6

REFLECTREADING & WRITING

TEACHER’S GUIDE
LEARNING

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

NAS_6_TBRW_48847_FM_ptg01.indd 2 06/12/21 11:24 AM

 LEARNING

Reflect 6 Reading & Writing Teacher’s Guide © 2022 National Geographic Learning, a part of Cengage Learning

ALL RIGHTS RESERVED. No part of this work covered by the copyright

Publisher: Sherrise Roehr herein may be reproduced or distributed in any form or by any means,
except as permitted by U.S. copyright law, without the prior written
Executive Editor: Laura Le Dréan
permission of the copyright owner.
Senior Development Editor: Lisl Bove
“National Geographic”, “National Geographic Society” and the Yellow Border
Director of Global Marketing: Ian Martin
Design are registered trademarks of the National Geographic Society
Product Marketing Manager: Tracy Baillie
® Marcas Registradas
Senior Content Project Manager: Mark Rzeszutek
Art Director: Brenda Carmichael
For permission to use material from this text or product,
Senior Designer: Lisa Trager
submit all requests online at cengage.com/permissions
Operations Coordinator: Hayley Chwazik-Gee
Further permissions questions can be emailed to
Manufacturing Buyer: Mary Beth Hennebury [email protected]
Composition: MPS Limited

Teacher’s Guide ISBN: 978-0-357-44884-7

National Geographic Learning

200 Pier 4 Boulevard
Boston, MA 02210

Locate your local office at international.cengage.com/region

Visit National Geographic Learning online at ELTNGL.com

Visit our corporate website at www.cengage.com

Printed in China
Print Number: 01  Print Year: 2021

NAS_6_TBRW_48847_FM_ptg01.indd 3 06/12/21 11:24 AM

 CONTENTS
Series Overview................................................................................iv

Competencies promoted in Reflect...................................................vi

Assessment in Reflect.....................................................................vii

Teaching with Reflect Reading & Writing............................................x

Pacing Guide....................................................................................xiii

UNIT 1 Money Isn’t Everything......................................................1

UNIT 2 Burning the Midnight Oil ...................................................9

UNIT 3 Working Together.............................................................17

UNIT 4 New Frontiers in Engineering .........................................26

UNIT 5 Wall Art.............................................................................35

UNIT 6 Lost in Time......................................................................45

UNIT 7 It’s How We Say It ...........................................................54

UNIT 8 Make the Right Choice ...................................................64

Vocabulary Games............................................................................ 74

Answers to Vocabulary Expansion Activities....................................75

Video Scripts.....................................................................................76

iii

NAS_6_TBRW_48847_FM_ptg01.indd 4 06/12/21 11:24 AM

 SERIES OVERVIEW
Thank you for choosing Reflect Reading & Writing. This information will familiarize you with the series.

 ook at the Scope and Sequence (Student’s

L
Book, pp ii-v). The book is organized into SCOPE AND SEQUENCE
READING & CRITICAL

eight units, each of which is based on a

VOCABULARY EXPANSION WRITING GRAMMAR THINKING REFLECT ACTIVITIES

BUILDING COMMUNITY page 2 Video: What does Understand main ideas Organize a Multi-word Support your Discuss reasons for having a strong
URBAN STUDIES community mean to and details paragraph verbs opinion community
you?

high-interest theme within an academic

Assess ways to meet people

1
Reading 1: Why we Polysemy: Multiple- Evaluate a neighborhood
need communities meaning words Apply ideas to your neighborhood
UNIT TASK Write a paragraph about

discipline. Each unit features a video, two

Reading 2: Happy Connotation
your ideal community
cities, by design

readings, relevant academic skills, four

LANGUAGE ON THE MOVE page 20 Video: On non-verbal Understand charts Write a topic Simple past Personalize new Brainstorm ways we communicate
LINGUISTICS communication sentence and past information Analyze your body language
continuous
Identify ways that language changes

2
Reading 1: Can you Prefix: mis-

Reflect activities, and a final Unit Task.

“read the air”? Predict how English will evolve
Using a dictionary: Synonyms
UNIT TASK Write a narrative paragraph
Reading 2: Evolving
about a cultural misunderstanding
English

IS FEAR FUN? page 38 Video: Free Solo Make inferences Write supporting Adjective Synthesize Assess why we do things that cause
MEDIA STUDIES trailer ideas and details clauses information fear
Understand fear in your life

3
Reading 1: Free Solo Suffix: -ment
(review) Rank situations that cause fear
Base words and affixes Synthesize information from the
Reading 2: Fear is readings
fun….for some
UNIT TASK Write a movie review

THE ART IN SCIENCE page 56 Video: The master of Identify purpose and Summarize Simple past Assess features Match skills to STEM jobs
ART/SCIENCE folds audience charts and and present to form an Evaluate STEAM careers
graphs perfect opinion
Compare humans with technology

4
Reading 1: STEAM
careers Prefixes: in-, im-, and un- Assess robot art
UNIT TASK Write a paragraph about a
Reading 2: Robot Suffix: -al
graph
artists

ii SCOPE AND SEQUENCE SCOPE AND SEQUENCE iii

 urn to a Unit Opener. Notice the path of

T
activities under In This Unit and the Skills IN THIS UNIT
Discuss reasons

1 BUILDING
UNIT
for having a strong

listed to help you and the student know what

community
Assess ways to meet
people

to expect.
COMMUNITY
Evaluate a
neighborhood
Apply ideas to your
neighborhood
Write a paragraph
about your ideal
community

SKILLS
READING
Understand main
ideas and details

WRITING
Organize a paragraph

GRAMMAR
Multi-word verbs

CRITICAL THINKING
Support your opinion

Surfers at Eisbach, a
small man-made river
in Munich, Germany
CONNECT TO THE TOPIC
1. Where are the
people in the
photo? What are
they doing?
2. Who do you think
built this space, and
why? Explain.

2 3

Look at a Reading. The passages are READ

adapted from authentic sources, including

5.2 It exposes them to different ways of living and
working. Experiential travelers often make life-long
1 What is your perfect vacation? Popular friends with local people. They stay in touch3 after
trips include relaxing on a warm beach. Or the trip has finished. Experiential travel helps

National Geographic. The real-world passages

they involve sightseeing in a beautiful city. travelers—and local people—feel like they are part
Increasingly, though, many of us don’t want to just of a global community.
visit a place. We want to experience it.
5 You don’t need to use a travel company to
2 Experiential1 travel allows travelers to get

invite students to explore the world while

get the benefits of experiential travel. You can do
closer to local people and their culture. For example, it by yourself. You can ask local people questions
experiential travelers might stay a few weeks with

TRAVEL
when you travel. Ask a driver about her life. Ask
local hosts. They might take classes to learn a local the hotel receptionist about his story. You can

developing reading skills and providing ideas

craft. They might volunteer at local businesses, also take a cooking class or join a soccer game
such as farms or restaurants. In other words, these in the street. Listening to people’s stories and
travelers immerse2 themselves in a different culture. interacting with local people will change your

LIKE A LOCAL
According to TripAdvisor, experiential trips have understanding of the place you are visiting.

for writing. Each passage is available on audio

grown over 40% since 2015. The popularity of
experiential travel shows no sign of slowing.
COMMENTS (2)
3 Mejdi Tours is one example of an experiential

on the Classroom Presentation Tool or Teacher

travel company. Mejdi organizes experiential Abdul
trips to different parts of the world. Their goal
Nice article! Last year I went on a walking tour of
is to create trips where both local people and
London. Our guide was actually a homeless man.
travelers benefit. One such trip is in Vietnam.
We learned so much about the city!

Companion site.
There, a tour guide goes with a small group of
travelers to meet with a local fisherman. They
learn how to fix nets and throw them in the water. Kamila
They catch fish together. Afterwards they all cook I’m thinking about going to Japan next year. I
and eat a meal with the fisherman’s family. want to meditate4 at a Buddhist Temple. I think it
will be really inspiring!
4 Experiential travel helps people become better
citizens. First of all, it lets them understand a 1
experiential (adj) based on experience
place more deeply than tourists usually do. As one 2
immerse (v) to involve yourself in an activity
traveler says, traditional travel is “like studying 3
stay in touch (v phr) to continue to communicate by
science without ever doing a scientific experiment.” writing or calling
Since they often stay and work in one place, 4
meditate (v) to focus the mind, for spiritual
A fishing boat opens a net
to catch fish in the sea near travelers learn more about the lives of local people. purposes or to relax
Phu Yen Province, Vietnam.
B MAIN IDEAS Match the paragraph number (2–5) to the main idea.
Two ideas are extra.
Experiential travelers…
A PREVIEW Read the title. Then skim the blog
post. What do you think it’s mainly about? a. usually go to Vietnam. d. immerse themselves in a new place.

a. How Vietnam attracts experiential travelers b. can take organized trips. e. understand the world better.
b. Why experiential travel is becoming more popular
c. are going on more vacations. f. can get benefits traveling on their own.
c. Where to be an experiential tourist in your town

82
82 UN
U NIITT 55 WHY WE TRAVEL 83

iv S E R I E S OV E R V I E W

NAS_6_TBRW_48847_FM_ptg01.indd 5 06/12/21 11:24 AM

  ook at a Write section. It begins with the
L WRITE C ANALYZE THE MODEL Complete the outline of the model.

Unit Task and a Model, followed by step-by-

Title: My Ideal Community
Topic sentence: My ideal community is .
UNIT TASK Write a paragraph about your ideal community.

step activities through the writing process to

You are going to write a response to a survey asking: “What is your ideal
Supporting idea 1: It’s walkable.
community?” Use the ideas, skills, and vocabulary from the unit.
Details: can pick up or drop off

ensure students can complete the task with

A MODEL Read the paragraph. Would you like to live in this community? fewer cars mean better
Share your ideas with a partner.
Supporting idea 2: It’s a community.

Details: means nothing gets

confidence. My Ideal Community

My ideal community is a healthy place for residents and for the Earth. First
of all, my ideal community is walkable. For example, I want to easily pick up
restaurants and cafes don’t
Supporting idea 3: It helps people

Details: lots of and gyms, and other places good for

groceries or drop off laundry on foot. Getting around without a car is important
physical and mental health
to me. This is because fewer cars means better air quality. Secondly, my ideal
Concluding sentence: A place that
community is a zero-waste community. Zero-waste means nothing gets thrown
is my idea of a perfect community.
away. For example, restaurants and cafes do not throw away unsold food.
Finally, my ideal community helps people keep fit. For example, there are a lot D APPLY Read the sentences below the paragraph. Then complete the
paragraph with the correct topic and supporting sentences. Write the letters in
of parks and gyms where people can get together and exercise. These places
the blanks. There is one extra.
are good for physical and mental health. A place that makes it easy for people
and the planet to stay healthy is my idea of a perfect community. How to Meet New People
1
First of all, try to get to know your neighbors. 2 This way, you
meet new people and also learn about the best shops and restaurants. 3

WRITING SKILL Organize a paragraph Yoga classes, for example, are a great way to make new friends. In these classes

A paragraph is a group of sentences about one main idea. you meet people who have a similar interest. Finally, you can volunteer in your

The topic sentence introduces the main idea. It is often the first or second community. 4 Volunteering is a good way to meet people and do good things
sentence. at the same time. In short, there a lot of ways to improve your life and meet new
Supporting ideas are smaller ideas about the topic sentence. There are often
two or more supporting ideas in a paragraph. people at the same time.
Details give more information about each supporting idea. a. For example, you can introduce yourself and ask them for
The concluding sentence is the final sentence of the paragraph. It usually recommendations.
restates the topic sentence in different words.
b. Secondly, you can join a team.
c. Secondly, you can join a gym or exercise class.
B APPLY Complete the tasks. d. For example, you can help plan and organize neighborhood events.
1. Underline the topic sentence and the concluding sentence in the model. e. There are many ways to meet people when you move to a new place.
2. Check (✓) the three supporting ideas.

BUILDING COMMUNITY 13 14 UNIT 1

The videos are on the Teacher Companion site

or Online Practice. A video begins each unit and WATCH
is designed to spark student interest and pre-
reading discussion. (See p. x for ideas on using
WHAT DOES AN
video in class.) ASTRONAUT DREAM ABOUT?

The International
Space Station

A Watch the video. Then write T for True or F for False. 6.1

In her dream, Helen Sharman…

1. is on a spaceship. 5. sees stars.

2. moves quickly. 6. is alone.

Support components help you get the most out of Reflect. 3. looks out of a window. 7. feels warm.

a. Online Practice with a variety of interactive, self-grading4. activities

sees the Earth. 8. wants to return to Earth. British astronaut
Helen Sharman

b. Classroom Presentation Tool for heads-up or online learning

B How did Sharman feel when her dream ended? Why did she feel this way?
Discuss your ideas with a partner.
c. Student’s e-book as a digital version of the student bookC Write answers to the questions in your notebook. Then share your answers
with a partner.
1. What dream have you had more than once? Describe the dream.
2. How do you usually feel when you wake up after that dream? Happy?
Relieved?

94 UNIT 6

Visit the Teacher Companion Website at ELTNGL.com/Reflect1e.

It includes the audio program, videos, video scripts, class worksheets,
writing rubrics, ExamView® Test Center, and the Teacher’s Guide.

NAS_6_TBRW_48847_FM_ptg01.indd 6 06/12/21 11:24 AM

 COMPETENCIES PROMOTED IN REFLECT
The content and activities in Reflect were developed to support students’ global
competence, social and emotional learning, and 21st century skills.

Throughout the series, students are exposed to diverse ideas, voices, and
perspectives, and asked to think critically about each. In doing so, students
develop self-awareness, social awareness, and self-management skills.

Kno
wle
dg
e
Examine local,
global, and intercultural issues
Self- Self-
Management Awareness
s
Skill

Take action
for collective
well-being and GLOBAL Understand SOCIAL &
sustainable and appreciate
development COMPETENCE the perspectives
and world
EMOTIONAL Responsible
views of others Social LEARNING Decision-
Awareness Making
Valu
es
@OECD2018

Engage in open, appropriate,

and effective Relationship
es
interactions across cultures Skills
tud
Atti

THE 4 CS OF 21ST CENTURY SKILLS

Communication Collaboration Critical Thinking Creativity

Engaging in constructive Working together Looking at problems Trying new

and critical to reach a goal; in a new way; approaches; developing
conversations; being willing to being able to analyze, ideas that demonstrate
sharing thoughts, participate and interpret, and evaluate curiosity, imagination,
questions, contribute and flexibility
and ideas

vi C O M P E T E N C I E S P R O M OT E D I N R E F L E C T

NAS_6_TBRW_48847_FM_ptg01.indd 7 06/12/21 11:24 AM

 ASSESSMENT IN REFLECT
Regular assessment is an important element of any English-language course.
In Reflect Reading & Writing, teachers will find a set of assessment tools to help
them support English learners, track their progress, and document their achievements.
These same tools, used regularly, will also help build learner confidence, drive
motivation, and encourage student ownership of learning.

As you plan your course and assessment, remember to consider the following:

 ssessment should mirror learning. Tests should reflect clearly communicated

A
curriculum objectives. The structure and format of tasks should reflect what
students experience in class.

 ests should contribute to learning on the part of both teachers and students.
T
Assessment results should provide teachers with information on which to base
instruction, especially modifications that may be needed for individuals or groups of
students. And test results should help learners manage their strengths and
weaknesses, as well as their progress in learning English.

 ssessment should motivate learners and help build learner confidence. Just as
A
with class activities, students should receive motivating and constructive feedback
during assessment.

 esting should take place at regular intervals in order to collect reliable evidence of
T
growth. The more regularly students are assessed through a variety of approaches,
the less anxiety they may experience, and the more practiced and confident they
will be when taking an assessment.

FORMATIVE ASSESSMENT
Because accurate assessment reflects not only what students can recognize and
produce on written tests, but also how they use language in real contexts, Reflect
includes numerous opportunities for performance-based, in-class formative
assessment. The Reflect activities in the Student Book give students regular chances to
pause, review, and expand on what they’ve learned. For each Unit Task, there is a
customized rubric to set expectations and evaluate, helping students achieve successful
outcomes. Formative Assessment tips appear in this Teacher’s Guide and align
directly to Student Book Reflect activities and to each unit’s objectives. In addition,
student presentations and written work may be assembled as part of an assessment
portfolio.

SUMMATIVE ASSESSMENT
Summative assessment is provided in the form of ExamView® test banks. Banks
include test items that allow teachers to create eight Unit Quizzes and one Mastery Test
per course. All quizzes and tests are easily generated and customizable.

vi i

NAS_6_TBRW_48847_FM_ptg01.indd 8 06/12/21 11:24 AM

 PLACE, TEACH, PLACE TEACH
and monitor
PRACTICE, EVALUATE progress
Place students, adapt instruction, and
monitor progress with National Geographic
LEARN
Learning’s multi-step approach to
assessment.
EVALUATE PRACTICE
and monitor
progress

resident (n) Residents help give each area READ 45–50 mi

a personality. Do you have to be born in a
place to be a resident? (No, it’s where you HAPPY CITIES, BY
live, not where you are born.)
style (n) Young people in each country have A PREDICT (p. 10
their own particular style of clothing. What • Ask Why do y
PLACE
clothing styles do you like? make people
• Take a class su
NGL’s new, adaptable Online
VOCABULARY
Placement TestGAME:
reliablyBINGO (See page 64.)
assesses what the stud
listening, reading, and use of English, about. Then ha
B PERSONALIZE
and (p. 9) into one of
helps place students their predictio
14 •CEFR-aligned
Go over the meanings
levels. of traditional and
modern. Ask students to share an example B MAIN IDEAS (p
of something from a traditional home and • Ask Did any o
something from a modern home. surprise you?

C DETAILS (p. 12
REFLECT (p. 9) • Go over the ide
• As you monitor the students, encourage meaning no inf
them SKILL
READING to use Scanthe targetinformation
for specific vocabulary.
When you need to find types of information (a keyword, name, or number), it’s
•helpful
Model how
to quickly totext.answer
scan the For example, the question.
if you need Say
to find a year, look for A D DETAILS (p. 12
a four-digit number. If you need to find someone’s name, look for capitalized
neighborhood
words. When you find a keyword, I name,
know well
or number, readisthe.sentences
. . Some around • Ask if any stud
it to understand the context. This will help you decide if you have found the
good
correct things are . . . Some bad things
information. in the reading
TEACH are . . . have, ask them
C APPLY Read the questions below. Choose the correct type of information
to scan for. Then scan the article for the information and write the answers.
projects that h
Reading and Writing Skill instruction supports FORMATIVE ASSESSMENT
1. Where was the dream study done? a. keyword b. name c. number

reading comprehension and writing fluency. The • Make sure students are sharing both good
Teacher’s Guide provides ideas for presenting and 2. How many people participated? a. keyword b. name c. number REFLECT (p. 12
and bad ideas about their neighborhoods.
expanding on the information in the skill boxes. • Ask How man
3.Ask Would
Who was you like to
the lead scientist? visit your
a. keyword b. name c. number

partner’s neighborhood? Explain. you think can

Formative assessment ideas for each Reflect or town?
activity are included in the Teacher’s Guide. • 4.Have students take one
What machine was used?
to two minutes
a. keyword b. name
to
c. number

synthesize their ideas and their partner’s

5. What was the scientist’s theory? a. keyword b. name
ideas in writing. Say Write about all the
c. number FORMATIVE A
good things you came up with and all • Make sure stu
the bad things. Did you have any of the ideas from the
D DETAILS Number the events in the study in the correct order (1-5).
same answers? part of their ci
The researchers…
• Have students
viii ASSESSMENT IN REFLECT showed the two groups the same pictures.
TIP noticed that the group who slept was less affected by the photos. summarize the
• Suggest that students
divided the participants into two groups.think about the

neighborhood
concluded that dreaming from
may helpdifferent perspectives.
us better deal with emotional events. TIP
NAS_6_TBRW_48847_FM_ptg01.indd 9
Ask How would a person with no car
scanned the participants’ brains. • If students don
06/12/21 11:24 AM
 to me. This is because fewer cars means better air quality. Secondly, my ideal
community is a zero-waste community. Zero-waste means nothing gets thrown
away. For example, restaurants and cafes do not throw away unsold food.
Finally, my ideal community helps people keep fit. For example, there are a lot
of parks and gyms where people can get together and exercise. These places
are good for physical and mental health. A place that makes it easy for people
and the planet to stay healthy is my idea of a perfect community.
Travelers watch from a ship
as it goes through pack ice
in Antarctica.

