Interactions 2 READING Pamela Hartmann Elaine Kirn Teacher’s Edition by Carol Pineiroucation and Budent Life i In this chapter, students will read about education and how different values of a society are reflected in different educational practices. They will iearn about contrasts in schooling in Mexico, Japan, the UX., and the United States, and how these differences prepare students to continue certain aspects of culture and tradition, A related reading is on the number of foreign students in the United States compared to the number of American students abroad and what their mojors are. ‘Another passage is about characteristics of the current generation of students in the United States 2, and the previous generations of the 1960s, 1970s, and 1980s. Finally, a recent topic in academic Circles is the use of "politically correct” terminology, witich is contrasted to that used a few decades ago. These readings allow students to think about how educational systems both reflect and preserve cultures, providing a powerful tool that guarantees the transmission of values and traditions to future generations. Chapter Opener @_ Direct students’ attention to the photo on page 3 of the Student Book and ask questions: Whom do you see? Where are they? What are they doing? | Read the Chinese prover an ask students wat they tink it means. | © Putts serence onthe boar: aueaton ny county the sae as? ifferent from education in the united States because Q_Put students in pairs to discuss the sentence and find several words or phrases to putin the blanks. Call on students to share their ideas with the class.Education: A Reflection of Society Eemckent) & El Previewing the Topic Put students in small groups and have them Jook at the photos. Tell them to practice asking ‘and answering the questions. Call on students to share their answers with the lass. their answers may vary write 2 few comments they may have about the ‘photos on the board. if there are students from those countries in class, ask them to add their comments, uo cieung Photocopy and distribute Black Line Master 1 “Can You Tell Me About Your Schooling?” on age BLM1 of this Teacher's Edition, Model the activity. Call on a student and ask “Did you goto elementary schoo! ina city, fown or country?" "was it public or private?” Point out that they should write their partner's arswers on the paper. Divide the students into pais of students {rom different countries or regions, if possibie Write the beginning and ending time on the board. Stucents should be able to complete this activity in 19-15 minutes. Walk around the room and hep students with | the questions. if necessary {At the end of the time limit, ask the pairs of students to introduce each other to the class. 4 Previewing vocabulary () Read the directions to the students. Have them put a check (7) next to the words ‘they know, Tell hem not to use a dictionary during this part of the lesson, Chapter Ta0e Play the aucio. Biers Getting Meaning from Context On the board, put the phrase Clues to ‘Meaning. Under it, write the following punctuation marks (words and symbols) and expressions: parentheses () dash—- comma , Another sentence before or after the word ‘or phrase may help. * Logic may also help you guess, Tell students to look for these punctuation marks and clues when they see words or phrases they don't understand. These clues to meaning will help them understand new ‘words and phrases. Read the examples and explain further f necessary. Getting Meaning from Context @ Tell students to do the activity, 1D Hf students finish quickly, have them compare their answers with a partner. ANSWERKEY 4. cn thie one hand = one point of view ‘0n the other and = another point of view [Link] = required ‘4° universal = available to everyone. pep i@liary setoo = elementary schoo! Farha = colitny : La egalitarian = equel 8 seine £ sélfccontro! 7:detemines = decidesee ee ee ed Reading an article CD (write “What can we learn about a culture from its educational system?” on the board and ask Students t think about this question as they are reading © Have students rea the passage silently within ‘a time limit (10-15 minutes) or have students folow along stenty 2 you play the au, 1 Tetlthem to undertine any words or phrases that are new or that they don't understand, ftmind ther not to use a dictionary during this part ofthe lesson © Tel students to ead the Stetegy Box identifying the Main Idea, page 9 if they finish before the other students. Bieta Identifying the Main Idea | w callona student to read out the information | in the Strategy 80x. J Identifying the Main {dea Read the directions and have the students 100k at Paragraphs A & F and write down the main idea, Give students a time limit of 10-15 minutes, © if students finish quickly, have them compare their answers with 2 partnet. ANSWER KEY Fron Paragraph A: The educational systém isa mirror that reflects the culture. From Paragraph F: Its clear that each educational system is a reflection of the larger culture—-both positive and negative aspects of its econorriy, values, and social structure. 1 understanding Reading Structure 2 Read the directions. Tell students to took back at the reading on pages 7-8 and match the paragraphs with their topics. (Check the answers when students finish. J ANSWER KEY” PRE ' EA:B°5:D.6.8 ‘checking Your Vocabulary ‘Read the directions, Remind students not to use a dictionary during this part of the lesson Check the answers when students finish. ‘ANSWER Key” Seve 7a Tr Constntion 2. nativerindigencus people [Link] 4. vocational 5: afford 6. tu 7. aspects mien Strategy Organizing information: Using a | FChart | ‘= Point out the words and expressions that are |" Neightedin the state Box tat show | contrasting viewpoints ‘Ask the students to repeat them after you nae interattions 2 ReadingEX organizing information: Using a & 7 Britain [Education is chat ‘Students are |‘ree: egalitarian | divided into 3: | Best Practice first 9 years;..._:| different groups : universities are. | at age 11 after ‘Organizing information fret; graduates of | exam; only'1% ‘Actives such as this wil teach students to organize 800d universities | of ower class information from 3 reading passage using @ graphic get best jobs | go to university; ‘organizer called a T-chart. Using the chart allows 7 half oF Oxford: students to better assimilate and recall ntormation “ Cambridge ata later date, making it valuable study toot. n this a Students are from case, students identify positive and negative aspects upper class of tho educational systems of the four countries ‘SchOols faot equal, mentioned in the reading problems i high sctvols:schdols Read the directions. Divide the students into 80% finisti nigh} in poor’areas* {gf0UpS of four and have each student in the + [> asehootrstugents..| get less money, group choose a different country. Tell them to ‘ajc + J decide on college | don't have good fillin the T-chart. ‘or vocational. | teachers or classes..60% | equipment =” Give students a time limit (10-15 minutes), and »T atend cotege: 4 cas|t check the answers with the whole class when Byus aso tee ‘everyone has finished atiéno coudge’ | -» BT — ANSWER KEY Answers may Vary. 7 » ‘Negative 7 Aspects ‘Mexico..[Educationis | Difficult to «+, ee compulsory | provide in rural 7 universat;'~.." * | ateasnt enough supports nationat'| schools or unity;leads to. .| teachers; some improvement of | indian groups do ‘| people “not send chikdren 5 * = | to school : Education is free | students need é and egalitafian; | discipline; must ex finish high [give up hobbies, "Je" Pschool: children . | sports, social : with high test | life to studyifor scores bring high | exams. [status to family y 6 Chapter tasevee RHR ORO ERR ewe ww oe wo ow Discussing the Reading & Eee Activating Prior knowledge ‘Activities such as this will connect new concents to students’ prior knoweedge. By making connections between the text, “Education: A Reflection of Society’ ‘and their own experiences, students will be better able to understand the reading and refiect on thelr ‘own schooling in light oft. By working in a small ‘group, students will help each otter make those ‘connections and learn from the group. Finally, by presenting their conclusions to the class, tey wil share their knowledge anc culture with others O._Divide the students‘into small groups from the same country or region, if possible. Have the students read the questions on page 11 and write brief answers. 2 When they finish, ask them to go to the board ‘and make an outline of their school system, or put the outline on a chart Have students give a short presentation to the class. Those in the audience can ask questions at the end. Hang the charts around the classroom when students are finished. Interactions 2 ReadingCampus Life is Changing teANSWER KEY. i _ Answers may vary: : Ghanges in US. college: Briss Skimming for the Topic and Main tdea population itional college students are = Explain the diference between the topic Mer and main idea of a paragraph with the eng feplaced by nontraditional information from the Strategy Box. “students who have sifterent . ‘needs afid expectations of Read the example passage inthe Strategy colleges Box aloud to the students or call on different students to read a few sentences. { | Ask the students to tell you the topic and the I main idea, i is sensinig'style of learning, or example | pg experince frst and eas, Tepe Wes tae : . ane = ACI Topics; ~ Ledimirg stves of traditional tin eo: hear ewe nn stunts Manes inth ts th oes ; einen abba * rraditionai students prefer thie «intuitive ty of tearing, or “ + getting theory before practice. [D)"Topic:- “Preference of college professors bor Main ideas Most college professors : Pre Grete the intuitive style, so HI. skimming for the Topic and the () eieamanaliereniie baste! students are at a disadvantage Tell students to read the paragraphs quickly Ie) Topic: Changes in nterests'of students and write te topic and main idea of each atniael Shae oll deed paragraph palitcaly active to being Remind them not to use a dicuonary. 7 interested in making money, but now they are a combination of 2. Play the audio co Have students check their answers with a iF1 Topic: changes in technology on partner if they finish quick GARDUs © Main idea: Advances in technoiogy allow : students to perform many ‘tasks online, for example, send applications, register, take classes, do research, take exams, and contact professors. 8 chapter 1mCe iad Nia ars) UNDERSTANDING PRONOUN REFERENCE = Explain the difference between nouns (the name of a person, place or thing) and pronouns (word that takes the place of a person, place or thing). For exampie. boy=he —girl= she chair =it cars = they weryou Write this list on the board or read tt aloud and ask students to tell you if the words are nouns or pronouns. ale others * campus philosophy classes | professor each * religion entertainment science graduation jshe* e+ someone his * style internet technology | it* them * | jods these * museums they * none * training ones * whose * * = pronouns Explain that in sentences and paragraphs, pronouns refer to nouns that come before them. These nouns are called referents, andiit's important to locate them in @ previous sentence (or paragraph to understand what the reading is about. Look at the information in the box on page 15 and read the example. 1 _ Understanding Pronoun Reference Have students work individually to complete the activity. Sa MS students. sasinteractidhs 2Reading 910 Chapter Discussing the Reading @@ Eine Scaffolding Instruction “This activity uses the students’ prior knowledge as. a scaffold. twill help them place what they already know about their own educational system or campus life into the larger ‘ramework introduced in the reading ‘on “Campus Life is Changing” on pages 13-15. They ill engage in “reinterpretation” or critical thinking bout this topic as they formulate ideas with their classmates and give a presentation to the class. This activity can be conducted like 9 Discussing the Reading on page 1, forming ‘another part of the project on educational systems in different countries, Q._ Divide the stucents into small groups from the same country or region, if possible. O Have the students read the questions on page +16 and write brief answers. © When they finish, ask them to go to the board and make an outline of campus life and students in their country, or put the outline on a chart. Have students give a short presentation to the class. Those in the audience can ask questions at the end. Hang the charts around the classroom when students are finished.Br ‘Summarizing = Ask a student to read the explanation in the Strategy Box. summarizing Have the students turn to the reading on pages 6-8 in Part 1 G__ Ask them to skim the paragraph on Mexico again. Then have them look at the T-chart on page 111 listing the positive and negative aspects of ‘Mexico's educational system. These dspects are repeated below. POSITIVE AND NEGATIVE ASPECTS Education is free, compulsory, universal; supports ‘ational unity; leads to improvement of people Dificutt to provide in eural areas; not enough schools or teachers: some indian groups do not send children to schoo! = Elicit a main idea from students and write it on the board. = Elicit the positive and negative aspects from the students and write them in coherent sentences fon the board. Your summary may look like this: [Link], education has both positive and ‘negative aspects, On the one hand, itis free, compulsory, and universal, principles that support national unity and lead to the improvement of society. On the other hand, providing good education in rural areas is difficult because there are not enough schools or teachers. in addition, some indian ‘groups do not send their children to schoot, which works against national unity and the ‘improvement of some social classes. = Now have students choose a different country from the reading in Part 1, pages 6-8 = Remind the students to look at the guidelines ‘on page 16 and not to look atthe original poragraph as they write | When students finish, have them compare their summary with those of other students who summarized the same country. Ei writing Your own ideas Best Practice Making Use of Academic Content ‘Activities such as developing a madel for students ‘enable them to be more successful when they work independently. with the teacher's guidance, the students are able to contribute to the summary on the board. Then they are better equipped to write a summary by themselves O._ Read the topics aloud and ask who is going to write about each topic. D Have students write the main idea and underline it. Go around the classroom and check the sentences. Then have them write the rest of the paragraph. O._ Give students 10-15 minutes for this activity. Collect their surnmaries when they have finisheo. "Best Practice Cultivating Critical Thinking ‘Activities such as this prepare the students for ciscussing real-world issues. By incluing topics ‘ke politically correct terminology in the classroom, students become more familiar with Nortn American | cutture ana more prepared to deal with i UNDERSTANDING “POLITICALLY CORRECT” LANGUAGE Have students look atthe pessage on page 11 ‘on “Education in North america and Asi.” 1 Elicit characteristics of students educated in North America. Your students might give answers like individualism, independent thinking finding answers by themselves, or expressing ideas ina ciscussion. 