U.S. Probably the diverse culture of the U.S. was something they noticed too. graze like cows stretch our legs grab something Chilling

Writing

AFTER VIEWING

3

5

S

4

Video

EXPLORING WRIT TEN ENGLISH (pages 132–134)

A

Vocabulary for Writing

Students are asked to indicate whether a phrase expresses a personal opinion or a general one. Note that the phrases will be useful to students in their essays for the writing task. • Have students work individually to complete the chart. • Check answers as a class. If time permits, elicit example sentences for each expression by asking students to share opinions about language learning.

Language for Writing: Adding information With Verbal Phrases The Language for Writing box discusses present and past participle verbal phrases in more detail. Students were first introduced to these in the previous unit as a type of initial phrase, although such verbal phrases can also appear in the middle or at the end of a sentence. The Language for Writing box and subsequent activities focus on the differences in usage between present participle and past participle verbal phrases. When going through the examples in the box, draw students’ attention to the fact that a past participle is usually passive in its meaning. Highlight this by explaining how, in the example given, the past participle verbal phrase “Published in 1973, …” means “It was published in 1973.” Present participles, on the other hand, are active in meaning. B

Language for Writing

Students are asked to choose between a present and a past participle verbal phrase to complete each sentence. • Have students complete the activity individually. • Have them form pairs to compare answers. • Check answers as a class.

L A N G U A G E A N D C U LT U R E

57

C

D

Language for Writing

Students are asked to combine two sentences using a verbal phrase. Explain that there is more than one way to combine each pair of sentences. Encourage students to vary the placement of the verbal phrases in each of their sentences. (beginning, middle, end) • Have students complete the activity individually. • Have them form pairs to compare answers. • Discuss answers as a class. Elicit different ways to combine the same sentences. ANSWER KEY

Students are asked to identify the features of each part of the example introduction and conclusion. Tell students to use the tips in the Writing Skill box. • Have students work on the exercise individually. • Check answers as a class. • If time permits, draw students’ attention to the hook and final thought. Ask students to offer their opinions. Are the hook and final thought effective? What other possible ways could the author have written these two parts? ANSWER KEY

EXPLORING WRITTEN ENGLISH

LANGUAGE FOR WRITING

B 1. 2. 3. 4. C 1.

memorizing Feeling interrupted Excited Answers will vary. Possible answers: Relying solely on online self-study programs, many students are missing out on opportunities to interact with others. 2. Some language learners, defeated by increasingly complex grammar, tend to drop out in their second year. 3. Many language learners are able to learn quickly, motivated by their teacher’s positive feedback. 4. I picked up Chinese really quickly, surprised by the simplicity of the grammar.

Writing Skill: Writing Introductions and Conclusions The Writing Skill box provides a quick review of introductions and conclusions. Students are reminded that an introduction should begin with a hook that catches the reader’s attention and lead up to the thesis statement of the essay. The job of the conclusion is to wrap up the essay, often by restating the thesis, or main idea, as well as leaving the reader with something to think about.

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UNIT 6

D

b, d, c, a, e

I 0M N

S

Personal Opinion: As far as I’m concerned; In my experience; Speaking for myself; Personally, I think General Opinion: It is thought that; Some people say that; … is generally considered to be … ; It is accepted that; Most would agree that

WRITING SKILL

6

A

Analyzing

A

WRITING TASK (page 135)

Brainstorming

Read the Goal box aloud so students will be familiar with the writing task before brainstorming. The aim is to write an opinion essay about the best way to learn a new language. Students are asked to consider the advantages and disadvantages of each method listed. • Have students work in pairs. Encourage them to use a T-chart for listing the pros and cons of each point. • Discuss their ideas as a class. Elicit advantages and disadvantages for each method from pairs. Write students’ ideas on the board. B

Planning

Have students decide which method they discussed in exercise A is most effective and complete the outline for their essays. • Allow students time to complete their outlines individually. Provide assistance as needed. C

First Draft

Have students write first drafts of their essays based on their outlines. • Allow students time to complete the task individually. Provide assistance as needed. Refrain from error correction at this point.

ANSWER KEY

WRITING TASK

A

B

Answers will vary. Possible answers: Attending a language school is good because you can practice talking to people in a controlled environment. There’s also a teacher who can answer your questions. But it can be expensive if you want regular classes. Answers will vary. Possible answers: Introduction: background information about language learning, how important it is in today’s global society, etc. Thesis Statement: I believe that the best way to learn a foreign language is to live in a country where that language is spoken. In doing so, you become totally immersed in the language, are exposed to authentic language use, and are motivated to learn because you need the language to survive. Body Paragraph 1 Topic Sentence: By living in a country where another language is spoken, you become totally immersed in the language. Details: the language is all around you, for example, on TV, on signs, on transport etc., constantly learning and practicing the language

Body Paragraph 2 Topic Sentence: By living in a foreign country, you are exposed to authentic language use. Details: If you take a language class or learn online, you don’t know if you are learning authentic language that is useful in everyday life.

Body Paragraph 3

REVISING PRAC TICE (page 136) The Revising Practice box provides a model essay similar to the one that students are writing. It has some sections missing and a small number of errors. Students complete an exercise to revise the model essay that will also demonstrate how they can improve their own drafts. • Allow students time to analyze the draft and complete the exercise. • Check answers as a class. Ask students to identify each change and explain how it makes the revised draft stronger. D

Revised Draft

Students should apply the revision techniques used in the Revising Practice box to their own drafts, where applicable. • Explain to students that they will be using the questions as a guide for checking and improving their drafts of essays. • Go over the checklist questions carefully to make sure students understand them. • Allow students time to revise their essays.

EDITING PRAC TICE The Editing Practice box trains students to spot and correct common errors related to verbal phrases. As a class, go over the information in the box carefully to make sure students understand what to look out for. • Allow students time to complete the exercise individually. • Check answers as a class by asking students to read their corrected sentences aloud and explain the errors.

Topic Sentence: Living in a foreign country gives you extra motivation to learn that country’s language. Details: learn out of necessity in order to make friends, order things in shops, open a bank account, etc. Notes for conclusion: restate thesis, final thought: example and quote from Daisy Zamora “My true encounter with living English … happened in the United States.”

L A N G U A G E A N D C U LT U R E

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1. c, b, a 2. a. Exciting Excited … b. teaches teaching … c. Fantasy novels are much more popular with teenagers. EDITING PRACTICE

1. a; Taking classes every night, I learned a lot quickly. 2. b; You can take private lessons, to learn a new language. 3. c; Living in a bilingual household, I learned Spanish easily. 4. c; To improve your pronunciation, you have to practice. 5. a; Watching TV in English, I learned a lot of natural language.

1

MIN

For all questions in the unit review, allow students to work in pairs or groups. For question 4, refer students to the Vocabulary Index at the back of the Student Book, and have them write definitions or example sentences for each vocabulary item. • Allow students time to look back over the unit and write their answers for questions 1 to 3 before they start their discussion. • For question 4, elicit example sentences or definitions for each vocabulary item from the class.

Final Draft

History / Economics

ACADEMIC SKILLS READING WRITING GRAMMAR CRITICAL THINKING

1. 2.

Annotating a text Writing an expository essay Referring to sources Identifying point of view

Answers will vary. Possible answers: 1. Having goods to export and sell to other countries can contribute significantly to a country’s economic development. 2. I come from Saudi Arabia. My country has a lot of oil, so it is our biggest money-making resource. However, we are a desert country so we have to import many things as well, such as items made of metal like cars and machinery.

• READING: Africa’s geography and history have had a large impact on the continent’s pace of development up to now. • VIDEO: A new global program to identify unique food resources and products by country is helping to grow the economy of developing countries like Cameroon. • WRITING: Students draw on what they have read and watched to write an essay that describes a region or country and explains how it has been affected by its history and geography. The unit prepares them for the writing task by introducing vocabulary for talking about history and geography and by teaching them to annotate a text. Students are then taught how to refer to sources in a text before learning about the elements of an expository essay. Finally, the unit takes students through the steps of brainstorming and planning, and shows them how to revise and edit their essays. 0

MIN

S

UNIT 6

THINK AND DISCUSS

The theme of this unit is developing countries and their use of the resources available to them. Both the reading and the video focus specifically on African countries.

THINK AND DISCUSS (page 139)

The photo shows a Nigerian man on a construction site looking at building plans. • Have students study the picture, title, and caption. Ask students what they think the words resources and development each refer to in the title. (In this case, resources are not just referring to natural resources but any means by which a country supports its own growth and economy. The term development refers to the process of a country advancing and growing its economy and infrastructure.) 60

ANSWER KEY

UNIT OVERVIEW

1

4.

• Discuss the two questions as a class. For question 2, encourage students to share more about their home countries. Encourage students to also talk about how their countries have changed over the course of their lifetimes.

0

MIN S

Have students apply the skills taught in Editing Practice to their own revised drafts and check for any other errors. • Allow students time to edit their drafts. • Walk around, and monitor students as they work. Provide assistance as needed. • Collect their work once they have completed it. • For the next class, show anonymous examples of good essays and common errors.

ACADEMIC TR ACK

UNIT REVIEW

Answers will vary. Possible answers: cartoons, movies, song lyrics, literature, her friends restatement of thesis, summary of supporting points, final thought To become more fluent, I practiced speaking Japanese with my friend. Answers will vary.

7

RESOURCES AND DEVELOPMENT

ANSWER KEY

3. E

UNIT REVIEW

2

REVISING PRACTICE

0

S

ANSWER KEY

EXPLORE THE THEME (pages 140–141)

The opening spread shows an economic map of the world and explains more about development and advancing economies. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. Elicit the meaning of GNI as defined on the page. ANSWER KEY

EXPLORE THE THEME

A 1. The highest concentrations of low-income people are in Africa and some parts of Asia. The highest concentrations of high-income people are in North America, Europe, and Asia. 2. The economies of most developing countries rely on agriculture, as well as raw materials such as oil, coal, and timber, which are exported or traded to developed countries. Most developed countries have a more diverse economy with many different sectors. B crops, livestock, economic

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PREPARING TO READ

A

A 1. 2. 3. 4. 5. 6. B 1. 2. 3. 4. 5. 6. C 1.

annual distinct investment revenue prosper thereby orientation associate denied Evolutionary Tensions minority Answers will vary. Possible answers: To live well in this country, I think you need at least $50,000 per year. 2. I am from India. Most people associate my country with its cuisine and Bollywood movies. In recent decades, India has also become known for its tech companies.

PREPARING TO READ (page 142)

Building Vocabulary

The paragraph describes some of the effects that solarpowered devices have had on developing countries. It contains six key vocabulary items that appear in the reading passage. Students should use contextual clues to deduce the meanings of the words and match the correct form of each word to its definition. • Have students work individually to read the paragraph and complete the exercise. • Check answers as a class. Elicit example sentences for each vocabulary item.

Building Vocabulary

C

MIN

Students are asked to continue annotating the rest of the reading passage. • Have students work individually to read and annotate the passage. Give them more time than usual to read so they can annotate at their own pace. ANSWER KEY

DEVELOPING READING SKILLS

A

Reading Skill: Annotating a Text

A

Annotating

Students are asked to start reading the first two paragraphs of the reading passage and annotate them, following the advice in the Reading Skill box. • Have students work individually to read and annotate the text. Allow enough time for them to complete the exercise. • Note that students will compare their answers in the next exercise.

Annotating

B

C

Annotations will vary. Students should have highlighted the following main ideas: How did one continent come to embody such extremes? (Paragraph A) Geography and history go a long way toward providing the explanations. (Paragraph B) Students should have highlighted the following supporting details: … it has a thick tropical core lying between one thin temperate zone in the north and another in the south. That simple geographic reality explains a great deal about Africa today. (Paragraph B) Answers will vary. Possible answers: You could draw arrows to connect main ideas with their supporting details. Answers will vary.

2.2 Have students read the passage individually, or play the audio and have students read along.

OVERVIEW OF THE READING Author Jared Diamond offers his argument as to why Africa has developed at a slower rate than other continents. Historically, Africa is considered the cradle of humankind: it is the place where the human species first evolved before migrating around the world. But both this history and its geography have, in many ways, worked against Africa. Although Africa is diverse geographically, few of the plants and animals native to the continent lent themselves to domestication. As a result, Africa has been slow to progress into an agrarian society from a society of hunters and gatherers. In addition, because of the long historical presence of humans and animals on the continent, the microbes and diseases that have developed in Africa are extremely strong—and very damaging as a result. The author, however, is positive about Africa’s prospects. Hope lies in the continent’s abundance of natural resources. If its health problems can be overcome, there is no reason Africa cannot have a prosperous future. The passage is an adapted version of the article “The Shape of Africa” by Jared Diamond, which appeared in the September 2005 edition of National Geographic Magazine. Online search terms: Jared Diamond, The Shape of Africa I 0M N

S

UNIT 7

C

DEVELOPING READING SKILLS

The Reading Skill box provided some tips on how to take more effective notes when reading. Annotating a text helps a reader stay focused on the content and can help identify the key points. The tips include highlighting the main and supporting ideas, circling new words, underlining parts that are difficult to understand, and breaking down the text into separate sections.

Discussion

Students are asked to compare the annotations they made in exercise A. • Have them form pairs to compare their answers. • Point out that students should have the same key points highlighted but that other annotations may differ. • Discuss answers as a class.

(page 143)

Using Vocabulary

Students should practice using the new vocabulary items while answering the three questions. • First, have students work alone to think about the questions and write their ideas. • Have students form pairs to discuss their answers to the questions. Encourage them to use the target vocabulary during their discussions. If necessary, provide some prompts to help them. (1. To live well in this country, I think you need at least … ; 2. Most people would associate this country with … ) • Discuss their ideas as a class. Elicit example answers from students.

62

5

S

Students use a dictionary to look up the meanings of the vocabulary words and then complete the sentences. • Have students work individually to complete the exercise. • Check answers as a class. Elicit example sentences for each vocabulary item. See Vocabulary Extension 7 on page 237 of the Student Book for additional practice with collocations for the words economy and distinct.

4

B

B

6

ANSWER KEY

I 0M N

S

4

Reading

UNDERSTANDING THE READING (pages 150–152)

A

Understanding Main Ideas

Students are asked to match each paragraph with its main idea. • Have students work individually to complete the activity. • Encourage them to skim paragraphs B–H again to find the answers, if necessary. • Have students form pairs to check their answers. B

Understanding Main Ideas

Students are asked to complete the topic sentences of paragraphs I–N in their own words. Review the paraphrasing strategies that students learned about in Unit 4 (using synonyms, changing parts of speech, changing sentence structure). Encourage students to use these paraphrasing techniques to express the ideas in their own words.

RESOURCES AND DEVELOPMENT

63

• Have students work individually to complete the activity. Encourage them to skim the paragraphs before they write the topic sentences. • Have students form pairs to compare their answers. Point out that they should have the same general idea but that their sentences will be worded differently. • Discuss answers as a class. Ask volunteers to share the sentences they wrote. C

Critical Thinking: Understanding Chronology

Students are asked to put the history of early humans in the correct order as explained in the reading passage. Note that the information can be found in paragraphs C and D. • Have students work individually to complete the exercise. Allow them enough time to go back and reread the relevant paragraphs in the reading passage. • Have them form pairs to compare answers. D

Critical Thinking: Guessing Meaning from Context

The exercise contains words and phrases that appear in the reading passage. Students first find the words and phrases and underline them. Then, they use context to guess their meaning. Lastly, they match each one with its definition. • Have students work in pairs to locate the words and phrases in the passage and deduce their meanings. • Ask them to then match each word or phrase with its definition. • Check answers as a class. E

Understanding Details

Students answer questions about supporting details from the reading. • Have students work individually to complete the activity. Point out that students do not need to write complete sentences. Encourage them to scan the article to find the necessary information. • Have students form pairs to discuss their answers. • Check answers as a class. Elicit where students found the relevant information in the reading passage. F

Critical Thinking: Analyzing Point of View

The Critical Thinking box explains the importance of being able to identify and understand a writer’s point of view. The exercise asks students to decide how strongly the author of the reading passage would agree with each statement. Students are required to go back to the reading passage and find key words and phrases (from sentences written on the same topic as each statement) that support their ratings for each.