WRITING SKILL Organize a paragraph

A paragraph is a group of sentences about one main idea.
The topic sentence introduces the main idea. It is often the first or second
PRACTICE C Listen to a short lecture about Antarctica. Read the statements. Write T for True
sentence.
orSupporting 5.9are smaller ideas about the topic sentence. There are often
F for False.ideas
two or more supporting ideas in a paragraph.
Reading and Writing Skill boxes are 1.
Details giveSome
more explorers died
information exploring
about Antarctica idea.
each supporting in the early 20th century.

followed by Apply activities that give The concluding sentence is the final sentence of the paragraph. It usually
2.
restates theAttopic
2,300 metersinhigh,
sentence on average,
different words. Antarctica is the highest continent.
students an opportunity to practice. These 3. Antarctica contains 98 percent of Earth’s fresh water.
activities support informal assessment and B APPLY Complete the tasks.
4. Antarctica has a lot of rain and snowfall.
help build student competence and 1. Underline the topic sentence and the concluding sentence in the model.
confidence. 5. Because
2. Check (✓) of supporting
the three the height ideas.
and dryness, it is hard to breathe on Antarctica.

6. It is difficult to eat enough to remain healthy while crossing Antarctica.

REFLECT activities encourage students to BUILDING COMMUNITY 13

regularly check in on their understanding of REFLECT Discuss exploration, past and present.

the concepts in the unit. You are going to watch a video about a historical expedition to Antarctica.
Discuss the questions with a partner.
1. What do you think an expedition to Antarctica was like in the past? What do
you think an expedition to Antarctica is like today?
2. What qualities and skills do you think a leader of an expedition to Antarctica
needed in the past? What qualities and skills would a leader need today?

EXPLORERS 75

REFLECT
A Check (✓) the Reflect tasks you can do and the academic skills you can use.
analyze why we dream scan for specific information
assess research on dreams expand a paragraph into an essay
consider the meaning of dreams modals of possibility
respond to the idea of recording dreams analyze pros and cons
write about the pros and cons of recording dreams

B Write the vocabulary words from the unit in the correct place. Add any other words
that you learned. Circle words you still need to practice.

NOUN VERB ADJECTIVE ADVERB & OTHER

Online Practice reinforces learning

with more opportunity to interact
with the skills, vocabulary, and ideas C Reflect on the ideas in the unit as you answer these questions.

from each unit.

1. If you could record your dreams, how could you use that ability to help you?

2. What ideas or skills in this unit will be most useful to you in the future?

The REFLECT section at the end of each

unit encourages students to assess their
progress. THE MYSTERY OF DREAMS 109

EVALUATE
An ExamView® Assessment
Suite includes test banks that
allow teachers to generate
and customize written tests,
including a Quiz and Mastery
Test for each unit.

ix

NAS_6_TBRW_48847_FM_ptg01.indd 10 06/12/21 11:24 AM

 TEACHING WITH REFLECT READING & WRITING
1. H
 OW ARE THE UNITS ORGANIZED?
Unit Prepare Prepare Read
Watch Read Write Reflect
Opener to Read to Read

The units are organized into eight sections and include the following features:
 unit opener with an impactful photo that introduces the theme and a clear guide to outcomes
A
and skills taught.
An engaging video to generate interest and pre-reading discussion.
Two real-world readings that present different angles on the unit theme.
Key academic skill instruction on reading, writing, critical thinking, and grammar.
F
 our Reflect activities that give students the opportunity to pause, personalize, and think
critically about what they have learned. These can also be used as formative assessment.
A culminating Unit Task that allows students to apply their learning in a final writing product.
A final Reflect section that encourages students to take responsibility for their learning and
evaluate their progress.

2. H
 OW CAN THE VISUALS BE MAXIMIZED?
The Unit Openers and other photos can be used to practice the important 21st century skill of visual
literacy: the ability to recognize, understand, and evaluate ideas in images. Having students analyze
various elements in an image, such as subject matter, color, perspective, and style, will help them to
interpret the meaning of the image and react to it. Ask students questions like these: What is the first
thing you notice? What else do you see? How does the photo make you feel? What questions do you
have? What do you think the message of the photo is?

3. HOW SHOULD THE VIDEO BE USED?

The video in the Watch section provides a fun way to introduce the topic of the unit. The videos
generate interest in the content and provide opportunities for connecting ideas. They also serve as an
input for the final writing task.

Understanding video is also an important part of visual literacy. Videos have multiple layers of
meaning, such as information about the setting, signs and captions, nonverbal communication, and
music and sound effects. These same elements can make the content in a video more accessible,
especially for language learners. Here are some ways beyond the before-, during-, and after-viewing
activities provided in the units to get students to watch the videos.
Have students watch the video without the audio, so they can focus on the visuals.
H
 ave students watch the video with the audio and ask how the visuals support their
understanding.
H
 ave students work in pairs or small groups to discuss how they might change the video (e.g., how
they might make the message clearer or the content more interesting).

x TEACHING WITH REFLECT READING & WRITING

NAS_6_TBRW_48847_FM_ptg01.indd 11 06/12/21 11:24 AM

 WHAT DOES
COMMUNITY MEAN TO YOU?
4. HOW WAS THE VOCABULARY CHOSEN?
A Watch the video and choose the best answer to complete each statement. 1.1
The target words in the Prepare to Read sections were selected according to several criteria:
frequency,
1. The utility,
people appearance on Academic
are mostly teenagers Word
/ young Lists,
adults and CEFR (Common European
/ middle-aged.
Framework of Reference for Languages) level. Students learn the meanings of the words in
2. They
context and probably
apply themlive in
in afollow-up
village / activities.
small town / city.
The target vocabulary is then reinforced and
recycled throughout subsequent units. In addition, Vocabulary Expansion activities at the end
3. Community is not very / somewhat / very important for most of them.
of the Student Book expand on some of these target words by introducing useful collocations,
word forms, and affixes.
B Watch again. Put the responses in the order that you hear them (2–8). 1.1

5. HOW IS CRITICAL THINKING PROMOTED?

Community is a place…
Throughout thewith units, studentspeople.
like-minded analyze, apply, compare, evaluate, infer, interpret,
with restaurants and shops.personalize,
rank, support, and synthesize, among other critical thinking tasks. In particular, the Reflect
activities are specifically designed to be critical thinking opportunities.
that’s walkable. where you know Byeverybody.
actively participating in
higher-order thinking tasks and deeply processing the rich content in Reflect, students engage in
meaningful 1 language acquisition.
where people work together. with a movie theater.

While each unitwhere

contains multiple
you can opportunities for criticalthat’s
sit down. thinking, there is also a Critical
peaceful.
Thinking Skill in each unit followed by an application.

CRITICAL THINKING Support your opinion

When you give an opinion, support it with reasons. This will make your opinions more believable.
For example, if you think a community should be walkable, give reasons for that opinion.
I think it’s important to have a lot of places you can walk to. This is good for your health because
you get exercise. It also reduces pollution from cars and saves you money.

C Read the responses in activity B again. Which features of a community do you think are most
important? Tell a partner your ideas. Support your opinion.

6. 4W
 UHAT
NIT 1
ARE REFLECT ACTIVITIES?
The four Reflect activities in each unit are transition points between one section and the next.
They provide moments for students to pause, reflect on what they have learned so far, and
anticipate what they will learn next. Additionally, they act as touchstones that build toward the
final unit task and provide opportunities for formative assessment. This teacher’s guide provides
information on what to look for as students complete these tasks, as well as additional ideas to
assess their learning.

7. H
 OW ARE READING AND WRITING SKILLS DEVELOPED?
Each Read section centers on a leveled reading related to the unit theme. A Reading Skill
box helps students develop key reading strategies. The activities incorporate the strategies
students need to be successful readers, such as activating prior knowledge, annotating text,
summarizing, questioning, inferring, and monitoring understanding of a text. The readings build
students’ knowledge of the unit theme and prepare them for the final writing task. They also
expose students to various writing genres and to grammar and vocabulary in use.
The Write section gives students the tools they need to successfully complete the Unit Task,
including Writing Skills and Grammar. The section begins with a Model response to the Unit
Task, intended to serve as both an example for students to follow and an example of what they
can achieve themselves. Students analyze the various parts of the Model to understand the
structure and language required before applying the principles to their own writing.

A Plan & Write subsection steps out the writing process for students, giving them
opportunities to brainstorm, outline, plan, draft, revise, and edit their writing. Unit-specific
Revise and Edit checklists allow for independent and self-directed work.
xi

NAS_6_TBRW_48847_FM_ptg01.indd 12 06/12/21 11:24 AM

 8. WHAT IS THE FINAL REFLECT SECTION?
The final Reflect section is an opportunity for students to review their progress. Students are asked to
assess whether they can apply the skills learned and to review the unit vocabulary and identify words
they need to practice. This teacher’s guide provides question prompts to review the Reflect activities
and academic skills. Additionally, students can review the vocabulary, grammar, and skills from the
unit through a game on the Classroom Presentation Tool.

9. I S REFLECT COMPATIBLE WITH BLENDED AND ONLINE

CLASSES?
Reflect offers flexibility to successfully instruct classes in person, online, and in blended classrooms.
For online and blended classes, the Classroom Presentation Tool (CPT), Online Practice, and Student’s
eBook allow a teacher to deliver all of Reflect content digitally.

Connecting with students, building a community, and creating a positive learning environment are as
important, if not more, when teaching in a blended or online context. Here are some tips for teaching
Reflect in a blended or online classroom.
G
 ive students time to greet each other and chat before the lesson starts.
During the lesson, ask that everyone mute their microphones when they’re not talking.
U
 se a variety of materials. Display the Classroom Presentation Tool (CPT) so that everyone is
literally on the same page, but also allow students time to do activities individually in their books.
U
 se the CPT to watch videos, listen to audio, and do the activities together and/or display
the answers.
Alternately, to maximize your time in the classroom, have the students watch the video, read,
and do the activities outside of class. Use time in class for students to ask questions, discuss
their ideas, and do group work.
U
 se break-out rooms in your video conferencing to give students time to work with their
classmates and meet with you.

xii TEACHING WITH REFLECT READING & WRITING

NAS_6_TBRW_48847_FM_ptg01.indd 13 06/12/21 11:24 AM

 PACING GUIDE
One unit of Reflect Reading & Writing takes between 4.75–5.25 hours to complete.
All 8 units require approximately 38–42 hours.

By setting aside portions of each unit as homework, or by using extension activities and ancillaries,
the length of the course can be adapted to suit a wide range of course durations. Here are some
examples.

RECOMMENDED COURSE
Total course length = 42 hours (1 unit = 5.25 hours)
12-week course = 3.5 hours of instruction per week
24-week course = 1.75 hours of instruction per week
 his option assumes that the teacher covers all Student’s Book content in class. Online learning
T
practice activities are given as homework.

SHORT COURSE
Total course length = 30 hours (1 unit = 3.75 hours)
12-week course = 2.5 hours of instruction per week
24-week course = 1.25 hours of instruction per week
 his option assumes that the Online Practice activities and some of the Student’s Book content are
T
given as homework (e.g., Vocabulary, Grammar, and Unit Task planning activities).

LONGER COURSE
Total course length = 48 hours (1 unit = 6 hours)
12-week course = 4 hours of instruction per week
24-week course = 2 hours of instruction per week
 his option assumes that the teacher covers all the Student’s Book content in class.
T
Lessons are often extended using online learning activities.

EXTENDED COURSE
Total course length = 60 hours (1 unit = 7.5 hours)
12-week course = 5 hours of instruction per week
24-week course = 2.5 hours of instruction per week
 his option assumes that the teacher covers all Student’s Book content in class.
T
Lessons are extended using online learning activities. ExamView® quizzes are used
regularly to monitor students’ progress.

xiii

NAS_6_TBRW_48847_FM_ptg01.indd 14 06/12/21 11:24 AM

NAS_6_TBRW_48847_FM_ptg01.indd 15 06/12/21 11:24 AM
 MONEY ISN’T EVERYTHING
UNIT

1
BUSINESS

IN THIS UNIT UNIT OPENER 5–10 min

Explore the role of small businesses in society CONNECT TO THE TOPIC (p. 3)
Collaborate on a social entrepreneurship idea • Have students look at the photo and read the
Consider the challenges of social entrepreneurship caption. Say South Central Los Angeles,
Evaluate opportunities for social entrepreneurship California, USA, is a food desert: a location
Write a descriptive essay about a social where access to healthy food is limited. The
enterprise Ron Finley Project teaches communities
to grow their own food, and it teaches
individuals to turn their land into a business.
SKILLS • Ask Why do you think food deserts
READING exist?
Be an active reader
WATCH 15–20 min
WRITING
Choose relevant information VIDEO VOCABULARY
Go over the definitions of these items before
GRAMMAR watching the video.
Verb forms for describing the past
persistent (adj) continuous, often in a difficult
CRITICAL THINKING way
Consider various perspectives amateur (adj) skilled, but not professional
subsidy (n) support or benefit, usually financial,
VIDEO often given by a government
Social Enterprise 101 describes how social retrofit (n) additions or updates made to
enterprises address a specific social, cultural, or something after it was built
environmental issue. bottom-line (adj) final business profits or
losses
READ 1
A (p. 4) 1.1
A Business Close to Her Heart describes the
• Direct students’ attention to the photo and the
work of entrepreneur Zita Cobb, who quit the oil
caption for clues about the meaning of social
industry to use her business skills to revitalize her
enterprise.
hometown, Fogo Island.
B (p. 4) 1.1
READ 2
• Ask students if they remember any examples
So You Want to Be a Social Entrepreneur?
of a social enterprise from the video before
gives five tips for starting a business that makes a
doing the activity.
positive impact.
MONEY ISN’ T EVERY THING 1

NAS_6_TBRW_48847_U1_ptg01.indd 1 06/12/21 11:22 AM

 PREPARE TO READ 20–25 min an example of a place or business that has
been revitalized?
A VOCABULARY (p. 5)
• Read the example sentences below and ask VOCABULARY GAME: TIC-TAC-TOE (See page 74.)
the questions.
B PERSONALIZE (p. 5)
collaboration (n) Both teams worked in • Encourage students to use the vocabulary
collaboration to restore the playing field after it had words in their answers to the questions.
been abandoned for years. What qualities are
important for collaboration? (communication,
cooperation, patience, a common goal) REFLECT (p. 5)
entrepreneur (n) My aunt is an entrepreneur. • Preview the questions before putting
She had an idea, invested her money, and students into small groups to discuss.
started a business from nothing. What’s the Encourage them to use ideas from
difference between an entrepreneur and a the video as well as some of the new
CEO? (A CEO runs a business that’s already vocabulary in their discussion.
been started; an entrepreneur starts the
business they run.) FORMATIVE ASSESSMENT
ethical (adj) Businesses have to consider • Make sure students’ answers to question 2
many ethical issues, like fair payment of are related to the group or environmental
workers. What are some other ethical issues problem they identified in question 1.
that concern businesses? (fair treatment of • Have students write down three things
workers, employees on social media, how they have learned or found interesting
finances are managed, etc.) in the unit or in their discussion so far
facilitate (v) If you facilitate something, (this can include information about the
you make it easier to happen. What might topic or new vocabulary), two personal
facilitate economic growth? (lower taxes, connections they have made, and one
higher productivity, greater demand, etc.) question they have about the topic. Collect
initiative (n) The student council started these for analysis and challenge students
an initiative to reduce single-use plastic on to find the answer to their question in the
campus. What are some examples of other text or elsewhere.
green initiatives? (recycling programs, picking
up trash, planting trees, etc.) TIP
lucrative (adj) If something is lucrative, it brings • Brainstorm a list of groups in society
in a lot of money. What are some lucrative that need help, as well as a list of
businesses? (technology, legal services, environmental issues. Students can
accounting, real estate, etc.) choose from among these as they discuss.
preservation (n) Preservation involves
protecting things from harm or loss. What
things need preservation? (oceans, green READ 45–50 min
spaces and wildlife, native cultures, etc.)
prosperity (n) Entrepreneurship and good A BUSINESS CLOSE TO HER HEART
investment often result in economic prosperity. (pp. 6–9) 1.1
Does prosperity involve an increase or
decrease in wealth? (an increase) A PREVIEW (p. 6)
pursue (v) Nathan left his hometown to pursue • Think, pair, share. Have students consider the
his dream of becoming an actor. What is questions, discuss in pairs, then share with
something you would like to pursue? the class. Tell students to check and see if any
revitalize (v) New businesses and green of their ideas appear in the text as they read.
spaces revitalized this part of the city. What is
2 UNIT 1

NAS_6_TBRW_48847_U1_ptg01.indd 2 06/12/21 11:22 AM

 B MAIN IDEAS (p. 10)
• After checking the answers, ask What is the • Encourage students to consider the points
most interesting or surprising thing about of view of different stakeholders.
Zita Cobb’s work?
FORMATIVE ASSESSMENT
C DETAILS (p. 10) • As you monitor, make sure students have
• After checking the answers, ask Would chosen a specific goal and have addressed
you like to visit Fogo Island? How might all of the questions. Listen for and
Zita Cobb’s story inspire other people to praise successful use of vocabulary and
revitalize their communities? considerations of multiple points of view.
• Have students put their idea into a mind
map, with a summary of the idea in the
READING SKILL Be an active reader (p. 11)
middle, and brief answers to each of the four
• Ask What is the difference between an
questions branching outward. Put these on
active reader and a passive one? Have
display, and have students walk around and
students share their ideas before going
look at what their classmates came up with.
over the Reading Skill.
TIP
D APPLY (p. 11) • If students have trouble coming up
• Give students time to reread parts of the text with ideas, encourage them to start by
as necessary, do some quick online research considering the perspectives of the people
if they like, and then write their answers and environment they want to impact. Ask
silently, before sharing. What do they need and want? Why?
After taking notes about this, encourage
students to brainstorm as many wild ideas
CRITICAL THINKING Consider various as possible in a short amount of time—
perspectives (p. 11) possibly by writing key words onto sticky
• After going over the Critical Thinking box, notes—before choosing one or two to
ask Why is it important to consider develop. Students might take an idea that
different perspectives? (It helps us was already mentioned and add something
better understand an issue, allows us to it. They might combine two ideas to make
to empathize with other people, and something new. Encourage an atmosphere
challenges us to look beyond our own where all ideas are welcomed with curiosity.
viewpoint and learn something new.)

