Pathways RW Level 2

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Bringing the world to the classroom and the classroom to life
A PART OF CENGAGE ALL RIGHTS RESERVED – NOT FOR RESALE

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Have students work individually to complete the 1.01 Have students read the passage individually, or Have students complete the task individually.
Reading 1
• •

exercise. play the audio and have students read along. • Check answers as a class. Ask students how they
• Have them compare answers in pairs. Encourage arrived at their answers. Elicit example sentences for
0
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students to explain why they chose their answers. OVERVIEW OF THE READING each word.
PREPARING TO READ (page 4) • Elicit example answers from the class. On the board, The passage presents two contrasting case studies, D
create a word web with students’ answers. Critical Thinking: Justifying Your Opinion
Singapore and Mexico, which help to make the point
A Students should use what they have learned to justify
Building Vocabulary D that there is no single reason that people are happy.
Predicting their opinions. Remind students that in their daily lives,
Building Vocabulary exercises introduce students to key Work, security, safety, freedom, and socializing with
vocabulary items from the reading passage. Students Predicting helps the reader understand a passage better friends and family all play important roles. they are often asked to give reasons for their opinions.
should find the blue words in the passage and use later. Here, students should read the title and subheads (Example: On the board, write: We have the best English
and make their own guesses about this reading. Online search terms: Happy Planet Index; World Happiness class. Point out that before believing this, people will
contextual clues to guess the meanings of the words. Report
One useful clue is part of speech. For example: Nouns are
• Have students read the title and subheads. Stress that want to know the reasons. Elicit reasons: Because the
often preceded by articles such as a or the (a team, the students should not try to read the entire passage. You students are friendly; the book is engaging, etc.)
project); verbs often take the infinitive form and follow may want to give a time limit of 1 to 2 minutes. 0
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4 UNDERSTANDING THE READING
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the word to (to produce, to communicate); adjectives

• Have them discuss their answers in pairs. • Have students discuss their answers in pairs.
• Discuss the most probable answer as a class. Revisit this (page 7) • Discuss answers as a class. Elicit example answers.
frequently appear after forms of the verb be (normal,
question after completing the reading. A
extraordinary ). Recognizing parts of speech can help Understanding the Main Idea
students understand new words better. Ideas for… EXPANSION
ANSWER KEY
Students are asked to identify the main idea of the
• Have students complete the exercise individually. reading passage. To supplement exercise D, have students discuss
• Check answers as a class. Ask students for the part of PREPARING TO READ • Have students complete the activity individually. whether their country (or region) is more like
speech of each blue word. What other clues from the A 1. socialize • Check the answer as a class. Ask students how they Singapore or Mexico. Does it have elements of
reading passage did students find helpful? arrived at their answers. Introduce the technique of both? Remind students to justify their reasons, using
Elicit example sentences for each vocabulary item. 2. poverty (Note: Social programs are ways to help
•
using a process of elimination. because to support each statement. Have students
people in a community with childcare, after-
See Vocabulary Extension 1A on page 203 of the Student make a T-chart (dividing the paper vertically into two
school programs, or care for the elderly, etc.) B
Book for additional practice with Word Partners: Expressions Understanding Details sections) to create a list of ways that their country
3. access (Note: Access often appears in the phrase is similar to Singapore and Mexico. Then compare
with living. Students test their understanding of the details in the
have access to: Many people have access to the T-charts with the rest of the class.
passage by indicating whether the statements are true
B
Using Vocabulary Internet through smartphones.)
for Mexico, Singapore, or both. Ask students to write the
Students should practice using the new vocabulary items 4. financial (Note: Concerned means worried.) letter corresponding to the sentence in each circle. Draw ANSWER KEY
while answering the three questions. 5. equal the diagram on the board, and demonstrate with the first
• Have students work in pairs to answer the questions. sentence. (Example: Sentence a is true for both Mexico UNDERSTANDING THE READING
6. Freedom (Note: Freedom of speech means that
• Check answers as a class. Elicit example answers from citizens have the right to voice their opinions.) and Singapore.) A a (Option b is not mentioned in the reading
students. For question 1, ask students how often they • Allow students time to complete the diagram passage. Option c is incorrect because some
7. basic necessities (Note: A struggle is something
socialize with their classmates. For question 2, do individually. people in Mexico don’t have a safe or secure life
that is very difficult to do.)
students think their lists of basic necessities are the • Have them check their answers in pairs. but are still happy.)
same as they would be if they had lived 100 years ago? B Answers will vary. Possible answers: • Draw the diagram on the board, and discuss answers as B Mexico d
For question 3, what do they think could be done 1. my class mates and my family a class.
Singapore b, e
about poverty in their countries? 2. access to healthcare, freedom C
Critical Thinking: Inferring Meaning Both a, c
3. Yes, money is not equally distributed in my
Ideas for… EXPANSION The Critical Thinking box explains how to guess the C 1. look after
country. Some people are very wealthy, but many
meaning of words by using context. You would have 2. strict
A vocabulary notebook is a great way for students to are very poor. The government is trying to tackle
this problem by setting a national minimum covered this with students already in Preparing to Read ,
build their vocabularies. Demonstrate on the board 3. decent
wage. but go over the lesson again because inferring meaning
how to write new words in the notebook, and include 4. happy medium
is a useful skill that will be practiced throughout the
details such as part of speech, meaning, translation, C Answers will vary. Possible answers: health, book. Ask why inferring meaning can be better than D Answers will vary. Possible answers: I think I would
and an example sentence. (Example: socialize (verb): To friends, an interesting job, money, family, a safe using a dictionary. Explain that stopping to look up a prefer to live in Mexico because I wouldn’t feel
spend time with other people for fun. I like to socialize environment word halfway through a passage can affect reading comfortable in a place with very strict rules. Or I
with my classmates during our lunch break.
D b (Note: This passage doesn’t talk about how to fluency and interfere with comprehension. ExerciseC think I would prefer to live in Singapore because I
measure happiness or whether one country is offers students more practice with this skill, this time think it’s very important to feel safe and secure.
C
Brainstorming the happiest. It discusses how different things with more challenging words. Students need to locate
Have students list things that they think they need to contribute to happiness, so b is the correct the words in the reading and pay close attention to the
be happy. Each idea should be brief. Elicit one or two answer.) words around them.
examples before students begin (family, football).