64

• Explain that students should read each statement and then go back to the text to find and reread the relevant section. Ask them to identify key words and phrases that the author uses to communicate his point of view on the topic. Then tell them to rate how strongly the author would agree with the statement according to the scale provided. Note that although students’ answers should be similar, the exact rating they allocate to each statement will be subjective. • Have students work individually to complete the exercise. Allow students time to go back to the passage. • Check answers as a class. ANSWER KEY

UNDERSTANDING THE READING

A 1. 2. 3. 4. 5. 6. 7. B 1. 2. 3. 4.

5. 6.

C D 1. 2.

3.

H C F D B E G Answers will vary. Possible answers: Paragraph I: The long human presence in Africa led to a spread of dangerous diseases. Paragraph J: The richest countries in Africa lie in the continent’s temperate zone. Paragraph K: Africa has hope because of its diversity and unity and its natural resources. Paragraph L: Disease in Africa can be curbed with better planning and investment in health measures. Paragraph M: If health is improved and corruption is eradicated, Africa’s economy will benefit. Paragraph N: Outside investment is still needed to create a prosperous future for Africa that will be of benefit to the whole world. c, d, b, a, f, e d; Geography and history go a long way toward providing the explanations. (Paragraph B) e; In effect, Africans enjoyed not just one but three huge head starts over humans on other continents. (Paragraph D) h; The problem is that only a tiny minority of wild plants and animals lend themselves to domestication, and those few are concentrated in about half a dozen parts of the world. (Paragraph F)

4. b; The continent has a well-deserved reputation for having spawned some of our nastiest ones: malaria, yellow fever, East African sleeping sickness, and AIDS. (Paragraph I) 5. c; In addition, nearly a third of the countries of mainland Africa (15 out of 47) are landlocked, and the only African river navigable from the ocean for long distances inland is the Nile. (Paragraph J) 6. g; On my own visits to Africa, I’ve been struck by how harmoniously ethnic groups live together in many countries—far better than they do in many other parts of the globe. (Paragraph K) 7. a; Within the past half century, several formerly poor countries in Asia recognized that tropical diseases were a major drain on their economies. (Paragraph L) 8. f; If the continent can overcome its health problems and the corruption that plagues many of its governments and institutions, then it could take advantage of today’s globalized, technological world in much the same way that China and India are now doing. (Paragraph M) E 1. The three “head starts” are: 1. The first protohumans originated in Africa.; 2. The first Homo sapiens originated in Africa.; 3. The first “behaviorally modern” humans originated in Africa. (Paragraph C) 2. Agriculture meant that early humans could grow food for themselves and didn’t have to rely only on hunting and gathering. (Paragraph E) 3. Not many native plants and animals in Africa were easy to domesticate. (Paragraph F) 4. The animal species in Africa have survived because of the long human presence on the continent. (Paragraph H) 5. Great apes and monkeys are genetically similar to humans so diseases can easily be transferred. (Paragraph I) 6. The countries in the temperate zones are wealthier, while those that are landlocked have struggling economies and often problems with war. (Paragraph J) 7. He says Africa’s resources are abundant and give it great potential. (Paragraph K) 8. Continue to invest in public health measures to control disease, combat corruption, and use technology to be part of the global economy. (Paragraphs L and M)

F 1.

2. 3.

4. 5.

Answers will vary. Possible answers: 4; probably (Explanation: Ironically, the long human presence in Africa is probably the reason the continent’s species of big animals survive today.) 1; absolutely not (Explanation: I’d answer, “Absolutely not.”) 5; struck by, far better (Explanation: On my own visits to Africa, I’ve been struck by how harmoniously ethnic groups live together in many countries—far better than they do in many other parts of the globe.) 4; many of, abundant (Explanation: But many areas of Africa have an abundance of resources.) 3; If … , (Explanation: If Africa is to head into a bright future, outside investment will continue to be needed, at least for a time.)

RESOURCES AND DEVELOPMENT UNIT 7

65

MIN

VIEWING: HONEY AND PEPPER

ANSWER KEY

BEFORE VIEWING

A

(pages 153–154)

Overview of the Video The economies of some developing countries are getting a boost from a new label that identifies and protects items unique to specific locations around the world. The video features two such items from Cameroon: Oku white honey and Penja pepper. After receiving the Geographical Indication (G.I.) label, demand for these items has increased greatly, which has led to an increase in price as well as profits. Online search terms: Geographical Indication, Oku white honey; Penja pepper

A

Discussion

Students are asked to brainstorm a list of products that are associated with specific regions of the world. Give students one example (e.g., Parma ham) to make sure they have the right idea. • Have students work in pairs or groups to make their lists. • Discuss their lists as a class. Elicit one or two examples of well-known products from each pair or group. B

Learning About the Topic

The paragraph prepares students for the video by familiarizing them with the concept of Geographic Indication labels. • Have students read the paragraph and write answers to the questions individually. • Have them form pairs to check their answers. • Ask students which of the items they talked about in exercise A could have a G.I. label. C

Vocabulary in Context

This exercise introduces students to some of the key vocabulary used in the video. Students should use context to determine the meanings of the words and match each one to its definition. • Have students work on the exercise individually. • Have them form pairs to check their answers. • Discuss answers as a class. Elicit example sentences for each of the words.

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UNIT 7

1.

2.

C 1. 2. 3.

WHILE VIEWING A

Understanding Main Ideas

Students are asked to identify the main idea of the video. • Have students read the question and answer options silently before you play the video. • Have them complete the task while the video is playing. • Check answers as a class. B

Understanding Details

Students complete a Venn diagram using the information provided in the video. • Have students read the list and look over the Venn diagram. Ask them to write any answers they recall from the first viewing before playing the video a second time. • Play the video again. Have them complete the task while it is playing. • Check answers as a class. ANSWER KEY

WHILE VIEWING

A B

c Oku White Honey: c Penja Pepper: b, e Both: a, d

A

Reacting to the Video

Students are asked to formulate and express opinions and ideas about the topic discussed in the video. • Read the question aloud. Have students write down their ideas individually before they form pairs to discuss them. • Discuss ideas as a class. Elicit opinions with reasons from volunteers. ANSWER KEY

AFTER VIEWING

A

Answers will vary. Possible answer: I think the price will increase, but the label guarantees that the product is of high quality. If consumers know the quality is good, they will be willing to pay a higher price.

OVERVIEW The lesson starts by introducing useful vocabulary for talking about geography and history. Then students look at how to refer to sources within a piece of writing before reviewing a number of methods that are useful for researching and note-taking. In the Writing Task, students apply these lessons by writing and revising an expository essay about how a country or region has been affected by its history and geography. Students begin by using their research notes to choose three aspects of the country or region they want to discuss before organizing the details in an outline. Students then draft their essays, improve their drafts, and correct common mistakes related to the use of referring to sources.

Ideas for … EXPANSION Have students work individually or in pairs to learn about one product from their home countries or regions with a G.I. label. Have them make a poster about the product and then use the poster to give a presentation about it to the class. Tell them to explain what the product is and why it is unique and share any statistics they can find about the economic contribution the product has helped to make.

0

MIN

S

BEFORE VIEWING

B

Answers will vary. Possible answers: I know that there are many types of coffee that come from South America and parts of Africa. Maple syrup comes from Canada. Many cheeses come from specific locations, too, such as cheddar cheese. Answers will vary. Possible answers: The Geographic Indication label is awarded to products that are unique to the location where they are produced. They are a kind of mark of authenticity. In my country, some products that might have a G.I. label include dates and nuts. A specific type of date and also some nuts come from trees only found in the region where I am from. yield aroma notion

Writing

AFTER VIEWING

3

5

S

4

Video

EXPLORING WRIT TEN ENGLISH (pages 155–158)

A

Vocabulary for Writing

The exercise contains nine words and expressions that appear in the reading passage. Students first find the words and underline them. Then, they use context to guess their meaning. Lastly, they match each word with its definition. • Have students work in pairs to locate the words in the passage and deduce their meanings. • Ask them to match each word to its definition. • Check answers as a class. If time permits, elicit example sentences for each vocabulary word. B

Noticing

Students are asked to choose words to replace the reporting verb in each sentence. • Have students complete the activity individually. • Have them form pairs to compare their answers. • Discuss answers as a class. Elicit words, and write them on the board.

Language for Writing: Referring to Sources The Language for Writing box provided information about how to quote and paraphrase sources within a piece of writing. Direct quotes should be used sparingly and restricted to especially eloquent statements that will have an impact on readers. When students are paraphrasing, using a variety of reporting verbs will help them avoid repetition.

RESOURCES AND DEVELOPMENT

67

Students answer the questions by writing sentences that quote or refer to the author of the reading passage. • Have students complete the activity individually. • Have them form pairs to compare their answers. • Check answers as a class. For questions 3 and 4, elicit multiple examples with different reporting verbs. ANSWER KEY

EXPLORING WRITTEN ENGLISH

A 1. 2. 3. 4. 5. 6. 7. 8. 9. B 1.

native undergo span shape concentrated temperate tropical latitudes mainland suggests, states; feels is not suitable as it is not a word used to give a direct quote; informs and tells do not fit grammatically—both words require a direct object 2. Answers will vary. Possible answers: explains, remarks, observes, comments

LANGUAGE FOR WRITING

C 1.

2.

3.

4.

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Answers will vary. Possible answers: According to Diamond, “Entire species may have been exterminated before they had time to learn to beware of hunters.” As Diamond says, “I’ve been struck by how harmoniously ethnic groups live together in many countries—far better than they do in many other parts of the globe.” Diamond argues that the health problems in Africa can be improved with proper planning and financial support. Diamond believes that investment in healthcare and local development are the keys to helping Africa.

UNIT 7

The Writing Skill box builds on the annotating skills students learned in the Reading Skill section of this unit. The text in the box describes a number of best practices related to researching and note-taking. Note that the tips are focused on online research. It is just as important to avoid plagiarism with online sources as it is with print sources. D

Critical Thinking: Researching

Students are asked to discuss their answers to the research questions then decide what keywords to use for an online search and what types of websites would give them the best information. Tell students to use the tips in the Writing Skill box to help them. • Have students complete the exercise in pairs or small groups. • Discuss answers as a class. Go over each question, and elicit terms from pairs or groups. Ask others to comment on why they think it is a good search term or not. E

Critical Thinking: Note-taking

Students are asked to choose between two examples of paraphrased research. The exercise highlights the importance of ensuring that any notes taken should accurately reflect the ideas in the original source. In the examples given, option b greatly distorts the information in the original paragraph. • Have students work on the exercise individually. • Have them form pairs to discuss their answers. • Check answers as a class. Elicit reasons why one version is better than the other. F

Applying

Students are asked to do some preliminary research for their essays. Encourage students to follow the tips in the Writing Skill box to assist them with their research. • Have students work individually to write answers to the questions. Allow students time to do research online to find more information about the country they chose. • Have students work with partners to share their answers and help each other with any gaps in information.

ANSWER KEY

WRITING SKILL

D

Answers will vary. Possible answers: 1. farming solutions in Africa; African agriculture production; issues with farming in Africa 2. African language; what languages are spoken in Africa? 3. international development in Africa; examples of successful financial aid to Africa E The better version is option a. Option b misinterprets the information in the original text by suggesting that slavery reduced the population by 50 percent. Option a is correct because it suggests, as in the original text, that the slave trade restricted the growth of the African population. F Answers will vary.

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Language for Writing

Writing Skill: Researching and Note-Taking

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A

WRITING TASK (page 159)

Planning

Have students use their research notes from the previous exercise to plan their essay and complete the outline. • Allow students time to complete their outlines individually. Provide assistance as needed. B

First Draft

Have students write first drafts of their essays based on their outlines. • Allow students time to complete the task individually. Provide assistance as needed. Refrain from error correction at this point. ANSWER KEY

WRITING TASK

A

Answers will vary. Possible answers: Thesis Statement: Japan’s geography has helped contribute to the country’s economy, brought the country international renown, and influenced the unique culture there today. Body Paragraph 1 Topic Sentence: The many hot spring areas in Japan, due to the country’s volcanoes, have helped fuel the economy through tourism. Details: over 100 active volcanoes; hot spring towns throughout the country; local and foreign tourism; ryokan Body Paragraph 2 Topic Sentence: As an archipelago, Japan became a country that heavily relied on fishing, and over the years the perfection of this trade has brought Japanese international renown. Details: Japanese cuisine is a cultural heritage; sushi is loved worldwide; Tsukiji is considered the best fish market in the world. Body Paragraph 3 Topic Sentence: As a smaller, isolated island country, Japan had to rely on trade with China and Korea, which led to an exchange of ideas as well that shaped the Japanese culture. Details: language; Buddhism Notes for conclusion: Japan’s geographical makeup as an archipelago with many volcanoes shaped its history extensively.

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EDITING PRAC TICE

ANSWER KEY

REVISING PRACTICE

1. b, c, a 2. a. According to the Public Utilities Board (PUB), … b. Rogers claims / According to Rogers, “Every country ….” c. Has Having a rain forest climate, …. EDITING PRACTICE

3. 4.

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UNIT 7

Health / Medicine

ACADEMIC SKILLS

MIN

UNIT REVIEW

For all questions in the unit review, allow students to work in pairs or groups. For question 4, refer students to the Vocabulary Index at the back of the Student Book, and have them write definitions or example sentences for each vocabulary item. • Allow students time to look back over the unit and write their answers for questions 1 to 3 before they start their discussion. • For question 4, elicit example sentences or definitions for each vocabulary item from the class. ANSWER KEY

UNIT REVIEW

1. Answers will vary. Possible answers: centers on individual survival; families and communities make their own clothes, housing, and household goods; raise their own livestock and grow crops; economies rely on agriculture and/or trading raw materials 2. Answers will vary. Possible answers: more funding for local development; better healthcare 3. Answers will vary. Possible answers: According to Diamond, “…”; As Diamond says, “…”; Diamond says/explains/believes/argues that … 4. Answers will vary.

READING WRITING GRAMMAR CRITICAL THINKING

Asking questions as you read Writing an argumentative essay Explaining the significance of evidence Interpreting visual data

ANSWER KEY

THINK AND DISCUSS

Answers will vary. Possible answers: 1. I think exercising both your body and brain daily contributes to good health. 2. In my opinion, genes play an important part, but I think lifestyle has an even greater effect. I especially think that what you eat is a key part of staying healthy.

UNIT OVERVIEW This unit explores the issue of longevity, focusing especially on places and societies in which a disproportionate number of people live healthy lives into their 90s and beyond. • READING: Researchers in Italy are learning more about the factors that influence longevity in humans by studying the lifestyles of individual societies and genetics. • VIDEO: A rural village in China, known for its relatively large number of centenarians, is developing as a tourist destination, but residents are not sure it is a wholly positive thing. • WRITING: Students draw on what they have read and watched to write an argumentative research paper about the benefits and drawbacks of an aging society. The unit prepares them for the writing task by introducing vocabulary for discussing longevity and by teaching them to ask questions as they read. Students then learn about planning an argumentative research paper and are taught how to explain why a piece of evidence is important. Finally, the unit takes students through the steps of brainstorming and planning, and shows them how to revise and edit their essays. 0

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2.

Answers will vary. Possible answers: “To photograph,” says Susan Sontag, “is to confer importance.” According to Griffiths, photography has influenced our notion of what is beautiful. Diamond asks, “What’s the best case for Africa’s future?” As Kolbert says that, “Probably the most obvious way humans are altering the planet is by building cities.”

habits that students mention. For question 2, elicit the meaning of genes and other forms of the word, such as genetic, genetics, and geneticist. Note that these words occur frequently in the unit’s reading passage.

ACADEMIC TR ACK

THINK AND DISCUSS (page 163)

The photo shows an older man on an exercise bike in a gym. • Have students study the picture, title, and caption. Ask students what they think the unit is about. • Discuss the two questions as a class. For question 1, draw a concept map on the board, and add the healthy

0

MIN S

The Editing Practice box trains students to spot and correct common paraphrasing errors. As a class, go over the information in the box carefully to make sure students understand what to look out for. • Allow students time to complete the exercise individually. • Check answers as a class by asking students to read their corrected sentences aloud and explain the errors.