PREPARE TO READ 20–25 min

E APPLY (p. 11)
• Before reading the questions, ask How
A VOCABULARY (p. 12)
might an outsider and a resident have
• Read the example sentences below and ask
different views about Zita’s work?
the questions.

REFLECT (p. 11) demographic (adj) Demographic trends

• Have students name some of the social suggest that a food delivery service would
and environmental issues they discussed do well in this part of town. What kind of
previously. You might group students by statistics are important when considering
assigning the issues students name to demographic trends? (age, income, ethnicity,
different parts of the room and having life expectancy, education, etc.)
students choose where to sit. funding (n) It is difficult to get funding to pay
for arts programs. Where does funding for a

MONEY ISN’ T EVERY THING 3

NAS_6_TBRW_48847_U1_ptg01.indd 3 06/12/21 11:22 AM

 community arts program often come from?
(the government, donations) REFLECT (p. 12)
indigenous (adj) The jaguar is an animal that is • Preview the questions. Put students in
indigenous to South America. What animals groups and have them choose one person to
are indigenous to where you live? be the scribe, taking notes on what is said.
launch (v) We launched a new arts initiative last
summer. What new businesses or initiatives FORMATIVE ASSESSMENT
have been launched in your area in recent • As you monitor, make sure students are
years? providing reasons for their answers.
literacy (n) Comic books help develop literacy • Give students five minutes to write down
because readers can use the images to help some of the more interesting points of the
support their understanding of the text. What discussion. They may use the notes taken
are some ways to develop literacy among by the scribe as a “cheat sheet,” but they
young children? (reading together, reading should also try to write as fast as possible,
signs aloud, writing letters, visiting the library, not worrying about grammar, spelling, and
playing word games) mechanics. Collect these “quick-writes” to
maximize (v) We are going to leave early so assess students’ ability to engage with the
we can maximize our time on the beach. What topic and with new vocabulary.
are some ways to maximize your time on
vacation? (plan each day, don’t bring any work, TIP
try to avoid traffic, get up early) • Review or elicit the meaning of social
minority (n) Minorities should be guaranteed entrepreneur/enterprise. Write some
the same access to jobs, housing, education, key vocabulary in a bank on the board
and health care as the general population. for students to choose from during their
What are some challenges minorities face? discussion. (e.g., funding, demographic,
(underrepresentation, equal access to jobs and launch, investment, marketing, put
services, etc.) something out, maximize, naive, sustainable)
naive (adj) When I started college, I was
young and naive. I had a lot to learn. What
is the opposite of naive? (experienced,
READ 45–50 min
knowledgeable, wise)
role model (n) My grandmother was an
SO YOU WANT TO BE A SOCIAL
important role model; I learned a lot from her.
ENTREPRENEUR? (pp. 13–16) 1.2
Who might be a good role model to a young
person? (a parent or older relative, teacher,
A PREVIEW (p. 13)
coach, etc.)
• After having students skim and answer the
sustainable (adj) My uncle practices
questions, ask Which advice do you think
sustainable farming—he grows crops without
would be the easiest to implement?
harming the environment. What are some
examples of sustainable energy? (solar, wind, B MAIN IDEAS (p. 17)
hydro, geothermal power) • After checking the questions, ask Are you
inspired to look up any of these products
VOCABULARY GAME: BACKS TO THE BOARD on the Internet? Do you think you would
(See page 74.) ever consider buying one?

B PERSONALIZE (p. 12) C DETAILS (p. 17)

• Challenge students to take three more • Say Ben Conrad says that every hurdle along
vocabulary words and use them in a sentence the journey eventually becomes a lesson
or a question. learned. Where else besides in business

4 UNIT 1

NAS_6_TBRW_48847_U1_ptg01.indd 4 06/12/21 11:22 AM

 does this idea apply? Do you have any
examples of this in your own life? WRITING SKILL Choose relevant
information (p. 20)
• Before going over the Writing Skill, ask
REFLECT (p. 17) Why did the author mention that Mike
• Have students refer to the summary played football? (His clothes got dirty,
chart they completed in activity B as they and he was excited to see how clean they
discuss the first question. got with Kate’s soap.) Would it be useful
to go into detail about Mike and Kate’s
FORMATIVE ASSESSMENT relationship in this essay? (No—it’s
• As you monitor, make sure students are irrelevant to the topic.)
giving reasons to support their opinions.
If necessary, give them some further
C APPLY (p. 20)
prompts such as Tell me more, or What
• Have pairs share their ideas with the class,
stood out to you about . . .?
then vote on the most important pieces of
• Have students write a one-sentence
information to include.
summary answering one of the Reflect
questions. Collect these and take note of
D NOTICE THE GRAMMAR (p. 21)
how well they articulate their opinions.
• Write the names of the verb forms in the
Give general feedback, praising strong
Grammar chart on the board for students to
points and correcting common errors.
choose from as they do the activity.
TIP
• Have students write a list of pros and cons GRAMMAR Verb forms for describing the
of crowdfunding to help them with their past (p. 21)
discussion of question 2. • Before going over the chart, draw students’
attention to the sentences in activity D.
• Ask Which verb form is used for a
WRITE 120 min
finished activity or sequence of past
events? (simple past)
UNIT TASK (p. 18) • Ask When there is a specific time
• Ask students if they know of any social mentioned, do we use simple past or
enterprises like the ones in this unit. If they present perfect? (simple past)
don’t, assure them that they can use the • Ask Which verb form is used for a past
ones described in the texts, or research event that is not yet finished, or is
others on the Internet. connected to the present, or for one at
an unspecified time in the past? (present
SUMMATIVE ASSESSMENT perfect)
• Ask Which verb form shows a past
• Share the Unit 1 rubric with the class. Use
action in progress when another action
this rubric to assess the writing.
happened? (past continuous—often
(ELTNGL.com/reflect1e)
combined with simple past)
• Ask Which verb form talks about
A MODEL (pp. 18–19) something important that happened
• Ask What do you think about Meliora? before another past event? (past
Would you use it? perfect—often combined with simple past)
• Go over the chart, review the affirmative,
B ANALYZE THE MODEL (p. 20) negative, and question forms of each verb
• Clarify the meaning of each of the elements form, and elicit further examples.
of an essay that students have to notice.
MONEY ISN’ T EVERY THING 5

NAS_6_TBRW_48847_U1_ptg01.indd 5 06/12/21 11:22 AM

 E GRAMMAR (p. 22) If it doesn’t follow a pattern that can be clearly
• As you check answers, elicit or point out any recognized, it should be revised.
time expressions or context clues that require
the use of a particular verb form. J FIRST DRAFT (p. 24)

F EDIT (p. 22) K REVISE (p. 24)

• Tell students to look closely at time
expressions and context to decide if the L EDIT (p. 24)
correct verb form was used.
M FINAL DRAFT (p. 24)
PLAN & WRITE
REFLECT 15–20 min
G BRAINSTORM (p. 23)
• Remind students that they can discuss the A (p. 25)
businesses described in the book, as well as • Ask questions about the Reflect activities:
any others they may know. What are some ways small businesses can
address social or environmental issues?
What idea for social entrepreneurship did
WRITING TIP (p. 23) your group develop?
• Before going over the Tip, draw students’ What are some challenges social
attention to the thesis statement they entrepreneurs face?
identified in the model essay. Ask What Would you get involved in social
information does the thesis statement entrepreneurship in any way? Why or why
give? (e.g., the name of the business, what not?
is important about it) Does the information • Ask questions about the academic skills:
in the body paragraphs support the idea How can you be an active reader?
in the thesis statement? (yes) How do you decide what information is
relevant in an essay?
What are verb forms for describing the
H RESEARCH (p. 23) past, and when are they used?
• After students follow the steps, have them What contributes to an author’s unique
give a thumbs up to show they have decided perspective?
how to organize their information.
B (p. 25)
I OUTLINE (p. 24) • Explain that words that are listed as n phr
• Have students share their outline with a partner, should go in the noun column.
who has to determine how it is organized
(chronologically or with each body paragraph C (p. 25)
focusing on a different aspect of the business).

6 UNIT 1

NAS_6_TBRW_48847_U1_ptg01.indd 6 06/12/21 11:22 AM

 ANSWER KEY
CONNECT TO THE TOPIC (p. 3) B (p. 10)
1. Answers will vary. Possible answer: 1. a 2. b
Ron Finley is teaching urban communities to
grow their own food so that they can be self- C (p. 10)
sufficient and have healthier communities. 1. c; 2. a; 3. b; 4. a; 5. c; 6. a; 7. b; 8. c; 9. b; 10. c
2. Answers will vary.
PREPARE TO READ
WATCH A (p. 12)
A (p. 4) 1. launch; 2. minority; 3. indigenous; 4. sustainable;
c 5. literacy; 6. demographic; 7. role model;
8. funding; 9. naive; 10. maximize
B (p. 4)
1. A
 bakery might c. provide training in job skills. READ
An orchestra might a. bring people in the A (p. 13)
community together. Answers will vary. Possible answers:
An environmental company might b. help 1. They all have businesses with a social mission.
homeowners to reduce costs. 2. Answers will vary but should be in response to
2. Akram started a garden to encourage healthy the subheads/advice in the reading.
eating in cities.
June started a cafe to provide jobs for people B (p. 17)
with disabilities. Answers will vary.
John started a home-care company to bring
young and old people together. Social Cause Product
3. Answers will vary. Possible answers: To entrepreneur(s)
establish a social enterprise you need creativity, Tony Weaver, Jr. Positive Comics
not a lot of money but access to some images of
resources, an idea that you care enough about minorities
to lead you to take action, and the ability to work Blanche Murray Maori-owned Honey
with people and get people to help your cause. business and
culture
PREPARE TO READ Jake & Caroline The ocean (Beach)
A (p. 5) Danehy Clothing
1. pursue; 2. preservation; 3. ethical;
Vaishali Umrikar Literacy Bags
4. collaboration; 5. lucrative; 6. revitalize; 7. initiative;
and jobs for
8. entrepreneur; 9. prosperity; 10. facilitate
women
Ben Conard Workers’ Chocolate
READ
conditions
A (p. 6)
Answers will vary. Possible answers:
C (p. 17)
1. Z
 ita Cobb probably wants to bring more
1. a. BM b. TW c. BC d. VU e. J&CD
opportunity to local people by bringing more
2. Answers will vary. Possible answers: minority
businesses and/or more tourists to the island.
groups, social issues
She has built art studios, so she probably wants
3. Answers will vary. Possible answers: family/
to support local culture as well.
history, traditions/culture
2. Initiatives to help support local people/artists/
4. Answers will vary. Possible answer: reach its
businesses could benefit Fogo Island.
market

MONEY ISN’ T EVERY THING 7

NAS_6_TBRW_48847_U1_ptg01.indd 7 06/12/21 11:22 AM

 5. A
 nswer will vary. Possible answer: her vision got Third body paragraph
their attention Topic sentence: Since launching Meliora, Kate and
6. A
 nswer will vary. Possible answer: never quit/ Mike have gained a number of certifications for
kept learning their products.
Supporting ideas/Details: Certified B, MADE SAFE,
WRITE
grade of A from Environmental Working Group,
A (pp. 18–19)
Leaping Bunny
Thesis statement: In establishing Meliora, these
social entrepreneurs have developed a line of Conclusion
products that are safe for both people and the Final thought: Providing a better way to keep our
planet. homes clean and so much more, Kate Jakubas and
Topic sentence of paragraph 2: Meliora started Mike Mayer are true social entrepreneurs.
because Kate, an environmental engineering
student, became interested in the ingredients used D (p. 21)
in cleaning products. 1. have developed; 2. started, became; 3. had,
Topic sentence of paragraph 3: The name Meliora thought, decided; 4. have gained; 5. have chosen,
means “better” in Latin, and Kate and Mike are have created
proud of the ingredients they use.
Topic sentence of paragraph 4: Since launching E (p. 22)
Meliora, Kate and Mike have gained a number of 1. bought, thought, tasted; 2. was studying, took,
certifications for their products. had never learned; 3. wanted, has researched;
4. has wanted, hired; 5. came, was working, quit,
B (p. 20)
opened; 6. Did, finish, submitted/Have, finished,
Answers will vary.
submitted; 7. did not answer/didn’t answer, had
Title: Keeping the World Clean and Safe
not read/hadn’t read; 8. had, have not done/
Introduction haven’t done
Background: Chicago-based Kate Jakubas and her
husband Mike Mayer asked: When you pick up a F (p. 22)
product to clean your kitchen or wash your clothes, The idea for my business started when I was
do you ever think about what that product is made traveling in Thailand. Before I went to Thailand, 1I’ve
of? Are you worried about how that product might I’d/I had never thought about having a business. I
affect your health or the health of the environment? wanted to be a teacher. But then I 2have traveled
Thesis statement: In establishing Meliora, these traveled in northern Thailand, and I saw so many
social entrepreneurs have developed a line of beautiful items made by local craftspeople in small
products that are safe for both people and the planet. villages. I knew that people in my country would
First body paragraph love them! So first, I 3have talked talked to some
Topic sentence: Meliora started because Kate, community leaders. Then I thought about ways
an environmental engineering student, became to run a company that would help local people.
interested in the ingredients used in cleaning products. I 4wasn’t wanting didn’t want/did not want to
Supporting ideas/Details: ingredients were not listed simply make money. It was important to help
on packaging, some ingredients were not safe others, too. Finally, I 5was coming came home and
started a crowdfunding campaign.
Second body paragraph
Topic sentence: The name Meliora means “better”
REFLECT
in Latin, and Kate and Mike are proud of the
B (p. 25)
ingredients they use.
Noun: collaboration, entrepreneur, funding, initiative,
Supporting ideas/Details: their products contain either
literacy, minority, preservation, prosperity, role model
coconut or sunflower oil, they are free of plastics,
Verb: facilitate, launch, maximize, pursue, revitalize
dyes, and artificial fragrances, ingredients come from
Adjective: demographic, ethical, indigenous,
local providers
lucrative, naive, sustainable

8 UNIT 1

NAS_6_TBRW_48847_U1_ptg01.indd 8 06/12/21 11:22 AM

 BURNING THE MIDNIGHT OIL
UNIT

2
BIOLOGY

IN THIS UNIT UNIT OPENER 5–10 min

Consider the effects of caffeine consumption CONNECT TO THE TOPIC (p. 27)
Relate concepts to your own experiences • Have students look at the photo and read the
Evaluate the effects of electronic devices on caption. Explain that the photographer, Corey
your life Arnold, is also a salmon fisherman. For both
Apply new information to your life professions, opportunity is key. Ask What
Write a summary of an academic text opportunities do photographers need to take
advantage of? Fishermen? What opportunities
SKILLS does the image capture?

READING WATCH 15–20 min

Question what you read

WRITING VIDEO VOCABULARY

Summarize an academic text Go over the definitions of these items before
watching the video.
GRAMMAR
Direct and indirect quotes and reporting verbs entrenched (adj) deeply established and
unlikely to change
CRITICAL THINKING psychoactive substance (n phr) a drug
Compare research to your own experiences that temporarily changes mood, behavior,
awareness, thoughts, and feelings
VIDEO
receptor (n) a cell or organ that receives
Caffeine 101 explains the benefits and risks of this
information (such as light or heat) from the outside
psychoactive substance. It also gives an overview
and causes the body to react accordingly
of when and where different forms of it started to
fatigue (n) extreme tiredness
be consumed daily.
lethal (adj) able to cause death
READ 1 overdose (n) an excessive dose of a drug that
Coffee: Making the Modern World Possible discusses results in harm or death
how coffee became essential as industry and
A (p. 28) 2.1
electricity revolutionized our work schedules. It
• Have students share what they know about
examines the effects of coffee on the body, including
caffeine and how it affects the body before
some surprising studies about its benefits.
watching the video.
READ 2
B (p. 28) 2.2
Technology and Sleep: What Is the Connection?
• Have students read the items first and guess
explains why screens can be an impediment to a
the answer before listening to check.
good night’s sleep, while also acknowledging that
some apps can be beneficial to sleep.
BURNING THE MIDNIGHT OIL 9

NAS_6_TBRW_48847_U2_ptg01.indd 9 06/12/21 11:21 AM

 C (p. 28) VOCABULARY GAME: WORDPLAY (See page 74.)
• Finish the conversation by taking a quick
opinion poll about caffeine by a show of B PERSONALIZE (p. 29)
fingers—one for not dangerous, five for • Write the following sentence for students to
very dangerous, and two through four for complete in their own way, as a follow-up to
anywhere in the middle. number three.
Over the last few years, my consumption
PREPARE TO READ 20–25 min of has gone up, and my consumption
of has gone down.
A VOCABULARY (p. 29)
• Read the example definitions below and ask REFLECT (p. 29)
the questions. • Encourage students to use some of the
new vocabulary in their discussion.
acknowledge (v) to recognize and accept • Write some useful phrases on the board
the existence or truth of something; Do you to use in the discussion, such as: Some
acknowledge your mistakes or ignore them? adverse effects of caffeine are . . .; People
adverse (adj) harmful or very unpleasant; What who drink too much caffeine may exhibit
can happen if someone has an adverse symptoms such as . . .; In my view,
reaction to a medication? caffeine consumption is . . .; One thing that
consumption (n) the eating, drinking, or contradicts what many people believe is
ingesting of something; What are some foods that . . .
and drinks that have a high amount of
consumption where you live? FORMATIVE ASSESSMENT
contradict (v) to communicate the opposite
• Make sure students discuss both the
of a previous statement; What was an early
positive and negative aspects of caffeine.
belief about Earth that was contradicted
• Have students divide a piece of paper into
by scientists? (Earth was flat, Earth was the
two columns and note both negative and
center of the universe.)
positive effects from the discussion. Check
deprived (adj) not having enough of something
these for understanding of vocabulary and
that you need; What happens if you are
ability to express ideas about the topic in
deprived of sleep?
writing.
exhibit (v) to show as a sign or symptom; If
someone exhibits anger, what does that
TIP
look or sound like?
• Challenge students to come up with ideas
genetics (n) the characteristics that are
that were not in the video. (negative: stains
passed down from parents to children through
teeth, can dehydrate you; positive: gives
their genes; What things are part of a
you energy, connects people, etc.)
person’s genetics? (eye and hair color, health
conditions, etc.)
repetitive (adj) happening in the same way READ 45–50 min
many times, especially in a boring way; What
is the verb form of repetitive? (repeat) COFFEE: MAKING THE MODERN WORLD
stimulate (v) to encourage something to grow, POSSIBLE (pp. 30–33) 2.1
develop, or become active; What kinds of
things stimulate your imagination? (good A PREDICT (p. 30)
books, movies, interesting conversations, etc.) • Have pairs share their prediction, explaining
uncover (v) to discover or learn the truth about what they saw in the title and subheadings
something previously unknown or hidden; that supports their answer.
What are some jobs that uncover things?
(detective, archaeologist, scientist, etc.)
10 UNIT 2

NAS_6_TBRW_48847_U2_ptg01.indd 10 06/12/21 11:21 AM

 B MAIN IDEAS (p. 33)
• Ask students to explain why the first and REFLECT (p. 35)
third statements are not true. (The first • Ask students to discuss what they think
is false because they’ve only just started of the use of the word drug in the quote.
to uncover the truth about the effects Does it make coffee sound like more of a
of coffee on the body. The third is false good thing or a bad thing?
because the researchers say that more
research is needed.) FORMATIVE ASSESSMENT
• As you monitor, listen for ways that
C DETAILS (p. 34) students are considering various points of
• Make sure students understand that there is view, and praise their efforts.
only one piece of incorrect information per • Have students write a one-sentence
question. summary of what they’ve learned about
caffeine and coffee. Observe how deep the
D DETAILS (p. 34) responses are and think about questions to
• Ask students to identify the title of each ask in future classes to encourage them to
person and either where they work or where dig deeper.
they’re from. (Charles Czeisler: researcher at
Harvard University; TIP
Marc Gunter: expert in cancer prevention at • Encourage students to ask questions about
Imperial College London; the research shared in the reading passage
Hubert Kolb, Kerstin Kempf, Stephan Martin: and make evaluations accordingly.
researchers from Germany;
Alberto Ascherio: professor at Harvard
University) PREPARE TO READ 20–25 min

A VOCABULARY (p. 36)

LEARNING TIP (p. 34) • Read the example sentences below and ask
• Have students read the Tip and share the questions.
whether they are “early birds” or “night
owls.” If necessary, show a picture of an ailment (n) Knee pain is a common ailment for
owl or elicit a description of them as night runners. What are some common ailments
hunters. of older people? (joint pain, hearing loss, heart
conditions, tiredness, etc.)
aligned (adj) Let’s see where our schedules are
aligned and try to set up a meeting. What is
READING SKILL Question what you
your daily schedule aligned to?
read (p. 35)
chronic (adj) My uncle suffered from chronic
• Ask What are some things you should
back pain for many years. What is the opposite
consider when you evaluate research
of chronic pain? (temporary pain)
findings? After students share their ideas,
deficiency (n) I had an iron deficiency, so I
go over the Reading Skill.
started taking vitamin supplements. What can
you eat to avoid a vitamin C deficiency?
E APPLY (p. 35) (citrus fruit, strawberries, broccoli, peppers)
• Make sure students understand that in the disturbance (n) A new baby will cause a lot of
first piece of information, the research may disturbance to the parents’ sleeping routines.
be biased (unfairly leaning toward a limited What kinds of disturbances do you face
viewpoint). while trying to work or study?