2 UNIT 1 HAPPINESS 3

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2 DEVELOPING READING
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SKILLS (page 8) Video

Reading Skill: Identifying the Main Idea
The Reading Skill box explains that the main idea of a 0 M NS
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VIEWING: LONGEVITY
reading is what the writer wants r eaders to understand
LEADERS (pages 9–10)
about a topic. It’s important to be able to determine
the main idea so that s tudents can understand the Overview of the Video
general meaning of a passage. Ask students to read the The video discusses the factors that enable people to live to
text in the Reading Skill box. When they have finished, be 100 years old. The video describes how the number of
tell students to close their books. Ask them what the elderly people in the world is growing, and it investigates
reading was about. Elicit: Mexico, sun, happy. Now factors that enable people to live to a very old age. Two of the
have students open their books again and read the places it focuses on are Sardinia, Italy, and Okinawa, Japan.
statements. Working as a class, they should see that Online search terms: Sardinia centenarians; Okinawa diet
sentence c is the main idea; the other two sentences
provide supporting details.
BEFORE VIEWING
A Matching A Predicting
Each of the sentences is a main idea for one of the
paragraphs in the reading. Explain that students should Predicting the video content helps students understand
read and match the paragraphs to the main ideas. it better when they view it. The title suggests that this
• Allow time for students to complete the task is about people who live a long time. The photograph
individually. shows that elderly people, such as this shepherd, can still
• Have students check answers in pairs. lead active lifestyles. The caption reinforces this, stating
• Discuss answers as a class. that the man in Sardinia still works outside. Students
might infer that the video will be about people around
B Identifying the Main Idea the world who live a long time.
Students read the paragraph about Denmark. If possible,
• Allow some time for students to study the title, photo,
point out the location of Denmark on a map. Ask and captions.
students if they think people there will be happy or not.
• Discuss as a class. On the board, write the words “long
Ask them to justify their reasons. life,” and make a word web with students’ ideas. Ask
• Allow students time to read the paragraph and write students: Do they know anyone over 100 years old?
the main idea individually. What is the secret to living a long life?
• Have them compare their answers in pairs. B Learning About the Topic
• Discuss answers as a class. If time permits, ask
volunteers to write their answers on the board, and The paragraph prepares students for the video by giving
ask students to discuss what makes a good main idea them background information about the links between
sentence. living a long time and being happy.
• Have students complete the task individually.
ANSWER KEY
• Discuss answers as a class. Elicit example answers.
Ask students whether they agree with these findings.
DEVELOPING READING SKILLS Would they follow this guide to live a longer life?
A 1. C; 2. G; 3. F; 4. H; 5. D
C
Vocabulary in Context
B Answers will vary. Possible answer: Being healthy
makes people feel happier. This exercise introduces students to some of the key
words used in the video.
•Have students complete the task individually.
•Check answers as a class. Elicit example sentences for
each word. Remind students to use the inferring meaning
from context skills that they learned earlier in the unit. Ask:
What is the part of speech for each of these words? What
are the clues that helped to determine the meanings?