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Revised Draft

Students should apply the revision techniques used in the Revising Practice box to their own drafts, where applicable. • Explain to students that they will be using the questions as a guide for checking and improving their drafts. • Go over the checklist carefully to make sure students understand them. • Allow students time to revise their essays.

1.

Have students apply the skills taught in Editing Practice to their own revised drafts and check for any other errors. • Allow students time to edit their drafts. • Walk around, and monitor students as they work. Provide assistance as needed. • Collect their work once they have completed it. • For the next class, show anonymous examples of good essays and common errors. 0

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Final Draft

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The Revising Practice box provides a model essay with some sections missing and a small number of errors. Students complete an exercise to revise the model essay, which will also demonstrate how they can improve their own drafts of essays. • Allow students time to analyze the essay and complete the exercise. • Check answers as a class. Ask students to identify each change and explain how it makes the revised draft stronger.

1

REVISING PRAC TICE (page 160)

EXPLORE THE THEME

(pages 164–165) The opening spread is an infographic with data about the life spans of various animal species, including humans. For questions 1 and 2, if necessary, review the difference in meaning between animal and mammal. For question 3, encourage students to consider any similarities. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. Ask students whether they are familiar with any of the species with the longest life spans. What do they know about them? ANSWER KEY

EXPLORE THE THEME

A 1. The quahog clam has the longest known life span, but the immortal jellyfish might live even longer, since its life span is unknown. 2. the bowhead whale 3. Answers will vary. Possible answers: All of these animals live underwater, so perhaps their lack of contact with the human world keeps them alive longer. B life span, longevity, beyond

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PREPARING TO READ (pages 166–167)

A

Building Vocabulary

The two paragraphs about dieting provide students with some background information to help them better understand one argument the author makes in the reading passage. They contains seven key vocabulary items that appear in the reading passage. Students should use contextual clues to deduce the meanings of the words or phrases and complete the sentences. • Have students work individually. • Check answers as a class. Elicit example sentences for each vocabulary item. • If time permits, ask students to share their impressions of the paragraph’s content. Have they had any personal experience that supports or refutes the information? B

Building Vocabulary

C

D

Brainstorming

The activity serves as a warm-up for the reading passage. Students work in pairs or small groups to share their ideas and background knowledge about life expectancy. • Allow students time to brainstorm ideas individually before discussing them. 72

Students are asked to skim the passage to check which of their answers for exercise D are mentioned in the reading. Consider setting a strict time limit to encourage students to skim rather than read the passage in detail. • Allow students time to skim the passage quickly. • Check answers as a class. • Revisit the questions after students have read the entire passage. ANSWER KEY

PREPARING TO READ

A 1. 2. 3. 4. B 1. 2. 3. 4. 5. C 1.

Using Vocabulary

Students should practice using the new vocabulary items while answering the three questions. • First, have students work alone to read and think about their answers to the questions. • Have students form pairs to discuss their ideas. Encourage them to use the target vocabulary during their discussions. If necessary, provide some prompts to help them. (1. Common dietary restrictions are … ; 2. The benefits of longevity are … ; 3. I think the ratio must be about … ). For question 3, if necessary, provide students with an example of how to describe a ratio (e.g., 1 in 10). • Check answers as a class. Elicit example answers from students.

UNIT 8

Skimming

2.

3.

D 1.

2. E

contradictory 5. reconstruct conversely 6. restrictions gain insight 7. mechanism implication outcome undermine outnumbers intact ratio Answers will vary. Possible answers: These days, many people are allergic to gluten, or prefer not to eat it. My friend is a vegan and doesn’t eat any animal products at all, not even butter. The benefits are that you can enjoy life for a long time, visit many places, and learn many things. The only disadvantage is that you may get illnesses in old age. I am from Japan, and not many people are vegetarians in my country. I don’t know the ratio, but I guess it might be something like 1 in 20. Answers will vary. Possible answers: I think diet has a big effect on life expectancy, and so do lifestyle choices such as smoking or taking part in dangerous activities. Your genes may play a part, too. I think the most important factor is the genes a person is born with. Answers will vary. Possible answers: diet, genetics, environment, gender, medical care, metabolism, stress, luck

4

DEVELOPING READING SKILLS (page 168)

Reading Skill: Asking Questions as You Read The Reading Skill box provides another way to help students be engaged and active readers. Students have already learned how to use a concept map to identify supporting details and draw connections while reading (Unit 3) and how to annotate a text while reading to note main points and unknown words (Unit 7). The idea of this exercise is similar in that it presents a method that helps students focus on the information presented in the reading passage. A

Analyzing

Students are asked to complete the chart as they read. After each section, students should stop reading and add notes to the relevant section of the chart. • Have students read paragraphs A–D only. Elicit ideas from students about notes that could be added to the chart, and write them on the board. • Have students read the rest of the passage. After they have read each section, make sure they add more notes to the chart. • Discuss the passage as a class after students have finished reading it and adding notes to the chart. Elicit examples of surprising information and questions related to it from volunteers. ANSWER KEY

DEVELOPING READING SKILLS

A

Answers will vary. Possible answers: Information That You Learned or That Surprised You A–D: no drinking, no smoking, no women; ate mostly figs and beans E–H: restricted diet does not lead to longevity I–L: medical records in file cabinets going back a hundred years! M–P: genetics has a stronger effect on men! Q–S: studies about mice and monkeys—answers one of my questions Questions That You Have About the Information A–D: Why “no women”? Did he mean no stress from marriage? Did he eat figs and beans because they were available? E–H: What studies showed this? I–L: How did they find the medical records of the people? Why is Francesco D’Amato the central figure? M–P: What other external factors affect women’s longevity? Q–S: What studies support the theory of diet restriction? How many were there and how long ago were they conducted?

2.3 Have students read the passage individually, or play the audio and have students read along.

OVERVIEW OF THE READING The passage discusses a study being done on human longevity in the Calabria region of Italy, a place that is renowned for the longevity of its residents and is home to a number of centenarians. The passage describes how researchers looked into the environmental and genetic factors that may have influenced the longevity of a group of elderly Calabrians. During their research, they identified genes that the centenarians shared, which seem to have made important contributions to their longevity. However, the researchers note that genetics probably accounts for only 25 percent of the factors influencing longevity. Environment and lifestyle factors also play a huge part, and chance also needs to be taken into account. This in an adapted version of the article “On Beyond 100” by Stephen S. Hall, which appeared in the May 2013 edition of National Geographic Magazine. Online search terms: Calabria, On Beyond 100 I 0M N

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Students use a dictionary to look up the meanings of the vocabulary words and then complete the sentences. • Have students work individually to complete the exercise. • Check answers as a class. Elicit example sentences for each vocabulary item. See Vocabulary Extension 8 on page 233 of the Student Book for additional practice with collocations for the word life and words containing the prefix re-.

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Reading

• Have students discuss their ideas in pairs or small groups. Then have a class discussion, eliciting ideas from each group.

UNDERSTANDING THE READING (pages 175–177)

A

Understanding Main Ideas

Students are asked to answer questions about the main ideas of the passage. • Have students work individually to complete the activity. Encourage them to skim the passage again to find the answers, if necessary. • Have students form pairs to check their answers. B

Understanding Details

Students are asked to answer questions about the supporting details used in the passage. Students can simply make notes about their ideas; however, the activity also gives them the option of writing complete sentences that paraphrase the information in the passage. • Have students work individually to complete the activity. • Check answers as a class. • Elicit where students found the relevant information in the reading passage. C

Identifying Supporting Examples

Students complete a chart with notes about three topics in the study described in the reading passage. Note that some parts of the chart will be left blank. • Have students work individually to add notes to the chart. Remind students that complete sentences are not required for this activity. LIVING LONGER

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• Have them form pairs to compare their answers. • Check as a class. Elicit where in the reading each piece of information was found. D

Critical Thinking: Guessing Meaning from Context

The exercise contains words that appear in the reading passage. Students first find the words in the reading passage. Then, they use context to guess their meaning. Lastly, they match each word with its definition. • Have students work in pairs to locate the words in the passage and deduce their meanings. • Ask them to match the words to their definitions. • Check answers as a class. E

Critical Thinking: Interpreting Visual Data

The Critical Thinking box gives advice on how to interpret data presented visually in an article. Drawing connections and links between sets of data can help students understand the implications of the information given. For this exercise, students are asked to interpret the data in the infographic at the end of the reading passage. Exercise E leads students through the basic steps involved in interpreting the infographic. Exercise F requires students to draw conclusions based on their understanding of the data. • Have students work individually to complete the activity. • Check answers as a class. F

Critical Thinking: Interpreting Visual Data

Students identify the implications that can be drawn from the data in the infographic. • Have students work individually to complete the activity. • Check answers as a class. Ask students to use the data to support and explain their answers. G

Critical Thinking: Personalizing

The section ends with a broad discussion in which students draw on the information they have learned so far in the unit to express their own thoughts about living to 100 years of age. • Have students work individually to write their ideas. • Have students then discuss their ideas in pairs or small groups. Tell students to support their opinions with data from the infographic. • If time permits, discuss their opinions as a class.

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UNIT 8

ANSWER KEY

UNDERSTANDING THE READING

A 1. Calabria has an unusually high percentage of nonagenarians and centenarians and comprehensive demographic records dating back to 1866. Calabria’s mountainous geography creates isolated villages where many people still live a traditional lifestyle. (Paragraphs A, I–J) 2. Scientists have learned that both genetics and environment are important, but neither factor entirely and sufficiently explains why some people live so long. They look at other factors such as chance. Specific things they’ve learned include the fact that in Calabria, genetics benefits males more than females, that people in their 90s and beyond have genes that enhance digestion and metabolism, and that restricting food intake does not necessarily confer longevity. (Paragraphs M–S) B Answers will vary. Possible answers: 1. A centenarian’s siblings may have similar genes, but their spouses wouldn’t, although they share the same lifestyle. (Paragraph L) 2. They used official government records of births, marriages, and deaths going back to 1866. (Paragraphs I and L) 3. Some people have a gene that promotes the digestion of certain green foods. (Paragraph N) Another gene makes metabolism more efficient. (Paragraph O) 4. Recent research shows contradictory results with caloric restrictions. Experiments on mice showed mixed results. Experiments on monkeys showed that caloric restriction did not lead to a longer life span. (Paragraph R) C Answers will vary. Possible answers: Salvatore Caruso Genetics: allele gene and protein affecting metabolism External Factors: lifestyle choices, for example, doesn’t drink or smoke; hardly eats red meat, eats mostly figs and beans Chance: broken leg led to dismissal from army Men, in general Genetics: longevity is influenced by genetics more in men than in women External Factors: Chance: -

D 1.

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8.

E 1. 2. 3. 4. F 1. 2. 3. G

Women, in general Genetics: longevity is not as influenced by genetics External Factors: diet and medical care Chance: b; Caruso told the researchers he was in good health, and his memory seemed prodigiously intact. (Paragraph C) c; … the centenarian said with an impish smile, “No Bacco, no tabacco, no Venere—No drinking, no smoking, no women.” (Paragraph C) d; Although eating sparingly may have been less a choice than an involuntary circumstance of poverty in places like early 20th-century Calabria, … (Paragraph G) f; The office windows here offer stunning views of snow-covered mountains to the north, but to a population geneticist the truly breathtaking sights are hidden inside the tall file cabinets ringing the room, … (Paragraph I) a; Despite its well-earned reputation for chaos and disorganization, the Italian government … ordered local officials to record the birth, marriage, and death of every citizen in each comune, or township. (Paragraph I) e; Cross-checking the ledger entries against meticulously detailed registry cards … (Paragraph L) h; … has reconstructed extensive family trees of 202 nonagenarians and centenarians in Calabria. (Paragraph L) g; But by teasing out details from family trees, the Calabrian researchers discovered an intriguing paradox … (Paragraph M) Most: United States; Least: Mexico United States, Mexico Highest: Czech Republic and Japan Lowest: Sweden, Switzerland, Mexico, U.S. Longest: Japan Shortest: Hungary a b a Answers will vary. Possible answers: Sure, I’d like to live as long as I like. By the time I get to be 100, I hope medical technology will make it not so unusual to be that old.

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MIN

VIEWING: LONGEVIT Y VILLAGE (pages 178–179)

Overview of the Video

BEFORE VIEWING A

Learning About the Topic

Students are asked to interpret the data presented in the graph. The data show the rising number of centenarians in China as a whole. • Have students work individually to look over the graph and write their answers before discussing them. Encourage them to use what they learned in the Reading Skill box about making connections with data to understand implications more clearly. • Have students share their ideas in pairs. Then, if time permits, discuss their ideas as a class. B

Vocabulary in Context

This exercise introduces students to some of the key vocabulary used in the video. Students use context to determine the meanings of the words. • Have students work on the exercise individually. • Have them form pairs to check their answers. • Discuss answers as a class. Elicit example sentences for each of the words.

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UNIT 8

A 1. Around 2070 2. Answers will vary. Possible answer: The country’s population is rising, and perhaps healthcare is also getting better. 3. Answers will vary. Possible answer: It could cause problems because very elderly people cannot work, so the country will have to help pay for their medical care and living costs. B 1. hereditary 2. paradox 3. influx

WHILE VIEWING A

Understanding Main Ideas

Students are asked to identify some of the main ideas discussed in the video. • Have students read the items silently before you play the video. • Have them complete the task while the video is playing. • Check answers as a class. B

ANSWER KEY

WHILE VIEWING

a, b genetics, the unpolluted environment, the carefree lifestyle, diet

Reacting to the Video

Students are asked to share opinions about the new ecoresort village discussed in the video. • Have students first work individually to write down their opinions and supporting examples or reasons. • Have students discuss their opinions in pairs. Tell them to support their opinions with examples. If time permits, have pairs join together and ask them to make a list of benefits and disadvantages together before each member of the group shares his or her opinions. B

Critical Thinking: Synthesizing

Students draw on information from both the reading passage and the video to formulate their answers. • Read the question aloud. Have students discuss their ideas in pairs. Encourage them to go back to the reading passage to recall information, if necessary. • Discuss answers as a class. Ask each pair to offer one similarity. Then also elicit some differences in the two groups of centenarians. Write them in a Venn diagram on the board. ANSWER KEY

AFTER VIEWING

A

Understanding Details

Students are asked to write down details discussed in the video. • Read the question aloud. Have students write any answers they recall from the first viewing before playing the video a second time. • Play the video again. Have them complete the task while it is playing. • Check answers as a class. Which point do students think is contributing most to the longevity of the people of Bama County?

A B

A

B

Answers will vary. Possible answers: I don’t know. It looks like such a special place. I think they should leave it alone. I know economic development is an advantage for most places, but if it causes pollution, what makes Bama special will disappear. Both regions prefer vegetables to meat. Both live in villages in the countryside, away from pollution and the stress of city life.

Ideas for … EXPANSION Ask students to research the life expectancy in a country of their choice and find out how it compares to life expectancy in other countries around the world. Then have them do extra research to prepare a brief presentation about the country, describing the average life expectancy and explaining the key factors behind the figure.

OVERVIEW In this section, students plan and write an argumentative research paper. The lesson starts by giving advice on how to choose a suitable topic. Students then learn useful vocabulary for explaining the significance of evidence presented in a paper. In the Writing Task, students apply these lessons by writing and revising an argumentative essay about the extent they agree or disagree that an aging population will cause problems for society. Students begin by organizing arguments into a T-chart, then they research the topic further and complete an outline. Students then draft their essays, improve their drafts, and correct common mistakes related to explaining the significance of evidence. 0

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The video describes a rural area in China known for the longevity of its population. Similar to the Calabria region in Italy featured in the reading passage, Bama County is a location where residents enjoy a longer-than-average life span. As a result, the area is starting to attract tourists seeking anti-aging remedies. This influx of tourism has been good for the area’s economy but has also had a negative impact on the local environment. One village has decided to embrace the new trend by building an eco-resort, but local residents are unsure about whether this is a positive development. Online search terms: Bama village, Bama County, Bama eco-resort

BEFORE VIEWING

Writing

AFTER VIEWING

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ANSWER KEY

EXPLORING WRIT TEN ENGLISH (pages 180–182)

Writing Skill: Planning an Argumentative Research Paper The Writing Skill box highlights some of the differences between a research paper and an essay. Research papers express an opinion and require supporting evidence, such as data and statistics, as well as quotes from experts and/or studies. Students still go through the typical stages of brainstorming, planning, writing a thesis statement, and gathering support; but they also research the subject in more depth and find sources to support their argument. A

Critical Thinking: Evaluating

Students are asked to analyze a list of topics and identify the three options that would work for an argumentative essay. The key point here is that a suitable topic expresses an opinion, not simply a fact. • Have students work on the exercise individually. Tell students to use the information in the Writing Skill box to assist them. • Have them form pairs to check their answers. • Check answers as a class. B

Critical Thinking: Evaluating

Students are next asked to analyze a list of evidence to support one of the thesis statements from exercise A. • Have students work on the exercise individually. Tell students to use the information in the Writing Skill box to assist them. • Check answers as a class.

