Listening

and
Speaking

Stephanie Dimond-Bayir
Kimberly Russell
 HOW PRISM WORKS

WATCH AND LISTEN

1  Video
Setting the context
Every unit begins with a video clip. Each video serves PREPARING TO WATCH
1 Work with a partner and answer the questions.
ACTIVATING YOUR
as a springboard for the unit and introduces the KNOWLEDGE 1 How many oceans are there in the world? Can you name them?
2 How much of the Earth is covered by water?
topic in an engaging way. The clips were carefully 3 Do you think oceans are important? Why or why not?
2 Look at the diagram of Earth. Write a, b, c, d, or e in the statements.
selected to pique students’ interest and prepare PREDICTING CONTENT
USING VISUALS
Compare your answers with a partner.

them to explore the unit’s topic in greater depth. As a

they work, students develop key skills in prediction, b

comprehension, and discussion. d

c

1 The weather is usually warm and sunny in , , and .

2 The weather in and is usually cold in the winter.
3 Places near are the hottest.
4 My country’s weather is similar to the weather in .
GLOSSARY

current (n) a movement of water or air

equator (n) the imaginary line around the Earth that divides it into equal
north and south parts
gyre (n) a flow of water in a circle
heat (n) hot weather; extreme warmth
planet (n) a large, round object in space, such as Earth or Mars, that moves
around the sun
82 UNIT 4

WHILE LISTENING

2  Listening
SKILLS

Listening for main ideas

Main ideas are the most important ideas about the topic being discussed. To
help you figure out what the main idea is, think about the topic. What about
the topic does the speaker focus on? For example, a main idea about the topic
of festivals could be that they have a lot of fun activities. So that is what the
speaker or writer talks about. Take notes on the main ideas as you listen.

Receptive, language, and analytical skills TAKING NOTES ON

4 2.4 Listen to the discussion. Write the main ideas. Remember that
main ideas are the most important ideas about a topic.
MAIN IDEAS
Students improve their listening abilities through
North American holiday: (1)
a sequence of proven activities. They study key U.S. & Canada celebrate – everyone thankful
(2)
and friends – eat meal together
vocabulary to prepare them for each listening and (3)
meal: turkey, stuffing, potatoes, corn, cranberries, pie

to develop academic listening skills. Pronunciation (4)

differences:
(5) (6)

for Listening exercises help students learn how to (7)

: spicy sweet, whipped cream
(8)
: rice or bread cornbread, oysters
decode spoken English. Language Development
(9)
: leaves, fall vegetables, candles
sections teach grammar and vocabulary. A second (10)
(red, yellow, orange)

listening leads into synthesis exercises that prepare Canadian Thanksgiving: October; American Thanksgiving: November

students for college classrooms. (11)

: parades, watch TV, sports; no gifts

(12)
: small local parade, (13)
: big New York City
parade on TV

(14)
Different for the holiday
Canada: fall harvest
U.S.: fall harvest + remembering Native Americans helping settlers
hunt and grow food

48 UNIT 2

8  HOW PRISM WORKS

 HOW PRISM WORKS

PREPARATION FOR SPEAKING

3  Speaking
PRESENTING POINTS AND CLARIFYING STATEMENTS
SKILLS

Presenting a point
When you discuss a topic with others, you can use signal words to help you
make that point strongly.
Of course, obviously, actually, and definitely all signal to the listener that what
comes next is going to be a point that you wish to emphasize.
Critical thinking and production
1 5.5 Listen to the sentences from Listening 2. Use the words from the
box to complete the sentences. Multiple critical thinking activities begin this
actually definitely obviously of course section, setting students up for exercises that
1 I think there is
ever before.
more marketing and business in sports than focus on speaking skills, functional language, and
2 And , only about 5 percent of Olympic athletes get money
from big companies to be in ads. pronunciation. All of these lead up to a structured
3 Well,
training athletes.
poorer countries can’t usually pay the costs for
speaking task, in which students apply the skills and
4 And , the countries with lots of money can train their
athletes really well. language they have developed over the course of the
2 Write sentences to give reasons and support either for or against the
points you made in Exercises 4 and 5 in Critical Thinking. Use a word entire unit.
from the box above to emphasize your point in each sentence.
Sports fans actually like to see ads with athletes in them.
a
b
c
d
3 Work with a partner who chose the same point of view as you in
Exercise 2. Share your sentences. Discuss your argument, reasons,
and support. Do you have similar ideas?

118 UNIT 5

ON CAMPUS
CAMPUS RESOURCES
PREPARING TO LISTEN
4  On Campus
1 Look at the map and find the places below. Which of the places do you
have on your campus?

the library residence halls parking the gym the theater

the Student Union the Administration building Skills for college life
Homer
Browning Samuel Hall
This unique section teaches students valuable skills
Gym

beyond academic listening and speaking. From asking

Theater Social
Health Center Sciences

Smith
Library Administration
questions in class to participating in a study group
Grimm Hall University
Square

Miller School
Parking and from being an active listener to finding help,
Arts and Humanities
Paul Science
Student Union
of Nursing
students learn how to navigate university life. The
Center
Career
Center
section begins with a context-setting listening, and
moves directly into active practice of the skill.
WHILE LISTENING
2 1.8 Listen to the campus tour. Circle on the map the six places
mentioned and write them in column A.
A Place B What students can do there
Administration building pay tuition

3 1.8 Listen again and complete column B in the table.