1 Tall students that this respect for individualism and differences is part ofthe reason for using politically correct (PC) terms today Have students repeat both lists of terms after you. © Use the questions in the directions to begin a class oiscussion. Ask students if there are similar PC terms in thelr language if there is time, have pairs of students goto the board and write sentences. One will use the less PC terms, and the other will se PC terms For exami, The blind student couldn't eross the street The visually challenged student couldn't cross the street. = Have them read the sentences when they finish. Ask them how they feel about using the different terms. 12 chapter tee Photocopy and aistribute Black Line Master 2 “can You Tell Me Your Opinion?" on page BLM2 of this Teacher's Edition Model the activity. Call on a student and say “Hell, My name iS... and I'm interviewing people for a class assignment. Can you tell ‘me your opinion about the positive aspects of the educational system in your country? How about the negative aspects?” Tell students they shotid write the person's answers on the paper. Give students a few days to complete this assignment. When itis finished, elicit answers from students ina large group format. Write the countries not discussed in the chapter readings on the board with positive and negative aspects of each.Bee ww we Dw BD ee wo ym Ww Seeeee Il Focusing on Words from the Academic Word List 1G Read the directions to students. Say the words in the list and ask students to repeat them and tell you whet form the word is in (noun, verb, adjective, or adverb). assignments. culture n. lectures v. contrast 1 goals n. methods n. cultural adj, individualism n. traditions n Q Tell them to begin the activity and check answers when they have finished ANSWER KEY 1. cultural [Link] 3, contrast 4-culture 5 goals 6. traditions 7, essignthts.8:rietheds 9 lectures EZ Recognizing Word Meanings 2. Read the directions, ©) Remind the students not to use @ dictionary during this activity. 1D Check the answers when students have finished ANSWER KEY 7 4h 213) 4a $b be 7186 91 10K ie 12d EX Words in Phrases Read the directions. Q Tell students that they should keep @ vocabulary notebook of new wards with a special section {for words in phrases. They should review this vocabulary every week BD searching the internet LJ Ere no cuaiad Photocopy and distribute Black Line Master 3 “find A College Or University That...” on page BLM of this Teacher's Edition. ‘Take the students to the computer lab or give them instructions for going by themselves, Point out that they should work on this ‘assignment in pairs and then share the information with another pair of students. | | ‘= Toit them to write down the name of the | college or university its location, and its web | adress (URL so that other students can find it. For example, Boston University, Boston, MAVUSA wow [Link], 4 saminteractions’2 Reading 13READING QUESTION TYPES (O._Tell students to find definitions in the chapter = Read the information in Reading Question foray eer ey ‘Types, and call on cifferent students to read If possible, meet privately with each student on the three types of questions. 2 regular basis and review nis or her assessment log. This provides an opportunity forthe student to ask key questions and for you to see where ‘additional help may be needed and to offer one- ‘on-one encouragement. = Put the following three examples of iBT ‘question types on the board, Practice Point out the examples of each type in the Practice and tell students to turn to pages 6-8 and find the answers. Self-Assessment Log Explain to students that thinking about their learning can help them decide what to focus on in their lessons and homework and help them chart their progress. The Self-Assessment Log at the end of each ‘chapter helps students track their own strengths ‘and weaknesses and also encourages them to ‘take ownership of their own learning. O Read the directions aloud and have students check vocabulary they learned in the chapter and are prepared to use. ‘2. Have the students check the strategies practiced in the chapter (or the degree to which they leamed ther). They have actually used all these strategies in Chapter 1. © Put students in small groups. Ask students to find the information or an activity related to ‘each strategy in the chapter. 14 chapter tamePais Interacting with Others ‘Activites such as this wil energize the students anc ‘add excitement to the class. Since most interaction in this chepter has been dialogic or collaborative, thoy will enjoy a change of pace with some competitive Interaction Exnucn ecu ‘= Toll the students to study the vocabulary for 2 few minutes in pairs, asking each other to 7 spell the words aloud. Tell them they'll have a 2 testin 2 few minutes. = Instruct the students to close their books. Divide them into two teams, balanced for differences like fevel of English, first language, culture, and gender. | | = Have them go to the board, if possible, one by | | one. Depencing on how many students there | | are in the class, dictate 1-2 words/phrases to | | each student | © At the end of the dictation, check the board. | Ask students from the other team if the words are spelled correctly. Give them a point | iorcac caret wor | ' | | ‘= Tally the score at the end. The team with the highest score wins. 'm Ifit’s not possible for the students to go to the board, tell them to write the answers on a sheet of paper Collect the tests and grade them. The team with the highest average score wins, | y Imeractons 2 Reagng 15In this chapter, students will r2ad about different aspects of city life, some positive and some negative. in the first reading, they will eain about an architect who became mayor of Curitiba, ‘small city in Brazil, Although Brazil is a country of medium development, that is, between a developing and developed country, its cities still have many problems. Students will discover how ‘the new mayor turned Curitiba into @ model city that other leaders around the world have tried to emulate. n the second reading, students will earn about a phenomenon called “sick building syndrome” that often occurs in cities. Indoor air pollution causes the people inside buildings to become ill, Students will earn about solutions to this problem, which include removing pollutants {and bringing in plants that can extract dangerous chemicals from the air. These topics will encourage students to think about how life in the city can be improved so that people are able to live in increasing comfort and safety. PE and ask questions: What do you see? Where do you think this is? What | are the people doing? What kind of life do you think they live? How does Gity fe compare with country ie? 3 © enh quan ecb and as students whats ' 1. Put this sentence on the board: Lie in the city is more/iess life in the country. than O Put students in pairs to find several words or phrases to put in the blanks. Call on students to share their words with the class. eve eryone ‘who built nga.Chapter Overview r ' t 1 Reading Selections Vocabulary Bultaing ‘A city That's Doing Something Right Getting meaning from context examples, opposite & 1 Sick-autaing syndrome in other words \ Lnderstaning the meaning of tales in readings 1 Bs Reading Skills and Strategies Focusing on the Academic Word List. 1 Previewing the topic and vocabulary Uncerstanding anc looking up parts of speech ina 1 ‘ening the main ies dictionary i ‘enttying supporting detals i 1 pregicting content of reading Language Skits i 1 ‘skimming for the topic and the main ideas Understanding pronoun reference 4 seanning interviewing students about city ile : Discussing some problems and salons in big 1 Critical Thinking Skills writing a paragraph | Organizing details using a grephic organizer J 1 ‘Making inferences: Focus on Testing dd : summarizing a paragraph Getting meaning from context 4 ‘Understanding contrast | 7 | i ' Vocabulary | t . ; i Verbs Adjectives Adverb —_—Preposition pollution: commute affluent, efficiently — under? ' priorities id crowd creative* b gee prodtice cultivate. global* 1 itries established* iE 4 focus” : ‘reciere : ‘solve worseningA City That’s Doing Something Right Pecan) Previewing the Topic @@ {Put students in pairs and have them look at the photos. ‘©. Have students read the questions on page 24 and discuss the answers with their partner. Tell ‘them to write adjectives to describe the photos. Call on students to share their answers with the class, G. Write some of the adjectives on the board and ciscuss their meaning. Thinking Ahead G._ Read the directions to the students. Give them a time limit for tne activity (10-15 minutes). 1D. When they finish, have them sit down and ask them to share their answers with the class. 2 write the names of their cities on the board. write down a few of the worst problems and best features. Point out that their lists are probably similar because many cities have similar problems and attractions, Ey Previewing vocabulary () 12. Read the directions tothe students Have them put a check (/) next to the words: ‘they know. Remind them not to use a dictionary during this part of the lesson. Tell them to put the stress on words of more than one syllable 2s they listen to the audio program, | Write these words on the board as examples: ‘gridlock, predict’, ac’tuelly ‘D Play the audio. 18 chapter2, Have the students write the words with the stress marked on the board meee ANSWER KEY Noiins, verbs agricultural operation ‘commute’ ‘crops ‘crowd - deve'loping countries. cultivate Gif'ficuities (difficulty) predict” gric'lock solve. = thass taisit ‘wor’sening. pedes'trian zone Bollu'tion Adjectives fio'tities “affluent produce crea‘tive recyc'tiig plant trash Adverb urban dwellers efficiently PRONUNCIATION NOTE ® Students may be able to repeat words: correctly after the audio, but in order for them toremember the pronunciation, tll them to mark the stress as they listen. Later when they practice on their own, they willbe able to pronounce the words correctly. Getting Meaning from Context '™ On the board, put the phrase Clues 10 ‘Meaning. Under it, write the following. words: 1. for example, for instance such as among them > introduce examples 2. opposite meaning of anew word Pos! 8 ‘Ce > Introduce a definition or explanation 3. that is in other words 1 callon different students to read each clue and example inthe box. s+ Tell students to ook for these new clues to | ‘meaning when they see words or phrases | they don't understand. These clues to meaning will help them understand new words and phrases, DB cetting meaning from Context Read the directions and the first example. Have students complete the activity individually J ANSWER KEY. aE # 1. predict = say in advance that somechiig will, * happen developing countries = india and Nigeria [Link] = trafic tat doesnt move ‘corimmute = go from home to work end back, avatfivent =ich 2, “4: priorities = fist of what was most important ~~ ‘5: trash = garbage * : t '. produce = fruts and vegetables (oranges or potatoes) 7erecyling plant = factory or plac where giass” ‘bottles, plastic, at cans are made ints new" products [Link]'transit = a System of transportation for ‘many people 7 9, agricultural operation = farm = plants that produce food gra ru Reading an Article Q Write “What is the city Curitiba, Brazil, doing right?" onthe board and ask students to think about this question as they are reading. (Have the students read the passage silently within a time limit (10-15 minutes), or have them follow along as you play the audio. Q. Tell them to underline any words or phrases that are new or that they don’t understand. Remind them not to use a cietionary during this part of the lesson G. Tell students to look at activity 6 Recognizing tthe main tdea if they finish the reading Start the audio. Rae IDENTIFYING THE MAIN IDEA ‘= Call ona student to read the information i the box to remind them about the main idea G centitying the main idea Read the directions and give the students a few minutes to find the main idea in Paragraphs B and 6. Tell students who have already completed the activity to check their answers with a partner. |. Go around the room and check to see if students have found the answers. Q. Calllon two students to read their answers. ‘Ask if the other students agree. Confirm the answers. aninterscton2 Resting 19S: Chatiba | OF cities ohne etry Identifying Supporting Details Read this paragraph to the class or call on a | student to read it | = On the board, draw a large box on the left side and several smaller ones on the right | side. Connect them with ines tke the ones |, onpage 30. 1 Write sain idea in the large box and Details in each of the smatter ones. | a Tell the students that this type of graphic | organizer will help them to understand a reading passage better linc) Organizing Information ‘Activities such as this wil teach students to organize information from a reading passage using » graphic ‘organizer: This activity allows students to tocate ‘the information so that they can better recall it at 2 eter date. In this case, they record the main idea and supporting details from three paragraphs in the reading passage. H_identifying supporting Details Q Read the directions. Read the words in the first box on the left and the first box on the right. 20, chapter 2ame (MAKES commu 1 Fagassoule proven of Tell the students they have to find three more. etails about “Green Exchange" and write them in the other three boxes. Check the answers together before they do the ext set of boxes. Put students in pairs and tell them to fill in the remaining boxes about Paragraphs D and E with a partner. Q Give them a time limit of 10-15 minutes. Goaround the room and check students’ answers. 2 When most of the students have finished, check the answers. UNDERSTANDING ITALICS ‘= Print a word on the board in straight letters, for example, huge. Then print it in slanted letters, for example, huge. = Tell students that italics mean that the letters are slanted or leaning to one side. = Read the sentences in the box or have two students read them,‘© Tell them that they are going to look for itaies in the reading passage. Understanding Italics 2 Read the directions. Tell students to work quickly. when they have finished, ask them to count the number of words or phrases they circled (5) and the number of words/phrases they underlined (3). Q_Elicit the words from the class, one by one, —a . ANSWER KEY Paragraph A some emphasis Paragraph & aren't | emphasis Paragraph © cambio verde foreign ‘two-thirds ‘emphasis: Paragraph D decreased ‘emphasis before emphasis Paragfaph E Fazenda da Solidaridade e. oreign Verde Saude foreign UNDERSTANDING CONTRAST = Call ona student to read the information in the Box. ED understanding contrast @@ Read the directions Ask students to look back at the reading. Q._ Give them a few minutes to find the contrast and decide where it can be divided (between Paragraphs B and C). Paragraphs A and B escrive the problems; the remaining paragraphs describe some of the solutions. Aska student to read the last sentence of “FROPREPAGP REA what the contrasting words ale Ardblemsdspltions). Atmos Critical Thinking: Making inferences m= Read the directions. ‘= write these sontences on the board: | | The average income in Curitiba was only $2,000 per year. ‘Many people didn't have enough money to five welt Point out that in the first sentence, the | information is cleariy stated. in the second sentence, the idea is implied, but not clearly stated. ‘= Tell the students they will look back at the reading to do the next activity WD Making inferences Read the directions. 