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PATHWAYS

Listening Speaking,

and

Critical Thinking

C

Paul MacIntyre

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

PATHWAYS

Listening Speaking,

and

Critical Thinking

C

Paul MacIntyre

A C K N O W L E D G M E N T S i i i

AC K N O W L E D G M E N T S

The author and publisher would like to thank the following reviewers:

UNITED STATES Adrianne Aiko Thompson, Miami Dade College, Miami, Florida; Gokhan Alkanat, Auburn University at

Montgomery, Alabama; Nikki Ashcraft, Shenandoah University, VA; Karin Avila-John, University of Dayton, Ohio; Shirley Baker,

Alliant International University, California; John Baker, Oakland Community College, Michigan; Evina Baquiran Torres, Zoni

Language Centers, New York; Michelle Bell, University of South Florida, Florida; Nancy Boyer, Golden West College, California;

Carol Brutza, Gateway Community College, Connecticut; Sarah Camp, University of Kentucky, Center for ESL, Kentucky; Maria

Caratini, Eastfield College, Texas; Ana Maria Cepero, Miami Dade College, Florida; Daniel Chaboya, Tulsa Community College,

Oklahoma; Patricia Chukwueke, English Language Institute – UCSD Extension, California; Julia A. Correia, Henderson State

University, Connecticut; Suzanne Crisci, Bunker Hill Community College, Massachusetts; Katie Crowder, University of North

Texas, Texas; Lynda Dalgish, Concordia College, New York; Jeffrey Diluglio, Center for English Language and Orientation

Programs: Boston University, Massachusetts; Tim DiMatteo, Southern New Hampshire University, New Hampshire; Scott Dirks,

Kaplan International Center at Harvard Square, Massachusetts; Margo Downey, Center for English Language and Orientation

Programs: Boston University, Massachusetts; John Drezek, Richland College, Texas; Anwar El-Issa, Antelope Valley College,

California; Anrisa Fannin, The International Education Center at Diablo Valley College, California; Jennie Farnell, University of

Connecticut, American Language Program, Connecticut; Mark Fisher, Lone Star College, Texas; Celeste Flowers, University of

Central Arkansas, Arkansas; John Fox, English Language Institute, Georgia; Pradel R. Frank, Miami Dade College, Florida; Sally

Gearheart, Santa Rosa Jr. College, California; Karen Grubbs, ELS Language Centers, Florida; Joni Hagigeorges, Salem State

University, Massachusetts; Valerie Heming, University of Central Missouri, Missouri; Mary Hill, North Shore Community College,

Massachusetts; Harry L. Holden, North Lake College, Texas; Ingrid Holm, University of Massachusetts Amherst, Massachusetts;

Marianne Hsu Santelli, Middlesex County College, New Jersey; Katie Hurter, Lone Star College – North Harris, Texas; Justin

Jernigan, Georgia Gwinnett College, Georgia; Barbara A. Jonckheere, American Language Institute at California State University,

Long Beach, California; Susan Jordan, Fisher College, Massachusetts; Maria Kasparova, Bergen Community College, New

Jersey; Gail Kellersberger, University of Houston-Downtown, Texas; Christina Kelso, Austin Peay State University, Tennessee;

Daryl Kinney, Los Angeles City College, California; Leslie Kosel Eckstein, Hillsborough Community College, Florida; Beth Kozbial

Ernst, University of Wisconsin-Eau Claire, Wisconsin; Jennifer Lacroix, Center for English Language and Orientation Programs:

Boston University, Massachusetts; Stuart Landers, Missouri State University, Missouri; Margaret V. Layton, University of Nevada,

Reno Intensive English Language Center, Nevada; Heidi Lieb, Bergen Community College, New Jersey; Kerry Linder, Language

Studies International New York, New York; Jenifer Lucas-Uygun, Passaic County Community College, New Jersey; Alison

MacAdams, Approach International Student Center, Massachusetts; Craig Machado, Norwalk Community College, Connecticut;

Andrew J. MacNeill, Southwestern College, California; Melanie A. Majeski, Naugatuck Valley Community College, Connecticut;

Wendy Maloney, College of DuPage, Illinois; Chris Mares, University of Maine – Intensive English Institute, Maine; Josefina

Mark, Union County College, New Jersey; Connie Mathews, Nashville State Community College, Tennessee; Bette Matthews,

Mid-Pacific Institute, Hawaii; Marla McDaniels Heath, Norwalk Community College, Connecticut; Kimberly McGrath Moreira,

University of Miami, Florida; Sara McKinnon, College of Marin, California; Christine Mekkaoui, Pittsburg State University, Kansas;

Holly A. Milkowart, Johnson County Community College, Kansas; Warren Mosher, University of Miami, Florida; Lukas Murphy,

Westchester Community College, New York; Elena Nehrebecki, Hudson Community College, New Jersey; Bjarne Nielsen, Central

Piedmont Community College, North Carolina; David Nippoldt, Reedley College, California; Lucia Parsley, Virginia Commonwealth