34 UNIT 1

HOW PRISM WORKS  9

 WHAT MAKES PRISM DIFFERENT:
CRITICAL THINKING

SPEAKING
Bloom’s Taxonomy CRITICAL THINKING
At the end of this unit, you are going to do the Speaking Task below.
Give a presentation about changes in the climate.

1 Work with a partner. You are going to study climate change in the Arctic.
REMEMBER
In order to truly prepare for college coursework, What kind of weather is there in the Arctic? Make a list of how problems
with the weather in the Arctic could affect people, animals, and the

students need to develop a full range of thinking environment.

2 Work with a partner. Read the problems in the box for the Arctic. Did you

skills. Prism teaches explicit critical thinking skills in and your partner have the same ideas?

every unit of every level. These skills adhere to the THE ARCTIC
Temperatures rise.
taxonomy developed by Benjamin Bloom. By working Polar ice melts.

within the taxonomy, we are able to ensure that your Sea levels rise.

Polar bears and other animals

students learn both lower-order and higher-order lose sea ice to hunt from.

thinking skills. Arctic animals begin to

disappear.

People in the Arctic lose

Critical thinking exercises are accompanied traditional food sources.

by icons indicating where the activities fall in ANALYZE

3 Write the phrases from the box to complete the effects in the table.
Use a dictionary to help you.
Bloom’s Taxonomy. sea levels rise wildlife will begin to disappear ice will melt

causes of problem effects of problem

The Arctic
1 temperatures rise a ice melts
2 ice melts b
3 less sea ice for animals to hunt from c

94 UNIT 4

Create: create, invent, plan, compose,

construct, design, imagine

Evaluate: decide, rate, choose,

recommend, justify, assess, prioritize

Analyze: explain, contrast, examine,

identify, investigate, categorize

Apply: show, complete, use, classify,

illustrate, solve

Understand: compare, discuss,

restate, predict, translate, outline

Remember: name, describe,

relate, find, list, write, tell

10  WHAT MAKES PRISM DIFFERENT

 WHAT MAKES PRISM DIFFERENT:
CRITICAL THINKING
CREATE 5 With your group, create your own cause-effect chain for Africa,

Higher-Order
low-level lands, or California. Use the ideas from the boxes below and
your own ideas.

AFRICA
By 2050 up to 600 million people won’t be able to get
drinking water.
CALIFORNIA
Temperature rises. Trees die.
Thinking Skills
Heat waves occur. Wildfires occur.
Drought will stop farmers from growing food. Less water is in People lose homes
Shortage of clean water will help diseases spread. the land. and jobs.
Some land areas will be under the ocean. Drought occurs.
Some areas may lose up to 60% of the animal species.
Create, Evaluate, and Analyze are critical skills for
LOW-LEVEL LAND (MALDIVES, THE FLORIDA COASTLINE) students in any college setting. Academic success
Ice on land melts around the world. Land areas go under water.
Sea levels rise. Some people lose their home or country. depends on their abilities to derive knowledge from
Low-level land around the world floods. People have to find new homes or countries to live in.

6 Can the cause-effect chain repeat? If so, draw an arrow from the box that
collected data, make educated judgements, and
could cause something in the chain to occur again. deliver insightful presentations. Prism helps students
7 Look at the words in the cause-effect chain you created. How exactly
ANALYZE
does one cause create the next effect? get there by creating activities such as categorizing
PREPARATION FOR SPEAKING information, comparing data, selecting the best
LINKING WORDS TO EXPLAIN CAUSE AND EFFECT
solution to a problem, and developing arguments for
a discussion or presentation.
SKILLS

You can use words to let a listener know that what comes next will be an
explanation of the cause of something. Examples of linking words for causes
are because, because of, and due to.
You can also use linking words to show that what comes next is the effect of
something. Examples of effect linking words are so, therefore, and as a result.
Word order is important to help the listener know if a cause or an effect will
follow. The linking word should come right before the cause or effect.