4 UNIT 1

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Reading 2 ANSWER KEY

PREPARING TO READ
C Critical Thinking: Inferring Meaning
Go over the Critical Thinking box that appears earlier
2. Give Away—I can donate clothes that I don’t
wear anymore to local charities. Maybe I can even
in the unit with s tudents again. Students should use volunteer at the charity thrift store.
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3 A 1. long-term
PREPARING TO READ (page 11) contextual clues from the passage to figure out what the 3. Buy Less— If I go to the mall less often, I won’t
2. communities; support buy as much. Maybe I can meet my friends at a
words mean. As a class, have students find the first bold
3. well-being phrase in the reading. As a class, elicit the meaning from museum or in a park instead of at the shopping
A
Building Vocabulary 4. volunteered; grateful the context. mall.
In this exercise, students complete sentences that follow • Allow time for students to complete the rest of the task
5. mood; factors
the same topic as the reading passage. Point out that individually.
students need to use the correct forms of the words. Ask B Answers will vary. Possible answers:
• Check answers as a class.
students to use contextual clues from the passage to 1. My community is very safe and clean, but people • Ask students: When people want to take the focus off Ideas for… EXPANSION
infer the meanings of the words, if necessary. don’t talk to their neighbors so it can be lonely if themselves, what do they usually do? How do you Ask students to imagine that aliens have landed on
• Have students complete the exercise individually. you don’t already have friends. know when someone has low self-esteem? How will Earth, and they want to learn about this thing called
• Check answers as a class. Elicit example sentences for 2. fun friends; exercise; shopping; vacations learning English enrich your life? What’s a job with a “happiness.” What would students tell them about
each vocabulary item. C Answers will vary. Possible answers: very high salary ? happiness? Have students work in groups of three or
See Vocabulary Extension 1B on page 203 of the Student four to create a list of four factors as a word web. Each
Stay Connected—family; friends; Skype. D Critical Thinking: Reflecting
Book for additional practice with Word Forms: Words as group should write these either on paper or on the
Keep Active—exercise; walk; sports.
Nouns and Verbs. Explain that connecting a reading with their own lives board and compare their answers with those from
Buy Less—recycle; reuse; save money.
helps students interact with the material and enhances the rest of the class. The class can vote to determine
B Give Away—donate; volunteer; help others.
Using Vocabulary their language learning skills. Have a student read the which list to submit to the aliens.
Students should use the new vocabulary items while sample answer aloud.
1.02 Have students read the passage individually, or Allow students time to answer the questions
discussing the two questions. •

• Have students work in pairs to answer the questions. play the audio and have students read along. individually. Ideas for… EXPANSION
• Discuss answers as a class. Elicit example answers from • Have students share their answers with a partner.
students. OVERVIEW OF THE READING • Discuss as a class. Elicit example answers. Point out to students that Reading 2 had a lot of
The reading passage identifies four common factors quotes from different experts. Ask students why they
C Brainstorming think the author decided to include these quotes.
- staying connected, keeping active, buying less, and ANSWER KEY
This exercise gets students thinking about factors giving things (or time) away - that can affect everyone’s Explain how to use quotation marks and attribute a
associated with happiness, the topic of the reading happiness. It suggests that paying attention to these four UNDERSTANDING THE READING quote to a person. If computers are available, have
passage. Ideas should be brief. Remind students of the factors will make you happier and are not difficult to do, students search online for famous quotes about
A b (Note: The answer, b, is found in the first
word web that the class created earlier in the unit, or either! A number of experts explain their findings in this happiness. Have students choose one quote and write
paragraph. Option a is incorrect because the
draw the web on the board with a sample answer. article, including a psychiatrist, a designer, an author, and it on a piece of paper, with the name of the person
passage is not about different types of people,
• Allow time for students to skim through the reading a social science researcher. as well. Then ask students to share their quotes with
and option c is incorrect because the author
for the four factors. Students should write their answers the class. Have students explain why they chose their
Online search terms: Nic Marks; Michael Norton TED Talk; live doesn’t say that forming social connections is the
individually. quotes, and what the quote means to them.
happier most important factor.)
• Have students check their answers as a class.
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• Have students work in pairs to add words or phrases 4
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UNDERSTANDING THE READING buying less; Scenario 2 is an example of keeping
that relate to each of the four factors. Provide one or (page 14) active; Scenario 4 is an example of giving
two examples, if necessary.
A
away; and Scenario 6 is an example of staying
• Ask for volunteers to share their answers, and write the Understanding the Main Idea connected.)
words and phrases on a word web on the board. Students choose a sentence that summarizes the C 1. confident
content of the passage.
• Have students complete the task individually. 2. money
• Check answers as a class. Ask students where they 3. better
found their answers. 4. less
B D Answers will vary. Possible answers:
Identifying Main Ideas
1. Stay Connected— I can invite friends to dinner
Students read the six scenarios and check the four that
once a week, and tr y to see relatives who live far
follow the advice in the reading passage.
away as often as possible.
• Allow time for students to complete the task individually.
• Check answers as a class. Ask students which section
of advice in the reading passage matches with each
correct scenario.