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Students are asked to brainstorm some questions for additional information. • Have students work on the exercise individually. Tell students to use the information in the Writing Skill box to assist them. • Have them form pairs to check their answers. • Check answers as a class. D

Noticing

The purpose of the activity is to draw students’ attention to language features that will be described in detail in the subsequent Language for Writing box. Students are asked to complete sentences from the unit’s reading passage that describe the implications of the research it presents. First, students should complete the sentences. Second, they should go back to the reading passage to check their answers. • Have students work individually to complete the exercise. • Have students check their answers in the reading passage. Encourage them to scan the passage to find the relevant sentences. • Check answers as a class. ANSWER KEY

EXPLORING WRITTEN ENGLISH WRITING SKILL

A B C

D 1. 2. 3. 4. 5.

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2, 3, 5 3, 4, 7 Answers will vary. Possible answers: Research on the effects of secondhand smoke; Number of countries where smoking in public is banned; Survey on smoking habits of adults with children Answers will vary. Possible answers: suggested undermined hint implication indicates

UNIT 8

Explain to students that it is often not enough to simply cite evidence when writing an argumentative essay; they must also explain its significance. The Language for Writing box introduces useful language for doing just this. Go over each expression in the box, and read through the example paragraph as a class. Highlight the fact that, in this context, the word undermine is an antonym of support. If a piece of evidence undermines an argument, it does not support it; it makes it weaker. E

Applying

Students are asked to write sentences that explain the significance of research using the language structures introduced in the Language for Writing box. • Have students work individually to complete the activity. Allow time for them to carefully read over the evidence provided before they write their sentences. • Have them form pairs to compare their answers. • Check answers as a class. Elicit example sentences. ANSWER KEY

LANGUAGE FOR WRITING

E

Answers will vary. Possible answers: 1. This demonstrates that secondhand smoke is having devastating effects on the well-being of children. 2. This indicates that secondhand smoke is a serious threat. 3. The implication of this is that they will likely also become parents who smoke in front of their children, keeping the vicious cycle going.

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Critical Thinking: Evaluating

Language for Writing: Explaining the Significance of Evidence

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A

WRITING TASK (page 183)

Brainstorming

Read the Goal box aloud so students will be familiar with the writing task before brainstorming. The aim is to write an argumentative research paper on whether governments should invest in helping people live to over 100 years of age. Students brainstorm for the unit’s essay by first completing the T-chart with their own ideas. They then research the topic further and add to their notes. • Allow students time to work individually and write their ideas. • Have them discuss their ideas in pairs. B

Planning

Have students use their ideas from the previous exercise to make notes and complete the outline. • Allow students time to complete their outlines individually. Provide assistance as needed. Remind students that any evidence cited should directly support the thesis statement. C

First Draft

Have students write first drafts of their papers based on their outlines. • Allow students time to complete the task individually. Provide assistance as needed. Refrain from error correction at this point. ANSWER KEY

WRITING TASK

A

Answers will vary. Possible answers: Arguments that support this point of view: Mainly economic reasons: Elderly people require financial support for living costs, which will mean an increase in taxes for others. They also cannot contribute to a country’s workforce. A larger elderly population would require a large workforce of caregivers, and this would reduce the workforce available for other sectors. Arguments against this point of view: The elderly contribute a huge amount to society. A healthier elderly population will be more physically active and able to contribute to the workforce. Investments in healthcare help us all.

B

Answers will vary. Possible answer: Introduction: Improvement of medical treatment and awareness about better health is helping humans live longer, even to 100; it looks like the trend will continue. Thesis Statement: Governments should continue to invest in research to help us live to over 100. Investments in healthcare benefit us all, and a healthier elderly population can make a huge contribution to the country’s workforce and society as a whole. Body Paragraph 1 Topic Sentence: Investments in longevity are essentially investments in healthcare and benefit us all. Details: data showing how investments in healthcare correlate with increased life expectancy; it doesn’t make any sense to stop investing in healthcare; use example of cancer—it makes no sense to stop trying to find a cure because of its impact on a more elderly society Body Paragraph 2 Topic Sentence: A healthier elderly population can continue to contribute to society. Details: cite rising retirement ages around the world; as more money is invested in the healthcare of the elderly, more people will be able to continue working into their 70s. Body Paragraph 3 Topic Sentence: Elderly people contribute a huge amount to society. Details: The idea that elderly people are simply a burden on society doesn’t make sense. Give data about voting figures etc. to show contribution to society. Concluding paragraph: healthcare investment benefits us all; healthier elderly people will be able to continue to work longer; the elderly contribute hugely to society.

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D

Revised Draft

Students should apply the revision techniques used in the Revising Practice box to their own drafts, where applicable. • Explain to students that they will be using the questions as a guide for checking and improving their drafts of essays. • Go over the questions carefully to make sure students understand them. • Allow students time to revise their essays. ANSWER KEY

REVISING PRACTICE

b, c, a, f, d, e

E

Final Draft

1

UNIT REVIEW

For all questions in the unit review, allow students to work in pairs or groups. For question 4, refer students to the Vocabulary Index at the back of the Student Book, and have them write definitions or example sentences for each vocabulary item. • Allow students time to look back over the unit and write their answers for questions 1 to 3 before they start their discussion. • For question 4, elicit example sentences or definitions for each vocabulary item from the class.

TRUTH AND DECEPTION ACADEMIC TR ACK Psychology

ACADEMIC SKILLS READING WRITING GRAMMAR

Understanding a research summary Writing a research summary Introducing results and describing data CRITICAL THINKING Evaluating research

ANSWER KEY

UNIT REVIEW

1. 2. 3.

4.

Answers will vary. Possible answers: genetics, lifestyle, diet, environment genetics, stress, lifestyle etc. The research shows that … ; This supports/ undermines the idea that … ; The implication of this is … Answers will vary.

ANSWER KEY

THINK AND DISCUSS

Answers will vary. Possible answers: 1. I guess it’s okay to lie to protect someone. Also, small lies that just make life easier probably aren’t so bad. For example, if a coworker asks me how my morning is going, it’s easy to say “fine,” even if I’m having a hard day. 2. I don’t like lying, but I guess I do it sometimes. Lying makes me feel guilty. I don’t feel good if I’ve found out that someone has lied to me. I usually can’t trust that person as easily after that.

UNIT OVERVIEW The theme of this unit is lying—specifically, why we lie and why we believe others’ lies. Students learn about a range of research that is being carried out to answer these questions and consider the conclusions that have been drawn thus far. • READING: Studies indicate that lying and also gullibility are fundamental parts of human nature. One researcher also suggests that showing the ability to lie is a key part of a child’s cognitive development. • VIDEO: Two young girls participate in an experiment designed to test the ability to lie in children of different ages. • WRITING: Students draw on what they have read and watched to write a summary of a famous research study. The unit prepares them for the writing task by introducing vocabulary to talk about research. The unit also explains how to introduce research and describe data, in addition to explaining the steps of summarizing research. Finally, the unit takes students through the steps of brainstorming and planning, and shows them how to revise and edit their essays.

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• Have students study the picture, title, and caption. • Discuss the photo as a class. Elicit or explain the word camouflage. Ask students how the insect’s appearance is likely to help its survival. (The mantis can catch prey that believe it is a flower, and it can hide from its own predators.) • Discuss the two questions as a class. For question 2, ask students to support their answers with examples of personal experiences.

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Have students return to their own revised drafts and check for any other errors. • Allow students time to edit their final drafts. • Walk around, and monitor students as they work. Provide assistance as needed. • Collect their work once they have completed it. • For the next class, show anonymous examples of good essays and common errors.

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2

The Revising Practice box provides a model essay that has some sections missing and a small number of errors. Students complete an exercise to revise the model essay that will also demonstrate how they can improve their own drafts. • Allow students time to analyze the essay and complete the exercise. • Check answers as a class. Ask students to identify each change and explain how it makes the revised draft stronger.

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REVISING PRAC TICE (page 184)

EXPLORE THE THEME (pages 188–189)

The opening spread describes three examples of famous lies from history and also provides an infographic with statistics showing the main reasons people lie. Students are asked to synthesize the information about the famous lies with the information in the infographic. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. For question 1, ask students to give examples of lies for each of these situations.

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ANSWER KEY 0

THINK AND DISCUSS (page 187)

The photo shows an insect, the Malaysian orchid mantis, which has evolved over millions of years to resemble the flowers on which it lives. When hunting, the orchid mantis positions itself near the flowers of a plant. Once in position, it sways slowly from side to side until a fly— believing the mantis is a flower—lands on or around it. The mantis seizes the fly and eats it.

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UNIT 8

EXPLORE THE THEME

A 1. The most common lies are ones that cover up a personal transgression. 2. Richard Nixon: personal transgression / personal advantage (to protect oneself ); P. T. Barnum: economic advantage (to promote one’s business); The Chicago White Sox: economic advantage (to gain financial benefits) B cover up, mislead, innocence 81

PREPARING TO READ (pages 190–191)

A

Building Vocabulary

The sentences in the box relate to the unit topic of lying and deception. They contain six key vocabulary items that appear in the reading passage. Students should use contextual clues to deduce the meanings of the words and match the correct form of the word to its definition. • Have students work individually to complete the exercise. • Check answers as a class. Elicit example sentences for each vocabulary item. Draw students’ attention to the fact that deceptive is the adjective form of the noun used in the unit title: deception. B

Building Vocabulary

Students use a dictionary to look up the meanings of the vocabulary words and then complete the definitions. • Have students work individually to complete the exercise. • Check answers as a class. Elicit example sentences for each vocabulary item. See Vocabulary Extension 9 on page 239 of the Student Book for additional practice with forming nouns with -ance and -ence and using different word forms of the noun deceit. C

Students should practice using the new vocabulary items while answering the three questions. • First, have students work alone to read and think about their answers to the questions. • Have students form pairs to discuss their ideas. Encourage them to use the target vocabulary during their discussions. If necessary, provide some prompts to help them. Have them share and discuss their answers in pairs. • Check answers as a class. Elicit example answers from students. D

Brainstorming

The activity serves as a warm-up for the reading passage. Students work individually to brainstorm before discussing their ideas in small groups. Encourage students to think of more specific types of lies than those discussed in Explore the Theme. For example, people often lie about their age, their salary, and their feelings. • Allow students time to write their ideas individually. Encourage them to use personal experience to come up with specific examples of lies. 82

UNIT 9

Skimming

Students are asked to skim the reading passage to see which of the lies they discussed in exercise D are mentioned. • Give students a strict time limit to make sure they skim the passage and don’t read it in detail just yet. Have them work individually to answer the question. • Revisit this question after students have read the entire passage. ANSWER KEY

PREPARING TO READ

A 1. 2. 3. 4. 5. 6. B 1. 2. 3. 4. 5. 6. C 1.

deceptive prominent impostor emergence capacity automatically deceitful thrive prone to gullible systematically fundamental Answers will vary. Possible answers: Maybe. For example, lawyers often have to manipulate the truth and carefully choose their words when arguing for their clients. Some people might see this as lying. 2. I always watch someone’s body language when I think he or she is lying. For example, someone who is being deceitful might fidget or not look me directly in the eye when speaking. 3. I think children are very gullible, but this is part of their charm. Of course, we become less gullible as we learn more and our brains develop. But I think after that, it depends on our personalities. D Answers will vary. Possible answers: feelings, work, money/finances, accomplishments E Answers will vary. Possible answers: excuses, our image, affairs, our achievements

play the audio and have students read along.

OVERVIEW OF THE READING The passage introduces research that has been done on lies and deception among humans and discusses the conclusions various scientists have reached. Most agree that humans are deceitful by nature and that the ability to lie evolved not long after the emergence of language. One study by psychologist Bella De Paulo showed that, on average, people tell two small lies every day. Another psychologist, Kang Lee, has studied the development of lying in children and concluded that learning to tell lies is a key part of a child’s cognitive development. But as much as we’re wired to lie, we’re also wired to believe lies. Most people are naturally gullible, as exemplified by the amazing story of Frank Abagnale, Jr., who got away with a series of incredible lies that were made famous in the movie Catch Me If You Can. Researchers have also learned that in the current age of social media, many people are prone to believe lies, even when they are clearly contradicted by evidence. This is especially likely to happen if the lie fits in with the individual’s preexisting view of the world. The passage is an adapted version of the article with the same title, “Why We Lie,” by Yudhijit Bhattacharjee, which appeared in National Geographic Magazine in July 2017. Online search terms: Bella De Paulo, Kang Lee, Robert Feldman, George Lakoff, Why We Lie, Yudhijit Bhattacharjee I 0M N

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Using Vocabulary

E

2.4 Have students read the passage individually, or

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Reading

• Have students discuss their ideas in groups. Tell the groups that each member should share one example until everyone has contributed. • If time permits, initiate a class discussion, and elicit examples from each group. Ask students to connect their examples to the reasons given in the infographic in Explore the Theme.

UNDERSTANDING THE READING (pages 196–197)

A

Understanding Main Ideas

Students are asked to identify the four topics discussed in the article. • Have students work individually to complete the activity. Allow them to skim the passage again to find the answers, if necessary. • Have students form pairs to check their answers. B

Identifying Supporting Ideas

Students are asked to complete summaries about the information in the article by adding supporting details. Allow students to paraphrase ideas where necessary. Therefore, answers for this activity are likely to vary. • Have students work individually to complete the activity. • Check answers as a class.

• Elicit where students found the relevant information in the reading passage. C

Identifying Meaning from Context

The exercise contains words and phrases that appear in the reading passage. Students first find the words and phrases and underline them. Then, they use context to guess their meaning. Lastly, they match each one with its definition. • Have students work in pairs to locate the words and phrases in the passage and deduce their meanings. • Ask them to then match each word or phrase to its definition. • Check answers as a class. Elicit an example sentence for each vocabulary item. D

Critical Thinking: Evaluating Research

The Critical Thinking box introduces some tips for asking questions to recognize any limitations in a piece of research. Critical readers will think about possible issues with a study, such as how many participants were found and whether they were representative of the correct population, and will ask themselves whether the results look reliable and were correctly interpreted. For this exercise, students are asked to go back to sections of the reading to evaluate the research being discussed. • Have students work individually to answer the questions. Allow enough time for them to go back to the reading to find examples. • Discuss as a class. What issues did students come up with, if any? E

Critical Thinking: Interpreting

Students are asked to discuss the meaning of the final quote in paragraph O. • Have students form pairs to discuss their ideas. • Discuss as a class. F

Critical Thinking: Relating

Students are asked to think of a news story that they heard or read that turned out to be false. If students are frequent users of social media, they are likely to know of a few examples. • Have students work individually to write their answers. • Have students discuss their answers in pairs. Ask them to give a short presentation to their partners about the news story using the notes they made. • Discuss answers as a class. Ask volunteers to share the new stories they talked about and their ideas about the problems these stories may have caused.

TRUTH AND DECEPTION

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1.