96 UNIT 4

SPEAKING
CRITICAL THINKING
At the end of this unit, you are going to do the Speaking Task below.
Give a presentation about a remarkable person and his or her work.
Lower-Order
Describe the impact of this person’s work on our lives.
Thinking Skills
SKILLS

Using an idea map

Use an idea map to think of topics and related subtopics that you want to find
information about. Start with your main topic in the center of the idea map.
Write subtopics on the “legs” of the idea map. Use the map to help you do
research about your topic and subtopics and organize the information that
you find.
Apply, Understand, and Remember provide the
1 Work with a partner. Fill in the idea map about Jonathan Koon. Use your
foundation upon which all thinking occurs. Students
REMEMBER
notes from Exercise 3 in Listening 2 (page 159) to help you. Write the
letter of each phrase in the bubbles.
need to be able to recall information, comprehend it,
a invented a cell phone holder his companies
and see its use in new contexts. Prism develops these
b
c
bought a clothing brand in 2008 from JayZ
parents from Hong Kong
were worth $30
million at age 31 skills through exercises such as taking notes, mining
d designed clothing with an Italian designer
e
f
egg-shaped piece sold for thousands
born in U.S. in 1983
millionaire
by 16
notes for specific data, demonstrating comprehension,
and distilling information from charts.
Inventor Why he is famous

Childhood Jonathan Koon sold auto parts

from Asia in the
U.S. as a teen

grew up in Designer
New York

Artist

makes art
162 UNIT 7

WHAT MAKES PRISM DIFFERENT  11

 WHAT MAKES PRISM DIFFERENT:
ON CAMPUS
More college skills
Students need more than traditional
academic skills. Prism teaches important
skills for being engaged and successful
all around campus, from emailing Professors
professors to navigating study groups. Students learn how to
take good lecture notes
and how to communicate
with professors and
academic advisors.

Beyond the classroom

Skills include how to utilize
campus resources, where to
go for help, how to choose
classes, and more.

Active learning
Students practice participating
in class, in online discussion
boards, and in study groups.

Texts
Learners become proficient at
taking notes and annotating
textbooks as well as conducting
research online and in the library.

12 WHAT MAKES PRISM DIFFERENT

 WHAT MAKES PRISM DIFFERENT:
RESEARCH
COLLOCATIONS
LANGUAGE

Vocabulary Research
A collocation is a combination of two or more words that are often used together.
go to college, go to a talk, go to class

4 Label each circle with the correct words from the box to make
verb + noun collocations. Some words can be used more than once.

a celebration (x2) care college a concert an event (x2)

a festival fun a good time a lecture a party (x2) Learning the right words
part place a photo a problem a video your time
Students need to learn a wide range of general
l e
rt
and academic vocabulary in order to be successful
iva

tim
ce
t

n
a f es

d
o
a co

a goo
a p ho

go to
in college. Prism carefully selects the vocabulary
take have
that students study based on the General Service
List, the Academic Word List, and the Cambridge
English Corpus.
5 Write the correct form of go to, have, or take.
1 Excuse me, can you a photo of my sister and me?
2 What time will you leave your house to the celebration?
3 I’m going on vacation next week. Will you care of
my plants?
4 a good time on your vacation!
5 I’m sorry that I can’t go to your party tonight. But I hope you
fun!
6 Write the correct form of the words from Exercise 4. In some items, more
than one answer is possible.
1 What do you think makes a good festival? Should everyone go to every
, or is it OK to miss some of them?
2 Do you take to enjoy a festival when you go, or do you
hurry to see things?
3 In your country do people often go to to listen to music?
4 If it’s your birthday, do you have a ?
7 Work with a partner. Ask and answer the questions.
46 UNIT 2

LISTENING
LISTENING 1
PRONUNCIATION FOR LISTENING
Pronunciation for Listening
SKILLS

Rising and falling intonation

Intonation describes how the tone of your voice goes up (rises) and goes
down (falls). Intonation can help you understand someone’s mood (e.g., happy,
interested, excited, bored, sad, upset, etc.). Rising intonation can show interest
or happiness. Falling intonation often shows boredom or sadness. Falling
intonation can also show certainty.
Training your ears
really = The speaker is interested.
This unique feature teaches learners to listen for
really = The speaker is not interested. specific features of spoken English that typically
The meaning of a sentence can change depending on the intonation. Read the
inhibit comprehension. Learners become primed to
sentence aloud with a rising intonation and then a falling intonation. How does
the meaning change? better understand detail and nuance while listening.
I know.

1 4.1 Listen to the dialogues. Write I (interested) or B (bored) for

Speaker B.
1 A: Did you know global warming is still increasing?
B: Is it?
2 A: It’s my birthday today.
B: Really? Happy birthday!
3 A: The weather got really chilly, didn’t it?
B: I suppose so.
4 A: Thanks for inviting me to your party!
B: You’re welcome. It’ll be nice to see you!
5 A: Dinner was great.
B: Good. Glad you liked it.
2 Work with a partner. Read the dialogues aloud. Speaker B should change
their intonation. Speaker A should guess whether Speaker B sounds
interested or bored.