University, Virginia; Wendy Patriquin, Parkland College, Illinois; Marion Piccolomini, Communicate With Ease, LTD, Pennsylvania;

Carolyn Prager, Spanish-American Institute, New York; Eileen Prince, Prince Language Associates Incorporated, Massachusetts;

Sema Pulak, Texas A & M University, Texas; James T. Raby, Clark University, Massachusetts; Anouchka Rachelson, Miami-Dade

College, Florida; Lynn Ramage Schaefer, University of Central Arkansas, Arkansas; Sherry Rasmussen, DePaul University, Illinois;

Amy Renehan, University of Washington, Washington; Esther Robbins, Prince George’s Community College, Pennsylvania; Helen

Roland, Miami Dade College, Florida; Linda Roth, Vanderbilt University English Language Center, Tennessee; Janine Rudnick,

El Paso Community College, Texas; Rita Rutkowski Weber, University of Wisconsin – Milwaukee, Wisconsin; Elena Sapp, INTO

Oregon State University, Oregon; Margaret Shippey, Miami Dade College, Florida; Lisa Sieg, Murray State University, Kentucky;

Alison Stamps, ESL Center at Mississippi State University, Mississippi; Peggy Street, ELS Language Centers, Miami, Florida;

Lydia Streiter, York College Adult Learning Center, New York; Nicholas Taggart, Arkansas State University, Arkansas; Marcia

Takacs, Coastline Community College, California; Tamara Teffeteller, University of California Los Angeles, American Language

Center, California; Rebecca Toner, English Language Programs, University of Pennsylvania, Pennsylvania; William G. Trudeau,

Missouri Southern State University, Missouri; Troy Tucker, Edison State College, Florida; Maria Vargas-O’Neel, Miami Dade

College, Florida; Amerca Vazquez, Miami Dade College, Florida; Alison Vinande, Modesto Junior College, California; Christie

Ward, Intensive English Language Program, Central Connecticut State University, Connecticut; Colin S. Ward, Lone Star College-

North Harris, Texas; Denise L. Warner, Lansing Community College, Michigan; Wendy Wish-Bogue, Valencia Community College,

Florida; Cissy Wong, Sacramento City College, California; Kimberly Yoder, Kent State University, ESL Center, Ohio.

ASIA Teoh Swee Ai, Universiti Teknologi Mara, Malaysia; Nor Azni Abdullah, Universiti Teknologi Mara, Malaysia; Thomas E. Bieri,

Nagoya College, Japan; Paul Bournhonesque, Seoul National University of Technology, Korea; Michael C. Cheng, National Chengchi

University; Fu-Dong Chiou, National Taiwan University; Derek Currie, Korea University, Sejong Institute of Foreign Language Studies,

Korea; Christoph A. Hafner, City University of Hong Kong, Hong Kong; Wenhua Hsu, I-Shou University; Helen Huntley, Hanoi

University, Vietnam; Rob Higgens, Ritsumeikan University, Japan; Shih Fan Kao, JinWen University of Science and Technology; Ikuko

Kashiwabara, Osaka Electro-Communication University, Japan; Richard S. Lavin, Prefecturla University of Kumamoto, Japan; Mike

Lay, American Institute, Cambodia; Byoung-Kyo Lee, Yonsei University, Korea; Lin Li, Capital Normal University, China; Hudson

Murrell, Baiko Gakuin University, Japan; Keiichi Narita, Niigata University, Japan; Huynh Thi Ai Nguyen, Vietnam USA Society,

Vietnam; James Pham, IDP Phnom Penh, Cambodia; Duncan Rose, British Council, Singapore; Simone Samuels, The Indonesia

Australia Language Foundation Jakarta, Indonesia; Wang Songmei, Beijing Institute of Education Faculty, China; Chien-Wen Jenny

Tseng, National Sun Yat-Sen University; Hajime Uematsu, Hirosaki University, Japan

AUSTRALIA Susan Austin, University of South Australia, Joanne Cummins, Swinburne College; Pamela Humphreys, Griffith University

LATIN AMERICA AND THE CARIBBEAN Ramon Aguilar, Universidad Tecnológica de Hermosillo, México; Livia de Araujo

Donnini Rodrigues, University of São Paolo, Brazil; Cecilia Avila, Universidad de Xapala, México; Beth Bartlett, Centro Cultural

Colombo Americano, Cali, Colombia; Raúl Billini, Colegio Loyola, Dominican Republic; Nohora Edith Bryan, Universidad de La

Sabana, Colombia; Raquel Hernández Cantú, Instituto Tecnológico de Monterrey, Mexico; Millie Commander, Inter American

University of Puerto Rico, Puerto Rico; Edwin Marín-Arroyo, Instituto Tecnológico de Costa Rica; Rosario Mena, Instituto Cultural

Dominico-Americano, Dominican Republic; Elizabeth Ortiz Lozada, COPEI-COPOL English Institute, Ecuador; Gilberto Rios