BURNING THE MIDNIGHT OIL 11

NAS_6_TBRW_48847_U2_ptg01.indd 11 06/12/21 11:21 AM

 filter (v) My kitchen sink filters out impurities
from the water so I can drink it. What do • Have students write three facts and one
sunglasses filter out? (UV rays from the sun, fib relating to their answers to these
solar glare) questions. Then have them pair up with
impediment (n) There were some legal someone from another group, exchange
impediments that slowed down the sale of my sentences, and guess which one is the fib.
parents’ house—so many documents had to
get sorted out. What are some impediments TIP
to getting a college education? (finances, • Tell students to consider all the different areas
balancing work and / or a family, health of their life where electronic devices have
problems, etc.) had advantages and disadvantages: social,
interfere (v) A lack of sleep will interfere with professional, academic, cultural, health, etc.
your ability to work or study. What are some
things that interfere with concentration?
(phones, noises, etc.) READ 45–50 min
mitigate (v) The doctor prescribed some
medicine to mitigate the pain. How can you TECHNOLOGY AND SLEEP: WHAT IS THE
mitigate stress? (take a few deep breaths, CONNECTION? (pp. 37–40) 2.2
take breaks, talk to friends or family, identify
and avoid things that cause stress, relax and A PREVIEW (p. 37)
recharge, etc.) • Have students work with a partner. For each
suppress (v) The child was so cute, but question, give them one minute to write
the situation was rather serious, so I tried down as many ideas as possible.
hard to suppress a smile. Do you think
it’s more difficult to suppress a cough or B MAIN IDEAS (p. 40)
inappropriate laughter? • Ask What information in the reading did
you find most interesting?
VOCABULARY GAME: SPIN A STORY
(See page 74.) C DETAILS (p. 40)
• Ask Have you ever experienced jet lag? If
B PERSONALIZE (p. 36) so, what did you do to mitigate the effects
• Remind students to use the words in their of it?
responses to the questions. Then have them
create a few more questions with vocabulary
words to ask a partner. CRITICAL THINKING Compare research to
your own experiences (p. 41)
• Challenge students to recall some of
REFLECT (p. 36) the questions to ask when they evaluate
• Before students start, have them research from the Reading Skill box before
brainstorm which words they think they going over the Critical Thinking box.
will use in the discussion, and list them.
One person from the group should listen
and check the words that are used, and
report back to the class. D APPLY (p. 41)
• Clarify the meaning of heartburn (a hot
FORMATIVE ASSESSMENT sensation in the chest after eating).
• Have students mingle and try to interview
• As you monitor, make sure students are
everyone in the class, writing tally
supporting their ideas with reasons and
marks under yes or no, according to their
examples.
answers.

12 UNIT 2

NAS_6_TBRW_48847_U2_ptg01.indd 12 06/12/21 11:21 AM

 highlight all the information provided in
REFLECT (p. 41) the summary?
• Put students in groups of three to five,
and have them discuss their answers, C ANALYZE THE MODEL (p. 44)
giving personal examples or anecdotes as • After they complete the activity, ask students
they feel comfortable. Encourage them to if they agree with the information that was
consider other things they have read that included or omitted.
relate to the topic as well.

FORMATIVE ASSESSMENT WRITING SKILL Summarize an academic

text (p. 44)
• As you monitor, make sure students are
• Before students read the Writing Skill box,
giving reasons for their answers.
have them brainstorm in pairs the steps to
• After the discussion, have students write
summarizing an academic text. When they
their answer to question 3 in one or two
finish, they can compare their steps to
sentences.
those in the Writing Skill box.
TIP
• Allow students to do a quick Internet D NOTICE THE GRAMMAR (p. 45)
search to review other information they • Make sure students note that these verbs
have read in the past (which will likely be have a more specific meaning than say and
in their native language), in order to relate make the text less repetitive.
it to the discussion. They may also wish to
search for relaxation and sleep apps if they
are not familiar with them. GRAMMAR Direct and indirect quotes and
reporting verbs (p. 45)
• Before going over the Grammar box, ask
WRITE 120 min When summarizing, when is it best to
use a direct quote, and when is it best
to paraphrase? Have students share their
UNIT TASK (p. 42) ideas and then compare them to the first
• Go over the task. Elicit the meaning of a point of the Grammar box.
summary (a text that briefly shares the most • Elicit the verb form of the reporting verbs
important information of a larger text). from activity D, and ask When might you
use reporting verbs in the past form? Go
SUMMATIVE ASSESSMENT over the second point.
• Share the Unit 2 rubric with the class. • Ask students to name any other reporting
Use this rubric to assess the writing. verbs they know, without looking at the
(ELTNGL.com/reflect1e) book. Write these on the board, then have
students compare them to the third point.
• Ask When using the phrase according
A PREPARE (pp. 42–43)
to, do you include a reporting verb? (no)
• Elicit ideas for highlighting key information
Go over the final point.
(choose important words and phrases, avoid
highlighting full sentences or more than one
or two lines per paragraph).
E GRAMMAR (p. 46)
• Allow students to use a dictionary to help
B MODEL (p. 43)
them figure out the connotation of any
• Have students compare the information they
they are not familiar with as they compare
highlighted to the summary. Ask Did you
answers with a partner.

BURNING THE MIDNIGHT OIL 13

NAS_6_TBRW_48847_U2_ptg01.indd 13 06/12/21 11:21 AM

 F GRAMMAR (p. 46) L EDIT (p. 48)
• Elicit ways to quote indirectly (choose
synonyms, try a different word order). M FINAL DRAFT (p. 48)
Reinforce the fact that a paraphrase needs to
be different from the original while providing REFLECT 15–20 min
the same information.
A (p. 49)
G EDIT (p. 47) • Ask questions about the Reflect activities:
• Tell students to focus on quotes and reporting What are some positive and negative
verbs as they edit. effects of caffeine consumption?
What are your opinions on coffee’s role in
PLAN & WRITE the modern world?
What advantages and disadvantages have
H (p. 47) electronic devices brought to your life?
• Have groups share any points they disagreed What has been your experience with using
about and discuss them as a class. Which electronic devices before sleeping?
points were ultimately rejected as key • Ask questions about the academic skills:
details? What are some good questions to ask to
evaluate research findings?
I OUTLINE (p. 47) What are the steps to summarizing an
• Remind students that, except for the opening academic text?
and concluding sentences, they do not need What are some reporting verbs? When
to write complete sentences in the outline. does a writer choose a direct quote versus
Point out that what they choose as the main an indirect one?
idea will affect the key points. What did you notice while comparing
• Suggest that students share their outline with the research in this unit to your own
someone from outside of the class to see if it experience and that of your classmates?
makes sense.
B (p. 49)
J FIRST DRAFT (p. 48)
C (p. 49)
K REVISE (p. 48)

14 UNIT 2

NAS_6_TBRW_48847_U2_ptg01.indd 14 06/12/21 11:21 AM

 ANSWER KEY
CONNECT TO THE TOPIC (p. 27) D (p. 34)
1. Answers will vary. Possible answers: 1. c; 2. d; 3. b; 4. a
Challenges of the job include working at night,
working in difficult weather conditions and with PREPARE TO READ
rough water, safety issues (falling off the boat, A (p. 36)
getting caught in equipment, etc.). 1. a; 2. a; 3. b; 4. a; 5. b; 6. a; 7. a; 8. b; 9. a;
2. Answers will vary. 10. b

WATCH READ
A (p. 28) B (p. 40)
4 The central nervous system is prevented from 1. d; 2. a
slowing down.
5 The coffee drinker feels less tired and more alert. C (p. 40)
1 Someone drinks a cup of coffee. 1. c; 2. b; 3. a
3 The caffeine attaches itself to adenosine
receptors in the brain. WRITE
2 A compound called caffeine enters the body. C (p. 44)
Answers will vary.
B (p. 28) 1. To investigate the effect of a sleepless night on
1. T; 2. F; 3. T; 4. F; 5. T; 6. F the memory, cognitive functioning, and reaction
times of university students
PREPARE TO READ 2. 57
A (p. 29) 3. NI
1. uncover; 2. Repetitive; 3. consumption; 4. NI
4. stimulates; 5. contradicts; 6. genetics; 5. NI
7. adverse; 8. exhibited; 9. acknowledged; 6. Sleep a full night or not sleep well, take
10. deprived cognitive tests
7. NI
READ 8. Fewer differences between groups than
A (p. 30) anticipated
For most healthy people, it’s probably fine to drink 9. Suggests occasional all-nighters have minimal
a limited amount of coffee. effects on cognitive ability
10. NI
B (p. 33)
True statements: D (p. 45)
Some recent research contradicts earlier findings. 1. explains; 2. suggests; 3. point out; 4. warns
More research into the effects of coffee on the
body is needed. E (p. 46)
Answers will vary as verb meanings can change
C (p. 34) depending on context. Use the suggested answers
1. was invented in 1820. as a starting point for a discussion on different
2. they work harder than in the past. examples and variations.
3. always causes high blood pressure.
4. diabetes. Stronger—argue, conclude, insist
5. d
 rinking decaffeinated coffee does not have the Neutral—add, explain, point out, say, state
same benefits as regular coffee. Softer—propose, suggest
6. w
 e can safely drink as much coffee as we want.
BURNING THE MIDNIGHT OIL 15

NAS_6_TBRW_48847_U2_ptg01.indd 15 06/12/21 11:21 AM

 F (p. 46) in the evening is chamomile tea. As Ivanova
Answers will vary. explains, 1“This tea is made of dried chamomile
1. A
 nderson and May conclude that online white flowers and has several health benefits.” Scott
noise is helpful for people in cities who are (2020) 2suggested suggests that chamomile is
suffering from insomnia. beneficial for stomach problems, a view supported
2. N
 guyen argues that people under 18 should not by Watson (2020). According to Jenkins, 3she
drink energy drinks. concludes that chamomile is the best tea for
3. D
 unn, Collins, and Wilson suggest that schools people with insomnia. However, Wang (2021) 4is
could have classes to teach high school students warning warns that chamomile should not be
the importance of avoiding technology late at consumed by people who have allergies to plants.
night.
4. A
 ccording to McDonald, melatonin pills work REFLECT
for people with jet lag by convincing the body to B (p. 49)
stay awake and fall asleep at appropriate times. Noun: ailment, consumption, deficiency,
5. M
 olina and Chen add that people’s sleep is often disturbance, genetics, impediment
interrupted by text messages and emails. Verb: acknowledge, contradict, exhibit, filter out,
interfere with, mitigate, stimulate, suppress,
G (p. 47) uncover
If you are trying to limit the amount of coffee Adjective: adverse, aligned, chronic, deprived,
you drink before bed, there are other warm repetitive
drinks you might enjoy. One of the best drinks

16 UNIT 2

NAS_6_TBRW_48847_U2_ptg01.indd 16 06/12/21 11:21 AM

 WORKING TOGETHER
UNIT

3
BEHAVIORAL SCIENCE/PSYCHOLOGY

IN THIS UNIT UNIT OPENER 5–10 min

Consider what makes a team successful CONNECT TO THE TOPIC (p. 51)
Carry out a SWOT analysis for a team • Have students look at the photo and read the
Generate strategies for successful teamwork caption. Explain that acrobatics has a long history
Design a plan that requires teamwork in China, having started there over 2,000 years
Write an expository essay on teamwork ago. The use of common items in acts of
extraordinary skill is a defining characteristic of
the art form. Ask Why do you think common
SKILLS items are used in Chinese acrobatics?
READING (Acrobatics was originally created for the
Determine a writer’s purpose and audience enjoyment of common working people; it makes
ordinary things seem special.) What common
WRITING item do you see in the photo? (plates)
Paraphrase research material
WATCH 15–20 min
GRAMMAR
Modals and expressions for advice VIDEO VOCABULARY
Go over the definition of these items before
CRITICAL THINKING watching the video.
Recognize a writer’s cultural context
freestanding (adj) able to stand on its own
VIDEO without leaning on anything else
Team Building: The Marshmallow Challenge structure (n) something that has been built
introduces a hands-on team-building activity
that requires team members to have or develop A (p. 52) 3.1
creativity, collaboration, and communication. • Direct students’ attention to the photo and
ask them to guess what the marshmallow
READ 1 challenge involves before watching to check
A Team’s Journey to Success shares the experience their ideas.
of a basketball team for women with disabilities as
they go through the five stages of teamwork while B (p. 52) 3.1
preparing to compete in the Asian Para Games. • Discuss students’ answers and ask them to
explain how these skills might be developed
READ 2 through the challenge.
Working Together for Success discusses four • As a class, try to reach a consensus on which
principles of teamwork and illustrates each one skills used or learned in the challenge are the
with an example of an actual team. most valuable.

WORKING TOGETHER 17

NAS_6_TBRW_48847_U3_ptg01.indd 17 06/12/21 11:19 AM

 C (p. 52) VOCABULARY GAME: MOST WORDS (See
• If possible, try the marshmallow challenge as page 74.)
a class. Afterward, ask What moments were
the most challenging? How did you display B PERSONALIZE (p. 53)
teamwork? What did you learn? • Follow up by challenging students to write
three sentences about themselves using the
PREPARE TO READ 20–25 min vocabulary—two true and one false. Their partner
will read them and try to guess the false one.
A VOCABULARY (p. 53)
• Read the example sentences below and ask
the questions. REFLECT (p. 53)
• Go over the questions, then give students
competence (n) Someone with competence
time to write down some ideas, in list
is able to do something successfully. In what
form, to share in the discussion. Challenge
areas do you have competence—athletics,
students to use examples from their own
programming, cooking, etc.?
experience to support their ideas.
comprehensive (adj) If something is
comprehensive, it includes all or almost
FORMATIVE ASSESSMENT
all aspects of something. What are some
examples of comprehensive tests? (TOEFL, • Make sure students are able to provide
IELTS, college entrance exams, etc.) a clear definition of success and support
discriminate (v) To discriminate is to unjustly their ideas with examples.
treat one person or group differently than others. • Have students write a three-minute
What are some categories that it is unfair or essay, responding to the third question as
illegal to discriminate against? (race, gender, completely as they can in the time limit.
disability, socioeconomic status, age)
elite (adj) Elite refers to the best of a specific TIP
group. Can you name some elite athletes? • As a challenge, have students discuss
friction (n) Friction refers to disagreement whether success on a sports team is
or dislike caused by differing opinions. How different for professionals and student-
can classmates or coworkers overcome athletes.
friction? (by getting to know each other better,
communicating, working toward a goal, etc.)
READ 45–50 min
insight (n) Insight refers to a deep understanding
of something. How can you gain insight into a
A TEAM’S JOURNEY TO SUCCESS
topic? (read about it, experience it yourself, talk
(pp. 54–56) 3.1
to others who have experience with it, etc.)
outcome (n) The outcome is the final result
A PREVIEW (p. 54)
of something. What was the outcome of a
• List students’ responses on the board. Tell
recent sports event you watched?
them they are going to read about this team.
reluctant (adj) If you are reluctant to do
Give them the task of looking for answers to
something, you hesitate because you are
these questions and predictions as they read.
not sure if you really want to do it. What is
an activity you are sometimes reluctant to
B MAIN IDEAS (p. 57)
participate in?
• As you go over the answers, ask for volunteers
skeptical (adj) If you are skeptical about
to explain each of the stages in their own words.
something, you don’t fully trust it. When might
you be skeptical of an advertisement?
C DETAILS (p. 58)
unity (n) Unity is when everyone is connected
• Clarify that students should look for wrong
to one another. How can a team build a sense
information to correct, not grammar errors.
of unity?
18 UNIT 3

NAS_6_TBRW_48847_U3_ptg01.indd 18 06/12/21 11:19 AM

 READING SKILL Determine a writer’s TIP
purpose and audience (p. 58) • If students are having trouble coming up
• Go over the first point, then have students with ideas for external threats, brainstorm
brainstorm one or more types of texts some ideas as a class.
written for each purpose.
• Go over the second point. Brainstorm
different types of audiences (peers in PREPARE TO READ 20–25 min
an academic field, potential donors or
customers, the general public, young A VOCABULARY (p. 60)
students). • Read the example sentences below and ask
• Ask for volunteers to read the two questions, the questions.
and challenge students to think of some
additional examples to explain them. aid (n) Screen-reading software is a helpful
aid for people with vision problems. What
are some tools that can be a helpful aid for
D APPLY (p. 59)
students?
• Have groups assign a spokesperson who will
campaign (n) We organized a campaign to
summarize the answers discussed and share
reduce plastic waste. One of our actions was
them with the class.
providing shoppers with reusable bags. What
might people do for a campaign against
E APPLY (p. 59)
poverty? (provide education and job training,
• Work through the first item as a class, before
distribute food and clothing, etc.)
students continue in pairs.
combat (v) My friends started a social media
• Follow up the activity by comparing notes to
campaign to combat racism. What are some
find out how many different purposes and
problems that other campaigns might
audiences students came up with for each one.
combat? (bullying, diseases like cancer,
poverty, pollution, etc.)
REFLECT (p. 59) conservation (n) Conservation of historic
• Remind students that they do not need to places is important so that future generations
discuss a sports team. can learn about the past. What are some
• Have groups choose a scribe to write other kinds of conservation? (conservation of
down notes for each letter of SWOT. forests, wildlife, natural resources, art, etc.)
• Ask groups to discuss what they found desperate (adj) Losing a job you really need
most surprising about what was shared. can make you feel desperate. What other
situations make people feel desperate?
FORMATIVE ASSESSMENT (getting bad news about health, losing
someone close to you, a breakup)
• As you monitor, make sure students are empower (v) This organization seeks to
discussing the strengths, weaknesses, empower people by teaching them important
opportunities, and threats in regard to a job skills. Is it more common to empower
team they have been a part of. people in a high position or people with
• Do a 3-2-1 routine. Have students write limitations? (people with limitations)
down three things they have learned about fundamental (adj) Freedom is a fundamental
the topic of working together, two personal right for all humans. What are some
connections, and one question about fundamental needs of humans? (food, water,
the topic. Use these to assess how well shelter, clothing, love, a sense of belonging)
students understand the topic and are able inclusion (n) An organization that is serious
to make and express connections. about inclusion will make sure traditionally