84 UNIT 4

WHAT MAKES PRISM DIFFERENT  13

 LEARNING OBJECTIVES
Listening skill Listen for attitude

Pronunciation Intonation for emotion and interest

Speaking skills Time order; examples and details

Give a presentation about a remarkable person and

Speaking Task
his or her work

On Campus Give presentations

146  Unit 7
 PEOPLE UNIT 7

ACTIVATE YOUR KNOWLEDGE

Work with a partner. Look at the photo and answer the questions.
1 Some people are extraordinary. They do very special, unusual, or
strange things. Do you know anyone like this?
2 Why is the person in the photo extraordinary? What kind of
personality do extraordinary people have?
3 What extraordinary thing would you like to do?

PEOPLE 147
 WATCH AND LISTEN

PREPARING TO WATCH
1 Work with a partner and answer the questions.
ACTIVATING YOUR
KNOWLEDGE 1 Where in the world is Kenya?
2 What ocean is to the east of Kenya?
3 What can you find on a beach?
2 Work with a partner. Look at the photos from the video and read the
PREDICTING CONTENT
newspaper headline. Then answer the questions.
FROM VISUALS

Kiwayu People Earn Money from the Beach

1 What do you see on the beach?
2 What are the people doing in the photos?
3 How do you think the people of Kiwayu make money?
GLOSSARY

flip-flop (n) a kind of open shoe that people often wear at the beach
isolated (adj) very far from other places
ornament (n) an object that decorates a home or yard
trash (n) the things you throw away because you do not want them; garbage
wash up (phr v) to move something naturally from the water to the beach

148 UNIT 7
WHILE WATCHING
3 Watch the video. Circle the correct answers.
UNDERSTANDING
1 There are / are not a lot of tourists on the beaches of Kiwayu Island. MAIN IDEAS
2 The people who live there seem connected to / isolated from the rest
of the world.
3 Trash from the ocean / people who live there is on the beach.
4 People pick up trash on the beach weekly / daily to earn a living.
5 People turn the trash into flip-flops / art.
6 They make / don’t make money from the tourists.
7 They send some / most of their ornaments to Nairobi, Kenya.
8 These ornaments are sold to stores around the country / world.
4 Watch again. Work with a partner. Match the questions and answers.
UNDERSTANDING
1 Where do people sell the ornaments? a flip-flops DETAILS
2 Who goes to the beach to pick up trash? b some of their children
3 What do people collect on the beach? c houses
4 Where do they take the trash to? d artists and craftsmen
5 Who turns the trash into ornaments? e Kiwayu women
6 What do the people of Kiwayu make? f money
7 What did Kiwayu people not have before? g on the Internet
8 Who could not go to school before? h the Kiwayu villages
5 Work with a partner. Why does the woman in the video say that
MAKING INFERENCES
education is the most important thing? Circle the best reason.
a Children can learn to pick up plastic and other trash.
b Staying at home on an island is boring to children.
c Children can have a better future.

DISCUSSION
6 Work with a partner. Discuss the questions.
1 How can we stop people from putting trash into the oceans?
2 Do you think turning trash into art is a good idea? Why or why not?
3 What do artists and craftsmen in your country make for tourists?
7 Work in small groups. Imagine you are artists in Kiwayu. Look in the box
at the things that wash up on the beach. What could you make from
each one?

bottle caps ​boxes ​glass bottles ​paper bags ​
plastic bags ​plastic cups ​tires ​soda cans 

Watch and Listen   149

 LISTENING
LISTENING 1
PREPARING TO LISTEN
1 You are going to listen to a student presentation about creative
UNDERSTANDING
people and the things they make. Read the sentences. Choose the best
KEY VOCABULARY
definitions for the words in bold.
1 I like the design of the new building in town. It has space for business
as well as for relaxation.
a the way something is planned and made
b the parts of something that are needed
2 A spoon is very simple. It doesn’t have any moving parts and doesn’t
use electricity.
a not difficult or complicated; without extra things that are
not needed
b cheap to buy
3 A car is a complicated machine. It has many parts. Also, it takes time
to learn to drive one.
a having a lot of different pieces, in a way that is difficult
to understand
b valuable
4 Salt has many uses. It can be used to cook and clean, and it even has
medical uses.
a things you must or should have
b reasons why something is used
5 Sara’s new painting was so beautiful that she won a prize for her
achievement in art.
a money you win
b something good and successful that you do, usually by working hard
6 Each part of your office chair has a purpose. The armrests on your chair
hold up your arms so that your wrists are comfortable when you type.
a the way something is made
b why you do something or why something is present
7 When you give a presentation, you should have a few main points, like
why something is important or how something helps people.
a opinions, facts, or ideas that are said or written
b the sharp end of a needle
8 What do you think is the best invention ever made by someone trying
to solve a problem – the phone, the computer, or the car?
a something made for the first time
b an expensive item
150  Unit 7
2 Discuss the questions in pairs.
USING YOUR
1 Who are some inventors or designers that you know of? KNOWLEDGE
2 What were their inventions or designs?
3 How did their inventions or designs change lives?