Zamora, Sinaloa State Language Center, Mexico; Patricia Veciños, El Instituto Cultural Argentino Norteamericano, Argentina

MIDDLE EAST AND NORTH AFRICA Tom Farkas, American University of Cairo, Egypt; Ghada Hozayen, Arab Academy for

Science, Technology and Maritime Transport, Egypt

7

8

Money in Our

Lives

Page 121

Academic Track:

Economics

Health and

Fitness

Page 141

Academic Track:

Health and Medicine

Lesson A:

Listening to a Radio Interview

Discussing Values

Lesson B:

Listening to a Conversation Between Friends

Preparing a Budget

Lesson A:

Listening to a Question-and- Answer Session

Discussing Environmental Health Concerns

Lesson B:

Listening to a Conversation Between Friends

Sharing Advice about Health and Fitness

Understanding Meaning from Context

Using a Dictionary

Choosing the Right Definition

Using New Vocabulary to Complete an Article

Using New Vocabulary to Relate to Personal Experiences

Understanding Meaning from Context

Using a Dictionary

Understanding Collocations

Using New Vocabulary to Complete an Article

Identifying Synonyms for New Vocabulary Words

Listening for Main Ideas

Listening for Details

Listening for Information to Complete an Outline

Pronunciation:

Vowel-to-Vowel Linking

Listening for Main Ideas

Listening for Details

Listening for Information to Complete a Chart

Note-Taking

Pronunciation:

Dropped Syllables

Unit Academic Pathways Vocabulary Listening Skills

9

Mind and Memory

Page 161

Academic Track:

Psychology/ Brain Science

Lesson A:

Listening to a TV Show

Giving a Short Persuasive Speech

Lesson B:

Listening to a Conversation Between Classmates

Using Memory Skills to Recall Information

Understanding Meaning from Context

Using New Vocabulary to Complete an Article

Using New Vocabulary to Discuss Opinions

Using a Dictionary

Understanding Collocations

Listening for Main Ideas

Note-Taking

Listening for Details

Listening for Information to Complete an Outline

Pronunciation:

Using Word Stress to Clarify Information

10

Food Concerns

Page 181

Academic Track:

Interdisciplinary

Lesson A:

Listening to a PowerPoint Lecture

Role-Playing a Debate

Lesson B:

Listening to an Informal Conversation

Creating a PowerPoint Presentation

Understanding Meaning from Context

Using a Dictionary

Using New Vocabulary to Complete an Article

Listening for Main Ideas

Synthesizing Information

Listening for Details

Note-Taking

Pronunciation:

Syllable Stress

Scope and Sequence

Independent

Student Handbook

Page 201

i v C R E D I T S

Wind power provides energy to farms and homes in Abilene, Texas.

6 2 | U N I T 4

A | Look at the photos and read the captions. Then answer the questions.

1. How do you think energy use has changed over time?
2. In the future, do you think you will be using more or less electricity than you do now? Why do you think so?
3. Would you be willing to live next to a large energy facility such as a nuclear power plant or wind farm? Explain your answer.

Exploring the Theme:

Energy Issues

E N E R G Y I S S U E S | 6 3

Big Power, Big Risks

In this village, lights shine from nearly every house. However, the world is still far away from providing inexpensive electricity. In fact, about one in four people still have no electricity at all.

By the year 2030, the demand for energy is expected to be double what it was in the year 2000. Providing the enormous quantity of energy the world needs is a difficult task, and there is often risk for workers, the public, and the environment.

The “Exploring the Theme” section provides a

visual introduction to the unit and encourages learners

to think critically and share ideas about the unit topic.

E X P L O R E A U N I T

61

Energy Issues

4

U N I T

ACADEMIC PATHWAYS Lesson A: Listening to a Guest Speaker Role-Playing a Town Meeting Lesson B: Listening to a Study Group Discussion Creating and Using Visuals in a Presentation

Think and Discuss

1. Look at the photo and read the caption. What types of energy are you familiar with?
2. How much energy do you use in your daily life?

Vapor is released from a nuclear power plant in France.

Each unit consists of two lessons which include

the following sections:

Building Vocabulary

Using Vocabulary

Developing Listening Skills

Exploring Spoken English

Speaking (called “Engage” in Lesson B)

E X P L O R E A U N I T T H E PAT H WAY TO ACA D E M I C S U C C E S S …

An academic pathway is clearly labeled

for learners, starting with formal listening

(e.g., lectures) and moving to a more informal

context (e.g., a conversation between students

in a study group).

v i

T H E PAT H WAY TO ACA D E M I C S U C C E S S …

E X P L O R E A U N I T

Listening activities

encourage learners

to listen for and

consolidate key

information, reinforcing

the language, and

allowing learners to

think critically about the

information they hear.

A “Developing

Listening Skills”

section follows a

before, during, and after

listening approach to

give learners the tools

necessary to master

listening skills for a

variety of contexts.