1. Give students @ time limit to do the activity (10-15 minutes). Check the answers when they have finished. “ANSWERKEY al Sys 2igsadsras70 88 9.0108 Discussing the Reading he 0. Divide students into small groups from different ‘countries or regions, if possible. 1. Have them discuss the questions in this section. They may not know some of the answers. (2. When they finish, do the Expansion Activity on the next page. sewtneractony 2Reading 21Eien Interacting with others Activities such as this will encourage the students to ‘work together to complete a project. Since there are several different areas of research, students can work individually and then share their ndings with the ‘group, enlarging their scope of learning Boa enn = The aim of this activity is for students to do Collaborative research on the topics from the discussion of the reading. They will share this, information with their group and then each group will share It with the class. = Photocopy and distribute Black Line Master 4 “major Cities” on page BLMA of this Teacher's Edition ‘complete the sheet, looking up information on. the Internet. When they have finished, ask them to share | retswaens to tase acount a | their findings with the class. | 22 Chapter 2uun6 zee Sick-Building Syndrome Before You Read EB Making Predictions © Ask students if they ever see any pollution outside, 2 Then ask them if there is any pollution inside ‘buildings, ike houses, schools, malis, or other places, OTe them to look at pages 32-33, read the directions and look at the chart. 1D. Divide them into small groups and have them complete the chart. 2 when they finish, eicit answers and write them ‘on the board. 1 Answer Cates of outdoor “| alépotistion ~ > * ["mibtoréyeles, cars, |= smoking cigarettes, buses, trucks... |, lars, bes trains, tips, + |= taétories, industrial complexes —chiemicals in — ants that produce| , household cleaners, sor other synthetic 7 materials: skimming for Main ideas () Read the directions Have the students read the passage silently within a time limit (10-15 minutes), or have them follow along as you play the audio. r © After each paragraph, stop the audio and have the students write the topic and main idea of the paragraph. Asanalternative, have them undertine the topic, and main idea as they're listening, and when the passage is finished, have them discuss their answers with a small group before they write them Remind them not to use a dictionary during this, part of the lesson. Start the audio. 2 when the passage is finished, check the answers with the class. ANSWER KEY -Ansivéis may vary.” (A)"Topic: ——_Sick-building syndrome ‘Main idea: Some buildings create their own indoor air pollution. {@1-Topic: indoor air potution Main dea: The air inbidé some buildings 's - *- fullof pollutants {6} Topic: Types of indoor air polution Mainidea’ Matty products give off chemicals we can't see but breathe in (D1 Topic: How indoor air becomes polluted _, Main de. Sone products release chemicals into the ar and lack of venietion iiakds the situation more serious. Solutions to sick building syndrome Main dea: . Experts must détermie the caisé gi. -[Link] must femovelt. °. # [E} Topic. 2 FI Topic’ Plants’aé'a solution : "tain idea: Some plants remove pollutants _ ftom the air enatneractiot 2 Reading 232G. FOE Woe researc is necessary , Main ideas. Plants ‘may offer an, imparidnt ad Best Practice Cultivating Critical Thinking Activities such as comparing ancwers with a partner ‘encourage students to listen to and learn from others, ‘By not depending completely on the teacher to supply all the answers, students become mare independent ‘and learn to engage in critical thinking Checking Your answers @4Q When the passage is finished, put students into pairs or small groups to check their answers from activity 2 Go around and answer questions and check answers. Dif there is time, students can go to the board ‘and write the Topic and Main idea so the class can check all together. understanding Pronoun Reference Q. Read the directions, 1D. Tell students to continue working in smalt groups to find the referents to the pronouns. O When they are finished, check the answers. "a -Aeachers and students 2: people 3. cheivals 4. Sources’ 5, solutions, 6. workers’ 7: plamts* Discussing the Reading oe Read the directions mee 24 chapter 2uan Tell students to continue working in small ‘groups to discuss the answers to the questions. G_Ask students to share answers with the class, Rea summarizing Remind students of the lesson on Summarizing from Chapter 1. Ask them these questions: What do summaries contain? (main idea and important details) Should they be copied from-the paragraph? (No, they should be in writer's own words} ‘Should they be as long as the original paragraph? (No, they should be shorter) Read the directions. Divide the class into 3 sections. Assign one of the paragraphs (C, D, or €) from Part 710n page 28 to each section, Have them read their paragraph again, and then tell them to look at the graphic organizer on pages 30-31 where the main idea and important details have already been written. Tell them to write the summary from the graphic organizer, ‘Go around the room and check the students’ work {f they finish early, they can read the summary of another student in the same section. Af there is time, ask one student from each section to write his or her summary on the board and go over them with the class.a writing Your Own Ideas assignment. Best Practice when itis finished, elicit answers from ‘scaffolding instruction Activities such 2s developing a mode! with students ‘enable them to be more successful when they work independently This activity uses the students’ prior knowledge ofthe reading as a scaffold, with the teachers’ guidance, the students are able to contribute to the summary on the board. Then they are better equipped to write @ summary by themselves. Tell students to choose one of the topics for homework. 1 Inclass have the students think about and write the main idea of their paragraph and then complete the paragraph at home. G1 interviewing EXPANSION ACTIVITY ne The aim of this activity is for students to gather opinions and predictions from others while interacting in English. They will share this information with the class when they are finishes. | Photocopy and distribute Black Line Master 5 “City Life in The Future” on page BLMS of this Teacher’s Edition, "= Model the activity. Call on a student and say “Hello. My name is... , and fm interviewing people for a class assignment. Can you tell me ‘your opinion about city life? Will it be better or worse than itis today? Can you tell me two reasons wity? Can you make predictions about how city life will be different in the future? 13 Point out that they should conduct these interviews in English, if possible. They should also write the person's answers on the paper. sen mceractonss reading = Give students a few days to complete this students in a large group format. Write some. Of the reasons and predictions on the board. 25I Focusing on Words from the Academic Word List Read the directions, 2. Give students a time limit (10-15 minutes), Q._Tell students to check their answers with a partner if they finish quickly, 1D Ask how many got all correct, one wrong, two wrong, and so on. ANSWER KEY: | = ¢) 1 predict, [Link]. wanspértation 4; abcess + [Link]. "6° under 7, established 8. Fos 9. efviconmnent 10. income. 11, creative Err Scanning 1 Read the Strategy Box together. ria Understanding Parts of Speech Write the sentence from the Example on the board along with the following sentence and point out the parts of speech: noun Cities around the glabe need to find solutions to similar problems, so city adjective planners sometimes meet at a glabal conference. They discuss issues that adver atfect them globally. then tell the students to look at page 40. Read the directions in the box. 26 chapter Quan = Ask a student to read the sentences on the board. Explain the parts of speech in the sentences. understanding Parts of Speech (>) 2. Tell the students to lock atthe chart in the following section. Read the directions. Q After the students have completed the chart, play the aucio as students check their answers | Seats 8. biédlction 9. safe. 10:Solution ngs gs Q_ Read the directions of the next section. Students can work individually or in pairs. 4. safe ad) Fsately (adi Satetyn/=5 “beatiful (adi) batty ey) 6 fet 7 worse (aa) /~ pretigtion’ (n) worsen WF-UiER * difference (n)y différenBy téau 7 different (adi)? 8. efficient ad) / efficiently (aov) LOOKING UP PARTS OF SPEECH a1 Read the directions, = On the board, write @ few prepositions (by. at, in} and conjunctions ‘and, but, or) so that students know what they are. = Write these sentences on the board and eficit the parts of speech for the underlined words from the students:noun ‘Ac The reason he was late is that the subway wasn't running. verb ‘conjunction adverb So he had to walk to class, but he walked as quickly as possible. adjective B: That sounds reasonable. It's about a mile from his, reposition house to the university SESE eet oetehdsh BERR Ed Looking up Parts of Speech 1B. Tell the students that this activity will bea contest. G_Instruct them to lock up the words in their dictionaries. f students have both electronic and paperback dictionaries, divide them into two groups. The students who finish first in each group are the winners. Check the answers of the winners to make sure they put both possible parts of speech for answers 2, 3,4, 6, 8,9, 11. 14, and 15. Have them read their answers to the class. — ANSWER KEY 1. ad)-2, WV [Link] 4 n/adj 5. ad) 6: 7.0, [Link] [Link] 10.0 11.n/v 12. adv 13.0 14, adj 15. 0 11 searching the internet EJ Eien ‘Making Use of Academic Content ‘Actwities such as this prepare the students for ‘academic research: By looking up articles in online newspapers and taking notes on rain ideas and details, they will become more familiar with the process of note-taking from primary sources and better prepared for academic wort. [Link] the students to the computer lab or have them go after class to do this assignment with Black Line Master 6. Man The aim of this activity is for students to find an online newspaper in English froma ifferent country and read an article. They Will look up this information with a partner and then share their article with the class. Photocopy and distribute Black Line Master 6 “English-Language Newspapers” on page BUM6 of this Teacher's Edition. Have the students work in pairs and let them choose (or assign them) a country. ‘[Link] to find @ newspaper. Tell students to find an article about the capital city and write some main ideas and details from the artice. Give students a few days to complete this, assignment. When itis finished, ask students to report | | ‘They can use Google or www. | | | | 1 | te econ | 27GETTING MEANING OF VOCABULARY FROM CONTEXT Write these terms on the board: Close in meaning correct—not correct Correct part of speech—wrong meaning Wrong answer wrong part of speech = Read or oxplain the instructions in the Strategy Box to the students and refer to the terms on the board, I Practice Q. Read the directions and have the students complete the activity, As you check the answers, ask students why the other answers are not correct. Refer to the terms on board, ° ANSWER:KEY. Sidb ae 4d Self-Assessment Log ©. ead the directions aioud and have students check vocabulary they leamed in the chapter and are prenared to use. Hove students check the strategies practiced in the chapter (or the degree to which they learned ther). They have actually used all these strategies in Chapter 2 Put students in small groups. Ask students to find the information or an activity related to ‘each strategy in the group. Tell students to find definitions in the chapter for any words they did not check. 28 chapter 2wax‘Activating Prior Knowledge ‘Activities such as this, help stuxents make textto-text | connections. they have previewed the vocabulary, | read in the passage and practiced it in the activities. Doing @ dictation will elo the students to use the ‘words ina slighty different context and tes thelr knowledge. wil eo allow the teacher to see ifthe students have actually leamed the words from the chapter and incorporated them into ther lexicon, Poe Lane ® The aim of this activity is for students to practice writing words from the reading passage in this chapter in sentences, Tell the students to study the vocabulary for a | few minutes for a dictation. { | Have them take out e piece of paper. Dictate these sentences to them. The underlined words are from the lst: 1. Urban dwellers in developing counties have to solve many environmental problems. 2, Often, their leaders do not have access toa | | lotof money, sothey have to be ceatweand | | Make alist of priortes 3. When they establish which problems they vill work on, they focus on them and develop efficient methods for solving thern. | 4, Generally, they involve mass transit, trash recycling, crowded living, and agricultural ‘operations. i 5. Although the cities are not affluent, some leaders produce results by predicting that with the nelp of the public, these problems ‘can be solved. ‘| when the students have finished, collect the papers and check them. = For variety, have them write the sentences on the board and check their own papers, see otnctne esdne 29Inthis chapter, students will read about diferent aspects of business and money, from people who cannot afford to buy anything to people who buy too much. inthe first reading, they vill learn about microlending and two important leaders in this movement: Mohammad Yunus ‘rom Bangladesh and anne Firth Murray from the United States. Both these leaders saw that the only way to eradicate poverty was to give the poor a chance to support themselves through small businesses and to develop solutions to their own problems. in the second reading, students wit learn about the psychology of consumerism, or the way advertisers convince us to buy things we don't need, By targeting our dissatisfaction or fear, marketing experts are better able to sell us products that may be unnecessary or even dangerous. 