WHILE LISTENING
3 7.1  Listen and write the name of the person and the object under
LISTENING FOR
the correct photo. One person is used twice.
MAIN IDEAS
object person
hand-dryer James Dyson
egg chair Sir Jonathan Ive
wheelbarrow Arne Jacobsen
iPhone

a b

c d

Listening 1  151
TAKING NOTES ON 4 7.1  Read the student’s notes. Then listen again and complete the
DETAILS information. Compare your answers with a partner.

inventor/designer and inventions/designs and why the person

interesting points achievements is important

Arne Jacobsen Chair: (2) Was famous for

Hard worker, and neat design, his (3)
, simple
Liked to joke, designs still used designs of furniture
(1)
relaxed today ➞ he worked to and buildings; he
him make them perfect thought about the
(4)
his
designs would serve
for people

James Dyson Inventions include: Inventions made to

Studied (5) , wheelbarrow with solve (6)
design, and round wheel, hand- Gets ideas because he
engineering; dryer, vacuum cleaner sees things that can
Still likes art – made Supports education, work better
waterfall with water research, and gives Dyson is still
going up, not down money so (7) (8)
new
will become inventors, things
too

Sir Jonathan Ive Designed many Ive has won a lot of

Named Knight products for (11)
for his
Commander of the Apple, which are designs
British Empire in 2013 (10)
, clean, Lots of people know
Hardworking and thin and use products he
and (9) designed

152  Unit 7
DISCUSSION
5 Discuss the questions in small groups.
1 Which of the inventors or designers do you think is the most interesting?
Why?
2 How do designers and inventors help improve life for people?
3 What “ordinary” things that we use often are actually special and help us?

LANGUAGE DEVELOPMENT
ADJECTIVE ENDINGS
LANGUAGE

-ed and -ing

Many adjectives end in -ed or -ing. Some have both endings. These endings
change the meaning of the adjective.
You can often change a word to an adjective by adding -ed or -ing.
relax (v) ➞ relaxed (adj) / relaxing (adj)
surprise (n/v) ➞ surprised (adj) / surprising (adj)
(Note: Remove the final -e in surprise.)
Adjectives that end in -ing describe the reason for a feeling (e.g., a situation
or thing).
Stories about accidental inventions, like Post-It Notes®, are really
interesting.
Stories about really simple inventions, like paper straws, are pretty boring.
Adjectives that end in -ed describe what people feel as a result of something.
Sarah is interested in the inventor Thomas Edison.
I get bored when my Internet connection isn’t working.

1 Look at the sentences from Listening 1. Underline the adjectives.

1 It’s really amazing.
2 He found painting to be relaxing.
3 He got frustrated and worked to improve it.
4 But he is also interested in supporting education.

LANGUAGE DEVELOPMENT  153

 2 Compare the two sentences. Underline the word that the adjective
describes in each sentence.
1 a The news was surprising.
b I was surprised by the news.
2 a I was always bored when I went to visit her.
b She was boring, so I tried not to visit her.
3 a He was excited by the idea for the new invention.
b His idea for the new invention was exciting.
4 a My mom was very interested in my story.
b My mom told me a very interesting story.
5 a The walk was very tiring.
b The walk took a long time because I was tired.
6 a What a fascinating idea!
b My friend was fascinated by the idea, but I didn’t like it.
3 Write the correct form of the words in parentheses to complete the text.
Use the -ed or -ing form to make adjectives.

J
oseph Conrad was born in 1857 in Ukraine. His father
was a writer and translator of famous books and plays.
Joseph read these books and became
(1)
(fascinate) with literature.
Joseph’s family was rich, but he didn’t have a very
(2)
(excite) childhood. Because of his
parents’ political beliefs, he and his family had to move to
northern Russia, where life was very hard. Both of Joseph’s
parents died when he was only 12 years old. But then there
was a (3) (surprise) change in his life.
Joseph’s uncle decided to care for him and pay for his
education in Latin, Greek, geography, and mathematics.
Unfortunately, Joseph thought studying was (4) (bore). So he told
(5)
his uncle that he was (tire) of studying and wanted to become a
sailor and travel to Africa by ship. While he was a sailor, Joseph enjoyed having adventures
at sea and meeting lots of (6) (interest) people. These people were
later included in his books. After he stopped sailing, he wrote many books and became
one of the most successful 20th-century writers. Perhaps his most famous book is Heart of
Darkness, which has been made into movies and even used as the idea for a video game.
One of the reasons Conrad’s books were popular was that the characters in the books he
wrote were very believable.

4 Work with a partner. Check your answers.

154  Unit 7
THE PAST PROGRESSIVE
LANGUAGE
Forming the past progressive
Use the past progressive to describe actions that were in progress at a specific
time in the past.
For affirmative statements, use was/were + verb + -ing.
He was studying math last spring.
They were doing research for their presentation before class.
For negative statements, use was/were + not + verb + -ing.
He was not / wasn’t trying to invent the potato chip, but he did.
They were not / weren’t working at the time.
Use the contractions wasn’t / weren’t in everyday speaking. The full forms,
was not and were not, are more common in formal writing.