6 6 | U N I T 4

L E S S O N A

I. Background A. 1970s & 1980s: Soviet Union developed nuclear technology B. 1986: 25 plants w/ safety probs. II. Chernobyl disaster A. Causes

1. Mistakes during safety test
2. No containment building to limit fire and radiation B. Result: explosion people dead

D E V E LO PI N G L I S T E N I N G S K I L L S

Before Listening

Predicting Content. Work with a partner. Look at the map and diagram. Discuss the questions.

1. Use your dictionary and look up these terms: containment, radiation, radioactive, half-life. How do you predict these words will be used in the lecture?
2. Locate the containment structure in the diagram. Why do you think this structure is important? Explain your ideas.

51°N

27° 30°E 33° B E L A R U S R U S S I A

U K R A I N E

A modern nuclear power plant

Critical Thinking Focus: Using an Outline to Take Notes

Using an outline can help you take organized and clear notes. In an outline, indicate main ideas with Roman numerals (I, II, III) and capital letters (A, B, C). Indicate details with numbers. As information becomes more specific, move it to the right.

Listening: A Guest Speaker

A | Listen to the introduction to a lecture about the Chernobyl nuclear disaster. Read the outline as you listen.

track 2-

E N E R G Y I S S U E S | 6 7

B | Discussion. With a partner, discuss the questions. Refer to the outline in exercise A.

1. What topics did the introduction cover?
2. Which items are main ideas? Which items are details?

C | Listening for Main Ideas. Listen to the entire lecture and answer the questions.

1. Check (✔) each effect of the explosion that the speaker mentions. a. People were forced to leave their homes. b. Animals died from exposure to radiation. c. Young people became ill with thyroid cancer. d. Billions of dollars were spent on health and cleanup costs. e. Modern nuclear power plants are built with containment structures.
2. What happened to the town of Pripyat? a. It was abandoned. b. It burned to the ground. c. It was turned into a tourist attraction.
3. What is surprising about Chernobyl today? a. The residents of Pripyat have returned. b. Many animals have come back to the area. c. The radiation from the explosion has disappeared.

D | Outlining. Listen again. Continue the outline from exercise A on page 66. Complete the outline with details from the lecture. (See page 206 of the Independent Student Handbook for more information on outlining.)

track 2-

track 2-

C. The Chernobyl plant today

1. Still extremely
2. There are plans to build a D. Radioactivity
3. Many areas still contaminated with cesium
4. Half-life of years E. The exclusion zone today
5. people live there
6. Animals have returned, for ex.,

After Listening Discussion. With a partner, answer the questions. Use your notes as well as your own ideas.

1. Describe the town of Pripyat before and after the disaster.
2. These days, a small number of tourists travel to Chernobyl. Would you go there if you had the opportunity?

6 4 | U N I T 4

L E S S O N A (^) B U I L D I N G VO CA B U L A R Y

A | Meaning from Context. Read and listen to the news report about the Deepwater Horizon oil spill. Notice the words in blue. These are words you will hear and use in Lesson A.

track 2-

B | Match each word in blue from exercise A with its definition. Use your dictionary to help you.

1. triggered (v.)
2. abandoned (v.)
3. released (v.)
4. emerged (v.)
5. experts (n.)
6. contaminated (v.)
7. exposed (v.)
8. reacted (v.)
9. controversy (n.)
10. compensate (v.)

a. to pay someone to replace lost money or things b. became known; appeared c. responded to d. caused an event to begin to happen e. left a place, thing, or person permanently f. people who are very skilled or who know a lot about a particular subject g. entered the surrounding atmosphere or area; freed h. a disagreement, especially about a public policy or moral issue that people feel strongly about i. made something dirty, harmful, or dangerous because of chemicals or radiation j. placed in a dangerous situation

On April 20, 2010, one of the worst oil spills in history began in the Gulf of Mexico. The spill occurred at an oil rig, called the Deepwater Horizon, which is owned by the BP company. A buildup of pressure caused natural gas to shoot up suddenly from the ocean floor. The gas triggered a terrible explosion and a fi re on the oil rig. After the explosion, the crew abandoned the platform and escaped in lifeboats. Unfortunately, eleven workers were never found. For weeks, no one was sure just how much oil was being released into the Gulf of Mexico. Gradually, information about the damage from the oil spill emerged. It was discovered that between 50,000 to 60,000 barrels of oil a day were fl owing into the Gulf. Experts from BP and other organizations tried to stop the spill, but it continued for nearly three months. By the time the leak was stopped, the beautiful blue waters of the Gulf had been contaminated with nearly 5 million barrels of oil. The disaster did serious harm to the fishing and tourism industries in the southern United States. Pictures of birds that had been exposed to the thick oil appeared daily in the news. The American public reacted angrily, and the spill created a huge controversy. Some people even wanted to stop oil companies from drilling in the Gulf of Mexico. BP set aside 20 billion dollars to compensate fi shermen, hotel owners, and store owners whose businesses were impacted by the spill.

A beach in the United States is covered with oil after the Deepwater Horizon oil spill.