7 Chapter Opener 2 Direct students’ attention to the photo on page 47 of the Student Book ‘and ask questions: What do you see? Where do you think this is? What are the people doing? What country do you think this is? | 2. Reed the quotation by Butterworth and ask students what it means. Put two words on the board: Prosperity and Poverty | 2 eut-students in pairs to find several words or phrases to put under ‘each word. 2 Call on students to share their words or phrases with the class. Check students’ comprehension of the words: Prosperity and Poverty.Reading Selections Banking on Poor Women ' Consumerism and the Human Brain Reading Skills and Strategies Chapter Overview Vocabulary Building Getting meaning from context e.g. and ie.) Using parts af speech to understand vacabulary Using suffixes to identify parts of speech Recognizing synonyms, ' Previewing the topic and vocabulary ‘entifying the main idea and details Understanding conclusions Language Skills i Skimming for the topic and the main ideas Understanding pronoun reference t Discussing social problems and solutions Critical Thinking Skills Analyzing advertisements : Identifying problems and solutions Whiting a paragraph Organizing ideas using a graphic organizer : ‘Comparing and contrasting Focus on Testing YOEA® ii 1 Making inferences Focusing on implications and inferences } Understanding irony Analyzing advertisements ' ‘Summarizing a paragreph Focusing an the Academic Word List 1 Vocabulary verbs Adjectives Expressions ' grants* consumes addicted to items died of something) (something) peer pressure ina similar way | 4 ' logict > > funding» anonymous social ills : marketers influence: identical* take up space mmicrotenditig inform social poverty i subdsigiary* requirement offend worthless ‘sport itility vehicle "persuade (someone) to +, SUCOSSS (do-something) plow stake adverttage of _, (something)Banking on Poor Women Cicer iss) EI Previewing the Topic & © Putstudents in pairs and have them look atthe photos. Have students read the questions on pages 48-49 and discuss the answers with a partner. 1. Callon students to share their answers with the class, Q. write some of the problems and solutions on the board and discuss them with the class, Eilat oe Read the quotations to the students Ask the students to restate them and write a restatement on the board for each one, © Ask the class which ones they agree or disagree with and why. Ey Previewing Vocabulary () Read the directions to the students. G__ Have them put a check (v) next to the words they knows, 1 Tell them to put the stress on words of more than one syllable as they listen to the audio. rite these words on the board as examples capa'city, poverty, anon’ymous, Remind them not to use a dictionary during this part of the lesson. start the audio. 32 chapterSene — ANSWER KEY Nouns Verbs | apa'city fun‘aing chatracter lift collateral plow eradica'tion {ook take) the nitive fund Adjectives rants ano‘nymouis “ literacy subsidiary ei microlen’ding worthiiess. povverty Expressions Feqiteimert Sale peer’ pressure ae ; Ean Getting Meaning from Context | On the boerd, put the phrase Clues to Meaning. Under it, write the folowing abbreviations and examples: deg. Rie. She traveled through several countries in Latin ‘Americe— g., argentina, Bolivia, and Chile. © She worked as a photojournalist;ie, she took pictures and wrote stories about the people she met. ‘Tell students to look for these new clues to meaning when they see words or phrases they don’t understand. These clues will help for example that is; in other words them understand new words and phrases, i ‘ 1 1 ‘ 4Getting Meaning from Context G_-Read the directions and have students work on. the activity individually ANSWER KEY entrepreneurs = people who own and run their pam smal pusmesses P20 peer pressuré = group members make" ule =thia each person pays back hi Sorgher foam. 3 3. soci ill = violence and lack of education , Bir Recognizing Similar Meanings but Different Parts of Speech = write the example from the Strategy Box on the board Above poverty, write noun, and above poor, write adjective. | ‘= Read the explanation to the students. ' | write another example on the board: There | ‘may be social ils when many people in a society have no money to buy necessities. | a Above social write adjective, and stove society, write noun Repeat the explanation to the students Recognizing Synonyms: Read the directions O Ask a student to read the sentence. © Call on different students to give the answers. Bre Using Parts of Speech to Understand Vocabulary Write the example sentence in the Strategy Box on the board Read the fist part ofthe explanation to the students Ask them what part of speech approve s ‘and write verb above it ‘ask them what they thin it means and write their answers on the board (agree, say OK about, sign) Read the last part of the explanation. Td using Parts of speech to understand @@ Vocabulary Read the directions G_Remind students not to use a dictionary during this part of the lesson. Go around the room and help students if necessary soy. awe — SF Rd ne « “ANSWER KEY...” ; ANSWER KEY Answersmay vary~ . . ut Users + ing cariy Feagiaton “nz sification, renioval | [Link]” . adj: side,.minor a fund! ==" a “account. érotip, money grant’, “nF not loans; money given [Link]’, wes Put Fetuin Reading an article CD) 2 write "How cen banks help poor women to change their lives?” on the board and ask students to think about this question as they are reading. eaainteactn?2 Reading 332. Have the students read the passage silently within a time limit (10-15 minutes), or have them follow along as you play the audio. Tell them to underline any words or phrases that are new or that they don’t understand. 2 Remind them not to use a dictionary during this part of the lesson. Start the audio, acer) ex Organi: Diagram = Tell students to look at the strategy Box. g Ideas Using a Venn ‘Read the explanation to the students. prawa set of circles on the board (a ‘Venn diagram}. Draw a simple car and a motorcycle in the circles. © Glict similarities from the students and write the words in the center. Use prompts such as They both havevare ... Students may give ‘answers like transportation, wheels, seats, engine, gas, fast, and so on. = Elicit the differences and write the words (on the right or left. Students may give answers like large, 4 wheels, big engine, 4 seats, expensive for the car, and small, 2wheels, small engine, 2 seats,.cheap for the ‘motorcycle. Tell the students that a venn diagram is @ ‘graphic organizer that they can use when they read. It will help them remember similarities and differences between two or ‘more concepts in a reading Now look at the Venn diagram with the oranges and bananas. Ask a student to read the words in the center. Ask other students to read the words Left (yellow color, long, curved shape); right (orange color, circular shape) = Ask the students what the two fruits have in common. The students should give you ‘the answers from the center of the Venn diagram—truit, sweet) BS ean The aim of this activity is for students to practice using Venn diagrams to differentiate between two categories. They will choose ‘two sets of things and figure out similarities and differences. Then they will share thelr answers with a partner. '™ Photocopy and distribute Black Line Master 7 “Venn Diagrams” on page BLM7 of this Teacher's Edition || Write a few suggestions on the board: two people in your family, two cities, two sports, two majors, two types of food, and so on. Tell them to label their diagrams. Remind them, they need to complete two sets of ven diagrams, Have the students work individually at first. When they finish, tell them to share their diagrams with a partner. Then tell them to switch and share their diagrams with another partner. on the right and left. 34. ‘Chapter 3 ame EX organizing ideas Using a Venn Diagram Read the directions, 0. Give the students a few minutes to find the similarities and differences between the Grameen Bank and the Global Fund for Women, Go around the room and check to see if students have found the answers. Q. Have the students check their work with a partner if they finish early.O._ Draw two intersecting circles on the board (a ‘enn diagram) and ask three students to go to the board, One will write the similarities and the ‘other two will write the differences, 2. When they finish, ask if the other students, "476 B Barro irom Grameen Baik, womeri agree. Discuss the answers ust have chatacter and capacity and join a rowing grup. ist necessary to have eee collateral. = 2, The bank ignds so wornen because men ANSWER KEY sisually spend money on themiseWves, but Global Fund Seah alee for women ‘orien spend money on'the: business. It ‘doesn't feid46 people in urban areas because awers in cities do not always tepay the “gars, Becalis® of peer pressure, microlending : fective ih. villages, where * Ela iors ereote else, fimaty effect isthe eradication of * ary effect isthe change in., ice cicel ais gore ro ee ore. recgants solutions 0 sci its S37 on [2300 warmers pours fends money borrowing grouse ‘sa miton 27min beers ee ivemen separ ate tenement nesesy idvé finde money afd: 1 7 ee lack afheatth cafe, ard lack of education. 1 Ed Checking Comprehension: Identifying Details deleiate el tte Corn [critical thinking: Making inferences. ! Tnigetael teh tila Q._Read the directions to the students. I ‘Activities such as this wil encourage the students Aska student to read the information from ‘0 work together to find answers to questions. Since paragraph E. t they cannat fook back atthe reading, they wil have to : ‘sepend on the knowledge and understanding ofthe 7 ee ee 1 ‘members oftheir group. This will encourage them to 7 a ‘engage in peer interaction and colaboration. Q. Write some of them on the board. Students ! may say. Her husband is kind to her. a i ‘ Put students in small groups. He helps her with the business. 1 Q._ Have them answer the questions together, with ‘Her neighbors buy things from her each group writing its answers on one piece of Her chiiren help her at home. 1 paper. ‘She buys things that her family needs, 1 ‘Q. Tell them they can use the Venn diagram or ask The people at the bank welcome her. ‘others in their group, but they can't laok back at saapeslinsbiphcipnaainichaadar t the reading for the answers. ‘The teachers talk to her about her children. The villagers talk to her about her business, ' G_Ask them to share their answers with the class, 4 ! sum interactions 2 Reading 35She feels more important at home and in the vilage. Write the word inferences above the list. Tell students that although these sentences are actually not in the reading, we can infer them from the reading, ussing the Reading Ci Read the directions to the students. Put students in smail groups. Have them talk about the answers. ‘Ask them to share their answers with the class, ao Sori poses pare "Sometimes ty" 50 Sanaa {Bl Talk it over: understanding Irony & Direct the students’ attention to the cartoon. Have two students read the parts of the rich man and poor man, Ask them what they think the cartoon is, expressing and if they agree with it Q_ They may have different opinions about it. Q_ Read the definition of irony in the direction line. 36 chapter SuePr Parichat) reviewing the Topic 4 Read the explanation to the students mreviowing the rote Put the students in pairs. ‘Tell them to answer the questions. oooo Have them share their answers with the class, HL identifying the Topic and Main idea (>) © Read the directions. G_ Have the students read the passage silently ‘within a time limit (10-15 minutes), or have ther follow along as you play the audio. 2. after each paragraph, stop the audio and have the students write the topic and main idea of the paragraph DOr have them underline the topic and main idea as they're listening, and when the passage is finished, nave them discuss their answers with 2 small group before they write ther, O._ Remind them not to use @ dictionary during this, part ofthe lesson, 1. Start the audio. "ANSWER KEY Answers may vary. (Al-Topic;» Consumerism ai dea: We buy products based on 7 marketers’ successftil use of - psychology. ae ‘greater than logic. v0 1s. {Cl Topic: - ‘Need for:gb0d sel-image eee s Based © On sensory information * eee ee Sei : uni Soe ase at xe te uy proguces We, peibelleve wht anor a aoa <[Link] ite iPlaTopicseweceMaking choicess-= exqg-e-> Mii idea Weltnay "hot rake’ choices. «7 htt assuetindeperdently: -marketers may : cae s omakesteittfonus! 2 * ac Identifying the Topic and Main idea @@ Rees the directions ag ie Me pote emeroran aqonn p ©. Put students in pairs. 2 Goaround the room and answer questions Understanding Pronoun Reference Read the directions to the students, ANSWER KEY.< we 4 advertisers arid’ marketers ‘[Link] [Link]” + “4, a product -5: Dr. Alan’Hirsch~[Link] =r > emeinteractions 2Readng 3738 = California Certified Organic Farmers Content Notes e In the United States, there are several ‘organizations that monitor the value and safety of products and evaluate the claims advertisers make about them. They also act as advocates for consumers and defend their rights, Two of these organizations are discussed Below. The Consumers Union was an organization founded in 1936 with the mission of protecting consumers from the false claims of advertisers and the dangers of unsafe products. t began publishing a magazine that is now callad Consumer Reports, which is Still published today. There is also a website Of the same name that gives ratings and recommendations on the following categories of products: cars, appliances, electronics and computers, home and garden, health and fitness, personal finance, babies and kids, travel, and food. Millions of people subscribe to the magazine or website to get the latest information on consumer products. {CCOF)is an organization founded in 1973 10 help farmers who wanted to use organic (not synthetic) products to produce food. This included fertilizers and pesticides for plants and food and medicine for animals. Today, ‘the CCOF label is recognized and trusted by people who buy organic meat, vegetabies, fruit, and packaged food, Products cannot be labeled "Certified Organic” unless they pass Inspection by CCOF. Other organizations, like the Organic Consumers Association, ‘monitor local and national regulations on the production and labeling and of food and personal products. ‘chapter 3 i Cis ‘Making Use of Academic Content ‘Activities such as this prepare the students for real- ‘world academic research. 8y looking up websites of diterent organizations and taking notes on facts ‘and figures, they will become more fama with the process and better prepared for academic work. The aim of this activity is for students to do collaborative research on a topic from the reading. They will share this information with their group, and then each group will share it with the class. = Photocopy and distribute Black Line Master 8 “Consumer Organizations in My Country” on page BLM of this Teacher's Edition, = Tell students to complete the sheet in pairs, ooking up information on the Internet. Make sure each pair chooses a different organization to research their findings with the class, © when they have finished, ask them to share By Discussing the Reading & Read the directions. 