5 Write the past progressive form of the verb in parentheses to complete

the sentences.
1 Last year I (go) to school part-time.
2 John (work) part-time at a supermarket in 2002.
3 In 2014 my sister and I (live) in Tokyo.
4 We (not / study) last night.
We (cook) dinner.
5 At 6 p.m. yesterday my friends (travel) to Dubai
on a plane.
6 On the Fourth of July, Marco (prepare) a lot of
delicious food for a picnic.
7 Last night Peishan (think) a lot about her family
in Shanghai.
8 Maria (not / live) in Guatemala last year.

LANGUAGE DEVELOPMENT  155

 LANGUAGE
The past progressive and the simple past
Use the past progressive for an action in progress in the past. Use the simple
past for an action that happened one time or was completed.
He was studying for the exam last night.
He passed the exam.
Use when or while in a past progressive time clause to show an event that
was in progress when a second event happened. Use the simple past in the
main clause.
time clause – event in progress main clause – second event

When/While he was working on his invention, he decided to go to college.

main clause – second event time clause – event in progress

He decided to go to college when/while he was working on his invention.

Use when, but not while, in a simple past time clause to show an event that
happened while an event was already in progress. Use the past progressive in
the main clause.
main clause – event in progress time clause – second event

We were presenting our project in class when the fire alarm went off.
time clause – second event main clause – event in progress

When the fire alarm went off, we were presenting our project in class.

6 Write the past progressive or the simple past form of the verbs to
complete the paragraph.

Throughout history, people have accidentally invented some amazing things. For
example, in 1945, Percy Spencer, an American engineer, (1)
(work) in a lab. One day while he (2) (do) an experiment
with vacuum tubes inside radars, something amazing (3) (happen). While
(4) (5)
he (watch) the experiment heat up, he
(realize) that a candy bar in his pocket had melted. Spencer (6)
(be) very surprised. However, his coworkers (7) (not /
believe) him. He (8) (decide) to try the experiment again with
other foods to see if they would cook, too. The next day he (9)
(bring) an egg to the lab. When one coworker (10) (look) over
(11)
the microwave experiment, the egg (blow) up in his face.
Spencer accidentally (12) (invent) the microwave oven.

156  Unit 7
7 Write when or while to complete the sentences. In some items, more
than one answer is possible.
1 he was studying in college, he didn’t work as an inventor.
2 the German scientist Wilhelm Röntgen was doing an
experiment, he accidentally discovered X-rays.
3 I was reading about Joseph Conrad the phone rang.
4 William Kellogg accidentally created Corn Flakes cereal he
was searching for healthy, vegetarian food.
5 Monique was working at Apple Steve Jobs was the CEO.
6 We were in the meeting room the lights went out.
7 Alison was working on her new project her mother came
to the door.
8 Jessica and Maria were walking to class, they saw a hawk fly
over them.

Wilhelm Röntgen and his X-ray machine

LANGUAGE DEVELOPMENT 157

 LISTENING 2
PREPARING TO LISTEN
1 You are going to listen to a conversation between students who are
UNDERSTANDING
preparing for a presentation on interesting people. Read the sentences.
KEY VOCABULARY
Write the words in bold next to the definitions.
1 Albert Einstein was a remarkable man. He was an extremely intelligent
person and did many important things in math and physics.
2 Percy Spencer had a lot of success when he invented the microwave
oven. Almost everyone has a microwave oven now.
3 Something amazing happened in 2013 – in South America someone
discovered a new species. People were shocked because it had been 35
years since the last new animal was found.
4 Alex is a young entrepreneur. He created his own business when he
was only 16 years old.
5 Conrad was in a difficult situation as a child because both of his
parents died.
6 After Joseph Conrad retired from being a sailor and didn’t work
anymore, he used his free time to write books.
a (v) to leave your job and stop working, usually because you
get older
b (adj) very surprising
c (adj) very unusual or noticeable in a way that you admire
d (n) the things that are happening and are present at a
particular time and place
e (n) someone who starts his or her own business
f (n) something that has a good result

Jonathan Koon
158 UNIT 7
2 Discuss the questions in pairs.
USING YOUR
1 What kind of life do you think a young entrepreneur has? Think about KNOWLEDGE
his or her job, family, and interests.
2 Can anyone become an entrepreneur at a young age? Why?

WHILE LISTENING
3 7.2  Listen to the students’ conversation. Take notes about the people
TAKING NOTES
they discuss. Be sure to note who the people are, their jobs, and the
ON DETAILS
things they did that are remarkable.
SKILLS

Listening for attitude

When people speak they don’t always say what they think directly. If they don’t
want to sound negative, they use a positive adjective with a negative verb, e.g.,
It isn’t very good instead of It’s bad. They also weaken a negative statement
by using phrases like a little. Being aware of this when listening can help you
understand what the speaker really means.