WORKING TOGETHER 19

NAS_6_TBRW_48847_U3_ptg01.indd 19 06/12/21 11:19 AM

 disadvantaged groups are in positions of READ 45–50 min
influence. What are some groups that need
to be considered in inclusion? (people with WORKING TOGETHER FOR SUCCESS
disabilities, people of color, poor people, etc.) (pp. 61–64) 3.2
input (n) My teacher’s input helped me decide
what to do for my project. Who gives you A PREVIEW (p. 61)
helpful input when you have to make a big • Draw students’ attention to the subheadings,
decision? pointing out that they are in the form of
judgment (n) It’s a difficult decision, but I trust advice or principles for team building.
her judgment. What are some factors that Compare them to the strategies students
contribute to good judgment? (understanding discussed in the previous Reflect activity.
a situation from all sides, getting good input,
avoiding personal bias) B MAIN IDEAS (p. 64)
• Ask students to share which story stood out
VOCABULARY GAME: THREE CLUES to them the most and why.
(See page 74.)
C DETAILS (p. 64)
B PERSONALIZE (p. 60) • Challenge students to recall another detail for
• Challenge students to write some true each story in the text.
sentences using two or three vocabulary
words.
CRITICAL THINKING Recognize a writer’s
cultural context (p. 65)
REFLECT (p. 60) • Before going over the Critical Thinking
• Go over the task. Put students into groups skill, point out that while the principles of
of three to five and have groups assign one team building shared in the reading may
person to take notes. be fairly universal, the actions groups
take will vary according to their context
FORMATIVE ASSESSMENT and culture.
• Monitor the students. Take notes on
strengths in vocabulary and sentence D APPLY (p. 65)
formation and any areas that need • If possible, put students of the same
improvement. Give some positive culture together. Whether working with a
feedback. Then write some of the errors monocultural or multicultural group, make
on the board and elicit or provide the sure students explain their reasoning.
corrections.
• Ask volunteers to share their group’s ideas
with the whole class. Have students give REFLECT (p. 65)
a thumbs up for any ideas they also had. • Go over the task and the questions.
Work as a class to agree on the top three Encourage students to apply the principles
strategies. of team building from the text as they
design their plan.
TIP
• Brainstorm a list of challenging team FORMATIVE ASSESSMENT
activities as a class and write them on • As you monitor, make sure students are
the board. Include any key vocabulary considering all the questions and coming
that might be helpful in discussing up with reasonable answers.
teamwork.

20 UNIT 3

NAS_6_TBRW_48847_U3_ptg01.indd 20 06/12/21 11:19 AM

 • After groups share their ideas with the WRITING SKILL Paraphrase research
class, vote on the best plan. If feasible, material (p. 68)
consider how students might put their plan • Ask What does it mean to paraphrase,
into action in your institution. and why is it important? How is it
different from summarizing?
TIP • Read the first two paragraphs in the
• If applicable, discuss an actual place in the Writing Skill box. Emphasize that it is
school that students are familiar with. If this very important to avoid copying another
is not possible, consider showing students a writer’s work, and, thus, a paraphrase
picture of an unattractive student lounge. should be different from the original, while
• As an extra challenge, have students consider communicating the same thought.
what other campaigns for improvement they • Have students cover the final paragraph
would like to see or start at their institution. in the box and read the example original
research as well as the weak and strong
paraphrases. Ask them to explain why the
WRITE 120 min first paraphrase is weak, then have them
compare their observations to the final point.

UNIT TASK (p. 66)

• Prompt students to recall some aspects of C APPLY (p. 69)
team building, then go over the task. • Ask students to recall some reporting verbs,
and then refer them to page 45 to review the
SUMMATIVE ASSESSMENT ones they saw in Unit 2. Challenge students to
use words other than say in their paraphrases.
• Share the Unit 3 rubric with the class. Use
this rubric to assess the writing. D APPLY (p. 69)
(ELTNGL.com/reflect1e) • After students do the activity, put them
together in groups according to their
favorite quote. Have groups compare their
A MODEL (pp. 66–67)
paraphrases, revise them, and then agree on
• Have students share what they like and
the best paraphrase to share with the class.
dislike about working in groups for school
projects. Do the activity and compare
answers. Ask Which piece of advice do you
GRAMMAR Modals and expressions for
think is the most useful?
advice (p. 70)
• Have students close their books. Elicit
modal verbs used to give advice and write
LEARNING TIP (p. 67)
them on the board.
• Read the Tip. Ask students if their
• Have students look at the sentences they
language is a writer-responsible or reader-
highlighted in activity A and circle the
responsible language.
words that introduce the advice.
• Refer to the model, pointing out how the
• Then have students compare the words
advice is clearly stated. The imperative
that introduce advice in activity A to the
form is often used, and each paragraph
other modals on the board. Ask Which
has a particular focus, backed up with
expressions are softer? When might it
explanations and examples.
be better to use softer language to give
advice?
B ANALYZE THE MODEL (p. 68) • Have students share their thoughts before
• Analyze the introduction together as a class, going over the Grammar box.
then have pairs continue on their own.
WORKING TOGETHER 21

NAS_6_TBRW_48847_U3_ptg01.indd 21 06/12/21 11:19 AM

 E GRAMMAR (p. 70) K REVISE (p. 72)
• Challenge students to use different softer
language each time. L EDIT (p. 72)

F EDIT (p. 71) M FINAL DRAFT (p. 72)

• As you check answers, read the original
sentence out loud, and then have students REFLECT 15–20 min
compare it to their edits, noticing the
difference in tone. A (p. 73)
• Ask questions about the Reflect activities:
PLAN & WRITE What are some qualities sports players
need to be successful on a team?
G BRAINSTORM (p. 71) What does SWOT stand for?
• Tell students to write only key words and What are some strategies people on
phrases in the chart, not complete sentences. physically challenging teams might use to
• When they share their answers, encourage work together safely and successfully?
students to use softer language to share the What are some important things to
advice. consider when planning something that
requires teamwork?
H RESEARCH (p. 72) • Ask questions about the academic skills:
• Have students use their phones or any What are some different purposes for
available devices with Internet. writing something? What are some
• After students complete the activity, have questions to ask about a writer’s purpose
them get together with a partner and discuss and audience?
the aspect they wish to focus on, sharing What are some characteristics of a good
in paraphrased form any helpful research paraphrase?
they found. When is it good to soften advice, and what
are some ways to do that?
I OUTLINE (p. 72) Why is it important to compare a writer’s
• Have students compare their outline to the one cultural context with your own?
they made for the model text in activity B.
Ask Is your purpose clear? Will your B (p. 73)
intended audience be able to understand
the points you want to make? C (p. 73)

J FIRST DRAFT (p. 72)

22 UNIT 3

NAS_6_TBRW_48847_U3_ptg01.indd 22 06/12/21 11:19 AM

 ANSWER KEY
CONNECT TO THE TOPIC (p. 51) support, and the team came together. The team
1. Answers will vary. Possible answer: members 4never sometimes had disagreements
For these acrobats to work so well together, or experienced jealousy of each other. They
they need hours of training together and a lot of learned to work together well, and after a 5short
trust in each other. comprehensive training program, they started to
2. Answers will vary. play against other teams. Eventually, Sieng was
asked to lead the Cambodian national team in a
WATCH competition in 6Japan Jakarta, Indonesia. Seven
A (p. 52) members of the national team were from Sieng’s
1. tallest; 2. 18; 3. a. 20; b. tape, string; own team in Battambang. At the competition, they
c. scissors; d. marshmallow played against 7weaker elite teams, such as China
and Thailand, and finished in 8first last place. Sieng
B (p. 52) is proud of her team, as they have shown the
Answers will vary. Possible answer: power of women with disabilities.
People can learn how to collaborate/work together,
how to communicate, and how to be creative. D (p. 59)
Answers will vary. Possible answers:
PREPARE TO READ 1. The author wanted to present an inspiring,
A (p. 53) heartwarming story of success. The author
1. reluctant; 2. unity; 3. comprehensive; might have wanted the reader to feel motivated,
4. outcome; 5. insight/insights; 6. friction; 7. elite; and/or to feel respect and admiration for the
8. discriminate; 9. skeptical; 10. competence team. The author might also have wanted to
raise awareness of people with disabilities in
READ
sports.
A (p. 54)
2. (a) There might have been more emphasis on
1. Answers will vary. Possible answers: Predictions
the history of sports for people with disabilities,
might include the following: (a) goals = winning
including other examples of similar teams; (b)
games; (b) challenges = financial matters, health
there might have been more emphasis on the
concerns, the ability to work well as a team
physical and emotional benefits of this kind of
2. Answers will vary.
activity, and some information about the costs of
B (p. 57) running these programs.
1. d; 2. a; 3. e; 4. c; 5. b
E (p. 59)
C (p. 58) Answers will vary. Possible answers:
Sieng Sokchan started playing wheelchair Text Purpose Audience
basketball as a young girl, after she was injured in A 350-page to entertain soccer fans,
a 1car shooting accident. When she first learned history of Real readers fans of Real
to play basketball, she 2hated loved the game. Madrid soccer Madrid,
Sieng agreed to establish a team especially for team residents of
women with disabilities. She called her team the Madrid
Battambang Roses, after the town where she An to sell a companies,
lived. Sieng found it difficult to attract players advertisement service employees,
since many women were dealing with poverty for a workshop anyone willing
and a lack of medical resources. However, she on team-building to pay for such
promised them friendship and 3financial emotional skills training

WORKING TOGETHER 23

NAS_6_TBRW_48847_U3_ptg01.indd 23 06/12/21 11:19 AM

 A blog post to give anyone in a C (p. 64)
about how advice; to workplace 1. F; 2. T; 3. NG; 4. T; 5. F; 6. T
to deal with raise the situation,
difficult personal human WRITE
colleagues profile of the resources A (p. 66)
writer professionals • First, think about why you are doing the group
An essay to the student’s project.
written by a demonstrate instructor • Next, look at some things you and your group
student in a knowledge can do at the beginning of the group project.
psychology and the ability • Finally, think about ways to solve any problems
course to respond between team members in the early stages.
critically to a
topic
B (p. 68)
A journal article to further academics: Introduction
sharing research knowledge fellow Background: Almost all students will have to do a
about teams in a specific researchers
group project; many students dislike group work.
academic and students
Thesis statement: However, with an understanding
field; to
enhance of how groups function and strategies for making
the writer’s the most of group work, it is possible for even the
career most reluctant students to both enjoy and benefit
from group projects.
PREPARE TO READ
A (p. 60) First body paragraph
1. a, b; 2. a, c; 3. b, c; 4. b, c; 5. a, b; 6. a, c; Topic sentence: First, think about why you are
7. b, c; 8. b, c; 9. a, b; 10. a, c doing the group project.
Supporting ideas/Details: Careers in business,
READ health care, and education require group
A (p. 61) work; interpersonal skills and team loyalty are
1. b; 2. c; 3. d; 4. a fundamental to success at work.

B (p. 64) Second body paragraph

Answers will vary. Possible answers: Topic sentence: Next, look at some things you and
1. Andrew Brennen was concerned about student your group can do at the beginning of the group
input in education. One specific goal chosen by project.
his team was to increase funding for textbooks/ Supporting ideas/Details: A strong start is helpful;
to help select the school superintendent/to get to know group members; share ideas and plan
help provide financial aid to students from low- next steps; exchange contact information; decide
income backgrounds. how to communicate and get work done; decide
2. The goal of the Akashinga is to protect animals who will do what.
from poachers. Membership of the team gives
women income and self-respect. Third body paragraph
3. The situation with the Thai boys was desperate Topic sentence: Finally, think about ways to solve
because the cave was flooded. After the rescue, any problems between team members in the early
the divers said that they were not heroes. stages.
4. Mountain climbers need to trust each other Supporting ideas/Details: Identify the positive and
because their lives depend on each other. If a negative roles people may play within the group
climber makes a mistake, someone could die. and make a plan for how to deal with them; if the
group isn’t certain about the work or the work is
unequal, talk about the problem right away.

24 UNIT 3

NAS_6_TBRW_48847_U3_ptg01.indd 24 06/12/21 11:19 AM

 Conclusion F (p. 71)
Final thought: Keep these tips in mind, keep a Answers will vary. Possible answers:
positive attitude, and you may even learn to love Dear Valeria,
group projects. It was great to meet you at the welcome
reception last week! Thank you for your email
C (p. 69) asking for suggestions on team projects. It’s a
Answers will vary. Possible answers: good question! Here are a few tips. First of all,
1. In referring to the difficulties Sieng Sokchan 1
you’d better know it’s helpful to know exactly
faced in helping her team to reach a high what you are expected to do. 2You ought to
standard in basketball, she points out that they It might be a good idea to meet your team
had to work harder than normal in order to members for coffee at the beginning of the project.
overcome their challenges. This can help you to learn about each other’s
2. Sieng Sokchan explains that mutual trust and strengths and weaknesses, and to plan the project.
belief in every team member were crucial; 3
You’ve got to It can be helpful to set a schedule;
however, she recognizes that there was a lot of for example, you can decide what you want to
love among team members. accomplish each week. It might be a good idea
3. According to Andrew Brennen, the problem was to show this schedule to your professor to make
that students spent many hours per week in sure you’re on the right track. It can be helpful to
education, but they were not consulted about 4
remembering remember that everyone brings
what was needed in the classroom. their own personality to the team. Some people
4. Richard Harris was pessimistic at the team’s are very focused, while others are more casual
chance of success; he thought the boys had no in their approach. Try to deal with personality
chance of survival. problems before they get out of hand. Finally, it’s
a good idea to remember that team projects in
E (p. 70) college are great practice for the working world.
Answers will vary. Possible answers: Don’t worry—you’ll be fine!
1. It might be a good idea to/You could invite the Good luck,
person for coffee. Beth
2. You may/might want to hear the other person’s
side of the story. REFLECT
3. You may/might want to avoid blaming the other B (p. 73)
person for the problem. Noun: aid, campaign, competence, conservation,
4. It can be helpful to recognize the other person’s friction, inclusion, input, insight, judgment,
talents and strengths. outcome, unity
5. It might be a good idea to tell your boss./You Verb: combat, discriminate, empower
might want to tell your boss. Adjective: comprehensive, desperate, elite,
6. It can be helpful to remember the goal of fundamental, reluctant, skeptical
the team.

WORKING TOGETHER 25

NAS_6_TBRW_48847_U3_ptg01.indd 25 06/12/21 11:19 AM

 NEW FRONTIERS IN ENGINEERING
UNIT

4
DESIGN/ENGINEERING

IN THIS UNIT UNIT OPENER 5–10 min

Analyze what drives engineers CONNECT TO THE TOPIC (p. 75)

Apply engineering concepts • Have students look at the photo and read the
Evaluate engineering achievements caption. Say At 2,717 feet (828 meters), the
Consider responses to engineering achievements Burj Khalifa is the tallest building in the world.
Write a process essay describing an achievement And with 163 floors, it’s also the building with
in engineering the most stories in the world. Besides being
a tourist attraction with observation decks, it
has apartments, offices, restaurants, a hotel,
SKILLS and other recreation facilities. Ask What
READING question would you like to ask the architect
Make Inferences who designed this building?

WRITING WATCH 15–20 min

Describe how something was done
VIDEO VOCABULARY
GRAMMAR Go over the definitions of these items before
The passive voice to emphasize what’s important watching the video.

CRITICAL THINKING ventilation (n) the movement (circulation) of air

Establish priorities through a space
imitate (v) to copy the way someone or
VIDEO something looks, sounds, or behaves
Architects Learn from Termites tells the story of an ingenuity (n) the quality of being clever,
architect who was inspired by termite mounds, which original, and inventive
stay cool and airy, in his design of a self-cooling office disperse (v) to separate and move in various
and retail building in Harare, Zimbabwe. directions
vent (v) to allow air to escape through an
READ 1 opening
Reach for the Sky explains how skyscrapers are built landmark (n) a famous feature that people
to safely reach high heights and withstand dangers recognize from a distance and associate with a
such as fire, earthquakes, and strong winds. place

READ 2 A PREDICT (p. 76) 4.1

Engineering Miracle Under the Sea discusses the • Draw students’ attention to the photo and ask
construction of the longest underwater tunnel: the them what they know about termites and if they
Channel Tunnel, which connects England and France. have ever seen a termite mound like this one.

26 UNIT 4

NAS_6_TBRW_48847_U4_ptg01.indd 26 06/12/21 3:50 PM

 B (p. 76) 4.1 stable (adj) If something is stable, it will not
• Before starting the activity, ask students to easily move or break; it is firm in place. Have
define biomimicry as they understood it from you ever tried to climb something that
the video. (imitating elements from nature to wasn’t stable?
solve human design problems) vertical (adj) A vertical line goes up and down.
How many vertical lines are in the letter H?
C (p. 76) (two)
• Encourage students to look up examples of
biomimicry on the Internet. VOCABULARY GAME: WORDPLAY (See page 74.)