2. Have students do Steps 1 and 2 individually. GQ When they finish, divide them into groups of males and females to share their lists and angwers for Step 3. when they finish, nave a class discussion about the answers. O Ask students if they noticed any differences in the answers given by males end females. Qf there are differences, draw a Venn diagram (on the board with two circles and elicit the similarities and differences, writing them on the board. sAsk them to write the main idea of the summary Mac eS they have just read under the paragraph. summarizing 2. When students get their papers back, have 12 Read the directions. ‘them compare their main idea with the one ‘their partners wrote. Remind students of the lesson on Summarizing from Chapter 1. Ask them these questions: What do summaries contain? (Topic, Main idea and important details.) Should they be copied from the paragraph? (No, they should be in writer's own words.) Should they be as long as the orginal paragraph? (No, they should be shorter) Q._ Assign students to a paragraph or let them choose one. 2 Teli students to sit in small groups and compose ‘a summary together, with each student writing ‘ona separate paper. 1D. Have a student from each group write his or her paragraph on the board, Correct any errors. Responding in writing Eanes Scaffolding instruction Actwities such as developing @ made! witn students tenable them to be more successful when they work Independently. This activity uses the students’ prior knowledge of the reading 2s a scaffold. with the ‘teachers’ guidance, the students are able to contribute to the summary on the hoard. Then they are better equipped to write a summary by themselves. Assign the paragraph in this section for homework, allowing each student to choose a topic. ©. Tellstudents to write the main idea on the fast line in the directions for this activity O. When students bring their homework in, before ‘you collec it, tell them to exchange papers and read their partner's paragraph. Collect the papers and correct. Talk it Over EF iscussing advertisements Ey Pico Cultivating Critical Thinking Activities such as collaboratively analyzing advertisements encourage students to look at the media more critically. By discussing ads, answering ‘questions, and writing about them, students can ‘become more sophisticated consumers as they analyze the psychology used in advertising Tous The aim of this activity is for students to do collaborative research on a topic from the reading. They will share this information with their group and then each group will share it | with the class. Photocopy and distribute Black Line Master 9 “analyzing Advertisements” on page BLM9 of this Teacher's Edition, | | | Let each group choose a different product and | find several advertisements for toothpaste, | cars, laundry detergent, or cigarettes. tf there | are more than 4 groups, fet them choose | another product. | Tell students to answer the questions | about their advertisement and write a short | paragraph about what kindof psychology he | advertisers are using. | = When they have finished, have them share their findings with the class. \ Imeractions 2 Reading 39Recognizing Word Meanings Read the directions, 1 Have students do the activity quickly without using a dictionary. j ANSWER:KEY. yi di2!a aba Se Focusing on Words from the Academic Word List O. Readi the directions. O. Have students do the activity quickly without using a dictionary ‘Q. For variety, play the audio (fist two paragraphs) and do the activity as a dictation Have students check the answers on page 58 of the Student Book. UNDERSTANDING PARTS OF SPEECH: SUFFIXES ‘Read the paragraph to the class or call on student to read it. ™ On the board, write Nouns on the left side and Adjectives on the right side, write actor, artist, and presentation under Nouns. = Elicit the adjective form of these words (active, antistic, and presentable) and write them under Adjectives. ™ Underline the suffixes. 40 chapter Same = Tell students that recognizing suffixes will help ‘them identify parts of speech, which will help ‘them figure out the meaning of new words. Ey Understanding Parts of speech: Suffixes 1. Read the girections, 1. Have students do the activity Check the answers. Ra hee eee “ANSWER. KEY! 33h lanS as fe ee ya Bian: 4. Wms Fadia: figiszn sta! nisin teen 17s AB. HIF 4ef220:2} naan eater so 2 39} 25°07 26:90).27.n 28-20): [Link]/ ad) 38'30)"33.n, 7 Shad) 2e80), 23.0 1 Understanding Parts of Speech: Changing, the Suffix Read the directions, Have students do the activity. Check the answers, 1 ANSWER EYPaying Attention to Phrases ‘= Write the phrases in the Strategy Box on the board, marking the stress. Read the directions. 1m Have students repeat the phrases after you. ‘= Have them repeat them by themselves. Noun Phrases Verb Phrases greater ac'cess spend mon‘ey access to informa'tion educate peopie to spend wise'ly Prepositional Phrases Infinitive Phrases ina similar way to save money with exciting tives! to buy Brand x’ Paying attention to Phrases Q Read the directions. Have students take turns reading one sentence each, saying what kind of phrase itis. Q.. Then say the phrases and have the students repeat them alter you. s seas interactions 2 Reading a‘ANSWER KEY a ppp, + 2:noiin + FOLmany neo, there seems to be no scan frm poverty 4. verb $. prep. ot ET 0 eae Boe ste eee * (@ [Link] land or something valuabie thas cotetrah for eaeeeee if she eat teteeti ao on! BBNRID ire agbadheg alan aintiite picket So wat hen to te wana Te ban went ia ae se oh. abet % 25:prep. i doesint have any collateral Peseta slain thére seems 18 BE nd Way 26. ini fo% Jomede te cite ‘of poverty. 42 Chapter saan ari fe rfab hate:TA Noticing words in Phrases QQ ‘O. Read the directions. 0 Have students do the activity in pairs Tell them to try to do it before reading the paragraphs. Tell students to check the answers themselves. by reading the paragraphs. searching the internet Ey Best Practice ‘Organizing Information Activities such as this wil teach students to organize Information from a web page using 2 graphic organizer. This activity allows students to locate {information so that they can better recat It ata later {date n this case, they look uo the information on the Internet and take notes as they read. ANSWER KEY : ‘Forganization |, Question | Answer (Answers es Let may vary.) Grameen © | What types” | Making shoes, dairy iBank s}[Link] | products; seling . | |doGrameen | clothing, food, piants, ‘borrowers ~ | produce, etc. efhaverss | ‘Global Fund | Whatis one [increasing access to Horwomen | program —_ | education, fostering + FS eRdt the ~ [social change, — | consumermaterals, baa tne club's. [reductionof “os 4 peifeiplés on | hairnful substances, safety, health, | sustainable use of * and the natural resources, ‘environment? [etc Interactions 2 Reading a3IMPLICATIONS AND INFERENCES, ‘Write these terms on the board: Imply - communicate indirectly (not directly) ~The speaker implies that = "The author implies that ~ "Paragraph 4 implies that . Infer — understand indirectly (not directly) "The listener could infer that "The reader might mfer that ~"It can be inferred from paragraph 4 Read or explain the instructions to the students and refer to the terms on the board, Have students do the activity. ‘as you check the answers, ask students why some of the answers are not correct. Refer to the terms on board. ‘aNsvien KEY 1. ¢ 2. infers (should be implies) 3.¥ 4. F 5 infor (Ghould be implies) 6. 7.F° 8:7 9.4 10. imply (should’be infer) Self-Assessment Log © Read the directions aloud and have students check vocabulary they learned in the chapter and are prepared to use. Have students check the strategies practiced in the chapter (or the degree to which they earned them). They have actually used all these strategies in Chapter 3. Put students in small groups. Ask students to find the information or an activity retated to each strategy in the group. ‘ell students to find definitions in the chapter for any words they did not check.te Best Practice Activating Prior Knowledge ‘Activities such as these help students make text-to- text connections, They have previewed the vocabulary, read itn the passage, and practiced it in the activities. ‘Making up sentences wil help the students to use the ‘words in a slightly cifferent context anc expand the'r knowledge. It wil also allow the teacher to see if the students have actually learned the words from the chapter = The aim of this activity is for students to practice writing words in sentences from the ‘Academic Word List. Tell the students to look at the vocabulary list ‘on page 69 and make up 10 sentences, using as many words as possible. = Have them take out a piece of paper and begin writing, Give them 10 minutes to complete the activity. ‘© When they have finished, collect the papers and check them, Tell them you will gve a prize to the student who used the most words correctly. |For variety, have each student write one sentence on the board containing as many words as possible from the list. res meracton 2 Mooong 45ecg In this chapter, students will read about how work life is changing because ct globalization & and technology, workers change careers several times in their lives. Some will work at home Pe instead of at a job site, and some are even addicted to work. Then students will read about how | people decide what they want todo with thei fe and how they acqulre the necessary skis. they are not sure, they can consult a career counselor or join a support group. They can also [ook for joDs on the Internet, either responding to a company’s postings or putting ther own curricula vitee online. Finally, students will sead Peter Orucker’s predictions about the rise of two classes in a [Link] society, in which some workers will se knowledge as the basis for production and innovation while others will provide services for them, possibly creating a social divide between + these two classes Chapter Opener a 2 Direct students’ attention to the photo on page 74 of the Student Book and ask questions: What do you see? Where do you think this is? What are the people doing? What country do you think this is? | ! | © Read the quotation and ask students what it means, | Put two phrases on the board! Lifetime Job and Job Change. | 1D Put students in pairs to discuss positive and negative aspects of these situations, Call on students to share their ideas with the class. 66 Every job is a self-portrait of the person| __ Reading Selections Changing Career Trends ' Looking for Work in the 21% Century § Reading skitts and strategies 1 Previewing the topic and vocabulary Getting meaning from context Previewing a reading ' identifying the main idea 1 Identifying important details ‘Skimming for the topic and the main ideas Chapter Overview Vocabulary Building Using the prefix over: Focusing on the Academic Word List Understanding agjective and noun phrases : Understanding and creating compound words Language skills Understanding pronoun reference ! Discussing proverts and quotations 5 Identifying challenges and changes within today’s, work world ' 5 writing a paragraoh Critical Thinking Skills ' identifying cause and effect Focus on Testing It Organizing cause and effect using a graphic organizer increasing reading speed Summarizing a paragraph ; Understanding proverbs and quotations: 1 1 ' ' Vocabulary ‘ Nouns. Verbs Adjectives . ' ‘background livelihood distract. fexibles — { manufacturing jobs keep up with —teisure ' old-fashioned ‘overwork = oniine ‘outsourcing upgrade passionate | t personnel office varies waryi*—rigid® 1 posts secure" seif-confidence: temporary* I technology* field worldwide telecommuting 8 ) Main idea O Read the directions. 1G. Have the students read the passage silently within a time limit (10-15 minutes), or have them follow along as you play the audio After each paragraph, stop the audio and have the students write the topic and main idea of the paragraph ©. Orhave them underiine the topic and main idea as they're listening, and when the passage is finished, nave them discuss their answers with a small group before they write them, G_Remind then not to use a dictionary during this part of the lesson. Start the audio. cooo ANSWER KEY Answers may vary. iA] Topic: *~ “Finding a job Main Idea: “In the past, finding a job was a * simple process with only a few: 7 steps, (B):-Topic:'._*[Link] niow is more complex ‘ i ‘Naw you have to-go through more compiiéatec steps: to finda nné job. « IC] Topic! Careet-couihselors 7 Main Idea: People go to career counselors, v ‘who tell them toring. a job they Jove. 52 Chapter 4 wan fi Topic: “ede “apa 8 Spe site EI Checking Your answers. @@@ Read the cirections ‘Q._Put students in pairs to compare their answers. Go around the room and answer questions. Wi understanding Pronoun Reference © Read the directions 1. Telf the students to work in paits to find the referents, Q Check the answers with the class, Ey Discussing the Reading ar Read the directions. Put students into small groups. Have them answer the questions together. Ask them to share any interesting things they learned with the class. oocooContent Notes ‘8 Globalization has many different meanings, ‘The term is usually used to mean the current socio-economic situation in which capitalism, or the free-market economy, has spread to other countries. Goods and services are provided by people from other countries, So more profits are made, ‘= Most of the clothes we wear and the items we buy come from other countries. They may be designed in our country, but they are ‘manufactured in another, where the cost of labor is lower. They are shipped and sold all ‘over the world, and many consumers are ‘lad that the cost of these items is lower. However, they are also upset because ‘many factories have closed and jobs have beenoutsourced, leaving some people unemployed. = The meaning of globalization in the Cultural Note on page 84 is slightly diferent from the above meaning. The five criteria given indicate that it means how well-connected 2 country Isto the rest of the world via cell phones and computers, how involved the citizens are in the politics of the country, how ‘reely other nationalities can move in and ‘out of the country, and now how vibrant the country’s economy is. Considering this meaning, ask the students to guess which five countries are the most globalized, You can put the countries they suggest on the board, and then take a vote. ‘or students can go to the board and “vote for" five countries by putting a check (V) after them, When you tally the scores, you can announce the counteies: ANSWER KEY: 1) Singapore, 2) treiand, 3) Switzerland, 4) the United States, and 5) the Netherlands. Eien ‘Making Use of Academic Content ‘Activities such as this prepare the students for ‘academic research. By Conducting surveys and ‘assembling the data gathered in displays, they wil become more familiar wth the process and better prepared for academic work Moana The aim of this activity is for students to do collaborative research on a topic in the ‘chapter. They will share this information with their group and then with the class, ® Photocopy and distribute Black Line Master 41 "Survey of Globalized Countries" on page BLM11 of this Teacher's Edition. = Let each group choose a different nationality ‘or age group to survey Examples of age gr0ups are 20-29, 30-39, 40-49, 50-59, and so on, Have the class agree on either rationality or age group; gender within this category can then be considered. = Tell students to interview at feast 10 people in the category (5 men and 5 women) and record thelr answers. = when they are have finished, have students go to the computer lab and make a bar graph ‘with the statistics they have collected. They can use a simple program that automatically builds the graph from the data entered. = Have them assemble their data displays on a ‘poster board or bulletin board and share their information with the class. interectols 2Reeding 5354 chapter Geen 4 summarizing Read the directions. 