Key academic and high-frequency vocabulary

is introduced, practiced, and expanded throughout

each unit. Lessons A and B each present and

practice 10 terms.

v i i

T H E PAT H WAY TO ACA D E M I C S U C C E S S …

E X P L O R E A U N I T

7 2 | U N I T 4

L E S S O N A A N D B (^) V I E W I N G

Before Viewing Understanding Visuals. Read the information. Use the words in blue to label the diagram.

While Viewing

A | Watch the video. Fill in the blanks with the word or words you hear.

The most powerful source of (1) on the planet is actually out in space. It’s (2). More energy falls as sunlight on the United States in a single day than it uses in a (3). But it’s been difficult to turn that sunlight into (4). Many people already use some (5). But the world’s need for power is great, and for solar power to be an alternative to other energy sources, it has to be both affordable and (6).

(^1) Synthetic products are made from chemicals or artificial substances rather than from natural sources.

Solar cells turn sunlight into electricity.

(^1) S h i d d f h i l ifi i l b h h f l

There are many different kinds of solar power systems. This diagram shows how parabolic trough solar power works.

1. Sunlight hits curved mirrors that direct all the light and heat to the middle of the mirror.
2. In the middle of the mirror, a tube fi lled with synthetic^1 oil is heated to about 700°F.
3. The oil runs into a boiler where it turns water into steam.
4. The steam spins an electric turbine , which turns and makes electricity.

E N E R G Y I S S U E S | 7 3

Ladybug robots crawl down a leaf. The robots are powered by solar power collectors attached to their backs.

B | Watch the video again. Check (✔) the five true statements.

1. Sacramento doesn’t use much solar power.
2. Many new homes have solar cells.
3. Many people drive solar-powered cars.
4. Solar panels shade parking lots.
5. Solar panels shade city buildings.
6. Sacramento gets lower prices by buying a lot of solar panels at one time.
7. Solar power is very expensive to residents of Sacramento.
8. People can sell electricity back to the power company.

C | Viewing for Specific Information. Watch the video again. Circle the best answer to each question.

1. Where is the Kramer Solar Junction facility located? a. In the mountains b. In a desert c. By the sea
2. How many people can the facility provide power for? a. Half a million b. Five million c. Eight and a half million
3. What happens on days when there is no sun? a. The facility buys back power from customers. b. The facility uses power from batteries. c. The facility uses backup natural gas generators.
4. What does the facility produce a lot of? a. Power b. Carbon dioxide c. Smog

After Viewing

Critical Thinking. With a partner, discuss the questions.

1. What are some problems that could occur when using solar power?
2. In general, do you think the government should be responsible for developing alternative energies? Or, should it be left to private corporations to develop alternative energies? Explain your answer.
3. Mirrors now cover 1000 acres of the Mojave Desert at the Kramer Solar Junction power facility. What impact could this have on the local environment there?

The “Viewing” section works as a content-bridge between Lesson

A and Lesson B and includes two pages of activities based on a

fascinating video from National Geographic.

A DVD for each level contains

10 authentic videos from National

Geographic specially adapted for English

language learners.

PATHWAYS 4 Listening, Speaking, andCritical Thinking

ISBN-13: 978-1-111-34780- ISBN-10: 1-111-34780-

© (^2 0 ) (^3) N a t i o n a l G e o g r a p h i cL ea r n i ng ,apa r tof CengageLearnin g.AL LRIG HT SRE SE RVE

DVD D.

i x

T H E PAT H WAY TO ACA D E M I C S U C C E S S …

E X P L O R E A U N I T

Venn Diagram

The Amish

The Hadza

both groups

R E S O U R C E S

Understanding and Using Visuals: Graphic Organizers

T-Chart

pest-resistant crops could be dangerous

GM Food: Pros

GM Food: Cons

Family Tree

Mother Place of origin: Other places lived:

Place of origin: Other places lived:

Me Place of origin: Other places lived:

Father

Purpose: Compare or contrast two things or list aspects of two things

Purpose: Show differences and similarities between two things, sometimes three

Purpose: Organize information about your family relationships

This area represents information that is true for the Amish.

This area represents information that is true for the Hadza.

This area represents information that is true for both groups of people.

214 I N D E P E N D E N T S T U D E N T H A N D B O O K

8 0 |^ U N I T 4

E N G AG E: C r e a t i n g a n d U s i n g V i s u a l s i n a P r e s e n t a t i o n

U N I T

A | Discussion. Form a group of two or three students. Examine the list of unusual energy sources and select one to research.

biodiesel hydrogen fuel cells biomass methane from landfills energy-generating floors sugar ethanol tidal or ocean power

B | Researching. Outside of class, research your topic online or in the library. Use the outline below as a guide while you take notes about your topic. Find several images that relate to your energy source. (See page 212 of the Independent Student Handbook for more information on doing research.)

Presentation Skills: Fighting Nervousness

It is normal to be a little nervous at the beginning of a presentation. However, the first impression you make on your audience is very important. Make an effort to speak slowly and calmly at the beginning of your presentation. Memorizing the first few sentences you plan to say can sometimes help. Soon you will begin to feel more comfortable and gain confidence.

nline or in the library Use the outline

This biomass plant burns rice to generate electricity.