PREPARE TO READ 20–25 min B PERSONALIZE (p. 77)

• Introduce or have students look up additional
A VOCABULARY (p. 77) meanings of foundation, reinforce, and stable,
• Read the example sentences below and ask outside the topic of building and design (e.g.,
the questions. foundation as in an underlying idea or belief;
reinforce as in to support an idea; stable as in
diagonal (adj) A diagonal line does not go a good medical or emotional state). Challenge
straight up or down but crosses one corner of students to write their own sentences with
a shape (like a square), going to its opposite these.
corner. Can you name some letters that are
drawn with diagonal lines? (V, W)
distribute (v) To distribute is to spread REFLECT (p. 77)
something out over a space. Is the light • Brainstorm together with the class, or do
distributed evenly in this room, or does one a quick Internet search, and make a list
area have more or less than others? of some structures that are the tallest,
ensure (v) To ensure is to make sure or to longest, or deepest in a particular area or in
be certain of something. How can you best the world.
ensure your good health? (eat healthy, • Write some useful or common collocations
exercise regularly, get good sleep, see a doctor on the board, such as to ensure tourism/
regularly, etc.) respect/safety; an innovative design;
foundation (n) The foundation of a building is the to be recognized for (something); an
base on which the structure is built. Why is a unforgettable experience/landmark; to
foundation important? (It supports the building.) draw attention to (something)
horizontal (adj) A horizontal line goes from side
to side. How many horizontal lines are in the FORMATIVE ASSESSMENT
letter E? (three) • As you monitor, make sure all students are
innovative (adj) Something or someone that participating and contributing ideas to each
is innovative has lots of new ideas. What of the three groups. Listen for successful
are some things people might describe use of vocabulary.
as innovative? (kind of technology, product, • Set up three large pieces of paper in the
design, approach, idea, etc.) room with these labels: the city or region,
precaution (n) We take precautions to ensure the country, and the engineers themselves.
safety. What are some things people wear as Have groups assign one group member
a precaution? (helmet, seat belt, mask) to each label and write the things they
reinforce (v) If you reinforce something, you discussed on the corresponding papers.
add to it to make it stronger. What are some Review these as a class. Which ideas were
things people might reinforce? (a wall, a common? Different? Correct any common
bridge, a dam, a building, worn out parts of errors and praise well-expressed ideas.
clothing, education)

NEW FRONTIERS IN ENGINEERING 27

NAS_6_TBRW_48847_U4_ptg01.indd 27 06/12/21 3:50 PM

 supported by the discussion of precautions
TIP for earthquakes in the Pacific Rim and the
• Provide some additional questions for cement for the Burj Khalifa being mixed at
students to reflect on, such as What night to avoid cracking in the desert heat.)
makes these types of structures so
fascinating? Is visiting the tallest, longest,
CRITICAL THINKING Establish priorities
or deepest structure important to you as
(p. 83)
a tourist? What is the tallest structure you
• Go over the Critical Thinking box. Ask
have ever visited?
students to name some required actions,
high-value actions, and low-value actions for
READ 45–50 min the construction of the Burj Khalifa. These
can be from the text or from their own
REACH FOR THE SKY (pp. 78–80) 4.1 ideas. (e.g., required action: putting in a deep
foundation; high-value action: tapering the
A PREVIEW (p. 78) top; low-value action: decorative fountains)
• Gather images of these different places and
have students work together to match the name
E APPLY (p. 83)
to the image as they discuss the questions.
• Challenge students to list some required,
high-level, and low-level actions for designing
B MAIN IDEAS (p. 81)
a school building.
• After checking their answers, ask students
to share their predictions for the future of
skyscrapers and upward construction.
REFLECT (p. 83)
• Go over the questions. Give students a
C DETAILS (p. 81)
few minutes to reflect on their answers.
• Have students find one or two more details in
They may wish to draw a sketch of
the text, alter them to make them untrue, and
their home and/or take some notes.
then exchange with a partner to correct.
Encourage students to use vocabulary in
their discussion.
READING SKILL Make inferences (p. 82) • Write some useful language on the board,
• Have students cover up the lower half of such as To ensure safety, there is/are . . .;
the Reading Skill box. Write the three facts The design is innovative in that . . .; As
and two inferences listed in the box on a precaution against . . ., architects/
the board but mix them up. Ask Based on engineers likely had to . . .; I think the
the text, which of these do we know for building is stable because of . . .
certain? Which can we assume or infer?
Can we also infer that all building sites at FORMATIVE ASSESSMENT
the time were unsafe? (no) Can we infer • As you monitor, note how well students are
that Bob was careless? (no) Why not? able to connect the engineering concepts in
(These ideas are not supported by the text.) the reading to their own context.
• After the discussion, give students some
time to write a response to the prompt:
D APPLY (pp. 82–83)
What I learned about building design
• Challenge students to look back at Reach
and how it relates to where I live. As you
for the Sky and make some inferences.
review these, assess how well students
Discuss how the text supports them. (e.g.,
have grasped the information from the text
We can infer that besides the design of the
and can apply it to discuss a place they are
building itself, engineers have to consider
familiar with.
many factors related to the local area. This is

28 UNIT 4

NAS_6_TBRW_48847_U4_ptg01.indd 28 06/12/21 3:50 PM

 machinery (n) Constructing a building requires
TIP a lot of heavy machinery. What kind of actions
• Extend the challenge with some further might machinery perform? (dig, lift, push,
questions. For example, ask Who maintains break, assemble)
your home and makes sure it’s a safe state-of-the-art (adj) Space programs use state-
place to live? What types of issues do of-the-art material to build their spacecrafts. Do
you think buildings have as they age? If state-of-the-art things cost a lot or a little? (a lot)
you ever move, what kind of engineering surpass (v) The Burj Khalifa surpassed the
techniques or safety features would you height of Taipei 101. Have you surpassed the
prioritize having in a new home? height of your parents or other care-givers?

VOCABULARY GAME: SPIN A STORY

PREPARE TO READ 20–25 min (See page 74.)

A VOCABULARY (p. 84) B PERSONALIZE (p. 84)

• Read the example sentences and ask the • Have students write three sentences about
questions. themselves, each with one target word from
the box in activity A. They should write two
address (v) I will only vote for a candidate who true statements and one false one. Then have
will address the issue of climate change. What students read their sentences to a partner
are some issues or problems you would like and have their partner try to guess which
your leaders to address? statement is false.
assemble (v) I helped my cousin assemble
a doll house, and it took a long time because
of all the pieces. What are some things that REFLECT (p. 84)
often need to be assembled? (bookshelves • Brainstorm and compile a list of
and other furniture, toys, etc.) structures—especially local ones or those
catastrophic (adj) It was a catastrophic that students are familiar with.
earthquake; it destroyed most of the city and
resulted in many deaths. What are some other FORMATIVE ASSESSMENT
things you could describe as catastrophic?
• As you monitor, make sure students
(an accident, war, hurricane, etc.)
are discussing each category, including
civil engineer (n) Civil engineers work on
advantages and disadvantages.
projects having to do with transportation, such
• Have pairs organize their ideas into
as building or repairing bridges. What other
a graphic organizer of their choice.
types of transportation projects do civil
Suggest using a T-chart for advantages
engineers work on?
and disadvantages, or a concept map of
complication (n) The only complication we had
advantages, with economic, political, and
during our trip was a flight delay. What other
social coming out of the center.
complications can happen on a trip? (illness,
• Look for a logical organization of ideas in
bad weather, lost or stolen items, etc.)
the graphic organizers.
dispose of (v phr) It is important to dispose of
toxic chemicals safely—don’t pour them into
TIP
the sink. What are some things that people
• Tell students to brainstorm as many ideas
often dispose of that can probably be used
as they can for each category in the first
again? (clothes, old furniture, recyclables, etc.)
question: economic, political, and social
incorporate (v) They incorporated some native
advantages. Then discuss their ideas as
flowers into the design of the balcony. What
a class. Which category had the most
would you like to see incorporated into the
advantages?
design of a school?

NEW FRONTIERS IN ENGINEERING 29

NAS_6_TBRW_48847_U4_ptg01.indd 29 06/12/21 3:50 PM

 READ 45–50 min
TIP
ENGINEERING MIRACLE UNDER THE • Elicit examples from the text of who might
SEA (pp. 85–87) 4.2 say the Channel Tunnel was a miracle of
engineering, such as the American Society
A PREVIEW (p. 85) of Civil Engineers, and who might say it
• Make a list of students’ ideas on the board. If was a waste of time and money, such
anyone guesses the tunnel immediately, elicit as the family of Andrew McKenna. If
further predictions about how it was built. necessary, have the class brainstorm some
more perspectives to consider, such as a
B MAIN IDEAS (p. 88) tourist visiting Europe, an environmental
• Option: Challenge students to summarize activist, a social worker working with the
the text verbally with a partner, or in a single poor in England, the French minister of
paragraph, using the main ideas and adding commerce, a shipping company, etc.
any others they feel are important.

C DETAILS (p. 88) WRITE 120 min

• Challenge students to make inferences based
on the true sentences. Discuss them as a class.
UNIT TASK (p. 90)
• Go over the task and brainstorm some
READING TIP (p. 88) remarkable structures with students.
• Go over the Tip. Take a quick poll by a show
of hands to find out who prefers to study SUMMATIVE ASSESSMENT
diagrams before, during, or after reading a
• Share the Unit 4 rubric with the class. Use
text.
this rubric to assess the writing.
(ELTNGL.com/reflect1e)
D (pp. 88–89)
• Invite students to share something
A MODEL (pp. 90–91)
interesting they learned from the diagram or
• Have students predict why the Golden Gate
from the reading.
Bridge was considered “impossible” to
build and then read the essay to check their
predictions.
REFLECT (p. 89)
• Invite students to share their opinion about
B ANALYZE THE MODEL (p. 91)
the Channel Tunnel, or any other significant
• After students complete the activity, Ask
structure in their area. Ask Who might have
Which part of the process did you think
an opinion different from yours? Why?
was the most difficult or most dangerous?
Why?
FORMATIVE ASSESSMENT
• Option: Challenge students to cover the
• As you monitor, note how well students sentences and work with a partner to retell
are able to consider and express another the main events using only these time
point of view. expressions as a reference.
• Have students take on the role of one of
the people they listed and write a few C ANALYZE THE MODEL (p. 92)
sentences explaining further why they have • Ask Why do you think the Golden Gate
the opinion written in the chart. Alternatively, Bridge is a sign of hope for newcomers to
put students of opposing roles together and California? (Possible answer: it shows what
have them do a mini-debate. you can do when you’re determined.)

30 UNIT 4

NAS_6_TBRW_48847_U4_ptg01.indd 30 06/12/21 3:50 PM

 G EDIT (p. 95)
WRITING SKILL Describe how something • After going over the answers, ask Why
was done (p. 92) do you think Fort Knox is a remarkable
• Have students close their books. Write building? Does it remind you of any other
1. history or background; 2. Chronological buildings you know?
organization; 3. time expressions; 4.
passive voice. PLAN & WRITE
• Tell students the title of the Writing Skill
and then have them discuss in pairs H BRAINSTORM (p. 95)
what the four tips might be, based on • Give students a time limit in which to
the key words. Invite them to share their brainstorm as much as they can.
predictions, and then compare them with
the Writing Skill box. I RESEARCH (p. 95)
• Have students do this part independently,
using the Internet or any other sources
D APPLY (p. 93) available. This might be done outside of
• Note that the essay begins with the class.
completion of the Aswan Dam, but then
discusses the previous failed attempts at
construction in chronological order. WRITING TIP (p. 95)
• Before going over the Tip, ask What
E NOTICE THE GRAMMAR (p. 93) is plagiarism? What do you think
• Ask What’s the difference between the accidental plagiarism is?
verbs are installed and install and was • Have students read the Writing Tip
answered and answered? (In each pair, the and explain accidental plagiarism to a
first verb is passive and the second is active.) partner.
• Ask students how they keep track of
information when they research—digitally,
GRAMMAR The passive voice to
on note cards, in a notebook, etc. Point out
emphasize what’s important (p. 94)
that everyone has a preferred way to take
• Referring to the sentences in activity
notes, but to avoid accidental plagiarism,
E, ask students to identify the form of
it’s important to write notes in your own
passive voice, and write it on the board: be
words, as well as record the page and
+ past participle of the verb.
book number, or Web link.
• Then ask the students to identify the time
in the sentences in activity E. (simple
present in 1, simple past in 2) Ask Which J OUTLINE (p. 96)
part of the passive shows the time? (be) • Have students share their thesis statements
• Elicit the negative and question forms of with a small group or the class. Which ones
the passive sentences. work well, and why?
• Go over the Grammar box. Elicit an extra
example for each time. K FIRST DRAFT (p. 96)

L REVISE (p. 96)

F GRAMMAR (p. 94)
• Before students start, ask them which M EDIT (p. 96)
sentences will need a by phrase. (1, 3, 9)
N FINAL DRAFT (p. 96)

NEW FRONTIERS IN ENGINEERING 31

NAS_6_TBRW_48847_U4_ptg01.indd 31 06/12/21 3:50 PM

 REFLECT 15–20 min • Ask questions about the academic skills:
What is an inference, and what is it based
A (p. 97) on?
• Ask questions about the Reflect activities: What should you keep in mind when
What is gained by building the tallest, you need to describe a process or how
longest, or deepest structure? something was done?
What engineering concepts do you think When should you use the passive voice?
influenced the construction of your home When you establish your priorities by how
and/or neighborhood? much benefit they will bring, what is a low-
What are some effects, positive and value action?
negative, that might result from
connecting two places with a tunnel or B (p. 97)
bridge? • Explain that words that are listed as v phr
Why might people have different should go in the verb column.
opinions about whether the construction
of the Channel Tunnel was a great C (p. 97)
historic event?

32 UNIT 4

NAS_6_TBRW_48847_U4_ptg01.indd 32 06/12/21 3:50 PM

 ANSWER KEY
CONNECT TO THE TOPIC (p. 75) PREPARE TO READ
1. Answers will vary. A (p. 84)
2. Answers will vary. 1. civil engineer; 2. state-of-the-art; 3. dispose of;
4. machinery; 5. surpass; 6. incorporated;
WATCH 7. address; 8. catastrophic; 9. assembling;
A (p. 76) 10. Complications
a
READ
B (p. 76) A (p. 85)
1. heat; 2. night, day; 3. outside; 4. chimneys Answers will vary. The correct prediction is a tunnel.

PREPARE TO READ B (p. 88)

A (p. 77) 1. The idea to build a tunnel under the English
1. stable; 2. horizontal, vertical; 3. precaution; Channel has a long history.
4. distributed; 5. diagonal; 6. innovative; 2. Engineers decided to build three tunnels.
7. reinforce; 8. ensure; 9. foundation 3. Special tunnel-boring machines were developed.
4. Complications arose when leaks appeared in the
READ tunnel walls.
A (p. 78) 5. Philippe Cozette and Graham Fagg met in the
1. Answers will vary. middle.
2. Considerations might include protection from 6. Twelve workers lost their lives during the
fires, earthquakes, and strong winds, as well as construction of the tunnel.
the overall stability of the structure. 7. The tunnel was opened in 1994.

B (p. 81) C (p. 88)

1. c 1. T; 2. T; 3. F; 4. F; 5. T; 6. NG; 7. NG; 8. F
2. a. MI; b. D; c. D; d. D; e. MI; f. MI
D (p. 88)
C (p. 81) 1. There are two ways to access the tunnel: the
1. The foundation of a skyscraper can extend up to Shakespeare Cliff Access in England and the
60 meters under the ground. Sangatte Shaft Access in France.
2. When building a skyscraper, the vertical beams 2. The meeting point is slightly closer to the French
are installed first. side of the tunnel.
3. The Shanghai Tower can accommodate 16,000 3. There was an oil and gas tunnel planned as well.
people every day. It would begin in France and end about three-
4. It was safer to mix the concrete for the Burj quarters of the way under the tunnel to England.
Khalifa during the night.
5. Cities near the Pacific Ocean are more likely to WRITE
experience seismic activity. A (pp. 90–91)
6. Skyscrapers sway in the wind; this is not Possible answers: (a) The water in San Francisco
dangerous for the people inside. Bay is deep and muddy. (b) The Bay has high
7. Buildings that are narrower at the top experience winds, strong currents, and dense fog.
fewer negative effects from the wind. (c) California is at risk of seismic activity.
8. The Jeddah Tower will be over 1 kilometer high.
B (p. 91)
D (pp. 82–83) 1. In 1917; 2. First; 3. Finally; 4. Throughout the
1. N; 2. Y; 3. N; 4. N; 5. Y; 6. Y process; 5. Since that day

NEW FRONTIERS IN ENGINEERING 33

NAS_6_TBRW_48847_U4_ptg01.indd 33 06/12/21 3:50 PM

 C (p. 92) • another completed in 1902 but didn’t control
Title: The “Impossible Bridge”: Building the Golden flooding
Gate Bridge
Time expressions and prepositional phrases of time
Introduction • After 11 years of construction; on July 21, 1970;
Background: movies filmed there, people First; in the 11th century; Later; in 1902; Today
married there, millions of photos taken; one of The passive voice to emphasize what’s important
the Wonders of the Modern World by American in a sentence
Society of Civil Engineers; one of the best-known • was designed; was completed; was completed
bridges in the world
Thesis statement: This world-famous bridge, once E (p. 93)
called the “impossible bridge,” was a miracle of Answers will vary. The object is more important
engineering when it was built in the 1930s. than the subject, which, in both cases, is
unspecified and does not need to be mentioned.
First body paragraph
Topic sentence: Building a bridge across the San
F (p. 94)
Francisco Bay was not an easy task.
Answers will vary. Possible answers:
Supporting ideas/Details: deep, muddy water; high
1. the construction site was chosen by engineers.;
winds, strong currents, dense fog; risk of seismic
2. money was raised.; 3. the design of the building
activity
was selected by architects.; 4. the foundation was
Second body paragraph dug.; 5. safety measures were implemented.;
Topic sentence: In 1917, however, engineer Joseph 6. a steel framework was constructed.; 7. the
Strauss made plans for a bridge and assured city outside walls were installed.; 8. the elevators were
officials that he could build it within budget. put in place.; 9. the walls were painted by the
Supporting ideas/Details: Steps in construction: design team.; 10. the apartments were sold.
concrete blocks sunk into the earth; towers built
to carry the weight of the bridge; cables installed; G (p. 95)
steel posts suspended from these; road installed; Fort Knox is located in Kentucky in the United
bridge painted States. It is a storage facility for gold and other
valuable items that belong to the U.S. government.
Third body paragraph Fort Knox was constructed in the 1930s and is one of
Topic sentence: Throughout the process, several the most secure buildings on Earth. It 1is build was
safety measures were put in place. built with concrete, steel, and granite. Because the
Supporting ideas/Details: hard hats, safety nets. building was designed to store precious items, an
Despite these, 10 workers were killed. extensive network of alarms and video cameras 2was
installing was installed. The doors are 21 inches thick
Conclusion and made of fire-resistant metals. Today, the building
Final thought: The bridge remains a famous symbol 3
is surround is surrounded by electric fences and
and a sign of hope for newcomers to California. is heavily guarded. If you travel to the United States
on vacation, don’t try to visit Fort Knox: Tourists 4not
D (p. 93)
allowed are not allowed to enter the building.
Information that tells the history or background of
the project
• the Aswan Dam in Egypt is the world’s largest dam REFLECT
• designed to control flooding of Nile River and to B (p. 97)
provide energy Noun: civil engineer, complication, foundation,
• completed on July 21, 1970 after 11 years of machinery, precaution
construction Verb: address, assemble, dispose of, distribute,
• many attempts have been made to build a dam ensure, incorporate, reinforce, surpass
across the Nile Adjective: catastrophic, diagonal, horizontal,
• unsuccessful attempt in 11th century innovative, stable, state-of-the-art, vertical

34 UNIT 4

NAS_6_TBRW_48847_U4_ptg01.indd 34 06/12/21 3:50 PM

 WALL ART
UNIT

5
ART

IN THIS UNIT UNIT OPENER 5–10 min

Consider the value of art from the past

CONNECT TO THE TOPIC (p. 99)
Examine the value of studying early art
• Have students look at the photo and read the
Form an opinion about modern street painting
caption. Say Theresa is a clothes designer who
Take a position on street art
was born in Hackney, a historic borough of
Write a review of a creative work
London, to parents from Sierra Leone. She
has lived in Hackney all her life and is proud
SKILLS of her neighborhood.
• Ask What ideas do you think the artist wanted
READING
to express in this painting?
Distinguish facts from opinions

WATCH 15–20 min

WRITING
Write a review
VOCABULARY
Go over the definitions of these items before
GRAMMAR
watching the video.
The pronoun this
assert (v) to say something strongly, in such a
CRITICAL THINKING
way that others will respect it
Evaluate evidence for theories
disorienting (adj) confusing; causing someone
to lose their sense of direction
VIDEO evocative (adj) bringing up strong feelings,
In Counter Mapping, a Native American museum thoughts, images, or memories
director discusses a collection of maps that seek vignette (n) a scene in a small image
to honor the Zuni culture and challenge traditional eclipse (v) to make something less noticed,
ideas about maps. and, therefore, less important
constellation (n) a grouping of things
READ 1 profoundness (n) the quality of being full of
Painting Prehistory analyzes prehistoric cave meaning and insight
paintings from Lascaux, France, as well as abstract affirm (v) to say and confirm that something
shapes found in various caves. is true