1G. Assign students to a topic or let them choose one. Tell students to sit in small groups and compose a summary together, with each student writing on a separate paper. Q__ Have one student from each group write the paragraph on the board. Correct any errors. if there is time, have the students copy the other two paragraphs from the board after they are corrected Writing Your Own Ideas Eis Scaffolding instruction Activities such as this, alowing students to work together, will enable them to be more successful when they work independently. This activity uses the students’ prior knowledge of the reading as a scaffold. With their classmates" input, students are able to ‘contribute to the group's summery. Late, they will be better equipped to write a summary by themselves Assign the paragraph in this section for homework, allowing each student to choose a topic. Q. Have each student write the main idea of their paragraph on the line in their Books. | When the students bring their homework i before you collect it, tell students to exchange papers and read their partner's paragraph, Ask them to write the main idea of the summary they have just read under the paragraph, |. When students get their papers back, have them compare their main idea in their books with the one their partners wrote on the papers. Collect the papers and correct. ieee EZ Discussing Proverbs and Quotations de tg ‘become poor. because he d dossiite ‘ear Enough Q Read the directions. O Read the provers and quotations to the students and have them repeat them after you. ‘_ Divide them into small groups to discuss the. answers to the questions. Q. Have them share their ideas with the class. is one percent inspiration and nitiety parent * perspiration.“] = A genius (very inteligent:person) ~ sperids much miore time working onchey ideas ‘than. ‘ing aout sthetn me peaaiidble £0 moth Fete oyace oman ne feos takes fin “nispeither wealth ior [Link] trentuily ~ ‘and secupation, wh “ pedcetul and dectipied.¢working). rakes péople happier than being rich or having.a fancy lifestyle. .Focusing on Words from the Academic Word List Read the directions, 2 Have students do the activity quickly without using a dictionary. For variety, play the audio (frst half of paragraph B in “Changing Career Wends") and do the activity asa dictation. Have students check the answers on page 75 in the Student Book ANSWER KEY : [Link] [Link] 3. traditionally 4. secure [Link] [Link] security 7. jobs 8. enormous 9. creating [Link] 11. benefits 12. areas [Link] 14. computer UNDERSTANDING ADJECTIVE AND NOUN PHRASES On the board, write Adjective Phrases and Noun Phrases. © Under Adjective Phrases, write part-time, especially interesting, and fastest-growing. ® Under Noun Phrases, write city life, social sciences, self-confidence, and word-of-mouth. ‘© Read the explanation to the class or call on students to read it. = Call students’ attention to the board, and elicit the parts of speech for each word in the phrase, writing the abbreviations, ie,,such es adj, noun, and adv. Tell students that recognizing adjective and ‘noun phrases wil help them figure out the ‘meaning of new words. Understanding Adjective and Noun Phrases O Read the directions. Have students do the activity D. Check the answers. ANSWER KEY 1. classified/dream 2. unemployment/part/seif 3. city/shopping/mass/traffic 4. cateer/computer 5. job/personnet Ei Creating Adjective and Noun Phrases O Read the directions. Have students do the activity. Check the answers. ANSWER KEY 1d2e3hdeSbeg7cef UNDERSTANDING COMPOUND WORDS: = Have a student read the explanation and example sentence. = Have students tell you the two words in each compound word. sales + clerk super + market understanding Compound Words 1D Read the directions. 2. Have students do the activity. Check the answers. ANSWER KEY ‘.hoveriseas 2, € draw/back 3. j over/crowding [Link]/lock 5.i worldwide 6.b over/work » [Link]/force_ 8. upgrade 9.d onvtine 10. g backsground ‘ esinterections 2Readng = 55Creating Compound Words and & Phrases 1D. Read the directions. Q_ Have students do the activity in smal! groups. Check the answers. Q Give a prize to the winners. GB Searching the internet g Q Ask students if they have ever tried to find a job ‘on the internet, Invite them to share their experiences with the class. 1D. Direct their attention to this section and react the directions. Q._ See Expansion Activity. Best Practice cultivating Critical Thinking ‘Activites such as searching online jad boards ‘encourage students to look at internet use more itcaly. By evaluating a website, looking at jobs, and actually applying for a position, students can become ‘more familiar with the process and better abie to choose an appropriate website inthe future 56 “chapter ‘The aim of this activity is for students to do collaborative research on this topic from the second reading. They will share this information with their group and then each group will share it with the class, Photocopy and distribute Black Line Master 112 “Online Job Boards” on page BLM12 of this Teacher's Edition Print out the following URLs on pieces of paper and let students (in pairs) choose one at random: [Link]; hotjobs. [Link]: jobsjobsjobs com; www jobster. ‘com; www [Link]; [Link]. Toll students to go to the Computer Lab with ‘their partners or use their own computers, after class, Have them look up the website and follow the Girections, When they have finished, have them share their findings with the classstudent BOOK’ pages. 50-94 coat ee ete oe eet Ache FASTER READING SPEEO—LEFT-TO-RIGHT EYE I Practice MOVEMENT 1D Read the directions. 7 ea Girections and go over the Example ‘Time students for each section separately. 2. At the end, ask them if thei time increased Tell students that these exercises activities are especially useful for those whose language is not read teft to right, ike Arabic (read right 10 lef) and some Asian languages (read top to bottom). decreased, or stayed the same. — ANSWER KEY section 1 panking banks = banking bank banking banking challenge challenges challenging challenge challenge challenged savings savings save savings saving saver benefit benefits beneficial benefited benefit —_—benefit employer employ employment employee emoloyer employed Time: so section 2 ‘exoerience experience experienced expertise experience expert opening opening “opening opened’— open opened excellent excel excelled excellent excellent excellent identity indent identity identity identity indent acgount ©» account © accounting account accounts account Time: Section 3 parttime part-time ~ partly party parttime position possible position _—positive position public public publicity public publicize appointment appoint appointed appoints appointment Personne! person personal personne! personable : Time; section 4 salary salay celery Salaries salaried sales * apo. applied apply poly apaly application pleasure sure pleasant — pleasurable pleased —_ pleasant. © skills skilled ski skils skils skilful ability ability able capable ability capability Time: aSelf-Assessment Log Read the directions aloud and have students ‘check vocabulary they learned in the chapter and are prepared to use. 1 Have students check the strategies practiced in the chapter (or the degree to which they learned ther). They have actually used al these strategies in Chapter 4. Put students in small groups. Ask students to find the information or an activity related to each strategy in the group. Q. Tell students to find definitions inthe chapter for any words they did not check 58 Chapter ¢uanBest Practice ‘Activating Prior knowledge “Activites such as this, help students make text-to-text ‘connections. They have previewed the vocabulary, read itn the passage, and practiced it in the activities, | Making up paragraphs will help the stucents use the ‘words in a slightly afferent context and expan their knowledge. t wil also allow the teacher to see ifthe students have actually learned the words from the chapter. As students check each other's work, they willbe reactivating their knowledge as they review an. activity similar to the one they have just done. ‘The aim of this activity is for students to practice writing words in sentences from the ‘Academic Word List. Have the stucients look at the vocabulary lst ‘on page 91 and tell them each to say a word from the lst in order, going through all the words to the end, Tell them to puta check (7) beside the words they say Have them take out a piece of paper and write a short paragraph containing all the words they checked, underiining the target vocabulary. Give them 10 minutes to complete the activity. when they have finished, collect the papers and give them to other students to read. Have the other students check them and write their names at the bottom. For variety, have each student write a sentence ‘on the board from the paper that they checked. Collect the papers and check them i | ‘se Btudent Book pages, 10-915 ludent' Bak pages‘ 90- 90-91%,Life In this chapter, students will learn about the differences between fads and trends in the first reading. They wil find out which ones have been popular in North America and discuss those thet hrave been popular in their own country. inthe second reading, students will learn about fads and trends that are unconventional, like voluntary simplicity, mehnd and bids from India, aromatherapy, and extreme sports. Later, they will lso consider the questionable entertainment provided by reality TV in many countries. Cece rans ° | | a a) o Direct students’ attention to the photo on page 93 of the Student Book and ask questions: What do you see? When/Where do you think these haircuts were popular? Which haircut do you lke/ don't you like? Read the quotation and ask students what it means. Put two words on the board: fads and trends. Explain that fads refer to things that are popular for @ short ime, but don't last, such as men with shaved tteads. Trends seler to things thet are populer and eventually become part of our daily life, that is, healthy living Put students in pairs to list recent fads and trends in their countries, Call on students to share their ideas with the class,Reading Selections Trendspotting Fads and Trends in the 21% Century Reading Skills and Strategies Previewing the topic and vocabulary Previewing the reading 7 Identifying the main idea Getting meaning from context Identifying details Marking text when you read Critical Thinking Skilts Organizing deteits using a grephic organizer Expressing and supporting an opinion studying for exams: organizing information tr tn acadesé Wor. For re tormation on tis ist “~Seé [Link]/lals/research/awi. Chapter Overview ‘Summarizing a paragraph Vocabulary Building Focusing on the Academic Word Uist Analyzing sulfixes and prefixes Understanding dictionary entries: words with single and multiple meanings Language Skills Expressing opinions discussing fads and trends writing @ paragraph Focus on Testing “Teel E) Focusing on vocabulary questions Vocabulary Verbs. Adjectives Adverbs. expert® distinguish creatives enthusiastically f fads envoll invationat”™ sot * ifestyle ‘experience. slang suddenly | profit ~ investéd* rend* spot” tieidSpotting suivvetTrendspotting Before You Read Previewing the Topic Q_Put students in small groups and have them look at the photos. fell them to practice asking and answering the questions. Call on students to share their answers with the class. Their answers may vary. write a few comments they may have about the photos on the boars HI Previewing vocabulary (> 1D. Read the directions tothe students, Have them put a check (V7) next to the words. they know. ‘D_Tell them not to use a dictionary during this part Of the fesson, Start the audio. 1 Previewing the Reading OB © -Read the questions and call on students to ‘answer them. Comment on the answers, if necessary ANSWER-KEY Answers may vary. 1. Spotting, or finding, trends, 2. Urban Lifestyle, Fads, The Essence of a Fad, The Reason for Fads, Fads and tends, ‘rendspotting, Popular Culture and the university, ‘vansportation. 62 chapter Swae 3, Fas ortrends in sports-entertainment, and: BF Reauing an article CD Q._On the board write What are fads and trends, and why are they important? and ask students to think about this question as they are reading, Have the students read the passage silently within a time limit (10-18 minutes), or have them follow along as you play the audio. ‘G_Tell them to underline any words or phrases that are new or that they don’t understand, Reming them not to use a dictionary during this part of the lesson, Tell students to do activity 5 Finding the Main Idea when they finish the reading Start the aucio. Resi nding the Main Idea Q. Read the directions. @ call on different students to read the answer choices. Ask which one is correct: — &-ANSWER KEY __LbvTrends, which aré basically “\ong-asting fads,” ‘fe important for both social and business reasons.Identifying the Main Idea in Paragraphs O Read the directions. Tell students to look back at the reading and undertine one or two sentences in each paragraph that contain the main idea Gif students finish quickiy, have them compare ‘heir answers with a partner. Check the answers when students finish Checking Your Understanding @@ 2 Read the directions and repeat the question: what are fads and trends, and why are they imporant? Q_iscuss the answers that students give, ANSWER KEY Answers may vary. Fads are ways of living (fashion, food, exercise) that don’t last very long and [Link] very” important, Trends are fads that last longer. ‘They are important socially and economically. ‘Companies that can spot a trend havea competitive edge over other companies. This ‘means they can make money if they do it (or produice a produc) before other companies. Coins) Interacting with others Activities such a5 this will encourage stuclents to use | lenguoge for ea:ife communicaton an ae variety to the class, Interviewing people, sharing information with the class, and tznsforming it into a visual ‘message wil foster fruitful interaction and meaningful language practice, EXPANSION ACTIVITY |= Photocopy anddistribute Black Line Master 113 “Fads in Your Country” on page BLM13 of this Teacher's Edition. Tell students tainterview five students and ask them about different fads in their countries. ‘Tl students to take notes during the interview. Give them 2 few days to complete the assignment. When they finish, have them share their findings with the class. ‘Compare the énformation to see if there are ‘any similarities in fads among countries, 18 If time permits, have them look for pictures of different fads (or draw them) and make a poster for an aral presentation or for display in the classroom. Sse eee Q Read the directions. O_Ask the students to repeat the words after you [2 Put them in pairs and give students a time limit (40 minutes) to find the words Q Check the answers with the class. y eweinteractions 7 Reading 463wi Ago es ies Student 860k: ‘pages. 