Your group is going to deliver a presentation to the class about an unusual source of energy. To support your presentation, your group will make a poster or a slide presentation with pictures, graphs, or other visual information. Your visual should include answers to these questions:

1. What is an unusual source of energy?
2. How does this energy source work?
3. What are the advantages and disadvantages of using this energy source?

g )

I. Type of energy A. Description B. Source II. Examples of how the energy is used A. Places B. Purposes III. Advantages IV. Disadvantages V. Future of this form of energy

C | Planning a Presentation. As a group, use your notes from exercise B and your images to create a poster or slide presentation about your energy source. Be sure that your poster or slide presentation answers the three questions in the box at the top of the page.

D | Presentation. When you give your presentation, all group members should speak. Be sure to explain the images you present, and answer any questions from your audience.

7 8 | U N I T 4

L E S S O N B (^) E X P LO R I N G S P O K E N E N G L I S H

A | In the study group discussion, there were a number of expressions for expressing approval and disapproval. Listen and fill in the missing expressions you hear.

1. On the downside, some people wind turbines because they’re ugly. They also complain about the noise the machines make, although most people think put up wind turbines on farmlands.
2. A lot of people think to destroy animal habitats this way. They also believe that people are forced to leave their homes.

B | Read the statements. Use the ratings below to indicate your approval or disapproval of each topic.

track 2-

Expressing Approval and Disapproval

Here are some expressions you can use to express approval or disapproval.

Approval Disapproval It’s OK that... It’s wrong to (verb)... I think it’s fi ne to (verb)... It’s not right that... I (strongly) approve of (noun)... I (strongly) disapprove of (noun)... It’s OK (for someone) to (verb)... It’s not right (for someone) to (verb)...

1 = strongly approve 2 = approve 3 = neither approve nor disapprove 4 = disapprove 5 = strongly disapprove

Statements My Rating

a. The city council has voted to raise taxes by one percent in order to put solar energy systems in all government buildings. Do you approve or disapprove of raising taxes?

b. A dam will provide cheap hydroelectric power to millions of people. However, it will require hundreds of people to leave the valley where they have been living for many years. Do you approve or disapprove of building the dam?

c. A proposed geothermal plant near your town will reduce your energy bills. However, the steam that is released contains a gas that smells like rotten eggs. Do you approve or disapprove of building the geothermal plant?

d. Your neighbor wants to install a wind turbine in his backyard. Do you approve or disapprove?

C | Discussion. Form a group with three other students and compare your ratings from exercise B. One student should read each statement. Then group members should take turns giving and explaining their ratings. Discuss whether you agree or disagree with your classmates’ ratings.

Language Function

An “Engage” section at the end

of the unit challenges learners with an

end-of-unit presentation project. Speaking

tips are offered for formal and informal

group communication, instructing students

to interact appropriately in different

academic situations.

A 19-page “Independent Student Handbook”

is conveniently located in the back of the book and

provides helpful self-study strategies for students to

become better independent learners.

“Presentation Skills” boxes offer helpful tips and

suggestions for successful academic presentations.

Critical thinking activities are integrated in every

unit, encouraging continuous engagement in developing

academic skills.

x

x i i C R E D I T S

L I S T E N I N G A N D

T E X T

124, 126-127: Adapted from “Living it Up,

Paying it Down,” by Mary McPeak: National

Geographic Magazine, February 2005,

144, 146-147 Adapted from “The Pollution

Within,” by David Ewing Duncan: National

Geographic Magazine, October 2006,

156-157: Adapted from “Yosemite Climbing,” by

Mark Jenkins: National Geographic Magazine,

May 2011, 165-167: Adapted from “Minds of

Their Own,” by Virginia Morrell: National

Geographic Magazine, March 2008;

175: Adapted from “Young Chimp Outscores

College Students in Memory Test,” by Malcolm

Ritter: National Geographic News, December 3,

2007, 176-177 Adapted from “Remember This”