UNDERSTANDING THE READING

A a, b, c, f B 1. lie (Paragraph C) 2. one week (Paragraph C) 3. one or two (Paragraph C) 4. harmless (Paragraph C) 5. serious/big (Paragraph C) 6. language (Paragraph D) 7. (physical) force (Paragraph D) 8. believe/trust (Paragraph M) 9. expect (Paragraph N) 10. pleasing/comforting (Paragraph N) 11. false/untrue/contradicted by evidence (Paragraph O) 12. world view/beliefs/prejudices (Paragraph O) C 1. unjust; Many are criminals who spin lies and weave deceptive tales to gain unjust rewards. (Paragraph A) 2. reassuring; However, Kang Lee, a psychologist at the University of Toronto, sees the emergence of the behavior in toddlers as a reassuring sign that their cognitive growth is on track. (Paragraph F) 3. manipulate; The ability to manipulate others without using physical force may have helped us compete for resources— … (Paragraph D) 4. twist; Technology has opened up a new frontier for deceit, adding a 21st-century twist to the age-old conflict between our lying and trusting selves. (Paragraph P) 5. get duped; “We get so much from believing, and there’s relatively little harm when we occasionally get duped,” says Tim Levine, a psychologist at the University of Alabama. (Paragraph L) 6. on track; However, Kang Lee, a psychologist at the University of Toronto, sees the emergence of the behavior in toddlers as a reassuring sign that their cognitive growth is on track. (Note this is the same sentence that contains the word reassuring for item 2.) (Paragraph F)

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UNIT 9

2. 3.

E

F 1. 2.

3.

Answers will vary. Possible answers: Well, since the study is based on the premise that people lie, there’s a good chance that these people are also lying about how much they lie— perhaps to make themselves look better. I think they were most likely to record harmless lies, not serious ones. There are experts who can detect a lie by watching a person’s body language. Maybe they could participate in an experiment, for example, a pretend job interview. They can detect how many lies a person tells during the course of a one-hour interview. Lakoff is referring to information people learn that goes against their pre-existing beliefs or prejudices. I saw a story announcing that a famous actor had been killed. I was suspicious because a friend shared the story on Facebook, but this was not reported on other news websites. Stories like these can be upsetting for the people involved. It also makes it difficult to distinguish between what is real and what is fake.

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ANSWER KEY

DEVELOPING READING SKILLS (page 198)

Reading Skill: Understanding a Research Summary The Reading Skill box explains the structure commonly used when a research study is summarized. A writer should explain the research—including its purpose, method, and results—and then offer a conclusion about the significance of those results. Go over the meaning of each of these points as explained in the box. Note that students will be using these steps themselves for the writing task in the Writing section. A

ANSWER KEY

DEVELOPING READING SKILLS

A 1. 2. 3. 4. B

Understanding a Research Summary

Students are asked to identify what part of a research study is being described by each section. If time permits, allow students to search for more information on “The Matrix Experiments” online. Discuss the extra information they find. • Have them work individually to complete the exercise. • Check answers as a class. B

Understanding a Research Summary

Students are asked to go back to the reading passage to identify and label each part of Kang Lee’s research study. Note that students should just identify the purpose, method, and results. Students will write their own concluding sentence in exercise C. • Have students work individually. • Have them form pairs to check their answers. Then discuss answers as a class. C

C

method purpose conclusion results Purpose: To study lying in children (Paragraph G) Method: They ask kids to guess the identity of hidden toys, based only on an audio clue. For the first few toys, the clue is obvious—a bark for a dog, a meow for a cat—and the children answer easily. Then they play a sound that has nothing to do with the toy. “So you play Beethoven, but the toy’s a car,” Lee explains. The experimenter leaves the room pretending to take a phone call—a lie for the sake of science—and asks the child not to peek at the toy. Returning, the experimenter asks the child for the answer, then follows up with the question: “Did you peek?” (Paragraph G) Result: The percentage of children who peek and then lie about it depends on their age. (Paragraph H) Answers will vary. Possible answer: The results suggest that as children get older, they develop cognitively and in turn become better liars.

Understanding a Research Summary

Students use their answers from exercise B to write a concluding statement to describe the significance of the results of Lee’s study. • Have students work individually. • Have them form pairs to check their answers. Then discuss answers as a class. Elicit example sentences.

TRUTH AND DECEPTION

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Video VIEWING: LEARNING TO LIE (pages 199–200)

Overview of the Video The video shows two participants in the deception experiment conducted by Kang Lee’s team, which was described in the reading passage. The purpose of the research is to find out whether there is any relationship between a child’s age and the types of lies he or she tells. The video shows two different experiments. The first experiment is designed to test a child’s ability to tell a white lie. The child is given an uninteresting prize and must decide how to respond when asked whether he or she likes it. The second experiment is designed to test a child’s ability to lie to cover up a transgression. After the child cheats on a quiz, the child is given the chance to be honest about the transgression or to try to cover it up. Kang Lee explains in the video that a child’s ability to lie is actually a sign that cognitive development is progressing normally. Online search terms: Kang Lee, deception study

BEFORE VIEWING A

Discussion

Students are asked to discuss and brainstorm some situations in which children are likely to tell lies. Encourage students to think of their own childhood experiences. • Have students work in pairs to brainstorm a list of ideas. Tell students to use what they have learned in the unit so far, including the infographics in the opening spread and the reading passage. • Discuss as a class. B

Learning About the Topic

The paragraph prepares students for the video by familiarizing them further with the research carried out by Kang Lee. The information also describes “theory of mind”—the ability a person has to recognize that other people’s knowledge of a situation may differ from his or her own. • Have students read the paragraph and discuss it in pairs. Question 2 asks students to refer back to the reading passage. • Discuss the text as a class. Ask students if their answers to the discussion question in exercise A have changed at all after reading the paragraph.

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UNIT 9

C

Vocabulary in Context

This exercise introduces students to some of the key vocabulary items used in the video. Students use context to determine the meanings of the words. • Have students work on the exercise individually. • Have them form pairs to check their answers. • Discuss answers as a class. Elicit example sentences for each of the words. ANSWER KEY

BEFORE VIEWING

A

B 1.

2. C 1. 2. 3.

Answers will vary. Possible answers: I think children mainly tell lies to protect themselves so they won’t get in trouble. They might also tell lies to get something. They have to be able to recognize circumstances in which a lie will be believed. Also they need to be able to control their facial expressions and body language. Answers will vary. Possible answers: Lee feels that it’s a sign of the child’s cognitive development. condone transgression milestone

WHILE VIEWING A

Understanding Purpose

Students are asked to complete two questions about the purpose of each of the experiments shown in the video. • Have them complete the task while the video is playing. • Check answers as a class. B

Understanding a Sequence

Students complete notes about the different stages involved in each experiment. Note that the exact wording students use to describe each step is likely to vary. Tell students that there are five or six steps for each experiment. • Have students look at the chart and think about possible answers before they watch the video again. • Play the video again. Have them complete the notes while it is playing. • Check answers as a class.

ANSWER KEY

ANSWER KEY

WHILE VIEWING

AFTER VIEWING

A 1. tell white lies 2. cover up a transgression B Answers will vary. Possible answers: Experiment One—Method: - Researcher asks child series of questions. - Researcher gives child a prize. - Researcher pretends to be busy while child opens the prize. - Researcher comes back to table and asks, “Do you like your prize?” - Child either lies or tells the truth. Experiment Two—Method: - Researcher plays card game with child. - Researcher tells child that if next answer is right, she will get a prize. - Researcher pretends to get a phone call and leaves room. Tells child not to look at the cards. - Child either looks or doesn’t look at the cards while waiting. - Researcher comes back and asks if child looked at the cards. - Child either lies or tells the truth.

A

B

Answers will vary. Possible answer: I think maybe it depends on the lie, but for the most part, parents should recognize that lying is a natural part of cognitive development. However, parents also must teach their children about ethics and moral behavior, so perhaps a child telling a lie could be an opportunity to discuss that. Answers will vary. Possible answer: White lies protect the feelings of other people. If we stopped lying to protect others’ feelings, we’d probably end up offending each other.

Ideas for … EXPANSION Have a class debate about whether parents should discipline a child who lies. Divide the class into two groups, for and against, or let them choose a side based on their personal position. Give groups time to brainstorm their arguments. Tell them to use data and statistics from the unit to support their arguments. Then have a class debate, with members on each side presenting their arguments and support.

AFTER VIEWING A

Reacting to the Video

Students are asked to apply the content of the video to a real-life situation. Note that students are asked to consider the significance of the results and how they can be applied in real life. • Read the question aloud. Have students discuss their ideas in pairs. • Discuss ideas as a class. Ask volunteers to share their ideas. Tell them to use information from the video or reading passage to support their ideas. B

Critical Thinking: Interpreting

Students are asked to explain the meaning of a quote from the video. • Read the quote aloud. Have students discuss their ideas in pairs. • Discuss ideas as a class. Ask volunteers to share their ideas.

TRUTH AND DECEPTION

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OVERVIEW

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In this section, students plan and write a summary of a famous research study. The lesson starts by introducing useful language for explaining results and describing data before going over the steps involved in summarizing a research study. In the Writing Task, students apply these lessons by writing and revising a research summary of a famous study. Students begin by researching some of the experiments listed, choosing one to summarize, and completing an outline. Students then draft their essays, improve their drafts, and correct common mistakes related to introducing results and describing data.

The Language for Writing box introduces different ways of describing statistical data. Remind students that using a variety of sentence structures in their writing will make their writing more interesting and less repetitive. The box also includes a list of expressions that can be used when results are introduced.

Introducing Results and Describing Data

Students are asked to go back to the infographic in the reading passage and complete sentences to describe the data it shows. • Have students complete the activity individually. Tell students to use the information in the Language for Writing box to help them. • Check answers as a class.

Introducing Results and Describing Data

Students are asked to write two additional sentences about the data described in the infographic. • Have students complete the activity individually. Allow time for them to go back to the infographic, if necessary. • Discuss answers as a class. 88

1. 2. 3. 4.

UNIT 9

Answers will vary. Possible answers: more than half / the majority of three out of ten / approximately a third five out of ten / half eight out of ten / 80 percent

LANGUAGE FOR WRITING

B 1. 2. 3. 4. C

Noticing

Language for Writing: Introducing Results and Describing Data

C

A

EXPLORING WRIT TEN ENGLISH (pages 201–202)

The aim of exercise A is to get students to notice the different language that can be used to present statistics. Students are given four sentences and are asked to consider other ways the same quantities could be expressed. • Have students work in pairs. Ask them to come up with at least one alternative way to explain each statistic. • Check answers as a class.

B

EXPLORING WRITTEN ENGLISH

approximately a third Half More than two-fifths Less than a third Answers will vary. Possible answers: One in ten of those aged 60 to 77 told more than five lies in a day. Approximately one-quarter of those aged 13 to 17 told no lies in a day.

Writing Skill: Summarizing Research The Writing Skill box explains the steps that should be followed when research is summarized. This skill builds on the reading skill that students learned earlier in the unit. The same points of a study are covered: purpose, method, results, conclusion. Each point is reviewed again in the box. D

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Writing

ANSWER KEY

A

Researching

Read the Goal box aloud so students will be familiar with the writing task before researching. The aim is to write a summary of a famous study. In exercise A, students are given a list of six famous studies. Ask students to briefly research each study and choose the one that most interests them. Then students should do more research on that study, taking notes and gathering as much information and data as they can. • Have students work individually. Allow them time to research online. Alternatively, consider putting students in groups of six. Have each student choose one study to briefly research before sharing his or her findings with the group. B

Planning

Have students use their ideas from the previous exercise to make notes and complete the outline. • Allow students time to complete their outlines individually. Provide assistance as needed. C

First Draft

Have students write first drafts of their essays based on their outlines. • Allow students time to complete the task individually. Provide assistance as needed. Refrain from error correction at this point.

Summarizing Research

Students are asked to read notes from a research summary and identify which part of the experiment it refers to. Tell students to use the tips in the Writing Skill box. • Have students work on the exercise individually. • Check answers as a class. ANSWER KEY

WRITING SKILL

D 1. 2. 3. 4.

a c, g d, b, f e

ANSWER KEY

WRITING TASK

B

Results: The children in the blue-eyed group begin to discriminate against their brown-eyed classmates based on these new rules. Some fights and arguments break out. The brown-eyed children lose motivation and don’t perform well in their studies. Conclusion: Discrimination has a very negative impact on those experiencing it; and the anger, depression, and lack of motivation that result from being treated unfairly make it a struggle for those trying to overcome the discrimination.

WRITING TASK (page 203)

Answers will vary. Possible answers: Study: A Class Divided Purpose of Study: to demonstrate how racism affects people Method: A class of schoolchildren are separated into two groups based on eye color: blue and brown. The children in the blue-eyed group are given extra privileges, such as more time at recess and water fountain access, and are also repeatedly told that they are better and smarter. Those in the brown-eyed group have their regular privileges taken away and are constantly told that they are not as good as the children in the blue-eyed group.

REVISING PRAC TICE (page 204) The Revising Practice box provides a model research summary essay with some sections missing and a small number of errors. Students complete an exercise to revise the model essay, which will also demonstrate how they can improve their own drafts. • Allow students time to analyze the essay and complete the exercise. • Check answers as a class. Ask students to identify each change and explain how it makes the revised draft stronger. D

Revised Draft

Students should apply the revision techniques used in the Revising Practice box to their own drafts, where applicable. • Explain to students that they will be using the questions as a guide for checking and improving their drafts of essays. • Go over the questions carefully to make sure students understand them. • Allow students time to revise their summaries.

EDITING PRAC TICE The Editing Practice box trains students to spot and correct common errors with words and phrases for describing data. As a class, go over the information in the box carefully to make sure students understand what to look out for. • Allow students time to complete the exercise individually. • Check answers as a class by asking students to read their corrected sentences aloud and explain the errors.

TRUTH AND DECEPTION

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1. c, a, b 2. a. It was found that as teenagers, the participants … b. about 33 percent approximately one-third EDITING PRACTICE

1. 2. 3. 4. E

Answers will vary. Possible answers: A third of the participants was were able to delay gratification. The majority of the research were was carried out in South America. Around two-thirds of the participants weren’t able to wait for the two marshmallows. Less Fewer than one hundred children took part in the study.

Final Draft

1

UNIT REVIEW

For all questions in the unit review, allow students to work in pairs or groups. For question 4, refer students to the Vocabulary Index at the back of the Student Book, and have them write definitions or example sentences for each vocabulary item. • Allow students time to look back over the unit and note their answers for questions 1 to 3 before they start their discussion. • For question 4, elicit example sentences or definitions for each vocabulary item from the class.

IMAGINING THE FUTURE Interdisciplinary

ANSWER KEY

UNIT REVIEW

1. Answers will vary. Possible answers: for financial gain, for personal advantage, to cover up mistakes, to avoid doing something, to be polite, etc. 2. According to the reading passage, people may believe something that is contradicted by evidence if it fits in with their world view. 3. Purpose, Method, Results, Conclusion 4. Answers will vary.

Answers will vary. Possible answers: 1. As the world population continues to rise and more people move to cities, I think instead of building up, we’re going to have to start digging down. I think we’re going to be living in underground apartment buildings. 2. Living on another planet would be strange. It would be weird to see the Earth as just another star in the sky.

UNIT OVERVIEW With a specific focus on the planet Mars, this unit introduces students to both scientific and fictional perspectives on what life in the future might be like. • READING: A narrative essay by science fiction author Ray Bradbury and excerpts from two famous science fiction novels highlight the longstanding human obsession with the planet Mars. • VIDEO: Viewers take a trip to Mars and witness its spectacular geological features.

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THINK AND DISCUSS (page 207)

The picture shows an architect’s vision of the city of London in the future. The image was developed as part of “Megatropolis,” a project in which various architects and artists shared their vision for the future of London. The image shows a number of “sky gardens” elevated above the crowded city streets. The title and questions help prepare students for the subject matter covered in the unit. • Have students study the picture, title, and caption. • Discuss the image as a class. Ask students why they think the artist has imagined “sky gardens” in this way. • Discuss the two questions as a class. For question 2, ask students to imagine that leaving Earth has become a UNIT 9

THINK AND DISCUSS

Identifying literary elements Writing an analytical essay Using a variety of sentence types Reading literature critically

• WRITING: Students draw on what they have read and watched to write a literary analysis of a work of fiction. The unit prepares them for the writing task by introducing vocabulary to talk about fiction, as well explaining literary elements. Students then learn the steps for writing an analysis of literature before reviewing how to write a variety of sentence types. Finally, the unit takes students through the steps of brainstorming and planning, and shows them how to revise and edit their essays.