READ 2 A PREVIEW (p. 100) 5.1

Making a Statement, One Wall at a Time considers • Ask When was the last time you used a
how street art, which often makes statements map? Do you find maps easy to use?
about societal issues and can be illegal, is gaining
more acceptance.
WA L L A R T 35

NAS_6_TBRW_48847_U5_ptg01.indd 35 06/12/21 3:50 PM

 B (p. 100) 5.1 teachers should call on students to answer a
• Do a think-pair-share routine. Have students question at random?
consider what the statements mean speculate (v) to think about something and
individually, share their ideas with a partner, make a guess; Is it possible to speculate on
and then share with the class. what an artist is thinking, based on a piece
of art?
C PERSONALIZE (p. 100)
• Challenge students to make a Zuni-style map VOCABULARY GAME: BINGO
of their town. Share and discuss the choices (See page 74.)
students make.
B PERSONALIZE (p. 101)
PREPARE TO READ 20–25 min • Option: Challenge students in pairs to
compile a list of the best local places to visit.
A VOCABULARY (p. 101) Then challenge the class to agree on the top
• Read the example definitions below and ask three places worth introducing to an
the questions. out-of-town visitor.

archaeology (n) the scientific study of the

material remains of ancient cultures; What REFLECT (p. 101)
kind of remains do you think are studied in • Go over the questions as a group.
archaeology? (bones, pottery, tools, jewelry, Challenge students to reach a group
architectural structures, etc.) consensus on their answer to the third
classify (v) to put things into different question, which they will share with the
categories according to their similarities; What class.
are some ways to classify animals? (as
mammals, birds, reptiles, fish, etc.) FORMATIVE ASSESSMENT
compile (v) to collect and organize information; • Make sure students are giving specific
What kinds of lists do people compile? answers for numbers 2 and 3 and
(shopping lists, to-do lists, bucket lists, etc.) providing reasons for their answers.
consensus (n) a general agreement reached • Have students do a quick-write, informally
by a group; What is the general consensus of writing down their group’s answers to the
people in this area about plastic waste? questions, noting anything interesting that
distorted (adj) pulled or twisted out of shape; came up in their discussion.
Where might you see a distorted reflection
of yourself? (on a curved mirror or glass) TIP
extinct (adj) no longer in existence; Can • Give students the opportunity to do an
you name some animals that are extinct? Internet search for examples of art and
(dinosaurs, the dodo bird, saber-toothed tiger, artists from the past.
passenger pigeon, etc.)
the latter (n phr) the second item in a list of
two previously mentioned items; If I offered READ 45–50 min
you chocolate or vanilla ice cream, would
you prefer the former, or the latter? PAINTING PREHISTORY (pp. 102–105) 5.1
parallel (adj) used to describe two things that
run side by side and never cross; Can you A PREVIEW (p. 102)
name two local streets that are parallel? • Take a poll of students’ predictions and write
random (adj) chosen or compiled without any them on the board. Have them check their
planning, pattern, or reason; Do you think guesses as they read.

36 UNIT 5

NAS_6_TBRW_48847_U5_ptg01.indd 36 06/12/21 3:50 PM

 B MAIN IDEAS (p. 105) with the class. How many different ideas of
• After students compare their answers evidence needed were the students able to
in pairs, ask What do you think these come up with?
paintings were made for?

C DETAILS (p. 106) REFLECT (p. 107)

• After they complete the activity, have • Go over the questions. Tell students to
students share some other details they think of reasons to support their answers,
remember from the text. and give them a few minutes to prepare
individually, before putting them into
groups.
READING SKILL Distinguish facts from • To help students think of answers to
opinions (p. 106) question 2, say Think about the benefits
• Before going over the Reading Skill box, of research into cave art for each group
ask students to provide an example of a mentioned.
fact and an opinion based on the topic of
cave art. FORMATIVE ASSESSMENT
• Ask What are some words that indicate • As you monitor, make sure students are
a statement is an opinion? giving reasons to explain and support their
• Go over the Reading Skill box, and have answers.
students check their ideas. • After the discussion, have students decide
on a question to which they will share their
D APPLY (p. 106) personal answer with the class. Give them
• After checking the answers, challenge another few minutes to write out their
students to find one more fact and one answer. Do a quick whip around the room,
more opinion in the text, also identifying the having students share their answer to their
information that indicates which it is. (e.g., chosen question. Note how well students
F Over 100 stones in various shades of red, are supporting their opinions.
yellow, brown, and black have been found
at Lascaux. The painters did not use blue or TIP
green, O perhaps because they lacked the • To ensure that everyone gets a chance
resources to make these colors) to fully participate, have students share
their thoughts about each question in the
order of their birth month and day. (People
CRITICAL THINKING Evaluate evidence for born in January or earlier months in the
theories (p. 107) year share first, and the others in order.
• Referring to activity D, ask Do you agree Students with birthdays in the same month
with the opinions in items 1 and 5? Why defer to the student whose birthday is
or why not? What are some facts that, earlier in the month.)
if found, could be evidence to support
these opinions?
• After some discussion, direct students’ PREPARE TO READ 20–25 min

attention to the Critical Thinking box.

A VOCABULARY (p. 108)
• Read the example sentences below and ask
E APPLY (p. 107) the questions.
• Do a think-pair-share routine with students.
Give them time to reflect on their own. Then acceptance (n) The idea of becoming a
have them discuss their answers with a professional gamer or vlogger is finally gaining
partner. Finally, have them share their ideas
WA L L A R T 37

NAS_6_TBRW_48847_U5_ptg01.indd 37 06/12/21 3:50 PM

 acceptance. Why do you think it took a while
for this career to gain acceptance? REFLECT (p. 108)
affluent (adj) Affluent people often collect • Go over the questions and give students
valuable art. What else do affluent people some time to consider and take notes
collect? (cars, jewelry, furniture, etc.) about their answers and reasons to
consumerism (n) Consumerism results in support them. Challenge students to use
more and more products that are used and the vocabulary in their discussion.
then thrown away. Do you think consumerism
is a problem in our society? FORMATIVE ASSESSMENT
inevitably (adv) Higher temperatures will • As you monitor, make sure students are
inevitably result in more wildfires on the West supporting their ideas with reasons. If
Coast of the United States. What is something necessary, prompt them and say Tell me
else that will inevitably happen as a result of more; or What makes you say that?
global warming? • Set up a large sheet of paper on a wall,
interpretation (n) Everyone has a different divided in half as a T-chart, with the
interpretation of a piece of art. What is your columns labeled art and vandalism. Ask
interpretation of the wall painting on page Where would you draw the line between
110? Why did the man paint the flower? art and vandalism? Challenge students
policy (n) My nephew’s school is changing to define the distinction between the two,
its policy about homework; it will no longer based on their discussion. Come back to
be required. What are some of your school this after discussing the main ideas of the
policies (regarding homework, testing, or text and invite students to add additional
progressing to the next level/grade)? thoughts that they are considering.
presume (v) Because the artist paints elderly Analyze these for students’ ability to give
people being active, I presume he is trying to evaluative statements and support them
question our ideas about age. What do experts with reasoning, as well as for their thought
presume about the Lascaux cave paintings? process in considering what is defined as
(that they were used for special ceremonies) art versus vandalism.
prominent (adj) Louis Armstrong, Ella
Fitzgerald, Nat King Cole, and Billie Holiday TIP
were prominent musicians during the 1940s. • Write some useful phrases on the
Who are some prominent musicians today? board to use in the discussion, such as:
reproduction (n) I can’t afford to buy the My interpretation of this would be . . .;
original painting, but I did buy a printed Inevitably, some people will . . .; I would
reproduction of it. Do you have any presume that the person who painted
reproductions of famous art? it wants to . . .; If it . . ., then I would
vandalism (n) Breaking someone’s window or consider it vandalism.
otherwise damaging their property can get you
in trouble for vandalism. Do you think graffiti
is vandalism? READ 45–50 min

VOCABULARY GAME: TIC-TAC-TOE MAKING A STATEMENT, ONE WALL AT A TIME

(See page 74.) (pp. 109–112) 5.2

B PERSONALIZE (p. 108) A PREVIEW (p. 109)

• After students complete this activity, • To help them answer item 1, say The artist
challenge them to write two or three true paints images of marginalized people—
sentences using vocabulary words of their people who are in a lower position in
choice. society.

38 UNIT 5

NAS_6_TBRW_48847_U5_ptg01.indd 38 06/12/21 3:50 PM

 B MAIN IDEAS (p. 112)
• After discussing these questions, invite students need further prompting, ask
students to add any further thoughts to the some additional questions, such as What
T-chart for the Formative Assessment activity issues would local street artists likely
for the Reflect activity on page 108. Ask make art about? Does limiting street art
Have your thoughts changed at all? What remove people’s freedom of expression?
would you like to ask the street artists How could street art be made less
mentioned in the reading? of a “gray” area? Does graffiti make
art more accessible? Who, if anyone,
C DETAILS (p. 113) should benefit from the sale of walls or
• After completing the activity, point out the reproductions of street art?
images mentioned in the video and both
texts, and ask students to share which one
they like the best and why. Ask Do these WRITE 120 min
images seem more like art or vandalism to
you? Why?
UNIT TASK (p. 114)
• Go over the task. Tell students they are
D DETAILS (p. 113)
welcome to choose a piece of art they are
• Elicit or remind students that to infer
already familiar with, choose one introduced
something is to make assumptions based on
in this unit, or research something new.
the information we have. Tell students to use
details in the text to support their inferences.
SUMMATIVE ASSESSMENT
• Share the Unit 5 rubric with the class. Use
REFLECT (p. 113) this rubric to assess the writing.
• Go over the task and challenge students (ELTNGL.com/reflect1e)
to come to a consensus on a policy about
street art. Explain that they may need to
compromise or consider other points of A MODEL (pp. 114–115)
view to be able to reach an agreement. • Before students read the review, have them
study the painting. Ask What do you see?
FORMATIVE ASSESSMENT What don’t you see? Who do you think these
people are? What are some choices the artist
• Have groups write up an official policy
made (about color, composition, what to
about what kind of street art, if any, their
include or not include), and what do you
town should allow, and the rules for what
think they mean? After students discuss these
is kept and what is removed.
in pairs, have them read the review and then
• Have students post their policies around
explain why they agree or disagree with it.
the classroom and invite groups to draw a
check on items they agree with, and to add
B ANALYZE THE MODEL (p. 115)
sticky notes with comments about policies
• Remind students that most of the outline
they do not agree with. Discuss any major
can be in note form; the only sentences
differences in opinion as a class. Correct
that should be in complete form are the
any common errors, and praise policies
thesis statement, topic sentences, and the
that are clearly stated.
concluding opinion.
• Suggest that if the outline doesn’t have
TIP
enough room, they can annotate the model
• Encourage students to consider specific
(e.g., underline the thesis statement and
aspects of their city or town, or the city or
topic sentences, circle supporting ideas/
town in which they are studying. If
details, etc.).

WA L L A R T 39

NAS_6_TBRW_48847_U5_ptg01.indd 39 06/12/21 3:50 PM

 WRITING SKILL Write a review (p. 116) sentence? Discuss the ideas students
• Before going over the skill, ask What offer, then go over the final point in the
should be included in a review of a Grammar box.
piece of art? Have students check their
ideas in the first part of the Writing Skill.
• Go over the questions to address in an E GRAMMAR (p. 118)
analysis and discuss which ones were • Option: After checking the answers, elicit
addressed in the model review. alternative sentences or further development
• Before going over the last part of the Writing of numbers 4 and 5, using this + a noun
Skill, ask How important is background phrase. (e.g., I saw a message that said any
information about the artist? Is it OK to concert tickets not sold by Friday will be
discuss negative aspects about a piece of reduced to half price. This sale means less
art? Should you explain your reaction to affluent people can enjoy the show.)
the piece of art? Have students share their F GRAMMAR (p. 118)
thoughts and then check their ideas in the • Elicit the difference between it and this before
final point of the Writing Skill. students complete the activity. (It refers to a
single item; this refers to an idea, an action, or a
C APPLY (p. 116) statement.) Have students underline what it or
• Have students share their completed this refers to as they complete the activity.
sentences with a partner and discuss
G EDIT (p. 118)
whether they agree or disagree with their
• Have students identify what it or this refers to
partner’s evaluation.
in each error that is corrected.
D NOTICE THE GRAMMAR (p. 117) H BRAINSTORM (p. 119)
• After students discuss the sentences, ask • Encourage students to use the Internet as
Does this refer to one word or a bigger needed to research. After brainstorming as
idea? (a bigger idea) a group, each student should choose one
creative work to review.

GRAMMAR The pronoun this (p. 117) I OUTLINE (p. 119)

• Write the first set of example sentences on • Help students with language to describe
the board and elicit what this refers to. Ask the work of art. You might provide a list
students why they think the word this is of adjectives, such as appealing, moving,
used. Go over the first point, emphasizing controversial, aggressive, inspirational,
how it connects ideas and avoids repetition. intense, provoking, playful, expressive,
• Write the second set of example serene, unconventional, etc.
sentences on the board. Have students
cover their books, and ask When do we
use it, and when do we use this? Which WRITING TIP (p. 120)
one refers to a single item? (it) Go over • Ask Is it appropriate to express an
the second point in the Grammar box. opinion with I think . . . in academic
• Write the example of the original sentence writing? Elicit students’ opinions, then
from the final point in the Grammar box compare them to the Writing Tip.
on the board. Have students cover their • Have students connect the explanation to
books, and ask What does this refer to? their own intended area(s) of study.
What else could it refer to? Is it clear? • Elicit some examples of how opinions are
What might be a better way to write this shared in the model without using the first
person.

40 UNIT 5

NAS_6_TBRW_48847_U5_ptg01.indd 40 06/12/21 3:50 PM

 J FIRST DRAFT (p. 120) What kind of policy on street art would you
recommend for your city or town?
K REVISE (p. 120) • Ask questions about the academic skills:
What are some words that indicate an
L EDIT (p. 120) opinion? (verbs like think, believe, speculate;
modals of possibility like might, may, could,
M FINAL DRAFT (p. 120) or should; adjectives suggesting opinion, such
as interesting, boring, or important)
REFLECT 15–20 min What should be included in a review of a
piece of art? (a description or summary of
A (p. 121) the piece and your critical opinion about it)
• Ask questions about the Reflect activities: Can you give an example of how to use this?
What important things can we learn from What are some reliable forms of evidence?
studying art like the paintings in the (written documentation, reports, discoveries,
Lascaux caves? personal observation)
What can we do with the information we
learn from studying early art? How can we B (p. 121)
apply that information?
How would you distinguish street art from C (p. 121)
vandalism?

WA L L A R T 41

NAS_6_TBRW_48847_U5_ptg01.indd 41 06/12/21 3:50 PM

 ANSWER KEY
CONNECT TO THE TOPIC (p. 99) C (p. 106)
1. Art like this would probably have a positive impact 1. b; 2. b; 3. a; 4. c; 5. a; 6. b
on the neighborhood it’s in. The colors are bright,
the circles are fun, and Theresa looks powerful. D (p. 106)
2. Answers will vary. 1. O, Archaeologists believe that these paintings
were created 17,000 years ago by seminomadic
WATCH tribespeople.
A (p. 100) 2. F, Today, Lascaux is one of over 400 known
Answers will vary. Possible answers: “decorated caves” in Europe, and similar caves
1. The purpose of a map is to find out where a have been found on every continent except
place is, or how to get there. Antarctica.
2. Counter mapping probably means to make a 3. F, There is only one human among the 6,000
map in a different way; to make a map that paintings at Lascaux.
shows something other than traditional map 4. O, While most of the research into early cave
features such as location. painting has focused on the pictures of animals,
3. Jim Enote’s maps are not designed to give the most interesting studies in recent years have
directions; they are not flat and featureless; been related to the nonanimal shapes.
they are not drawn to scale; they are more like 5. O, Another theory is that the different animals
paintings, with color and landscapes; they tell and abstract shapes were symbols of specific
stories about the Zuni people and land. tribes or social groups.

B (p. 100) E (p. 107)

1. map making Answers will vary. Possible answers:
2. relevance to the Zuni people Theory Evidence needed
3. start talking about their cultural history The cave The archaeological discovery of
4. recognize the places and stories shown painters did another form of dwelling; the
not actually discovery of paintings showing
PREPARE TO READ live in caves. people of this era living in
A (p. 101) another form of housing
1. random; 2. compiled; 3. parallel; 4. the latter;
The cave The discovery of means of
5. classified; 6. extinct; 7. archaeology;
painters transport; the discovery of
8. speculate; 9. distorted; 10. consensus
traveled long identical paintings a long distance
distances apart
READ
every year.
A (p. 102)
Answers will vary. Students will likely not know the The cave The discovery of animal bones
correct answers, so any guess is commendable. painters’ as opposed to evidence of
1. The paintings were made 17,000 years ago. survival farming or any farming tools;
2. There are theories about why they were painted, depended on the continued discovery of art
but no one knows for sure. successful featuring animals and not crops
hunting.
B (p. 105) The written The discovery of identical cave
Answers will vary. Possible answers: symbols of symbols in Africa, able to be
1. 6,000; 2. animals; 3. hard to reach; 4. for use in the cave dated to an earlier date than
ceremonies/to give hunters strength/to symbolize painters those found in Europe
tribes or social groups/to tell stories of earlier originated in
hunts; 5. abstract Africa.
42 UNIT 5

NAS_6_TBRW_48847_U5_ptg01.indd 42 06/12/21 3:50 PM

 PREPARE TO READ Conclusion
A (p. 108) Concluding opinion: Harrison’s work clearly shows
1. a; 2. b; 3. c; 4. a; 5. b; 6. c; 7. b; 8. a; 9. b; 10. c incredible artistic talent and a unique approach to
painting.
READ Final thought: Harrison’s paintings provide insight
B (p. 112) into the landscape and lifestyle in this part of the
1. c; 2. a world.

C (p. 113) D (p. 117)

1. a. Yellow Lines Flower Painter ; b. Season’s Answers will vary. Possible answers:
Greetings; c. Very Little Helps 1. This refers to the lack of paintings of trees,
2. a. raise awareness; b. their spirit to survive; flowers, and other plants in the previous
c. gray area; d. removed, arrested sentence.
3. a. Banksy; b. Shepard Fairey; c. Ben Eine 2. This refers to the repetition of signs in the
previous sentence.
D (p. 113) 3. This refers to Harrison’s use of bright colors.
1. Yes; 2. No; 3. No; 4. Yes; 5. Yes
E (p. 118)
WRITE 1. Over 100 million copies of The Little Prince have
B (p. 115) been sold. This makes it one of the best-selling
Title: Review of The Boat by Ted Harrison books of all time.
2. Artist Paul Gauguin moved to the island of
Introduction Tahiti in 1891. This marked a turning point in his
Background: Harrison’s birthplace, DOB and DOD, career.
places he lived, general art style 3. Leonardo da Vinci’s Mona Lisa is one of the
Thesis statement: The Boat, painted in 1986, is a most famous women in the world—but who
classic example of his work. was she? This is the big question.
4. I saw a message that said any concert tickets
First body paragraph: Description not sold by Friday will be reduced to half price.
Topic sentence: The Boat is a simple and colorful This is a huge bargain!
painting. 5. I heard the cleaners removed another painting
Supporting ideas/Details: simple subject matter from the wall of the railway station yesterday.
(three people and a boat); bright colors This is such a waste of time!