by Joshua Foer: National Geographic Magazine,

November 2007, 184, 186-187, 189: Adapted

from “Food: How Altered?,” by Jennifer

Ackerman: National Geographic Magazine, May

2002, 184: Adapted from “Food Ark,” by

Charles Siebert: National Geographic

Magazine, July 2011, 194-197: Adapted from

“The Global Food Crisis: The End of Plenty,” by

Joel K. Bourne, Jr.: National Geographic

Magazine, June 2009

P H OTO S

121: Tyrone Turner/National Geographic Image

Collection, 122: StockLite/ Shutterstock.com,

122: Billy Hustace/Corbis, 122-123: Tino

Soriano/National Geographic Image Collection,

124: David Mclain/National Geographic

Image Collection, 124: David McLain/

National Geographic Image Collection,

126: Blend Images (RF)/Hill Street Studios/

Jupiter Images, 129: Fedor Kondratenko/

Shutterstock.com, 132: Catherine Hansen/

Photononstop/PhotoLibrary, 132: sutsaiy/

Shutterstock.com, 133: foodfolio/Alamy,

134: John Gress/Reuters, 136: Aaron Lambert/

Santa Maria Times/ZUMA Press/ Newscom,

139: Frank May/dpa/Landov, 141: Jimmy Chin/

National Geographic Image Collection,

142: Photograph by Peter Essick, 142: John

Stanmeyer LLC/National Geographic Image

Collection, 142: Jimmy Chin/National

Geographic Image Collection, 142-143: Dawn

Kish/National Geographic Image Collection,

144: Photograph by Peter Essick, 144: Everett

Collection, 146: Peter Essick/National

Geographic Image Collection, 147: Peter

Essick/National Geographic Image Collection,

148: Photograph by Peter Essick, 148: Peter

Essick/National Geographic Image Collection,

148: Photograph by Peter Essick, 148: Peter

Essick/National Geographic Image Collection,

150: Rich Legg/iStockphoto, 152: Michael

Nichols/National Geographic Image Collection, 153: Michael Edwards/Alamy, 153: Terry

Whittaker/FLPA/PhotoLibrary, 154: dbtravel/ dbimages/Alamy, 154: Bill Hatcher/National

Geographic Image Collection, 154: Pete McBride/National Geographic Image Collection,

156: Jimmy Chin/National Geographic Image Collection, 159: Denis Raev/iStockphoto.com,

161: Rod Porteous/Robert Harding World Imagery/Corbis, 163: Vincent J. Musi/National

Geographic Image Collection, 163: Maggie Steber, 163: Maggie Steber/National

Geographic Image Collection, 164: Uryadnikov Sergey/Shutterstock, 165: Cohn, Ronald H/

National Geographic Image Collection, 166: Vincent J. Musi/National Geographic

Image Collection, 166: Vincent J. Musi/National Geographic Image Collection, 169: Natursports/

Shutterstock, 169: sjlocke/iStockphoto, 169: Christina Richards/Shutterstock.com,

172: sextoacto/iStockphoto, 172: Joe Raedle/ Newsmakers/Getty Images, 173: FLPA/Alamy,

174: Maggie Steber/National Geographic Image Collection, 175: AP Photo/Primate Research

Institute, Kyoto/Tetsuro Matsuzawa, 176: Maggie Steber/National Geographic

Image Collection, 179: Michael Nichols/ National Geographic Image Collection,

181: Michael S. Yamashita/National Geographic

Image Collection, 182: Lee Avison/GAP Photos/ Getty Images, 182: Jim Richardson/National

Geographic Image Collection, 182-183: Fritz Hoffmann/National Geographic Image

Collection, 183: John Stanmeyer LLC/National Geographic Image Collection, 184: Jim

Richardson/National Geographic Image Collection, 186: Jim Richardson/National

Geographic Image Collection, 187: Jim Richardson/National Geographic Image

Collection, 187: Jim Richardson/National Geographic Image Collection, 187: Colin

Monteath/Minden Pictures, 187: nopporn/ Shutterstock.com, 188: Jim Richardson/

National Geographic Image Collection, 189: Ferran Traite Soler/ istockphoto.com,

189: Jim Richardson/ National Geographic Image Collection, 190: Ted Aljibe/Staff/AFP/

Getty Images, 192: CuboImages srl/Alamy, 192: Marka/ Alamy, 193: Christine Webb/Alamy,

193: Eric Risberg/AP Photo, 194: John Stanmeyer LLC/ National Geographic Image

Collection, 195: John Stanmeyer LLC/National Geographic Image Collection, 198: tBoyan/

iStockphoto, 200: Otokimus/Shutterstock

C R E D I T S

M A P A N D

I L L U S T R AT I O N

132, 216: Mapping Specialists, Ltd. Madison, WI USA; 152: National Geographic Maps;

152: National Geographic Maps; 154: National Geographic Maps; 162-163: Roger Harris /

Photo Researchers, Inc.; 175: National Geographic Maps; 190: National Geographic

Maps; 192: Mapping Specialists, Ltd. Madison, WI USA; 196: Sean McNaughton,

NGM Staff; 208: Bob Kayganich/ illustrationonline

1 21

Money in Our Lives

7

Think and Discuss

1. What is happening in this photo? Read the caption. Does this activity surprise you?
2. An old saying goes, “Love of money is the root of all evil.” Does this saying seem

true to you? Explain.

U N I T

ACADEMIC PATHWAYS

Lesson A: Listening to a Radio Interview

Discussing Values

Lesson B: Listening to a Conversation between Friends

Preparing a Budget

Friends pin money to a man’s suit during his birthday party in New Orleans, Louisiana.

• M O N E Y I N O U R L I V E S |

1 2 4 | U N I T 7

L E S S O N A B U I L D I N G VO CA B U L A R Y

A | Meaning from Context. Read and listen to the paragraphs. Notice the words in blue.