4 Answer the questions. Use your notes to help you.

LISTENING FOR
1 What work do Luisa and Yasmin have to do? ATTITUDE

2 Who has done most of their work?

5 7.2  Listen again and write words to complete what Luisa says.
1 Actually, I’m great.
2 Well … I haven’t done .
3 I’m at finding things to present.
4 I don’t know Conrad.
6 Decide who says the sentences. Write L (Luisa) or Y (Yasmin).
1 I’m having trouble doing it.
2 The introduction’s not great.
3 It needs a little more work.
4 His life doesn’t sound that extraordinary.
5 Well, I’m not sure I understand everything.

Listening 2  159
 7 Write three facts about Jonathan Koon and Joseph Conrad. Use your
notes from Exercise 3 to help you.
Jonathan Koon
1
2
3
Joseph Conrad
4
5
6
8 Read the Listening for attitude box on page 159 again. Match the
sentences in Exercise 5 to the two ways of sounding less negative.
A: Use a positive adjective with a negative verb.
B: Weaken a negative statement by using phrases.
9 Luisa does not always say what she thinks directly. Choose the correct
word in each sentence that shows what Luisa really thinks.
1 Luisa is feeling good / bad.
2 Luisa has prepared / hasn’t prepared her presentation.
3 Luisa is good / bad at finding out things to present.
4 Luisa knows / doesn’t know about Joseph Conrad.

PRONUNCIATION FOR LISTENING

SKILLS

Intonation for emotion and interest

When people speak, they show different levels of interest by changing the
sound of their voice.
When speakers are enthusiastic, their voice goes up. Or they may say the word
that shows their emotion louder.
That’s remarkable!
When speakers are unenthusiastic, their voice stays flat or drops down. Or they
may say the word that shows their emotion more quietly.
I’m not so good.

160  Unit 7
10 7.3  Listen to the sentences. Check (✔) the sentences
that sound enthusiastic.
1 I am pretty happy with it. 
2 He’s a remarkable man. 
3 That’s amazing! 
4 I’ll check him out. 
11 Work with a partner. Take turns saying the sentences aloud.
Ask your partner if you sound enthusiastic or not.
1 That’s good.
2 She’s interesting.
3 The weather is fantastic.
4 I’m happy with my work.

DISCUSSION
12 Work in small groups. Think of other people who did or did not have
money or power but did something extraordinary.
13 Use your notes from Listening 1 and Listening 2 to discuss the questions
SYNTHESIZING
in small groups.
1 What makes a person remarkable or amazing? Give examples from
Listening 1 and Listening 2.
2 What do you think would make a person’s life boring to hear about?
3 What are the benefits of the work done or inventions made by the
people discussed in Listening 1 and Listening 2?

Listening 2  161
 SPEAKING
CRITICAL THINKING
At the end of this unit, you are going to do the Speaking Task below.
Give a presentation about a remarkable person and his or her work.
Describe the impact of this person’s work on our lives.
SKILLS

Using an idea map

Use an idea map to think of topics and related subtopics that you want to find
information about. Start with your main topic in the center of the idea map.
Write subtopics on the “legs” of the idea map. Use the map to help you do
research about your topic and subtopics and organize the information that
you find.

1 Work with a partner. Fill in the idea map about Jonathan Koon. Use your
REMEMBER
notes from Exercise 3 in Listening 2 (page 159) to help you. Write the
letter of each phrase in the bubbles.

a invented a cell phone holder his companies

b bought a clothing brand in 2008 from JayZ were worth $30
c parents from Hong Kong million at age 31
d designed clothing with an Italian designer
e egg-shaped piece sold for thousands millionaire
f born in U.S. in 1983 by 16

Inventor Why he is famous

Childhood Jonathan Koon sold auto parts

from Asia in the
U.S. as a teen

grew up in Designer
New York

Artist

makes art
162  Unit 7
2 Now think about a remarkable person you would like to find out about.
APPLY
You will do a presentation about this person in the Speaking Task at the
end of this unit.
3 Go online and do research about the person. Create an idea map about
the person to organize your ideas.

PREPARATION FOR SPEAKING

TIME ORDER
SKILLS

When you describe events in someone’s life, use words or phrases that help
show the order of events. Here are some examples of words or phrases that
show time order:
first of all, in (year), at that time, when, by the time, before, then,
after (that), nowadays
When you hear these expressions, you can understand when events happened
in relation to one another.

1 Write time order expressions to complete the paragraph. In some items,

more than one answer is possible.

(1)
many people know about chocolate chip cookies. But
(2)
1930, no one had tasted one. (3) Ruth
Graves Wakefield was cooking for the inn that she owned with her husband. One day
Ms. Wakefield tried to make a chocolate cookie by chopping up a chocolate bar and
(4)
, mixing it into her cookie dough. (5) she
baked the cookies, the chocolate didn’t melt like the chocolate she usually used. Instead the
chocolate was just in pieces in the cookies. Ms. Wakefield’s guests loved the cookies, though.
(6)
her chocolate chip cookies became very popular, and people still
eat cookies using the same recipe today.