6 UNIT 1 HAPPINESS 7

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ANSWER KEY
D Answers will vary. Possible answers:
1. I exercise three times a week. WRITING SKILL
2. I spend time with my family and friends every F 1. In Mexico, family is important.
weekend. 2. Studies have shown that laughter may be an
3. I study English every day. important factor for happiness and that people
E Answers will vary. Possible answers: who laugh a lot are happier. (Note: This is an
1. My community includes people of over example of a strong topic sentence.)
15 different nationalities. 3. It’s important to like your job.
2. Our government offers tax breaks to parents G Answers will vary. Possible answers:
of young children. 1. In Mexico, close support from family members is
3. My country is a democracy. an important factor in being happy.
2. Because we spend most of our daily lives at
work, having a job that we enjoy can increase our
Writing Skill: Writing a Strong Topic Sentence happiness.
The Writing Skill box explains that main ideas are
introduced by topic sentences. A topic sentence is 4
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usually the first sentence in a paragraph, but it can WRITING TASK (page 18)
appear anywhere in the paragraph. The Writing Skill
box teaches students the difference between a weak A Brainstorming
topic sentence, which is too general, and a strong topic
sentence, which has enough information for the reader Remind students that brainstorming is a useful first
to understand the main idea. step for gathering ideas before writing. Read the Goal
box aloud so students are familiar with the writing task
F Writing Skill before brainstorming. Have them list as many reasons
Students should refer to the information in the Writing as possible why people are happy and unhappy in their
Skill box to determine which paragraph has a stronger community. Students should consider people of all ages
topic sentence than the others. and circumstances. Remind students to draw on what
• Allow students time to complete the task individually. they’ve learned about happiness in this unit.
• Check answers as a class. Ask why 1 and 3 are not • Provide one or two example ideas. Ideas should be
strong topic sentences. briefly worded. They need not be listed in any order.
• Allow time for students to complete the task
G individually.
Writing Skill
Students should refer to the information in the Writing • Have students share their ideas in pairs and offer
Skill box to rewrite the weak topic sentences in exercise F. feedback to each other.
• Allow time for students to complete the task in pairs. B
Planning
Walk around, and provide assistance as needed.
• Ask volunteers to write their revised topic sentences on Students choose their three best reasons and write
the board. Ask students to explain why they chose to a topic sentence that links them. Point out that each
make the changes. Discuss these as a class. reason is a supporting idea and that students need to
add details to each supporting idea. Remind students
that complete sentences are not necessary. It is more
important to focus on organizing the information.
• Allow time for students to c omplete their outlines
individually. Provide assistance as needed.
C
First Draft
Have students write first drafts of their paragraphs based
on their outlines.
•Allow time for students to complete the task
individually. Provide assistance as needed. Refrain from
error correction at this point.