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ANSWER KEY

ACADEMIC SKILLS READING WRITING GRAMMAR CRITICAL THINKING

10

reality and to offer their vision of this new reality. Would they want to go if they had the chance?

ACADEMIC TR ACK

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Have students apply the skills taught in Editing Practice to their own revised drafts and check for any other errors. • Allow students time to edit their drafts. • Walk around, and monitor students as they work. Provide assistance as needed. • Collect their work once they have completed it. • For the next class, show anonymous examples of good essays and common errors.

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REVISING PRACTICE

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ANSWER KEY

EXPLORE THE THEME (pages 208–209)

The opening spread takes a look at the current efforts being made to prepare humans not only to visit Mars but to set up bases to live there. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. For question 2, write students’ ideas on the board. ANSWER KEY

EXPLORE THE THEME

A 1. The challenges mentioned are finding somewhere to live, how to survive working outside, and how to get around the planet. 2. I think it will be very lonely for the first people there. Plus, if the initial group of people don’t get along, they are going to have a lot of problems working together. B settle, base, touch down Ideas for … EXPANSION Have students work in small groups to find any updated information about humans’ plan to go to Mars. Have any new developments, inventions, or discoveries happened? What is the most recent news about Mars that might affect our plans to settle there? Ask each group to find some current information by researching online. Then have each group report to the class.

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(pages 210–211) A

Building Vocabulary

The paragraph is about the power of science fiction in helping us to imagine the future. It contains six key vocabulary items that appear in the reading passage. Students should use contextual clues to deduce the meanings of the words and match the correct form of each word to its definition. • Have students work individually to complete the exercise. • Check answers as a class. Elicit example sentences for each vocabulary item. B

Building Vocabulary

Using Vocabulary

ANSWER KEY

PREPARING TO READ

A 1. 2. 3. 4. 5. 6. B 1. 2. 3. 4. 5. 6. C 1.

Students should practice using the new vocabulary items while answering the two questions. • First, have students work alone to think about the questions and write their ideas. • Put students in pairs to discuss their answers to the questions. Encourage them to use the target vocabulary during their discussions. If necessary, provide some prompts to help them. • Check answers as a class. Elicit example answers from students. D

Brainstorming

This activity serves as a warmup to the reading passage. • Allow students time to work individually and write their ideas. • Have students discuss their ideas in pairs first. Then have a class discussion, eliciting ideas from each pair.

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D 1. 2. 3.

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alien protagonist ruthless Destiny glimpse sequel flee stunned intellectual inferior unimaginable literally Answers will vary. Possible answers: Yes, I do. Our improving technology is helping us find more and more exoplanets that have the possibility for life. Perhaps we will encounter an intelligent life form and be able to communicate with it. I think we need to be very worried about the destiny of our planet. I think that human activity is causing climate change which is rapidly altering the world we know. In 1,000 years, the planet may be very different because of warming temperatures. I don’t know if the human species will survive climate change, even if the planet does. Answers will vary. Possible answers: Space exploration is a great topic to write about. There are still so many unknowns. Humans might move to another planet out of necessity, if our own planet becomes uninhabitable. I think if aliens do exist, they must be just as curious about us as we are about them. So maybe they want to come to see our planet, our societies, and our cultures. b a

ANSWER KEY

DEVELOPING READING SKILLS

A 1. 2. 3. 4. 5. B

OVERVIEW OF THE READING The passage is broken up into three sections. The first is a narrative essay by science fiction writer Ray Bradbury, explaining his lifelong obsession with Mars. The two sections that follow are excerpts from famous science fiction novels. The first is from Bradbury’s The Martian Chronicles (1950), and the second is from the novel The War of the Worlds (1898) by H. G. Wells. Bradbury’s story is about a colony of humans on Mars and how they deal with their self-imposed isolation as problems start to arise on their home planet, Earth. In contrast, Wells’ novel is about Martians attempting to set up a colony on Earth and the war that ensues as humans fight back. Online search terms: Ray Bradbury, The Martian Chronicles, War of the Worlds, H. G. Wells 5

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DEVELOPING READING SKILLS (page 218)

d b e a c Title: Harry Potter and the Sorcerer’s Stone Main Character: a young boy Setting: England (both the country and a magical version of it) Point of View: narrator Theme(s): friendship, discovering strength within you Plot: A young boy finds out he’s really a wizard and learns all about the wizarding world when he goes off to a magical boarding school. With the help of some new friends, he finds himself up against one of the greatest and most evil wizards of all time. And he must learn how to protect himself and his friends.

Reading Skill: Identifying Literary Elements The Reading Skill box explains some of the key elements of a piece of literature: plot, characters, setting, point of view, and theme. A

Analyzing

Students are asked to identify the literary elements of Bradbury’s The Martian Chronicles. • Have students work individually to complete the exercise. Note that students do not have to go back to the reading to find the sentences. • Have them form pairs to compare their answers. • Check answers as a class. If time allows, complete the same exercise for The War of the Worlds. B

Applying

Students are asked to complete the chart by identifying each element of a famous story or movie they know. • Have students work individually to complete the chart. Tell students to choose a story that their classmates are likely to know. • Have students then work in pairs or small groups. Tell them to read each of the elements to their partners without revealing the title. Explain that partners should try to guess the title. • Ask volunteers to read their information to the class. Allow students to guess the titles. • If time allows, have students use their notes from exercise B to write a paragraph describing the famous story that they chose.

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Students are asked to skim the passage to guess the main ideas. • Allow students time to skim the title, passage content, pictures, and captions. Give students a strict time limit to encourage them to skim rather than read the article in detail. • Have them work individually to answer the questions. • Have students check their guesses as they read the entire passage.

2.5 Have students read the passage individually, or play the audio and have students read along.

S

Students use a dictionary to look up the meanings of the vocabulary words and then complete the sentences. • Have students work individually to complete the exercise. • Check answers as a class. Elicit example sentences for each vocabulary item. See Vocabulary Extension 10 on page 240 of the Student Book for additional practice with expressions with words for describing literature and phrasal verbs with the preposition down.

Skimming

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Reading

UNDERSTANDING THE READING (pages 219–221)

A

Understanding Main Ideas

Students are asked to answer questions about the main ideas of the first section of the reading passage. • Have students work individually to complete the activity. Encourage them to skim the passage again to find the answers, if necessary. • Have students form pairs to check their answers. B

Understanding Details

Students are asked to answer questions about the supporting ideas expressed in the first section of the reading passage. • Have students work individually to complete the activity. Encourage students to scan the passage to find details. • Check answers as a class. • Elicit where students found the relevant information in the reading passage. C

Understanding Main Ideas

Students are asked to distinguish between the main ideas of the two literary excerpts in the reading passage. Although the two passages have a similar theme, there are key differences in their descriptions of Mars and the Martians who live there. IMAGINING THE FUTURE

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• Have students work individually to complete the activity. Encourage them to skim the passage again to find the answers, if necessary. • Check answers as a class. D

Critical Thinking: Guessing Meaning from Context

The exercise contains phrases that appear in the reading passage. Students first find the phrases in the reading passage. Then, they use context to guess their meaning. Lastly, they match each phrase with its definition. • Have students work in pairs to locate the phrases in the passage and deduce their meanings. • Ask them to match each phrase with its definition. • Check answers as a class. E

Critical Thinking: Reading Literature Critically

The Critical Thinking box explains the difference between reading for pleasure and reading critically when it comes to fiction. A critical reader of fiction considers how the characters develop, what themes are explored, and the language that the author uses. Go over the questions in the box. Consider applying them to a popular story or movie with which all students will be familiar. For the exercise, students are asked to think critically about the two fiction excerpts in the reading passage. • Allow students time to return to the passage to reread the excerpts, if necessary. • Discuss answers as a class. F

Critical Thinking: Interpreting Figurative Language

The exercise focuses on the use of figurative language. Note that in academic writing, when a greater emphasis is placed on communicating ideas clearly, such language is rarely used. In literature, however, figurative language is commonplace. Remind students that figurative language refers to an expression that has a meaning that differs from the specific words being used. Because it is not literal, figurative language requires us to think about its meaning. Examples of figurative language are metaphors and similes. If time allows, elicit examples of each.

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• Have students work individually to write down their thoughts and answers. • Have students discuss their answers in pairs. Did they come to the same conclusion about the meaning of each expression? If not, ask them to go back to the reading and discuss the expressions further. • Check answers as a class. Ask students to comment on which expressions were easy to understand, which were not, and why. G

Critical Thinking: Making Inferences

Students are asked to consider what they read in the passage and draw conclusions about each of the authors and their messages. • Have students write down their answers individually. • Have them share their answers in pairs or small groups. • If time permits, discuss answers as a class. ANSWER KEY

UNDERSTANDING THE READING

A 1. Bradbury liked to read books by Edgar Rice Burroughs about Martians. Since he couldn’t afford to buy all the books, he started writing his own. (Paragraphs B and C) 2. Answers will vary. Possible answer: He means that we’re going to colonize Mars and live there. Those humans will be Martians instead of Earthlings. B Answers will vary. Possible answers: 1. John Carter is the character in the books that he read as a child. He was a space explorer, a pioneer who went to Mars. (Paragraph B) 2. He wrote sequels to the books he read when he was young because he couldn’t afford to buy more books. (Paragraphs C) 3. He was invited to be at a laboratory when the first images of Mars came back from the Viking 1 lander. He was able to meet space and rocket scientists there, and he began to believe even more in the possibility of humans getting to Mars. C 1. M 2. W 3. B 4. B

D 1. d; Along the way to growing up, I read Edgar Rice Burroughs and loved his Martian books, … 2. a; In the final scene the protagonist, Cabal, and his friend Passworthy watch the first moon rocket disappear into the heavens … 3. b; On my last night in New York, I got a break. 4. c; At last, I realized it was none other than Werner von Braun … 5. e; “… At long last, WE ARE MARTIANS!” E THE MARTIAN CHRONICLES 1. concern, homesickness, longing (Explanation: They are concerned about their family and friends on Earth. They decide to go back to help.) 2. They were on Mars, wondering about life on Earth, instead of being on Earth wondering about life on Mars. 3. They decide to go back to Earth. We know this because the luggage store runs out of stock. (Explanation: By dawn the luggage was gone from his shelves.) THE WAR OF THE WORLDS 1. to explain how closely the aliens have studied humans 2. to show how humans are seen by the Martians as being inferior 3. to colonize the planet because their own planet is dying 4. He feels that humans have acted just as destructively over the course of history on their own planet.

F 1. He was living on a road named after a scientist who took pictures of Mars. These pictures were part of the beginning of his fascination with Mars. (Paragraph A) 2. He means that it makes you forget the emotional pain you have about being so far away from your home. (Excerpt from The Martian Chronicles) 3. It refers to the light flickering from the Morse code machine delivering messages from far-off Earth. (Excerpt from The Martian Chronicles) 4. It refers to the planet Earth, which for the Martians was their hope for survival. (Excerpt from The War of the Worlds) G Answers will vary. Possible answers: 1. He was fascinated by Mars. The planet was a major focus of his creative mind, which is why he chose to write about it. 2. Perhaps he was trying to show us that even if we completely escape our circumstances, they will still live inside of us, in our emotions, and influence our decisions. So we can’t escape our problems. 3. He believes that the human race has been destructive and ruthless at times.

IMAGINING THE FUTURE

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VIEWING: MISSION: MARS

ANSWER KEY

BEFORE VIEWING

A

(pages 222–223)

Overview of the Video

BEFORE VIEWING A

Discussion

Students are asked to imagine what Mars looks like before they watch the video. • Have students work individually to write their ideas. • Have students form pairs to share their ideas. Then discuss ideas as a class. B

Learning About the Topic

The opening paragraph prepares students for the video by giving them some background information about Mars. • Have students read the paragraph and answer the questions individually. Students have already discussed the challenges of living on Mars in Explore the Theme. For this activity, have students focus specifically on the challenges mentioned in the paragraph: What challenges does low gravity pose? What challenges do the huge geological features pose? etc. • Have students form pairs to check their answers. C

Vocabulary in Context

This exercise explains to students some of the key vocabulary items used in the video. Students can use a dictionary to help. • Have students work on the exercise individually. • Have them form pairs to check their answers. • Discuss answers as a class. Elicit example sentences for each of the words.

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B 1. 2. C 1. 2. 3.

WHILE VIEWING A

Understanding Main Ideas

Students are asked to identify the purpose of the video. • Have students read the items silently before you play the video. • Have them complete the task while the video is playing. • Check answers as a class. B

Understanding Details

Students answer questions related to the information provided in the video. • Have students read the questions and write any answers they recall from the first viewing before playing the video a second time. • Play the video again. Have them complete the task while it is playing. • Check answers as a class. ANSWER KEY

WHILE VIEWING

A c B 1. It’s 2,500 miles long, and six miles deep. 2. The Grand Canyon is much smaller than the Valles Marineris; a small side part of this canyon on Mars could swallow the Grand Canyon. 3. It’s three times higher than Mount Everest. 4. the mystery about how it was formed

A

Reacting to the Video

Students apply the information in the video to their own lives to answer a question about an imaginary situation. If necessary, review the grammatical structures necessary for discussing such a hypothetical situation. (If an alien were visiting Earth, I would … ) • Read the scenario aloud. Have students work individually to write down their ideas. • Have students discuss their ideas in pairs. Encourage them to provide reasons and give examples as they explain the location choices for their tours. • If time permits, discuss ideas as a class. ANSWER KEY

OVERVIEW In this section, students write an analysis of a work of fiction. The lesson starts by explaining the types of arguments that a literary analysis might include. Students then practice using a variety of sentence types to add interest to their writing. In the Writing Task, students apply these lessons by writing and revising an analysis of a piece of literature. Students begin by brainstorming arguments they could make for their chosen piece of fiction before organizing their notes in an outline. Students then draft their essays, improve their drafts, and correct common mistakes related to using compound and complex sentences.

AFTER VIEWING

A

Answers will vary. Possible answers: I think I would show them a place similar to their planet first. For example, if the aliens are from a dry, hot planet, I’d take them to the Sahara Desert. If it’s similar to their planet, they might appreciate its beauty and also feel at home. If the aliens are from a cold planet, I’d take them to Antarctica.

Ideas for … EXPANSION Have students work in small groups to make a travel brochure for aliens visiting Earth. Ask students to combine their answers from exercise A in After Viewing to make up the content of the tour. Tell students to first review their ideas with their groups. Ask group members to make suggestions to improve each other’s ideas. Then have them work together to make a brochure advertising a tour that stops at each of their chosen locations. Display the brochures around the classroom for everyone to see.

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S

The video takes viewers on a trip to Mars and introduces us to some of its most remarkable features. First, we visit the planet’s gigantic canyon system, the Valles Marineris. It is 2,500 miles long, and it would have been formed by a force of water equal to 2,000 Amazon Rivers. Next we learn that Mars is also home to the solar system’s largest volcano, Olympus Mons. Scientists think that geological formations are so big on Mars because its gravity is lower, which means things can grow upward without having to support as much weight. Online search terms: Mars, Valles Marineris, Olympus Mons

Answers will vary. Possible answers: My image of Mars is of a large red desert. But actually I have no idea what the surface of Mars is really like. However, I do know that if I stood on it, I would look up and see Earth in the sky, which would be pretty exciting. Answers will vary. Possible answers: the cold climate, the gravity difference compared with Earth, the wind storms The lower gravity might make certain sports easier. It might also be easier to fly. fissure colossal astounding

Writing

AFTER VIEWING

3

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Video

EXPLORING WRIT TEN ENGLISH (pages 224–226)

Writing Skill: Writing an Analysis of Literature The Writing Skill box explains how to write a literary analysis. Students should choose one aspect to focus on and formulate an argument in relation to it. Often, such an argument relates to the identification of a theme that appears throughout the work. Go over the examples of strong and weak thesis statements that are presented in the box. Point out that the stronger thesis statement connects the story to a bigger issue. The body paragraphs should focus on points that support the thesis. Quotes and examples from the story should be used as supporting details. A

Critical Thinking: Evaluating

Students choose two topics that would make effective arguments in a literary analysis of The Martian Chronicles. As with other thesis statements, the thesis statement in a literary analysis must give an opinion rather than simply state a fact. • Have students work on the exercise individually. • Have them form pairs to check their answers. • Discuss answers as a class. Go over each incorrect option, and discuss why it is or is not a possible topic for analysis. B

Critical Thinking: Evaluating

As a follow-up to exercise A, students choose three topics that would make effective positions to argue in a literary analysis of The War of the Worlds. • Have students work on the exercise individually. • Have them form pairs to check their answers. • Discuss answers as a class. Go over each incorrect option, and discuss why it is or is not a possible topic for analysis. IMAGINING THE FUTURE

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Students are asked to break down sentences from the narrative essay “My Mars.” Note that this exercise is to be done before they read the content of the Language for Writing box. Review what is meant by a dependent clause and an independent clause. (An independent clause is a group of words with a subject and a verb that expresses a complete thought. For example, I went shopping. A dependent clause also contains a subject and a verb, but it does not express a complete thought. For example, the dependent clause before I arrived home needs more information to make the thought complete. Sentences often combine dependent and independent clauses, e.g., I went shopping before I arrived home.) • Have students work individually to complete the exercise. • Check answers as a class.