These are the words you will hear and use in Lesson A.

track 3-

B | Write each word in blue from exercise A next to its definition.

1. (v.) stopped
2. (v.) to show
3. (v.) to buy
4. (n.) one part, which together with other parts makes a whole
5. (v.) to advance, encourage, or improve
6. (adv.) clearly; used when something is said that is already understood
   7. (n.) mistakes
7. (adj.) extremely important
8. (n.) a promise to complete a task
9. (n.) information in the form of numbers

Credit card debt is a major problem in the United States, as these

statistics show:

r The average debt per household is reported to be about $15,799.

r Unpaid credit card bills in a recent year totaled around

69 billion dollars.

Kelly Jones got herself in debt by using 10 credit cards, but

she recently ceased using them completely. To pay off her $15,

debt, Jones works 64 hours a week at two jobs. She started a debt-

management plan, and hopes to pay off her bills in seven years. She

will no longer purchase unnecessary items. “I have no idea what I bought. I have nothing to show for

it,” she says. Now, Jones warns young people not to repeat her errors , and tells them about what can

happen if they rely on credit cards too much.

1 A counselor gives information and support to people who need help.

2 A client is a person who receives a service from a company or professional.

1 A l i i f i d l h d h l

A financial counselor 1 sorts through thousands of pieces of cut-up

credit cards. Obviously , these cards won’t be used again. Counselors

ask people who are in debt to cut up all of their credit cards. This is just

one component of a process to help clients

2 pay their bills. Counselors

display the cut-up cards to demonstrate that people are not alone.

Cutting up credit cards shows the commitment that hundreds of people

have made to control their spending. Each year millions of people seek

help to get out of debt. Many of these people receive counseling and

education to promote better money management.

1 2 6 | U N I T 7

L E S S O N A D E V E LO P I N G L I S T E N I N G S K I L L S

Before Listening

A | Read the statements about money. How happy

does each situation make you? Rank them from 1

(the happiest) to 5 (the least happy).

Having money in the bank

Spending money on items you want

Giving money to other people

Earning money

Receiving money as a gift

B | Discussion. Form a group with two or three other students. Compare and discuss your

rankings from exercise A. Then come up with a new ranking list for your group. Take a

group vote on which item should be ranked number 1 and so on.

Listening: A Radio Interview

A | Listening for Main Ideas. Listen to a radio interview about money and happiness.

Then choose the correct answer for each question.

1. What does a recent study by psychologist Elizabeth Dunn show?

a. Spending money brings us more happiness than saving money.

b. Spending money on others brings us more happiness than spending it

on ourselves.

c. Possessions bring us more happiness than experiences.

2. What caused Dunn to research the relationship between money and happiness?

a. She had more money and wanted to know how to use it.

b. She lost her job as a professor and needed to live on less money.

c. Her university asked her to study student happiness levels.

3. What common error do people make when they try to buy happiness with money?

a. They are afraid to buy the things that will really make them happy.

b. They think major purchases such as houses will make them happy.

c. They use scientific research instead of their own feelings when spending money.

4. In their study, what question did Leaf Van Boven and Tom Gilovich want to answer?

a. Does having money in the bank make people happier than spending it?

b. Does spending money on things help people think of themselves differently?

c. Does money spent on experiences make people happier than money spent

on items?

5. What did Angus Deaton and Daniel Kahneman’s study reveal?

a. Making more than a certain amount of money causes unhappiness.

b. Making more than a certain amount of money doesn’t affect happiness much.

c. Making more than a certain amount of money causes greater happiness.

track 3-

M O N E Y I N O U R L I V E S | 1 27

B | Note-Taking. Listen again and complete the outline with information from the radio interview.

(See page 206 of the Independent Student Handbook for more information on note-taking.)

track 3-

Happiness Studies

I. Elizabeth Dunn

A. Research question: Do people get more happiness from spending money on themselves

or?

B. Experiment:

1. Gave people
2. Asked some people to spend it , others
3. At end of day,

C. Result:

II. Leaf van Boven & Tom Gilovich

A. Research question: What is the value of spending money on

versus?

B. Experiment:

C. Result:

III. Angus Deaton & Daniel Kahneman

A. Research question: Does more money =?

B. Experiment:

C. Result:

After Listening

Critical Thinking Focus: Summarizing

A summary is a shortened version of a text or listening passage that contains all of the

main ideas and a few important details. A summary usually includes (1) a general opening

statement, (2) the main ideas, and (3) a concluding statement. The parts of the summary

should be connected with transitions. A summary can be written or oral, and it should

not include your opinion.

A | Summarizing. Work with two other students. Use your notes from exercise B above to

summarize the studies on money and happiness. Each student should summarize one study.

(See page 206 of the Independent Student Handbook for more information on summarizing).

B | Discussion. With your group, discuss the questions.

1. Elizabeth Dunn’s study shows that giving money away makes people happier than

spending it on themselves. Why do you think this is true?

2. Compare a time when you spent money on an experience with a time when you

bought an item you wanted. Which purchase made you happier? Explain.