HAPPINESS 9

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0M
IN
UNDERSTANDING THE READING
Reading 1
4
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D ANSWER KEY
Predicting
(page 27)
The opening paragraph describes how difficult it is for UNDERSTANDING THE READING
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S people in Malawi, Africa, to access electricity. Remind A Understanding the Main Idea A c (Note: Although the article has advice for
PREPARING TO READ (page 24) students to skim the first paragraph but also to look at Students are asked to choose the best alternative title for inventors and is about windmills, the main
the title, captions, and graphics when predicting what an the reading passage. idea is that William brought electricity to his
A article is about. community.)
Building Vocabulary • Have students complete the activity individually.
• Allow time for students to skim the first paragraph and Check answers as a class. Ask students why they chose
The sentences are about inventions. They contain •
B Wording of answers will vary. Correct answers:
look at the title and captions. this title.
seven key vocabulary items that appear in the passage. • Have students discuss their answers in pairs. 1. The re was a drought. (Paragraph B)
Students should use contextual clues to deduce the Discuss as a class. Revisit this question after completing B 2. People laughed at his idea and didn’t believe he
•
Understanding Details
meanings of the words. the reading. could do it. (Paragraph D)
• Have students work individually to complete the exercise. Students test their understanding of the details in the
Check answers as a class. Elicit example sentences. Ask: What passage by answering the questions. 3. People use d it to get power for their cell phones.
• ANSWER KEY
is something that you can’t afford but would like to have? • Allow students time to write their answers individually. (Paragraph E)
What is something that you struggle with? What is one way PREPARING TO READ • Have them check their answers in pairs. C Wording of answers will vary. Correct answers:
that people try to prevent themselves from getting sick? A 1. power Problems:
C Critical Thinking: Analyzing Problems
See Vocabulary Extension 2A on page 204 of the Student 2. eventually He couldn’t buy the equipment he needed.
and Solutions
Book for additional practice with Word Partners: adjective + 3. electricity (Paragraph D)
The Critical Thinking box explains how to analyze
power; power + noun. 4. prevention Solutions (from left to right):
problems and solutions. In a reading, the problem is
B
Using Vocabulary 5. afford usually stated first, followed by solutions. In this exercise, He went to the library. (Paragraph C)
6. struggle students should read the chart and write solutions below He looked at the pictures in the book.
Students should use the new vocabulary items while
the problems. Encourage students to review the reading (Paragraph C)
discussing the two questions. 7. creative
passage to fill in the chart. Complete the first solution
• Have students work in pairs to discuss the questions. B Answers will vary. Possible answers: William built a second windmill to bring water up
with the class as an example.
• Discuss answers as a class. Elicit example answers from from underground. (Paragraph E)
1. Yes; baking cakes • Allow time for students to complete the task in pairs.
students. Compare ways that students are creative. William taught other people how to build
2. sun, wind, nuclear energy, coal, natural gas, water, • Check answers as a class. Write the chart on the board,
Make a list of sources of electricity on the board. windmills and c reated a website. (Paragraphs E
and thermal and elicit example answers.
C
and F)
Brainstorming C Answers will vary. Possible answers:
Ideas for… EXPANSION D Answers will vary. Possible answer: He could have
Each idea should be brief. Elicit one or two examples 1. cell phone charger looked for a part-time job to earn some money
before students begin. Offer one or two examples To supplement Exercise C, have students work in
2. lights for school fees.
(television, hair dryer). groups of three or four to create a dialogue about the
• Have students work individually to complete the exercise. 3. microwave story. They should first discuss what William’s family
• Have them compare answers in groups of three or four. 4. ceiling fans and the people in the village said to him when he 0 M NS
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Elicit sample answers from different groups in the class, wanted to build a windmill. What was his response?
2 DEVELOPING READING
•
5. refrigerator
and create a word web on the board with the answers. Have students write, practice, and present the SKILLS (page 28)
6. alarm clock
dialogue to the class.
D b (Note: Based on the first paragraph, the answer Reading Skill: Identifying Details
Ideas for… EXPANSION could be option a, but after looking at the pictures
D
The Reading Skill box explains how to identify supporting
Write these quotes on the board: and captions, the correct answer is option b.) Critical Thinking: Analyzing ideas. Supporting ideas help to explain the main idea
I have not failed. I’ve just found 10,000 ways that won’t work. Students should review the chart in exercise C and then by giving reasons and examples. By framing the main
– Thomas Edison (1847–1931) 1.03 Have students read the passage individually, or discuss alternative solutions. idea with wh- question words, students can identify
Let me tell you the secret that has led me to my goal. My play the audio and have students read along. • Have students write ideas individually. the information that the supporting details provide.
strength lies solely in my tenacity.
• Have them discuss their solutions in pairs. On the board, draw a diagram that looks like a funnel.
OVERVIEW OF THE READING • Discuss as a class. Write Topic, Main Idea, and then Supporting Ideas in
– Louis Pasteur (1822–1895)
(Note: solely = only; tenacity = persistence; he didn’t The passage is about how William Kamkwamba, a 14-year- descending order in the diagram. Remind students that
give up!) old boy, built a windmill in his village in Malawi, Africa. Using the supporting ideas are more specific than the main
Ask students what they think these quotes mean. Can an instruction book from the library and recycled material, idea, which is more specific than the topic. Elicit another
Kamkwamba built his first windmill and then additional example topic (school), the main idea (This is the best
they apply to students’ lives as well? Have students
windmills to provide electricity for his village. He continues class), and the supporting ideas (The students are very
discuss in pairs and then with the class. Then, if
to educate and provide solutions to his community. friendly).
computers are available, have students search online
for famous quotes by other inventors and share these Online search terms: William Kamkwamba TED Talk; Moving
findings with the class. Windmills Project; BBC Malawi Windmill

12 UNIT 2 INVENTIVE SOLUTIONS 13

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CONNECTED LIVES 3
Ask students if they think online communication has
ACADEMIC TRACK
resulted in an overall improvement in our lives.
Communications/Sociology
ANSWER KEY
ACADEMIC SKILLS
READING Taking notes (Part 1) THINK AND DISCUSS