Applying

Students are asked to rewrite a paragraph of simple sentences by combing them into compound and complex sentences. Note that there are many ways in which the sentences can be combined. • Have students complete the activity individually. • Have them form pairs to compare their answers. • Check answers as a class. Elicit examples to highlight the various ways in which the paragraph could be rewritten. F

Applying

Students are asked to go back to read the original paragraph in Unit 8 and compare their ideas. • Have students complete the activity individually. • Have them form pairs to compare answers. • Discuss answers as a class.

ANSWER KEY

ANSWER KEY

EXPLORING WRITTEN ENGLISH WRITING SKILL

LANGUAGE FOR WRITING

A a, c B a, c, d C 1. b (The independent clause is I got a break. Note that the phrase On my last night in New York is not a clause because it does not contain a subject and a verb.) 2. c (Both clauses make sense as individual statements.) 3. a (The independent clause is It was named for the great astronomer Percival Lowell. The dependent clause is who took fantastic photographs of the planet.)

Language for Writing: Using a Variety of Sentence Types The Language for Writing box reviews different kinds of sentence types: simple, compound, and complex. A simple sentence has one independent clause with a subject and a verb. A compound sentence is made up of two independent clauses linked by a coordinating conjunction. A complex sentence has one independent clause and one or more dependent clauses. Remind students that dependent clauses cannot stand on their own because they do not express complete thoughts. D

D 1. CD (It contains two independent clauses joined by a conjunction.) 2. CX (It contains one independent clause and one dependent clause.) 3. CX (It contains one independent clause and one dependent clause.) 4. S (There is only one independent clause.) 5. CX (It contains one independent clause and one dependent clause.) E Answers will vary. Possible answers: It was a crisp January morning in Calabria— mainland Italy’s southernmost region. Snow topped the distant Aspromonte mountains, and oranges were ripening in the nearby trees. Giuseppe Passarino guided his silver minivan up a curving road that climbed through fruit and olive groves into the hinterlands of Calabria. Passarino, who is a geneticist at the University of Calabria, chatted with his colleague Maurizio Berardelli. They were headed for the small village of Molochio because it had the distinction of numbering four centenarians—and four 99-yearolds—among its 2,000 inhabitants.

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A

WRITING TASK (page 227)

Brainstorming

Read the Goal box aloud so students will be familiar with the writing task before brainstorming. The aim is to choose a novel or short story on which a literary analysis could be based. Students brainstorm for the unit’s essay by first deciding what their argument could be and noting their ideas. • Tell students to choose a novel or short story they know well and note details about the plot, setting, characters, point of view, and theme of the book. • Point out that the goal is to decide on the argument or thesis to be used in an essay as they gather notes and recall information about the story. • Have them discuss their ideas in pairs. B

Planning

Have students use their ideas from the previous exercise to make notes and complete the outline. • Allow students time to complete their outlines individually. Provide assistance as needed. C

First Draft

Have students write first drafts of their essays based on their outlines. • Allow students time to complete the task individually. Provide assistance as needed. Refrain from error correction at this point.

ANSWER KEY

WRITING TASK

A

B

Answers will vary. Possible answers: The Martian Chronicles: The actions and feelings of the people in The Martian Chronicles are similar to the actions and feelings of people in real life in several ways; Many events in The Martian Chronicles are similar to events that occur in real life. Answers will vary. Possible answers: Introductory paragraph: review of plot Thesis Statement: In The Martian Chronicles, Ray Bradbury shows us that when we try to escape from our problems, we don’t suddenly have perfect and happy lives. Body Paragraph 1 Topic Sentence: The first problem that moving to Mars causes for the migrants is a disease called “The Loneliness.” Evidence and significance of evidence: alienation experienced by being so far away; “Lonely Ones”; nothing familiar Body Paragraph 2 Topic Sentence: Another problem that the migrants experience is the ugliness of their own invasion of Mars. Evidence and significance of evidence: settlers destroy Mars’ natural resources, they recreate the ugly parts of Earth like neon signs; they bring their problems with them because they need to be surrounded by familiar things Body Paragraph 3 Topic Sentence: In “November 2005: THE WATCHERS,” the migrants learn that they really can’t escape their own problems or their own lives. Evidence and significance of evidence: when war breaks out on Earth, they are reminded of it again and feel great concern for their planet; message COME HOME is repeated; they go back to face the problems that they escaped Concluding paragraph: no matter where you go, you bring your problems with you

Analyzing

Students are asked to identify whether a sentence is simple, compound, or complex. • Have students complete the activity individually. • Check answers as a class. 98

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REVISING PRAC TICE (page 228)

EDITING PRACTICE

Students should apply the revision techniques used in the Revising Practice box to their own drafts, where applicable. • Explain to students that they will be using the questions as a guide for checking and improving their drafts of essays. • Go over the questions carefully to make sure students understand them. • Allow students time to revise their essays.

ANSWER KEY

REVISING PRACTICE

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UNIT REVIEW

For all questions in the unit review, allow students to work in pairs or groups. For question 4, refer students to the Vocabulary Index at the back of the Student Book and have them write definitions or example sentences for each vocabulary item. • Allow students time to look over the unit and write their answers for questions 1 to 3 before they start their discussion. • For question 4, elicit example sentences or definitions for each vocabulary item from the class.

Environmental Studies

THINK AND DISCUSS

READING WRITING GRAMMAR CRITICAL THINKING

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species. • READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result. • VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays.

ANSWER KEY

UNIT REVIEW

1. Answers will vary. Possible answers: Bradbury imagined it as a place that humans would colonize, while Wells saw it as a planet with a species of superior strength and intelligence. 2. Answers will vary. Possible answers: the canyon system, the volcano 3. simple, compound, complex 4. Answers will vary.

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THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

1

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

UNIT OVERVIEW

S

1. c, a, b 2. Many go to leave problems behind such as “bad wives or bad jobs or bad towns,” but some of them find that they’re leaving one set of problems for another. 3. Even though many of the migrants come to Mars to escape their lives on Earth, they recreate some of the less appealing things on Earth. / They recreate some of the less appealing things on Earth, even though many of the migrants came to Mars to escape their lives.

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The Editing Practice box trains students to spot and correct common errors related to compound and complex sentences. As a class, go over the information in the box carefully to make sure students understand what to look out for. • Allow students time to complete the exercise individually. • Check answers as a class by asking students to read their corrected sentences aloud and explain the errors.

ANSWER KEY

ACADEMIC SKILLS

Final Draft

Have students apply the skills taught in Editing Practice to their own revised drafts and check for any other errors. • Allow students time to edit their drafts. • Walk around, and monitor students as they work. Provide assistance as needed. • Collect their work once they have completed it. • For the next class, show anonymous examples of good essays and common errors.

ACADEMIC TR ACK

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EDITING PRAC TICE

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Revised Draft

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1. When it was first published in 1897, The War of the Worlds was generally well received by critics. 2. The War of the Worlds was one of the earliest stories to describe a conflict between humans and an alien race, so its impact at the time is hard for us to appreciate now. 3. Wells got the idea for The War of the Worlds from his brother, which who had raised the topic of an alien invasion of Earth during a casual conversation. 4. In the novel, the planet Mars is dying, yet so the Martians need to find a new home.

1

The Revising Practice box provides a model essay that has some sections missing and a small number of errors. Students complete an exercise to revise the model essay that will also demonstrate how they can improve their own drafts of essays. • Allow students time to analyze the essay and complete the exercise. • Check answers as a class. Ask students to identify each change and explain how it makes the revised draft stronger.

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion 1

CHANGING THE PLANET

CHANGING THE PLANET

ACADEMIC TR ACK

ANSWER KEY

ACADEMIC TR ACK

ANSWER KEY

Environmental Studies

THINK AND DISCUSS

Environmental Studies

THINK AND DISCUSS

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

• VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. MIN

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

UNIT OVERVIEW This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

MIN

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result. • VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. 0

MIN

S

S

0

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

1

0

MIN S

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result.

0

S

This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

2

UNIT OVERVIEW

READING WRITING GRAMMAR CRITICAL THINKING

1

READING WRITING GRAMMAR CRITICAL THINKING

1

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

ACADEMIC SKILLS

2

ACADEMIC SKILLS

1

1

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion 1

CHANGING THE PLANET

CHANGING THE PLANET

ACADEMIC TR ACK

ANSWER KEY

ACADEMIC TR ACK

ANSWER KEY

Environmental Studies

THINK AND DISCUSS

Environmental Studies

THINK AND DISCUSS

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

• VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. MIN

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

UNIT OVERVIEW This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

MIN

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result. • VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. 0

MIN

S

S

0

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

1

0

MIN S

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result.

0

S

This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

2

UNIT OVERVIEW

READING WRITING GRAMMAR CRITICAL THINKING

1

READING WRITING GRAMMAR CRITICAL THINKING

1

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

ACADEMIC SKILLS

2

ACADEMIC SKILLS

1

1

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion 1

CHANGING THE PLANET

CHANGING THE PLANET

ACADEMIC TR ACK

ANSWER KEY

ACADEMIC TR ACK

ANSWER KEY

Environmental Studies

THINK AND DISCUSS

Environmental Studies

THINK AND DISCUSS

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

• VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. MIN

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

UNIT OVERVIEW This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

MIN

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result. • VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. 0

MIN

S

S

0

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

1

0

MIN S

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result.

0

S

This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

2

UNIT OVERVIEW

READING WRITING GRAMMAR CRITICAL THINKING

1

READING WRITING GRAMMAR CRITICAL THINKING

1

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

ACADEMIC SKILLS

2

ACADEMIC SKILLS

1

1

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion 1

CHANGING THE PLANET

CHANGING THE PLANET

ACADEMIC TR ACK

ANSWER KEY

ACADEMIC TR ACK

ANSWER KEY

Environmental Studies

THINK AND DISCUSS

Environmental Studies

THINK AND DISCUSS

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

• VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. MIN

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

UNIT OVERVIEW This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

MIN

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result. • VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. 0

MIN

S

S

0

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

1

0

MIN S

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result.

0

S

This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

2

UNIT OVERVIEW

READING WRITING GRAMMAR CRITICAL THINKING

1

READING WRITING GRAMMAR CRITICAL THINKING

1

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

ACADEMIC SKILLS

2

ACADEMIC SKILLS

1

1

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion 1

CHANGING THE PLANET

CHANGING THE PLANET

ACADEMIC TR ACK

ANSWER KEY

ACADEMIC TR ACK

ANSWER KEY

Environmental Studies

THINK AND DISCUSS

Environmental Studies

THINK AND DISCUSS

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

• VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. MIN

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

UNIT OVERVIEW This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

MIN

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result. • VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. 0

MIN

S

S

0

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

1

0

MIN S

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result.

0

S

This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

2

UNIT OVERVIEW

READING WRITING GRAMMAR CRITICAL THINKING

1

READING WRITING GRAMMAR CRITICAL THINKING

1

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

ACADEMIC SKILLS

2

ACADEMIC SKILLS

1

1

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion 1

CHANGING THE PLANET

CHANGING THE PLANET

ACADEMIC TR ACK

ANSWER KEY

ACADEMIC TR ACK

ANSWER KEY

Environmental Studies

THINK AND DISCUSS

Environmental Studies

THINK AND DISCUSS

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

• VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. MIN

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

UNIT OVERVIEW This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

MIN

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result. • VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. 0

MIN

S

S

0

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

1

0

MIN S

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result.

0

S

This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

2

UNIT OVERVIEW

READING WRITING GRAMMAR CRITICAL THINKING

1

READING WRITING GRAMMAR CRITICAL THINKING

1

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

ACADEMIC SKILLS

2

ACADEMIC SKILLS

1

1

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion 1

CHANGING THE PLANET

CHANGING THE PLANET

ACADEMIC TR ACK

ANSWER KEY

ACADEMIC TR ACK

ANSWER KEY

Environmental Studies

THINK AND DISCUSS

Environmental Studies

THINK AND DISCUSS

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

• VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. MIN

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

UNIT OVERVIEW This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

MIN

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result. • VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. 0

MIN

S

S

0

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

1

0

MIN S

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result.

0

S

This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

2

UNIT OVERVIEW

READING WRITING GRAMMAR CRITICAL THINKING

1

READING WRITING GRAMMAR CRITICAL THINKING

1

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

ACADEMIC SKILLS

2

ACADEMIC SKILLS

1

1

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion 1

CHANGING THE PLANET

CHANGING THE PLANET

ACADEMIC TR ACK

ANSWER KEY

ACADEMIC TR ACK

ANSWER KEY

Environmental Studies

THINK AND DISCUSS

Environmental Studies

THINK AND DISCUSS

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

• VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. MIN

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

UNIT OVERVIEW This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

MIN

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result. • VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. 0

MIN

S

S

0

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

1

0

MIN S

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result.

0

S

This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

2

UNIT OVERVIEW

READING WRITING GRAMMAR CRITICAL THINKING

1

READING WRITING GRAMMAR CRITICAL THINKING

1

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

ACADEMIC SKILLS

2

ACADEMIC SKILLS

1

1

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion 1

CHANGING THE PLANET

CHANGING THE PLANET

ACADEMIC TR ACK

ANSWER KEY

ACADEMIC TR ACK

ANSWER KEY

Environmental Studies

THINK AND DISCUSS

Environmental Studies

THINK AND DISCUSS

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

• VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. MIN

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

UNIT OVERVIEW This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

MIN

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result. • VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. 0

MIN

S

S

0

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

1

0

MIN S

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result.

0

S

This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

2

UNIT OVERVIEW

READING WRITING GRAMMAR CRITICAL THINKING

1

READING WRITING GRAMMAR CRITICAL THINKING

1

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

ACADEMIC SKILLS

2

ACADEMIC SKILLS

1

1

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion 1

CHANGING THE PLANET

CHANGING THE PLANET

ACADEMIC TR ACK

ANSWER KEY

ACADEMIC TR ACK

ANSWER KEY

Environmental Studies

THINK AND DISCUSS

Environmental Studies

THINK AND DISCUSS

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

• VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. MIN

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

UNIT OVERVIEW This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

MIN

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result. • VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. 0

MIN

S

S

0

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

1

0

MIN S

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result.

0

S

This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

2

UNIT OVERVIEW

READING WRITING GRAMMAR CRITICAL THINKING

1

READING WRITING GRAMMAR CRITICAL THINKING

1

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

ACADEMIC SKILLS

2

ACADEMIC SKILLS

1

1

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion 1

CHANGING THE PLANET

CHANGING THE PLANET

ACADEMIC TR ACK

ANSWER KEY

ACADEMIC TR ACK

ANSWER KEY

Environmental Studies

THINK AND DISCUSS

Environmental Studies

THINK AND DISCUSS

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

• VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. MIN

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

UNIT OVERVIEW This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

MIN

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result. • VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. 0

MIN

S

S

0

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

1

0

MIN S

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result.