Preparation for speaking  163

 EXAMPLES AND DETAILS

SKILLS
Introducing examples and details to support a presentation
When you give a presentation, it is important to give details and examples.
This makes your main ideas easier to understand and more interesting to your
audience. You can use these phrases to introduce details and examples:
For example, …
One example … / Another example, … / An important example …
Equally important …
such as … / also …

2 7.4  Listen to the student’s presentation. Write the phrases that the
student uses to introduce examples and details.

My presentation is about Thomas Edison. He was

an American inventor, and he was born in 1847.
He is a remarkable person because he invented
a lot of the things we know and use every day,
(1)
the electric light bulb.
Well, he wasn’t the first to invent one, but he was
the first person to invent one that could last a long
time. This was in 1879 while he was working in
his research lab in Menlo Park, New Jersey. It lasted
14.5 hours! (2) of Edison’s
amazing inventions is the motion picture camera. We
all know this today as the video camera. Edison and
his team invented it in 1891, and they showed short,
six-minute movies. (3) was Edison’s work with Henry Ford, who
started the Ford Motor Company. Edison was worried about America’s dependence on
foreign rubber for tires. So while he was working at a lab in Florida in 1927, he found a
new source of rubber in local plants …

3 Work with a partner. Take turns reading the presentation aloud.

What other phrases could you use in Exercise 2?

164  Unit 7
SPEAKING TASK
Give a presentation about a remarkable person and his or her work.
Describe the impact of this person’s work on our lives.

PREPARE
1 Look back at the idea map you created in Critical Thinking. Add any new
information you would like to include.
2 Look at the subtopics in your idea map. Write sentences you can use to
introduce them in your presentation. Use language from Preparation for
Speaking to help you.

3 Refer to the Task Checklist below as you prepare your presentation.

TASK CHECKLIST ✔
Use words and intonation to sound less negative and
more positive.

Use -ed and -ing adjectives correctly.

Use time order expressions to show the order in which events

took place.

Use the past progressive correctly.

Give details and examples about the person and his or her work.

PRESENT
4 Work in small groups. Take turns presenting your person to your group.

SPEAKING TASK 165

 ON CAMPUS
GIVING PRESENTATIONS
PREPARING TO LISTEN
1 How do you feel about speaking English in these situations? Check (✔)
one of the boxes.

very nervous a little nervous OK I enjoy it!

chatting with classmates before class
talking to people you don’t know
answering a teacher’s question in class
participating in a group discussion
giving a presentation to the class

2 Work in small groups and compare your answers.

WHILE LISTENING
3 7.5 Listen to a professor talk about giving presentations in class.
In column A, write the three things students should do to prepare
for a presentation.

A What should you do? B How should you do it?

1

4 7.5 Listen again. In column B, write the professor’s suggestions for how
students can prepare for a presentation.
5 Work with a partner and compare your notes. Answer the questions.
1 Have you used any of the strategies that the professor recommends?
Which ones?
2 What other advice could you add?
166  Unit 7
SKILLS
Strategies for successful presentations
Practice your speech aloud several times beforehand.
Make eye contact with the audience.
Pronounce and stress important words, names, and numbers clearly.
Pause between your main points.

PRACTICE
6 Read these excerpts from a presentation about the history of Apple.
Underline the key words and try to pronounce them.

1 Apple Computers was founded on April 1, 1976, by Steve Jobs and Steve Wozniak. They wanted
to create a computer that people could use at home. They had very little money, so they worked
in Steve Jobs’s garage.
2 In 1977, Jobs and Wozniak created the Apple 1. It was the first personal computer, with a keyboard
and a screen. They sold 200 units for $666 each.
3 The following year, they introduced the Apple II. It was a better design, and it was lighter than the
Apple 1. It also had color graphics. This was a very successful product. Sales went from $7.8M in 1978 to
$117M in 1980. Apple sold about 6 million units over 16 years. In 1980, Apple became a public company.

7 Work with a partner. Practice reading the excerpts aloud. Stress the key
words, and pause after each point. Make eye contact with your partner.

REAL-WORLD APPLICATION
8 Read the notes for the rest of the presentation. Underline the key words.
Choose a card. Present the information to a partner.

1983: Wozniak left Apple. Jobs replaced him 1990s: A pple was not succeeding - losing
with John Sculley customers
BUT disagreements between Jobs and 1997: Jobs returned to Apple. Then
Sculley over management of company introduced several new products:
1985: Jobs left Apple • iMac (1998)
Founded NeXT (software company) • iPod - MP3 player (2001)
Bought Pixar (animation company - • iPhone - most popular (2007)
made Toy Story, Finding Nemo, etc. • iPad (2010)
Now owned by Disney)

9 After each mini-presentation, ask your partner these questions:

1 Was the information clear? Was it easy to understand?
2 Was the speech too fast, too slow, or just right?
GIVING PRESENTATIONS 
ON CAMPUS  167