WRITING Writing a concluding sentence Answers will vary. Possible answers:

GRAMMAR Using the present perfect tense 1. email; use social media; research travel destinations;
shop; do homework
CRITICAL THINKING Making inferences
2. Yes: We can communicate with people around
the world; we can work any time, any place; we
UNIT OVERVIEW can search quickly for information. No: There is less
The theme of this unit is online communication. It gives face-to-face communication; people don’t “unplug”
examples of ways that people have used the Internet to (have time off from electronics); people rely on
collaborate with other people around the world. the Internet for information instead of thinking for
themselves.
• READING 1: This reading describes two collaborative
projects that use crowdsourcing to recruit volunteers to
help with work on archaeological sites. 5
1
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• VIDEO: The video shows how Albert Lin’s project uses EXPLORE THE THEME (pages 42–43)
citizen scientists to help search for Genghis Khan’s tomb. The opening spread features information about the
world’s top 10 websites. Draw students’ attention to the
• READING 2: This reading describes the process that
two men started to connect an island in Fiji that needed footnoted terms.
• Allow students time to study the spread and answer
funds with a larger Internet community of volunteers.
the questions in part A individually.
Students draw on what they’ve read and watched to write • Have students discuss their answers in pairs.
a paragraph about a crowdsourcing website. The unit • Discuss answers as a class. For question 1, ask why
prepares them by introducing vocabulary to talk about they think search engines might be more popular. For
online communication, taking notes, and using the present question 2, write a list of websites on the board.
perfect tense. They also learn how to write a concluding • Have students answer the question in part B. Remind
sentence. Lastly, students brainstorm to help them plan students to use the correct forms of the words.
their paragraphs, and then revise and edit their drafts. • Elicit example sentences from students for each of the

M IN S
blue words. Elicit other words related to the Internet,
5
and write these on the board.
THINK AND DISCUSS (page 41)
The questions help prepare students for the subject
ANSWER KEY
matter covered in the unit—online communication. The
scene depicts people playing in an online gaming festival EXPLORE THE THEME
in Germany.
A 1. Go ogle, YouTube, Facebook; Google, a search
• Have students study the picture, title, and captions.
engine, is the most popular.
• Discuss the photo as a class. What do students think
the unit is about? Provide your own overview. 2. Answers will vary. Possible answers: Google,
• Discuss the two questions as a class. For question 1,
Facebook; other popular websites: Snapchat,
create a word web on the board that lists different Instagram, Buzzfeed, Weibo
activities student do online. For question 2, create a B search; launch; log in
chart that lists ways that our lives have been improved
by online communication, and ways they have not.