94-100. . aS ee SS ——— EZ Finding Details G Readl the directions. 1D Tell students to form pairs and find the answers Answers may vary. 1 lfesiyle a repos a together: : cums Z fad fashion that: reece delta © lastlong ANSWER KEY 3 essence: the centrally slang words + groow, boss, awesome, 0 rad, tubular interest in health —+ aerobic exercise, kickboxing, organic vegetables, speciat diets IH oiscussing the Reading (}2) ees Ohomeiies 7. trefidspotting: the ability to identify a trend at Seat tS TS. aneamy stage Tell students to work in pars. 8. competitive edge: an advantage over otter Hove them check the answers with another pair Pome companves ‘of students when they're finished. «£9: distinguish: to:tell the difference 10. énroll: to sign up to take a class — “ANSWER KEY 2 Answers may vary. i, fairreht Fads 7 Clothing Hairstyles” | Food I Music Activities jeans /boots sunglasses on head | white wine/sushi |Beethovenv/bread_|jogseveral mites “flee skirts shavedneads [French water | : ‘exercising at health earrings __| pasta | clubs ‘atural fabrics - gourmet coffee — | ‘bicycling cf ‘Thai food | skateboarding [arden Peace ‘organic vegetables “rooth Tunes” SWiISUits (Old fad) | oy 7 “special diets ‘aerobic exercise Jor : kickboxing, 5 : ie computer games (old . trend, but now part ee to of fe) 64 chapter Sane 7Fads and Trends in the 21st Century Rec EE Thinking ahead OB ©. Read the directions O_Ask students the questions and write some of their answers on the board. Eris Marking Text When You Read | bring several hignlighters to class, or ask ‘students with them to hold them up. | | ® Read the directions. | = Ask students who have highlighters how they | use them ' © Suggest that all students bring at least one highlighter to class. 1 Reading: Marking Text when You Read () Read the directions Tell students who have highlighters to mark their books during this activity. Q Tell students without highlighters to underline, circle, or make notes in the margin, 2 Tumon the audio. . — [ANSWER KEY ‘Answers may vary. STA} Topic: voli ici | = -Maii-idea: “People iri the voluntary simplicity 3 movement take various steps to ar ir ti i more enjovabie. (8) Topic: fads from ncia x, Main idea: Wearing mehndlis a harmiess cing bidis is Ie] Topic: popularity of ardmatherapy ‘main Idea: Aromatherapy is a fad that uses iE fruit mab people feel better {b} Topic: dangerous sports Main'idea: People do-variations of traditional ‘sports that are dangerous, but shey make people feel focused andalive Ei checking Your answers @€3 ead the directions el students to check their answers in pairs Q Go around the room and help students with answers, Pecan bau ons © Photocopy and distribute Black Line Master 14 "Extreme Sports” on page BLMI14 of this Teacher's Edition. ut students in pairs and tell them to take this paper and a pencil and go to the computer tab with a partner, or do it at home. Give them a Jew days to complete the assignment. = Have them look on a website for extreme ‘sports; there a few listed on the Black Line Master Tell them to find extreme sports that they Would like to try and fil in the chart, When they finish, have them report their findings to the class. ‘ seinteractions 2 Reading 65‘oJ;Student Book pages 100-106 | Sy I studying for Exams: Organizing Information ErSvaen Studying for Exams: Organi: information organizing information © Read the directions. Activites such as this wil teach students to organize information from a reading passage using a graphic ‘organizer. This allows students to better assimilate ‘and recall information. n this case, students make: ‘note of topic, main idea, and important details, | = Demonstrate each step using this book, ‘notebook, and a sketch of a graphic organizer on the board, 1D. Have students work in pairs on this activity. — ANSWER KEY Aniswers may vary, Topic ‘Main Idea Important Details ‘work less move close to work ‘walk or use a bike plant a veg. garden “| voluntary simplicity | People in this movemient are tying ‘to make their lives simpler. buy less stop buying stuff they don’t need [B.:] fads trom india ‘Wearing mehndiis harmless, but tattoos are permanent smoking bidis is harmful parents are horetied young people ite them ‘mehndilis temporary ‘young people smoke bids they have candy flavors parent worry about this perfume attracts people ‘we remember smells floral scents are pleasant people feel better it's [Link] business ‘spots afe made dangerous snowboarding, mounteln biking til seekers like them “extreme sports” created sky surfing, waterfalunning feel focused and ative popularity of ‘Aromatherapy uses scents to make aromatherapy people feel better | dangerous sports | People do dangerous sports that make them feel focused and alive. 66 Chapter Sumsi Discussing the Reading & o a a Read the directions. Divide students into small groups to discuss the answers. Have them share their answers with the class. Een HA Summarizing a o o o Read the directions. ‘Ask two students to read Summary 1 and Summary 2 Have them compare the summaries with Paragraph A on page 101, Discuss the differences, writing Your own Summary a o Tell students to choose one of the paragraphs listed to summarize Remind them not to fook at the original paragraph as they are writing. Tell those who have chosen Paragraphs 8 and C to look at the graphic organizer on page 104 to help them with their summary, Give students 15-20 minutes for this activity. Have students who worked on the same paragraph compare their summaries when finished Collect summaries and check EZ Responding in writing Best Practice SEREeee Assign she paragraph in this section for homework, allowing each student to choose atopic. (Q. Tell students to write the main idea on the line in their Books. 2 Before you collect the homework, tell students, to exchange papers and read their partner's paregraph, Ask them to write the main idea under the paragreph. When students get their papers back, have them compare their main idea with the one their partners wrate under their paragraph. 2 Collect the papers and correct. 4 jetnteractions 2 Reading «671 Reality TV: what Do You Think? & Best Practice Cultivating Critical Thinking ‘Activities such as this prepare students for discussing present-day issues. By discussing topics lke realty ‘TV shows from different countries, students engage in critica thinking and are able to formulate thelr own opinions after considering the content, the viewers, and the reasons for the current popularity of these Read the directions, Q. Put students into small groups. Tell them to discuss the questions. Have them share their answers with the class. This theme is continued in the Expansion Activity on page 71 of the Teacher's Edition 68 Chapter Same{fi Focusing on Words from the Academic Word List Q Read the directions. 1. Say the words and have students repeat them after you. Q_Ask them what part of speech the words are and tell them to write m., v., adj, or adv. after ‘the words. Q Tell them to cross off the words from the list as ‘hey fil in the biamnks. Check the answers. areas-n——cultwe-n economy-—n rational ad} creative ~ adj designers —n expert -n/adj so~ adv ANSWER KEY 139.2 designers [Link] 4° Expert‘. culture” 6 ational 7-créative 8. econdmy, 5. ANALYZING SUFFIXES. = write the suffixes from the box on the board. Nouns Verbs Adjective Adverb Less ate ess. __w —-ship ize —ism en | Read the information. 1 Ask students to go to the board and write some ‘words in the columns containing these suffixes, cr elicit them from the students. BL Analyzing suffixes O Read the directions. Remind the students not to use a dictionary during this activity. Check the answers when students have finished, ‘.v-7.11.8.2d) 9. adv 1 dj 18. 6. adv 2B, 019% oon 21-22. HV '2B N= + BEAM? MY NST OP . ANALYZING PREFIXES Write the example from the box on the board, We've discovered many unusual hotels in our travels. ‘= write the prefixes from the box in columns across the board, un. in im- ie as- = Read the information. = Ask students to go to the board and write some words in the columns containing these prefixes, or elicit them from the students. Analyzing Prefixes Read the directions. Check answers when finished ss Interactions 2 Reading 69MORE PREFIXES write the prefixes on the board without the meanings, as in the previous activity. Explain that these prefixes come from Latin and that many Latinate languages (French, italian, Portuguese, and Spanish) have similar prefixes, Ask students to go to the board and write ‘words in the columins containing these prefixes, or elicit them from students, con-/com. = with, together pre- = first, before ‘counter- = opposite re: = again, back ex-/e- = out of, from sur = over, above inter = between, among wrong ice. trans: = across mis. | Scatfoicing instruction ‘This activity uses the students’ prior knowledge as 2 scaffold tt helps them place what they already know about prefixes in their own language into the understanding and use of prefixes in Engtish. Hy matching words 2. Read the directions Have the students do the activity without using a dictionary, Check the answers, —« ANSWER KEY : 1g 2ide4a5jod7e8d On 10F Ei understanding Dictionary Entries: single Meanings O Read the directions, 70 chapter 5 Ask two students to read the two dictionary entries, o tell students to read them silently, Q._Ask other students to answer the questions. —a ANSWER KEY . 1. verb’ 2. to make (oneseitor another person) officially a member of.a group, school, afd so on “3. enrollment 4. nounS-a short-lived interest or practice “ [_Uncerstanding Dictionary Entries: Multiple Meanings Q Read the directions. Ask several students to read the parts of the dictionary entry, or tell students to read it silently 'Q._Ask other students to answer the questions. ‘ANSWER KEY" 4. noun/the style of the 19305, 2. a, noun. [Link] [Link] 3.a: ina partigularway bas. _: general way of doing something c. to cut one’s ‘naif particular Wayd:a type Or Sore op ‘of goods... hae aDictionary Practice Eatin Making Use of Academie Content Activities such as this will help expand students’ use of the dictionary (paperback, electronic, or ontine) from 2 mere translator into amore useful too! that ‘con help them learn about parts of speech, different ‘meanings of words, and exempies. Read the directions. QTell students to work as quickly as possible. Of students finish quickly, have them check their answers with a partner. —— ANSWER KEY 1. adj. - without anything added or without decoration 2. n.-large area of flat land 3. adj, — quick to see and act; watchful [Link]= to warn 5.n.~a strong upright pole or bar made of wood, ‘metal, and so on, usualy fixed into the ground 6.¥, ~to-make public or show by fixing to @ wall, board, post, or other material ED searching the internet LJ 2 Read the directions. Put students in pairs and tell them to choose a country where they can look for a reality TV show, List the countries on the board so they are not duplicated Q. Send students to the computer lab or tell them to do the assignment for homework. mid econ Rca Photocopy and distribute Black Line Master 15 “Reality TV Shows” on page BLM15 of this, Teacher's Edition, ‘put students into pairs and have them look on the internet for reality TV shows in the country they have chosen. ‘Toll them to choose a show, find out what it's, ‘about, and write a summary like those in the Culture Note, page 106. 3 Ifthe show {s still being shown, have them. explain who the participants are. fit has ended, have them explain how it ended, 8 Tell them to include their opinion of the show ‘on the sheet Give them a few days to complete the agsignment and have them share their findings with the class. nVOCABULARY QUESTIONS ‘= Read the directions to students, ‘Tell the students that they will do an activity that will help prepare them for the iT. Practice Read the directions. ©. Wirite“Trendspoting,” pages 95-98, and Practice, page 113, on the board Put the current time and the time in ten minutes on the board, for example, 10:30-10:40, Tell the students to begin the Practice, working 8 quickly as possible. AW 2d 3a 4e 5.365708 72 chapters: Self-Assessment Log Read the directions aloud and have students check vocabulary they leamed in the chapter and are prepared to use. Q Have students check the strategies practiced in the chapter (or the degree to which they learned them) They have actually used all these strategies in Chapter 5, Put students in small groups. Ask students to find the information or an activity related to each strategy in the group. Q Tell students to find definitions in the chapter for any words they did not check.Emi Interacting with Others ‘Activities such as this wil energize the students anc ‘add excitement to the class, Since mast interaction in this chapter has been in pairs or small grouns students will enjoy a change of pace with competitive Interaction, Eroouneauuind write all the words from the Target Vocabulary list on seperate pieces of paper. 18 Divide the students into 4 groups, and give each group 4 pieces of paper with words from the list. Tell them not to let the other groups | iow which words they have | | '= Tell them to look up their words in a dictionary and write the meanings on the back of each piece of paper. | Have each group go to the board and write the definition of one of the words on the board. '® Tollthe other groups to guess the word without looking at thelist The group that guesses the word first gets @ point and puts one of their definitions on the board. ‘Repeat this process until none of the groups have any more words. = Tally the score at the end. The team with the | highest score wins. © IFit's not possible for the students to go to the board, tel them to stand up and say the ‘definition and have the groups guess. enarreracons Reoing 73p In this chapter, students will earn about global trade in the first reading and the advantages and disadvantages it brings to developed and developing countries. They will also read about the ' influence of geography and protectionist policies on trade. Students will learn about global travel : in the second reading and the variety of experiences avallable to travelers today. Trains, boats, and + planes take travelers on mystery tours, ecotours, scientific adventures, and—for those with enough : money—even into spacet i CECI scocom : Q Direct students’ attention to the photo on page 117 of the Student Book ' and ask questions: What do you see? Where do you think this is? Could i this be a scene from your country? |. Read the quotation and ask students what it means. : 0. Put these words on the board: globalization, protectionism, | > tnvcomense {Divide students into small groups and ask them to guess what these | words mean. Have them generate a list of words that they associate | with these concepts. G_licit words from the students and write them on the board. 