0

S

This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

2

UNIT OVERVIEW

READING WRITING GRAMMAR CRITICAL THINKING

1

READING WRITING GRAMMAR CRITICAL THINKING

1

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

ACADEMIC SKILLS

2

ACADEMIC SKILLS

1

1

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion 1

CHANGING THE PLANET

CHANGING THE PLANET

ACADEMIC TR ACK

ANSWER KEY

ACADEMIC TR ACK

ANSWER KEY

Environmental Studies

THINK AND DISCUSS

Environmental Studies

THINK AND DISCUSS

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

• VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. MIN

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

UNIT OVERVIEW This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

MIN

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result. • VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. 0

MIN

S

S

0

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

1

0

MIN S

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result.

0

S

This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

2

UNIT OVERVIEW

READING WRITING GRAMMAR CRITICAL THINKING

1

READING WRITING GRAMMAR CRITICAL THINKING

1

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

ACADEMIC SKILLS

2

ACADEMIC SKILLS

1

1

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion 1

CHANGING THE PLANET

CHANGING THE PLANET

ACADEMIC TR ACK

ANSWER KEY

ACADEMIC TR ACK

ANSWER KEY

Environmental Studies

THINK AND DISCUSS

Environmental Studies

THINK AND DISCUSS

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

• VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. MIN

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

UNIT OVERVIEW This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

MIN

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result. • VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. 0

MIN

S

S

0

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

1

0

MIN S

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result.

0

S

This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

2

UNIT OVERVIEW

READING WRITING GRAMMAR CRITICAL THINKING

1

READING WRITING GRAMMAR CRITICAL THINKING

1

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

ACADEMIC SKILLS

2

ACADEMIC SKILLS

1

1

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion 1

CHANGING THE PLANET

CHANGING THE PLANET

ACADEMIC TR ACK

ANSWER KEY

ACADEMIC TR ACK

ANSWER KEY

Environmental Studies

THINK AND DISCUSS

Environmental Studies

THINK AND DISCUSS

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

• VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. MIN

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

UNIT OVERVIEW This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

MIN

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result. • VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. 0

MIN

S

S

0

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

1

0

MIN S

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result.

0

S

This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

2

UNIT OVERVIEW

READING WRITING GRAMMAR CRITICAL THINKING

1

READING WRITING GRAMMAR CRITICAL THINKING

1

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

ACADEMIC SKILLS

2

ACADEMIC SKILLS

1

1

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion 1

CHANGING THE PLANET

CHANGING THE PLANET

ACADEMIC TR ACK

ANSWER KEY

ACADEMIC TR ACK

ANSWER KEY

Environmental Studies

THINK AND DISCUSS

Environmental Studies

THINK AND DISCUSS

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

• VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. MIN

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

UNIT OVERVIEW This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

MIN

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result. • VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. 0

MIN

S

S

0

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

1

0

MIN S

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result.

0

S

This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

2

UNIT OVERVIEW

READING WRITING GRAMMAR CRITICAL THINKING

1

READING WRITING GRAMMAR CRITICAL THINKING

1

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

ACADEMIC SKILLS

2

ACADEMIC SKILLS

1

1

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion 1

CHANGING THE PLANET

CHANGING THE PLANET

ACADEMIC TR ACK

ANSWER KEY

ACADEMIC TR ACK

ANSWER KEY

Environmental Studies

THINK AND DISCUSS

Environmental Studies

THINK AND DISCUSS

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

• VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. MIN

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

UNIT OVERVIEW This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

MIN

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result. • VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. 0

MIN

S

S

0

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

1

0

MIN S

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result.

0

S

This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

2

UNIT OVERVIEW

READING WRITING GRAMMAR CRITICAL THINKING

1

READING WRITING GRAMMAR CRITICAL THINKING

1

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

ACADEMIC SKILLS

2

ACADEMIC SKILLS

1

1

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion 1

CHANGING THE PLANET

CHANGING THE PLANET

ACADEMIC TR ACK

ANSWER KEY

ACADEMIC TR ACK

ANSWER KEY

Environmental Studies

THINK AND DISCUSS

Environmental Studies

THINK AND DISCUSS

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

• VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. MIN

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

UNIT OVERVIEW This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

MIN

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result. • VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. 0

MIN

S

S

0

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

1

0

MIN S

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result.

0

S

This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

2

UNIT OVERVIEW

READING WRITING GRAMMAR CRITICAL THINKING

1

READING WRITING GRAMMAR CRITICAL THINKING

1

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

ACADEMIC SKILLS

2

ACADEMIC SKILLS

1

1

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion 1

CHANGING THE PLANET

CHANGING THE PLANET

ACADEMIC TR ACK

ANSWER KEY

ACADEMIC TR ACK

ANSWER KEY

Environmental Studies

THINK AND DISCUSS

Environmental Studies

THINK AND DISCUSS

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

• VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. MIN

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

UNIT OVERVIEW This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

MIN

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result. • VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. 0

MIN

S

S

0

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

1

0

MIN S

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result.

0

S

This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

2

UNIT OVERVIEW

READING WRITING GRAMMAR CRITICAL THINKING

1

READING WRITING GRAMMAR CRITICAL THINKING

1

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

ACADEMIC SKILLS

2

ACADEMIC SKILLS

1

1

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion 1

CHANGING THE PLANET

CHANGING THE PLANET

ACADEMIC TR ACK

ANSWER KEY

ACADEMIC TR ACK

ANSWER KEY

Environmental Studies

THINK AND DISCUSS

Environmental Studies

THINK AND DISCUSS

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

• VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. MIN

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

UNIT OVERVIEW This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

MIN

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result. • VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. 0

MIN

S

S

0

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

1

0

MIN S

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result.

0

S

This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

2

UNIT OVERVIEW

READING WRITING GRAMMAR CRITICAL THINKING

1

READING WRITING GRAMMAR CRITICAL THINKING

1

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

ACADEMIC SKILLS

2

ACADEMIC SKILLS

1

1

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion 1

CHANGING THE PLANET

CHANGING THE PLANET

ACADEMIC TR ACK

ANSWER KEY

ACADEMIC TR ACK

ANSWER KEY

Environmental Studies

THINK AND DISCUSS

Environmental Studies

THINK AND DISCUSS

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

• VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. MIN

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

UNIT OVERVIEW This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

MIN

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result. • VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. 0

MIN

S

S

0

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

1

0

MIN S

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result.

0

S

This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

2

UNIT OVERVIEW

READING WRITING GRAMMAR CRITICAL THINKING

1

READING WRITING GRAMMAR CRITICAL THINKING

1

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

ACADEMIC SKILLS

2

ACADEMIC SKILLS

1

1

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion 1

CHANGING THE PLANET

CHANGING THE PLANET

ACADEMIC TR ACK

ANSWER KEY

ACADEMIC TR ACK

ANSWER KEY

Environmental Studies

THINK AND DISCUSS

Environmental Studies

THINK AND DISCUSS

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

ACADEMIC SKILLS

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

• VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays.

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

UNIT OVERVIEW This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

MIN

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result. • VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. 0

MIN

S

MIN

S

0

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

1

0

MIN S

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result.

0

S

This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

2

UNIT OVERVIEW

READING WRITING GRAMMAR CRITICAL THINKING

1

READING WRITING GRAMMAR CRITICAL THINKING

1

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife. 2

ACADEMIC SKILLS

1

1

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion 1

CHANGING THE PLANET

CHANGING THE PLANET

ACADEMIC TR ACK

ANSWER KEY

ACADEMIC TR ACK

ANSWER KEY

Environmental Studies

THINK AND DISCUSS

Environmental Studies

THINK AND DISCUSS

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

• VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. MIN

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

UNIT OVERVIEW This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

MIN

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result. • VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. 0

MIN

S

S

0

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

1

0

MIN S

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result.

0

S

This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

2

UNIT OVERVIEW

READING WRITING GRAMMAR CRITICAL THINKING

1

READING WRITING GRAMMAR CRITICAL THINKING

1

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

ACADEMIC SKILLS

2

ACADEMIC SKILLS

1

1

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion 1

CHANGING THE PLANET

CHANGING THE PLANET

ACADEMIC TR ACK

ANSWER KEY

ACADEMIC TR ACK

ANSWER KEY

Environmental Studies

THINK AND DISCUSS

Environmental Studies

THINK AND DISCUSS

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

• VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. MIN

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

UNIT OVERVIEW This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

MIN

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result. • VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. 0

MIN

S

S

0

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

1

0

MIN S

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result.

0

S

This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

2

UNIT OVERVIEW

READING WRITING GRAMMAR CRITICAL THINKING

1

READING WRITING GRAMMAR CRITICAL THINKING

1

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

ACADEMIC SKILLS

2

ACADEMIC SKILLS

1

1

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion 1

CHANGING THE PLANET

CHANGING THE PLANET

ACADEMIC TR ACK

ANSWER KEY

ACADEMIC TR ACK

ANSWER KEY

Environmental Studies

THINK AND DISCUSS

Environmental Studies

THINK AND DISCUSS

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

• VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. MIN

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

UNIT OVERVIEW This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

MIN

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result. • VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. 0

MIN

S

S

0

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

1

0

MIN S

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result.

0

S

This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

2

UNIT OVERVIEW

READING WRITING GRAMMAR CRITICAL THINKING

1

READING WRITING GRAMMAR CRITICAL THINKING

1

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

ACADEMIC SKILLS

2

ACADEMIC SKILLS

1

1

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion 1

CHANGING THE PLANET

CHANGING THE PLANET

ACADEMIC TR ACK

ANSWER KEY

ACADEMIC TR ACK

ANSWER KEY

Environmental Studies

THINK AND DISCUSS

Environmental Studies

THINK AND DISCUSS

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

• VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. MIN

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

UNIT OVERVIEW This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

MIN

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result. • VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. 0

MIN

S

S

0

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

1

0

MIN S

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result.

0

S

This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

2

UNIT OVERVIEW

READING WRITING GRAMMAR CRITICAL THINKING

1

READING WRITING GRAMMAR CRITICAL THINKING

1

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

ACADEMIC SKILLS

2

ACADEMIC SKILLS

1

1

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion 1

CHANGING THE PLANET

CHANGING THE PLANET

ACADEMIC TR ACK

ANSWER KEY

ACADEMIC TR ACK

ANSWER KEY

Environmental Studies

THINK AND DISCUSS

Environmental Studies

THINK AND DISCUSS

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

• VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. MIN

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

UNIT OVERVIEW This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

MIN

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result. • VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. 0

MIN

S

S

0

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

1

0

MIN S

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result.

0

S

This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

2

UNIT OVERVIEW

READING WRITING GRAMMAR CRITICAL THINKING

1

READING WRITING GRAMMAR CRITICAL THINKING

1

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

ACADEMIC SKILLS

2

ACADEMIC SKILLS

1

1

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion 1

CHANGING THE PLANET

CHANGING THE PLANET

ACADEMIC TR ACK

ANSWER KEY

ACADEMIC TR ACK

ANSWER KEY

Environmental Studies

THINK AND DISCUSS

Environmental Studies

THINK AND DISCUSS

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

• VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. MIN

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

UNIT OVERVIEW This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

MIN

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result. • VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. 0

MIN

S

S

0

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

1

0

MIN S

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result.

0

S

This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

2

UNIT OVERVIEW

READING WRITING GRAMMAR CRITICAL THINKING

1

READING WRITING GRAMMAR CRITICAL THINKING

1

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

ACADEMIC SKILLS

2

ACADEMIC SKILLS

1

1

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion 1

ACADEMIC TR ACK

ANSWER KEY

Environmental Studies

THINK AND DISCUSS

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

ACADEMIC SKILLS Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

• VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet.

0

MIN

S

1

• WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays.

THINK AND DISCUSS (page 1)

ANSWER KEY

Environmental Studies

THINK AND DISCUSS

READING WRITING GRAMMAR CRITICAL THINKING

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

UNIT OVERVIEW

MIN

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species. • READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result. • VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays.

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion

0

MIN

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

1

1

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

ACADEMIC SKILLS

S

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

ACADEMIC TR ACK

0

MIN S

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result.

0

S

This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

2

UNIT OVERVIEW

CHANGING THE PLANET

1

READING WRITING GRAMMAR CRITICAL THINKING

1

2

CHANGING THE PLANET

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion

CHANGING THE PLANET

CHANGING THE PLANET

ACADEMIC TR ACK

ANSWER KEY

ACADEMIC TR ACK

ANSWER KEY

Environmental Studies

THINK AND DISCUSS

Environmental Studies

THINK AND DISCUSS

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

• VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. MIN

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion

UNIT OVERVIEW This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species. • READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result. • VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet. • WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays. 0

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S

S

0

MIN

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

0

MIN S

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result.

0

S

This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

2

UNIT OVERVIEW

READING WRITING GRAMMAR CRITICAL THINKING

2

READING WRITING GRAMMAR CRITICAL THINKING

1

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s la and used its resources. With the rapid increase this activity of humans over the last century, th planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate cha in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wild

ACADEMIC SKILLS

1

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

ACADEMIC SKILLS

1

1

EXPLORE THE THEME (pages 2

The opening spread explains ways in which the pl is being negatively affected by human activity in t of deforestation, pollution, and desertification. To help students understand the infographic, draw th attention to the key in the bottom left. • Allow time for students to study the spread and the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, citie 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertifi is seen most in the Middle East; northern, sout and central parts of Africa; the southern part o Australia; the northwest section of North Ame and the eastern part of South America. Pollutio especially evident on the coastlines and on ma shipping routes. 3. Air pollution is caused by industrial plants an expanding urban areas. Deforestation is cau by trees being cut down for fuel and farmin Desertification is caused by overuse of land farmers and herders. B atmosphere; fertilizer; erosion

CHANGING THE PLANET ACADEMIC TR ACK

ANSWER KEY

Environmental Studies

THINK AND DISCUSS

Answers will vary. Possible answers: 1. Humans have developed a lot of the planet’s land and used its resources. With the rapid increase in this activity of humans over the last century, the planet’s climate has changed. 2. Although human activity has had many negative impacts—such as causing pollution, using up the Earth’s resources, and contributing to climate change— in modern times, people are also working hard to make a positive impact by helping to protect the environment, clean the oceans, and preserve wildlife.

ACADEMIC SKILLS READING WRITING GRAMMAR CRITICAL THINKING

Understanding cohesion Writing a cause-effect essay Using cohesive devices Analyzing evidence

• VIDEO: Deforestation is affecting the world in damaging ways because trees play such a key part in the health of our planet.

0

MIN

S

1

• WRITING: Students draw on what they have read and watched to write an essay describing an organization that is having a positive impact on the planet. Students learn some useful vocabulary for writing about the environment and also practice the use of cohesive devices (reference words, synonyms, different word forms, etc.) in writing. They then review the basics of essay writing before they are taken through the steps of brainstorming, outlining, drafting, and editing their essays.

THINK AND DISCUSS (page 1)

The photo shows a stretch of land in Arizona, half of which has been developed into a suburban neighborhood. • Have students study the picture, title, and caption. • Discuss the photo as a class. What story does the photo tell about our changing planet?

0

MIN S

• READING: The impact of humans on our planet has been so significant that scientists are considering naming a new geological epoch as a result.

2

UNIT OVERVIEW This unit discusses the various ways in which humans are having an impact on the planet. The primary focus is on environmental impacts such as deforestation, desertification, pollution, climate change, and the extinction of animal species.

1

EXPLORE THE THEME (pages 2–3)

The opening spread explains ways in which the planet is being negatively affected by human activity in terms of deforestation, pollution, and desertification. To help students understand the infographic, draw their attention to the key in the bottom left. • Allow time for students to study the spread and answer the questions individually. • Check answers as a class. ANSWER KEY

EXPLORE THE THEME

A 1. deforestation, desertification, pollution, cities 2. The eastern part of North America, much of northern Europe, and Southeast Asia have experienced significant deforestation. Desertification is seen most in the Middle East; northern, southern and central parts of Africa; the southern part of India; Australia; the northwest section of North America; and the eastern part of South America. Pollution is especially evident on the coastlines and on major shipping routes. 3. Air pollution is caused by industrial plants and expanding urban areas. Deforestation is caused by trees being cut down for fuel and farming. Desertification is caused by overuse of land by farmers and herders. B atmosphere; fertilizer; erosion