21

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0 M NS
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Allow time for students to skim the reading and answer UNDERSTANDING THE
Reading 1
• 4
Ideas for… EXPANSION
the question. You may want to give a time limit of 1 to READING (page 47)
2 minutes. Ask students to imagine that they have been asked by
0
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3
S • Have students check answers in pairs.
PREPARING TO READ (page 44) Have students compare their answers with those of two projects to attract more volunteers. Have them
•
Students choose the correct statement to explain
other students in the class. Ask them how they arrived crowdsourcing. Elicit the meaning of enabling (making work in groups of three or four. What information
A Building Vocabulary at their answers. Revisit this question after the reading. somethingpossible). would they put on the page? What images would they
Students find the seven blue words in the passage and • Have students complete the activity individually. use? Have them sketch the webpage and show the
use contextual clues to guess the meanings of the words. • Check answer as a class. Ask students how class. Then have them search online for the webpages
ANSWER KEY
• Allow time for students to complete the exercise crowdsourcing might have received this name. (What is about each project. Are they similar to or different
individually. PREPARING TO READ a crowd? What is a source?) from their ideas? Why do they think this is?
• Check answers as a class. Ask which words students A 1. participant (Note: A participant is a person.
already knew. Which ones are new to them? B Identifying Details
The action is participation.)
Ask whether students know other forms of the Students test their understanding of the details in the
ANSWER KEY
2. investigate
vocabulary words. Note that many of the vocabulary passage by completing a chart.
3. Accurate (Note: A synonym for accurate is precise.) UNDERSTANDING THE READING
words on this list have noun forms that end in – • Allow students time to complete the chart individually.
tion: participation, investigation, collaboration, and 4. collaborate A b
• Have them form pairs and compare their answers.
contribution. 5. contribution • Check answers as a class. Ask where they found the B 1. Mongo lia (See Paragraphs B and C.)
• Elicit example sentences for each vocabulary item. Ask: information to arrive at their answers. Elicit that an 2. Genghis Khan (See Paragraphs B.)
6. potential
Is it important to be an active participant in English unmarked grave means we don’t know where it was. A
7. feature 3. unusual (See Paragraph D.)
class? Why or why not? What are some features of this tile is usually a small square used in construction. Ask
textbook? Do you like collaborating with others on B Answers will vary. Possible answers: 4. Peru (See Paragraph F.)
students why they think these areas of land are called
projects? Why or why not? 1. I log in to social media sites at least once a day. 5. looters (See Paragraph F.)
tiles.
See Vocabulary Extension 3A on page 205 of the Student My favorite sites are Facebook and Instagram. 6. illegal construction (See Paragraph F.)
C Critical Thinking: Making Inferences
Book for additional practice with Word Partners: adjective + 2. Social media helps connect people all over the C 1. b; 2. b; 3. a
contribution. world. During disasters, social media provides The Critical Thinking box describes the importance of D Answers will vary. Possible answers: I’d prefer
B access to relevant and timely information. For making guesses when reading. Elicit the meaning of to join Lin’s project because I’m fascinated by
Using Vocabulary example, weather agencies used Twitter to post “read between the lines” by drawing three lines on the Genghis Khan. OR I’d prefer to join Parcak’s
Students should practice using the new vocabulary items frequent updates on the path of Hurricane Irma board. Scribble on the top and bottom line and point project because I would like to help protect these
while answering the three questions. as it approached Florida. After the storm, Florida to the middle line. Explain that there aren’t any words important sites from looters.
• Have students discuss their answers in pairs. residents used Facebook and Twitter to reassure here, but there is space for a reader to think about the
• Compare answers as a class. Elicit example answers family and friends that they were safe. meaning of the passage. Have a student read the text in
from students. For question 1, ask students what they the box aloud. You may want to discuss the first example 0
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C Answers will vary. Possible answers: to do 2 DEVELOPING READING
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need to do if they forget their log in information. For as a class.

group projects for school; to start or join an SKILLS (page 48)
question 2, ask if the Internet has contributed to their • Have students answer the questions individually.
online petition; to raise money for a project
language learning. If so, how? • Have students check answers in pairs. Reading Skill: Taking Notes (Part 1)
(crowdfunding)
C
• Discuss the answers as a class. Ask students how they The Reading Skill box explains two benefits of taking
Brainstorming D b (Explanation: Option a is untrue because not
arrived at their answers. notes: understanding and organizing the information.
Students create a list of reasons why people use the everyone involved is an archaeologist. Option c is
too specific to be the main idea.) D Critical Thinking: Reflecting Have volunteers read the text in the box and the
Internet. Encourage students to use the vocabulary
examples aloud. Ask students which of the types of
words from exercise A, if possible. Ideas can be brief. Have students think about what they have read and
1.05 Have students read the passage individually, or
graphic organizers they like best. Are there any that they
• Have students work in pairs to create a list. discuss their personal opinions. Remind them to justify
play the audio and have students read along. haven’t tried yet?
• Discuss the question as a class. On the board, write a their opinions.
list of ideas. Ask students which ideas they think are the • Have students discuss their answers in pairs. A
Understanding a Process
most important. OVERVIEW OF THE READING • Discuss answers as a class. Take a vote to see who Have students read the paragraph about Parcak’s project
The reading passage describes two crowdsourcing would like to join each project. If students wouldn’t like and underline the steps in the process. Encourage
D Predicting projects, both related to archaeology. Lin’s project to join either project, have them explain their reasons. students to number each step. You may want to offer
Students look at the title and subheads, and then read focuses on finding the tomb of Genghis Khan. Parcak one example to start.
the first paragraph of the reading passage. They should hopes to find and preserve archaeological sites in Peru, • Allow time for students to complete the task individually.
decide which answer best describes what the paragraph protecting them from looting and illegal construction. • Have students check answers in pairs.
is about. Online search terms: Genghis Khan; Albert Lin; Sarah Parcak;
GlobalXplorer