46 It has-been said that arguing against slovalization laws of gravity. 99 7 heres a Be ‘Ghandiah apo, sean eos os 7 anette Ue Has RE) GS ee =Chapter Overview Reading Selections Global Trade Global Travel, ..and Beyond Reading Skills and Strategies Previewing the topic and vocabulary Identifying the main ideas ‘skimming for main ideas Critical Thinking Skills Understanding the literal and figurative meanings of words. Organizing information using an outline: ‘summarizing in writing sdentifying inferences Verbs ‘created* reduce. ‘require* policies (oH ye a ’ i 3 3 3 3 a a 3 3 3 a a 7 Vocabulary a 2 a a a 2 2 Vocabulary Building Focusing on the Academic Word List understanding idioms Focusing on expressions and idioms using participles as adjectives Language skills Stating and expiaining opinions writing a paragraph Focus on Testing Identifying inferences Adjectives Idioms and Expressions economic* _ get around global hands on landlocked - < tial (someone) back inthe merket for ‘on board ‘onyyour own pivate eye piled into rough it runs ‘ake (one’s) time tieck down swhiodunit i¢ Word {iSt For more information on this is, nefalssreséarch/awGlobal Trade ESeaemiee) Previewing the Topic Q._Put students in small groups and have them ciscuss the questions © Call on students to share their answers with the class, Thelr answers may vary. ©. Write a few comments they may have about the iscussion on the board. Previewing Vocabulary (>) © Read the directions to the students Have them put a check (v} next to the words they know, Tell them not to use a dictionary during this part of the lesson. Start the audio, B Previewing 6@ Read the questions and have students work in pairs to answer them. O Give thema time limit of § minutes to answer the questions, Call on students to answer the questions so you ccan check their answers. Comment on the answers, if necessary. ‘opan iad. ‘baking Boats,” The Inflence of x ‘\eGedgrachy, Protectionist Policies: A ‘Way Out. Bs 3: 2 fotech w worker$in indi: 4 eM LD Reading the article (> 76 chapter é 1D. Read the directions. write “What seems to be the main key toa country’s economic success?” on the board ‘and ask students to think about this question as, they are reading. Have students read the passage silently within a time limit (10-1 minutes) or have them follow along silently as you play the audio, Tell them to underline any words or phrases that are new or that they don’t understand, Remind them not to use a dictionary during this part of the lesson. Tell the students to look at the activity following the reading if they finish quickly. Turn on the audio. eas 1 Finding the main ideas Q_ Read the directions, 2 Call on different students to read the answer choices. Ask if the answers are true or false. “ANSWER KEY ET2F 3. AF ST Understanding the Literal and Figurative Meanings of Words | Write itera = letters'and figurative = form or figure Write the sentence from the Strategy Box (on the boarc: ‘The woman with the sad face is worried about how to face the future. +Draw a simple figure of a woman with a sad. face in profile facing right © Onher left write past, and on her right, write future. ‘Explain that the literal meaning of the noun, face, is a person's face, and the figurative meaning of the verb, to face, is to 100k ‘toward or confront. Tell students that many words have both ‘iteral and figurative meanings. {Understanding the Literal and Figurative ‘Meanings of Words Read the directions. Tell students to look back ‘at the reading to find the answers. Give them a time limit (10 min) Check the answers when students finish. —<— ANSWER KEY 1d2a3¢4d5b667..8.C Checking Vocabulary Read the directions. Check the answers when the students finish. ANSWER KEY * a: benefits [Link] tum 3, goods [Link] [Link] 6. tide 7. harbor'8:gap 9. landlocked 10. nutrients 11, obstacle. 12, it goes without. saying 13. protectionist poligies 14. subsidy 18. infrastructure : I checking Your Understanding Q_ Read the directions. Discuss the answers that students give and write some of them on the board. x=_ Understanding Outlines = Write the first section of the outline on the board: Global Trade |. Introduction: Benefits of Open Trade ‘A. For developed countries 1, More competition 2. Lower prices 3, More consumer choice B. For developing countries—access to essential goods For both 1. Reduce poverty 2. 4mprove living conditions '™ Read the directions = Ask a student to read paragraph [4] on page 119. Tell students to listen and look at the ‘outline on the board. ‘Point out the phrases on the board as the student reads them, Ask these questions and tell the students to answer them using the phrases on the boaré: | What ase the benefits of open trade for developed countries? What are the benefits of open trade tor developing countries? What are the benefits of open trade for both countries? Have the students silently read the | Femainder ofthe outine EZ. understanding Outlines Eire ‘Organizing information Activities such as this will teach students to organize information using an outline, Tis allows students 10 identify mat ideas end supporting detals from Interactions 2 Reading = 77‘sections of text and putt into a format that fa review at a later date. Q Read the directions. 2. Tell students to do the activity using the outline on pages 124-125. —_ —— ANSWER KEY “4, global trade" 2-more: ‘competition, Jower -bricesimére consumer choice 3 3-Heaking boats,” wider gap between ‘rich ahd poor: 4. ‘agricultural slsidies, hidden" protectionist policies . 4 S:.oreate’an [Link] which people. Gn move ‘froft-agriculture > jo Fnantufacturing anid infotech; pay attention, to infrastructure and . ~ educatioh;ahd-persuade developed Coline to dion brotectiohist policiés i Cultivating Critical Thinking ‘Activites such as this allow students to engage in tical thinking as they consider the curreat state of affairs in countries around the world. By doing research on the Internet and identifying @ country’s resources, industries, and income, they will be better ble to formulate ideas about its assets and liabilities in order to assess its capacity for economic success. EXPANSION ACTIVITY Photocopy and distribute Black Line Master ‘16 "Analyzing a Country” on page BLM16 of this Teacher's Edition. Tell students to choose a country, either their ‘own or another one. = Keep a list of the countries to make sure that | each one is different. 78 chapters In pairs, have students look on the Internet at a website such as these: ntp:/[Link] ‘ttp:/-wwrw [Link]/countries htm! itp. //[Link]/cia/publications/factbook = Give them a few days to complete the assignment, © When they finish, have them share their findings with the class. | | | 1 Iftime permits, have them look for pictures | (or draw them) and make a poster for an oral | presentation or for display in the classroom. + irieveseuustnsoneate | the presentations, teting them to analyee | the success of the country, comparing their | country to the ones presented by the other studenis, In which areas is this country economically successful? | Which factors contribute to this success? | In which areas is it not so successful? i What predictions can you make about the | country’s future? | Invite students to ask questions or make | comments on the presentations. HD Finding the Main Idea 2. Read the question Call on different students to read the answer choices. Q Elicit the answer (E). Discussing the Reading Read the directions. Divide the students into pairs or small groups. o Q__Go-around the room and listen to the discussion. Ask students to share their ideas with the class.Global Travel . .. and Beyond Eon micn Thinking ahead GM <— — Scaffolding Instruction Activities such as this will allow students to better understand a reading by scaffolding instruction. Eliting information that students already know will tenable them to understand new information and integrate it with prior knowledge. G_Read the directions. write these words an the board in a T-chart (see page 10 in the Student Book for information about T-charts). ‘Types of Travel| PlacestoGo | obstacles eae UNDERSTANDING IDIOMS = write these sentences on the board and underline the idioms: (Our trip was out of this world. We spent 4 fabulous week on the island of Bal. We stayed on board a boat and got around by sailing to different towns. We roughed it by ‘catching fish and eating them. «Ask a student to read the first paragraph in the box. Read the sentences on the board, point out the idioms, and explain them. = Ask another student to read the second paragraph. Ask students the questions and write some of thelr answers in the three columns. © After the reading, call students’ attention to the chart to see if their ideas were found in the reading 1D. Puta check (V) beside those that were. Identifying the Main Ideas QO D Give students a time fimit (10-15 minutes) or turn on the audio, Check the answers. — ANSWER KEY lab (Bld [cla (Dla fe1b Fle E1_ Understanding idioms Read the directions. Q Tell students to do the activity in pais. Go around the room and help students with answers, if necessary. “ANSWER KEY Answers may vary, poe eee efor hoping to find (Ay, in the market for 4, travels; goes (8): uns 7 [Link] [Link] (8): on board poet érdetective (8): private eve ~ 7. Wook for and find (8): track down 8 mystery (B): whodunit 9, arrived in (8)-pulled into 410. travel in a sinple and not comfortable Way (©: coustit ‘ as loteractions 2 Reading 79°F, go trom place to place (Ci getanmiad © write this format on the Board and tell students : Saat with Girect-and active participation =.» 7 [Link] it: <7 “ICE hands-on experience © = =." w1Srtraver slowly Cl: take (one's) time , 2/18/08 Dear, 1'm planning to go ona trip to... (Describe this twpe of travel, but do nat copy trom the eaaing Peer au ad Would you tke to go with me? (Tell your Summarizing /she would enjoy the tris Read the directions, Your friend, Koz Give students @ minute to decide which part tae they will write about. The next day, collect the letters. G_Ask students who are going to summarize ©. Pass them around to different students in the 2 paragraph from Part 1 to sit on one side class. Make sure no one gets his or her own of the room. Ask students who are going to letter. ‘summarize a paragraph from Part 2 to sit on the Q. Tell the students to read them and write the other side of the room. ‘main idea of each paragraph at the bottom, O._ Write these two pieces of advice on the board: (then have the students weite a response to the ‘A summary is shorter than the original.” and letter on the back of the paper, telling why they “Don't look at the original paragraph as you would or would not like to go on the trip. write.” (When students finish, they can give the letters © Put students in pairs. They can first write back to the person who wirate them thesummary alone, and then compare theit summary with that oftheir partner After they have read the letters, collect and ‘check them: (2 When they have compared their summaries, collect the summaries and check them. Discussing the Reading oe writing Your Own ideas: Q_ Read the directions. Divide students into smal grouns to discuss the Gertie) dristubet Interacting with Others ‘Have them share their answers with the class, ‘Activities such as this wll encourage students to use language for real-life communication and edd variety to the class, Writing a letter and getting an answer from a classmate will foster mesningful interaction ‘and interesting language practice. Read the directions. Have students choose one of the topics listed and write the letter for homework. 80 Chapter 6.searching the internet fig Best Practice Activating Prior Knowledge ‘Activites such as looking for a new vacation ‘adventure with a pariner or small group enables students to use their imagination and planning stills. This activity uses prior krowledge of previous ‘vacations, enabling students to choose a similar or ifferent kind of trip and enjoy planning their activities. | Read the directions. Have students ook at the travel choices in Activity 5. G._Ask them to choose one and find a partner who chose the same one. Tell them to do the Expansion Activity together. Eran ead = Photocopy and distribute Black Line Master | 17 "A Different Kind of Vacation” on page | BLM17 of this Teacher's Edition. Put students viho chose the same type of travel into pairs or small groups. ‘= Have them go to the computer lab or do the activity at home, Give them a few days to finish the assignment. Tell the students they can either make a poster of a PowerPoint presentation of their trip, = Have them give the presentation to the class, y sen interactions 2 Reading 81Focusing on Words from the Academic Word List Read the directions, (O. Say the words and have students repeat them after you. Q._Ask them what part of speech they are and tell them to write n, v, adj, or adv after the words © _ Tell them to cross off the words from the list as they fil in the blanks, Check the answers areas global - adj policy—n. created-v —_infrastructure—n_ priority -n economic adj policies—n require -v technology —n — ANSWER KEY ‘1. global 2. economic 3. policy 4: created 5, areas. 6. infrastructure 7. technology 8 require 9. priority 10. policies Expressions and idioms Read the directions. Say the expressions and have the students repeat them after you Remind the students not to use a dictionary during this activity, Check the answers when students have finished, um ANSWER KEY ‘hold back 2. get around :3. private eye [Link]’down 6. in the market for 6. rougn it” 7. goes without saying 8. out ofthis world USING PARTICIPLES AS ADJECTIVES. "write the adjectives and the verbs from the box ‘on the board Present Participle _—_—ast Participle -ing = cause of emotion -ed = effect or result That book is interesting. _'m interested in that ook. We watched a boring We were so bored movie. that we fell asleep. The race was tiring Therunners were tired after it Read the information, Call on two students to read the Examples. EZ Using Participles as adjectives Q Read the directions. Say the expressions and have the students give you the present and past participle. For ‘example, when you say adaict, students say addicting—addicted, challenging/challenged: exciting/excited; fnghtening/trightened; horrifying/horcfied; interesting/interested, relexing/relaxed; terrifying/tesrified; thriling/ thrilled; tring/tired Have students work on the activity in pairs. Check answers when finished, o_o ANSWER KEY ~~, ‘Aniswers may vary, “Linterested; challenging: - + 2, tiring; tired; relaxing relaxed 3. exciting/thrilitig; excited: terrified: terrifying/ frightening 4-theiling: addicted; thrilled; horrifiéa/trightened