22 UNIT 3 CONNECTED LIVES 23

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B Taking Notes Video

Students complete the flow chart using the information
in exercise A. Elicit the meaning of a flow chart. (It shows
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how one thing leads to another in a process.) 4
VIEWING: CITIZEN SCIENTISTS
• Have students complete the flow chart individually. (pages 49-50)
• Have students check their answers in pairs.
• Check answers as a class. Ask students whether they Overview of the Video
find it easier to read the information in a flow chart The video shows how Albert Lin’s project uses citizen
than in paragraph form. scientists from around the world to search for Genghis
Khan’s tomb. Although the citizen scientists did not
find his tomb, the video shows one ancient tomb found
Ideas for… EXPANSION
through their crowdsourcing.
Have students think about a process that they know
Online search terms: Albert Lin Mongolia; Genghis Khan
well, such as making an omelet or changing a tire.
tomb; Mongolia; Burkhan Khaldun
Have them work in pairs to create a flow chart with at
least six steps. Tell them not to give the flow chart a
title. Then have the other students read the flow charts BEFORE VIEWING
and guess what process is being described. Afterward,
ask whether students think that writing the flow chart A Brainstorming
helped them speak about the process clearly. Have students look at the picture and read the caption.
What adjectives would they use to describe Mongolia?
Then ask them what they know about Genghis Khan.
ANSWER KEY
What would they like to learn about him?
DEVELOPING READING SKILLS •Have students discuss possible reasons in pairs.
•Discuss answers with the class. Write ideas on the
A Participants first watch online videos that teach
board, and revisit this question after watching the
them how to identify certain features on satellite
video to see if students’ predictions were correct.
images.
Then they study and flag satellite images on their B
Learning about the Topic
own. The paragraph prepares students for the video by giving
Once enough volunteers say that they see the them background information about Genghis Khan. Have
same thing, … students read the paragraph and answer the questions.
… Parcak and her team will check for themselves • Have students complete the task individually.
… • Have students check answers in pairs.
… before passing the information along to
• Check answers as a class. If a map of the area that the
archaeologists on the ground. Mongol Empire covered is available, show it to the
class.
The “players” receive a score based on how
accurate they are. C
Vocabulary in Context
B 1. online videos This exercise introduces students to some of the key
2. flag words used in the video. Encourage students to try to
3. see the same thing infer the meanings from the context. Remind students to
use the correct word form for each word.
4. check • Have students complete the task individually.
5. archaeologists • Check answers as a class. Elicit example sentences for
6. accurate each word. Ask: Why might someone tag an animal in
the wild? Do you think English phrases are difficult to
figure out? Why or why not? How long will you wait for
something to upload before you get annoyed?

24 UNIT 3

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Writing Skill: Writing a Concluding Sentence • Have students share their ideas in pairs and offer
The Writing Skill box describes the importance of writing feedback to each other.
a good concluding sentence. It discusses the three B Planning
common types of conclusions: to make a prediction,
give an opinion, or restate the main idea. Elicit that a Students follow steps 1 to 3 to complete their outlines.
concluding sentence should be interesting, but it should Have a student read the steps aloud. Remind students
not include any new or surprising information. Have that complete sentences are not necessary for the
students read the Writing Skill box aloud. Ask students purpose, how it works, and what it has accomplished. It is
which of these types of concluding sentences they more important to focus on organizing their information.
usually use. • Allow time for students to complete their outlines
individually. Provide assistance as needed.
D
Writing Skill C First Draft
Students find the concluding statements in the
reading passages and identify the types of concluding Have students write first drafts of their paragraphs based
statements. on their outlines.
• Allow students time to complete the task individually. •Allow time for students to complete the task individually.
• Have students check answers in pairs Provide assistance as needed. Refrain from error
• Check answers as a class. Ask students to note where correction at this point.
these are in the passages.
ANSWER KEY
E Writing Skill
Students write a concluding sentence for each WRITING TASK
paragraph. A Answers will vary. Possible answers: Tribewanted:
• Have students complete the task individually. founders = Ben Keene and Mark James; 2006—
• Have students form pairs and compare their answers. project started; learned about a project to help
• Discuss answers as a class. Write examples on the board develop an island in Fiji; environmentally friendly
and compare them. volunteers; very successful
B Answers will vary. Possible answers:
ANSWER KEY Topic Sentence: Members of [Link]
have collaborated to create virtual and real-life
WRITING SKILL communities all over the world.
D 1. R (See page 49.) Purpose: to get members to meet and work
2. P (See page 53, Paragraph A.) together to help a community in need
3. O (See page 53, Paragraph B.) How it works: People sign up online; members
E Answers will vary. Possible answers: go to the island and work with the local people.
1. More face-to-face contact with your loved ones What it has accomplished so far: planted crops;
will make you feel happier. set up environmentally friendly power sources on
the island; expanded to other locations
2. In summary, reading the news online has many
advantages over getting the news from other Concluding Sentence: The website has
sources. successfully brought together people from very
different cultures to form a real-world tribe.

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WRITING TASK (page 58)

A
Taking Notes
Remind students that brainstorming is an important
step for gathering ideas before writing. Read the text in
the Goal box aloud so students will be familiar with the
writing task before brainstorming.
• Allow time for students to look online and take notes