Second body paragraph: Analysis F (p. 118)

Topic sentence: This painting is appealing in that it 1. It; 2. this; 3. This; 4. It; 5. It; 6. This
is bright and simplistic.
Supporting ideas/Details: his background; G (p. 118)
preference for painting everyday scenes; people’s What is the blackest paint in the world? In
reaction to his paintings 2014, Surrey NanoSystems developed a very
deep shade of black, called Vantablack, for use
Third body paragraph: Analysis by aerospace engineers. This new shade caught
Topic sentence: Still, not all of Harrison’s paintings the attention of artists. One of them was Anish
express positive emotions. Kapoor, a sculptor known for creating giant objects
Supporting ideas/Details: appearance of people in public places. Kapoor signed a contract with
in painting; isolation; presence of birds and Surrey NanoSystems, giving him the exclusive
speculation on meaning rights to use Vantablack. 1It This angered other
WA L L A R T 43

NAS_6_TBRW_48847_U5_ptg01.indd 43 06/12/21 3:50 PM

 artists, who also wanted to use Vantablack. One of to be darker than Vantablack. Semple’s Black 3.0
them was painter Stuart Semple, who had created is available online to artists all over the world—but
his own pink color. Semple decided to sell his pink not to Anish Kapoor.
paint on his website, with a message saying that
anyone connected to Kapoor could not buy 2this it. REFLECT
3
It This caused a huge reaction, and Semple sold B (p. 121)
5,000 jars of pink paint. But 4it this was not the Noun: acceptance, archaeology, consensus,
end of the story. Semple also decided to create his consumerism, interpretation, the latter, policy,
own very dark black. Working with chemists, he reproduction, vandalism
created Black 1.0. He sent 1,000 samples to artists Verb: classify, compile, presume, speculate
around the world and received positive feedback. Adjective: affluent, distorted, extinct, parallel,
5
It This was encouraging to Semple, who moved prominent, random
on to Black 2.0 and Black 3.0, widely considered Adverb & Other: inevitably

44 UNIT 5

NAS_6_TBRW_48847_U5_ptg01.indd 44 06/12/21 3:50 PM

 LOST IN TIME
UNIT

6
SOCIAL SCIENCE

IN THIS UNIT UNIT OPENER 5–10 min

Consider why places are abandoned CONNECT TO THE TOPIC (p. 123)
Explore the potential of a ghost town • Have students look at the photo and read the
Assess your knowledge of your country’s history caption. After they discuss the first question,
Imagine further uses of technology explain that this amusement park was set to
Write a cause-effect essay about an event in history open on May 1, 1986, but this plan was cancelled
as a result of a terrible accident at the nearby
SKILLS Chernobyl nuclear power station that happened
on April 26 of the same year. People had to
READING evacuate the area due to radiation, and the park
Synthesize information was left abandoned.
• Ask Would you like to visit an abandoned park
WRITING like this? Why or why not?
Explain causes and effects
WATCH 15–20 min
GRAMMAR
Past modals VIDEO VOCABULARY
Go over the definitions of these items before
CRITICAL THINKING watching the video.
Apply the past to the present
settlement (n) a place where people set up a
VIDEO new community
In Ghost Town at the Edge of the World, we learn prestigious (adj) respected and admired
about Pyramiden, a former coal-mining town in the coal (n) a hard, black material that is taken from
Arctic Circle that was a prestigious place to work the earth and burned as fuel
during the Soviet era, through a Russian tour guide collapse (v) to fail suddenly and completely
who lives there. wither (v) to stop flourishing and fall into decay
or decline
READ 1 A (p. 124) 6.1
From Boom Town to Ghost Town tells the stories • Before students watch, have them cover the
of seven places around the world that were once caption, look at the photo and title, and guess
thriving communities but that are now abandoned. where the town is and what it’s like.

READ 2 B (p. 124) 6.1

LIDAR explains how LiDAR technology, which uses • Have students try to complete the paragraph
lasers to create 3-D images, is being used to study with what they remember before watching
ancient Mayan ruins. the video again.

LOST IN TIME 45

NAS_6_TBRW_48847_U6_ptg01.indd 45 06/12/21 11:16 AM

 C (p. 124) B PERSONALIZE (p. 125)
• Ask students to consider the words they • Challenge students to relate as many words as
wrote in activity A to describe Pyramiden, and possible to their life or to their hometown. (e.g.,
how they relate to why Sasha might want to My city has a lot of green vegetation, a wildlife
live there. sanctuary, and harsh weather in the winter.)

PREPARE TO READ 20–25 min

REFLECT (p. 125)
A VOCABULARY (p. 125) • Go over the questions, and challenge students
• Read the definitions below and ask the to use vocabulary in the conversation.
questions. If needed, give them a brief opportunity
to do a quick Internet search to get
commodity (n) a useful raw material, like grain, information of places they’ve heard about.
natural gas, or wood, that people buy and sell;
Can you name some other commodities? FORMATIVE ASSESSMENT
(water, coal, different metals, wheat, coffee, sugar) • As you monitor, notice successful uses
decline (n) a decrease in quantity or quality; of vocabulary and insightful observations.
Why did Pyramiden fall into decline? Praise these and correct any common errors.
(because the Soviet Union collapsed) • Challenge groups to make a list of things
diagnose (v) to identify the nature of an illness they would expect to see in a ghost
or problem by looking at the symptoms; How town—using every letter of the alphabet.
do doctors diagnose an illness? (do a physical (e.g., A–abandoned buildings, B–birds’
exam, ask the patient questions, do blood tests) nests, C–closed doors) Set a time limit,
harsh (adj) difficult to survive in; What parts and compare lists.
of the world have harsh climates? Have you
experienced any harsh weather? TIP
hazard (n) a danger or a risk; What are some • If students need extra support, have them
hazards associated with driving? (slippery brainstorm reasons towns and cities fail. List
roads from bad weather, driving fast, not reasons within different categories, such as
seeing another car, etc.) social, environmental, economic, etc.
prosperous (adj) successful in bringing in • As an extra challenge, discuss the term
money; Can you name a company that ghost town. Ask Do you have a similar
started small, but is now very prosperous? expression in your language? How does
sanctuary (n) a safe place where people or the term make you feel? What does it
other living things are protected; Why might make you think about?
some animals live in a sanctuary?
setback (n) a problem that makes it difficult
to move forward; What are some possible READ 45–50 min
setbacks to starting a business? (not having
enough money/clients/customers) FROM BOOM TOWN TO GHOST TOWN
uninhabited (adj) no one lives there; (pp. 126–129) 6.1
Would you like to camp overnight on an
uninhabited island? A PREVIEW (p. 127)
vegetation (n) the plants that grow in an area; • Ask Have you heard of any of these
What types of places don’t have a lot of places?
vegetation? (deserts, mountain tops)
B MAIN IDEAS (p. 129)
VOCABULARY GAME: BACKS TO THE BOARD • Ask Which place was the most recently
(See page 74.) abandoned? (Houtouwan, China)

46 UNIT 6

NAS_6_TBRW_48847_U6_ptg01.indd 46 06/12/21 11:16 AM

 C DETAILS (p. 130)
• After students complete the task, ask Can note of common errors and correct them
you think of any other places that might as a class after the conversation, praising
eventually become ghost towns? Why? successful language produced as well.
• Have groups write up a plan to make one
of the abandoned places from the reading
READING SKILL Synthesize prosperous again. Have students post the
information (p. 130) plans throughout the classroom or place
• Before going over the box, say Synthesize them on different desks. Then have the
means to combine or bring together. class rotate around the room to read the
• Ask What does it mean to synthesize plans and vote on one (that is not their
information, and why is it important in own) by placing a small object like a paper
academic writing? Have students share clip or a sticker on their favorite. Tally the
their thoughts and then go over the box. votes and share the winner.

TIP
D APPLY (p. 130)
• Ask students some questions about the
• Tell students they do not need to write
place they chose: What can you envision
complete sentences for the supporting ideas/
there: a park, a hotel, a resort, office
details. For the conclusion sentence, they
buildings, a school? What steps would
could restate the topic sentence or make
need to be taken to make it happen?
some other concluding statement based on
How could you convince the public
their supporting ideas/details.
to visit?

WRITING TIP (p. 131)

• Have students close their books. On the PREPARE TO READ 20–25 min
board, write decline, resemble, deplete
with these sentences underneath: A VOCABULARY (p. 132)
Resources ran out. • Read the example sentences below and ask
The population went down. the questions.
The landscape looks like the moon.
• Ask students to replace the underlined clarity (n) I was amazed at the clarity of the
phrasal verbs in the sentences with the photos—I could see every detail. What is the
correct form of the one-word verbs. adjective form of clarity? (clear)
• Ask Which type of verb do you think is collapse (n) The Roman Empire was in decline
better for academic and professional because it was not able to maintain rule over
writing? Go over the Writing Tip. such a great distance, so when outside groups
invaded, the empire collapsed. What other
events have led to the collapse of an ancient
civilization? (war, natural disasters, disease)
REFLECT (p. 131) dominant (adj) Before it collapsed, Rome was
• Give students the opportunity to do some the dominant civilization in the area, controlling
brief research on the Internet about any of almost all of Europe and the Mediterranean
the places they find interesting. Sea. What are some dominant brands of
electronics?
FORMATIVE ASSESSMENT drought (n) Months of drought made the
• As you monitor, note successful synthesis forest extra dry, so the fire spread quickly. Do
of information from the text and any you know of any places that tend to get
additional information found online. Take droughts in the summer?

LOST IN TIME 47

NAS_6_TBRW_48847_U6_ptg01.indd 47 06/12/21 11:16 AM

 intellectual (adj) Because it involves thought,
logic, and active use of the mind, learning • Have students write down some key ideas
another language is an intellectual activity. from this discussion, as well as some
What are some other intellectual activities? questions about the topic.
(doing puzzles, reading, attending talks, playing
games, playing a musical instrument, etc.) TIP
laser (n) Lasers are used in a variety of ways • Ask some further questions using the
including for surgery, to scan items at a store, and vocabulary, such as Is the study of history
for printing. What do you know about lasers? only an intellectual activity, or is it useful to
layout (n) The layout of my grandmother’s society? What can we learn from studying
house is unusual—the kitchen is upstairs, next ancient rituals? What lessons can we learn
to the living room, which is very small. Can from studying dominant civilizations and
you describe the layout of this building? learning about why they collapsed?
revenue (n) Countries earn revenue from
taxes, but also from tourism and trade. What
READ 45–50 min
are some exports that can bring in a lot
of revenue to a country? (food, petroleum, 6.2
LIDAR (pp. 133–136)
coffee, cars, electronics, gold, medical
equipment, machines, etc.) A PREVIEW (p. 133)
ritual (n) Some countries have a ritual of • Before students do the activity, have them
welcoming in a new year by eating 12 grapes at look at the image and read the caption. Invite
midnight on January 1. What are some common them to describe what they see and share
rituals for welcoming the New Year, or for what they know about the Maya.
another celebration, in your culture?
transmit (v) Nerves in different parts of your B MAIN IDEAS (p. 136)
body transmit signals to and from the brain • After completing the activity, have students
very quickly. What are some different ways to write a sentence that states a main idea from
transmit a message to someone? (email, cell one of the paragraphs not mentioned in the
phone, radio signal, letter by mail, etc.) activity. Then have them exchange sentences
with a partner to match the idea to the
VOCABULARY GAME: SPIN A STORY correct paragraph.
(See page 74.)
C DETAILS (p. 136)
B PERSONALIZE (p. 132) • After completing the activity, have students write
• Have students discuss each question with a another sentence starter with three possible
different partner. endings, with only one being right, about
another detail from the reading. Then have them
exchange papers with a partner and choose the
REFLECT (p. 132) best ending to their partner’s sentence.
• If needed, allow students to do a quick
Internet search about a period in their D DETAILS (p. 136)
country’s history and/or about how • Elicit or remind students of the purpose of
technology can help us to understand this, discussed in the Grammar topic of Unit 5.
more about the past. (It is used to connect and develop ideas from
sentence to sentence without repeating a lot of
FORMATIVE ASSESSMENT words. See page 117 in the Student’s Book for
• Monitor the students and note successful more information.) Elicit the plural form (these).
use of vocabulary and interesting insights. Remind students that these pronouns should
Praise these and correct any common errors. only be used when the noun they refer to is
clear in the text.
48 UNIT 6

NAS_6_TBRW_48847_U6_ptg01.indd 48 06/12/21 11:16 AM

 E DETAILS (p. 137) WRITE 120 min
• Have students identify the parts of the
reading that support their inferences.
UNIT TASK (p. 138)
• Go over the task. Emphasize that students
CRITICAL THINKING Apply the past to the will choose to focus on the causes or the
present (p. 137) effects, but not both. Point out that this will
• Go over the Critical Thinking box. Ask be a good opportunity to apply the past to the
What kinds of things can we understand present.
about the present by studying and
learning from history? SUMMATIVE ASSESSMENT
• Share the Unit 6 rubric with the class. Use
F APPLY (p. 137) this rubric to assess the writing.
• Have students write and submit a synthesis (ELTNGL.com/reflect1e)
of the ideas from the discussion.
A MODEL (pp. 138–139)
REFLECT (p. 137) • Point out the photo and the title of the essay and
• Go over the questions. Give students the ask What do you think the Dust Bowl was?
opportunity to do a brief search on the • Have them briefly skim the text to find out.
Internet for how LiDAR is used.
B ANALYZE THE MODEL (p. 140)
FORMATIVE ASSESSMENT • After pairs outline the essay, ask What was the
most surprising effect of this disaster? Does
• As you monitor, make sure students are it remind you of any other historical events?
naming a place in the world they’d like
to see LiDAR used and what might be
discovered there, as well as discussing WRITING SKILL Explain causes and
how they think LiDAR is used in effects (p. 140)
different ways. • Have students close their books. Write the
• Have students write a letter to local following on the board: thesis statement,
authorities of the place they chose for item paragraphs, what was learned, language to
1, asking them to consider using LiDAR use. Have students work with a partner to
and explaining how it would benefit use in brainstorm some tips for each category for
that particular place. writing about causes and effects. Then go
over the Writing Skill box.
TIP • Elicit examples of sentences with
• Provide students with some useful cause-and-effect language from the model.
terms related to ancient civilizations
and archaeology, such as artifact (n) an
object from the past that provides clues
about that time; crypt (n) an underground GRAMMAR Past modals (p. 141)
chamber, often used for burial; excavate • Have students close their books.
(v) to dig something that has been covered • Write the seven example sentences from
by the earth; fossil (n) an organic object the Grammar box on the board.
from prehistoric times preserved in rock; • Write the categories certain, possible, lack
relic (n) a piece of something from the of ability, and regret/criticism on the board
past, often representing that period or but in a mixed-up order.
culture; tomb (n) a place where a dead • Have students work with a partner to read
body is buried. the sentences and assign a category to each.

LOST IN TIME 49

NAS_6_TBRW_48847_U6_ptg01.indd 49 06/12/21 11:16 AM

 G RESEARCH (p. 144)
• Go over the answers and then elicit the • Students will need to access the Internet
form of past modals (modal + have + and/or printed material to do some research.
past participle). Elicit a further example Encourage them to take notes on causes and
sentence for each category, using the Dust effects, reminding them to write these in their
Bowl as the topic. own words to avoid accidental plagiarism.
• When discussing what lessons can be
learned, students should write their own
C GRAMMAR (p. 141) ideas, supported by research.
• Have students refer to the reading From
Boom Town to Ghost Town as they formulate H OUTLINE (p. 144)
their answers. • Have students compare their outline with a
partner and determine if their partner is going
D GRAMMAR (p. 142) to focus on causes or effects. Ask Is it clear
• Remind students that inferences are what lessons can be learned?
conclusions based on evidence that has been
provided, in this case, by the text. I FIRST DRAFT (p. 144)
• Review the meaning of each modal verb.
Ask Which form is used when you are J REVISE (p. 144)
certain or almost certain? (must) Which K EDIT (p. 144)
is used when you are less certain? (may/
might) Which is used when something is L FINAL DRAFT (p. 144)
impossible? (could not) Which expresses a
personal judgement? (should) REFLECT 15–20 min

A (p. 145)
E EDIT (p. 143)
• Ask questions about the Reflect activities:
• Have students explain if edits they made
What are some reasons prosperous
were for form or meaning.
communities might become abandoned?
How might a ghost town make a
WRITING TIP (p. 143) community prosperous again?
• Write Weak leadership led to the collapse What can be learned from studying your
of the Roman Empire. Weak leadership country’s history?
might have led to the collapse of the What are some historic places in which
Roman Empire. Research suggests that you would like to see LiDAR technology
weak leadership led to the collapse of the used, and why?
Roman Empire. Ask How is the meaning • Ask questions about the academic skills:
in each sentence different? Why would What does it mean to synthesize information?
the writer choose a modal verb or an What is some useful language to use when
expression like research suggests that? explaining causes and effects?
• After students share their ideas, compare Which past modals do you use for the
them to the Writing Tip. following:
something that is certain, something
that was possible, something that was
PLAN & WRITE impossible, or to express a regret/criticism?
Who, besides individuals, can learn from
F BRAINSTORM (p. 143) the past?
• Tell students that they may choose to focus
on events from their own culture or from B (p. 145)
other parts of the world.
C (p. 145)

50 UNIT 6

NAS_6_TBRW_48847_U6_ptg01.indd 50 06/12/21 11:16 AM

 ANSWER KEY
CONNECT TO THE TOPIC (p. 123) READ
1. These students probably find it interesting to A (p. 127)
visit an abandoned place, and perhaps a little 1. The places on the map are as follows:
dangerous and exciting as well. 1. North Brother Island, USA; 2. Spinalonga,
2. Answers will vary. Greece; 3. Houtouwan, China; 4. Cossack,
Australia; 5. Grytviken, South Georgia;
WATCH 6. Kolmanskop, Namibia; 7. Dallol, Ethiopia
A (p. 124) 2. Answers will vary.
Answers will vary. Possible answers: remote,
isolated, bleak, cold, harsh, lonely B (p. 129)
1. a. Cossack, Australia; b. Kolmanskop, Namibia;
B (p. 124)
c. Dallol, Ethiopia; d. Spinalonga, Greece; e. North
1. Russian; 2. middle; 3. coal; 4. best; 5. 1998
Brother Island, USA; f. Houtouwan, China;
g. Grytviken, South Georgia
PREPARE TO READ
2. b
A (p. 125)
1. hazards; 2. vegetation; 3. uninhabited;
4. prosperous; 5. decline; 6. setbacks; 7. harsh; C (p. 130)
8. commodity; 9. diagnose; 10. sanctuary Answers will vary. Possible answers:

Place Location/ Use/economic Reason for What is it like today?

description activity decline
Houtouwan China; Fishing Small harbor Covered with
prosperous vegetation; visited by
coastal village tourists
Kolmanskop Namibian desert Diamond mining Depletion of Being lost to the desert
diamonds;
discovery of richer
fields
North Brother New York, USA Home for people No longer any use Bird sanctuary;
Island with illnesses, for it forbidden to visit
soldiers, and young
criminals
Grytviken South Georgia, Whaling Depletion of Home to seals and
busy/lively whales; discovery penguins; visited by
of new sources cruise ship tourists
of oil
Cossack Western Pearl industry Depletion of Maintained as a tourist
Australia pearls attraction
Dallol Ethiopia; hot, Salt mining Extreme climate A few ruined buildings
remote
Spinalonga Greek islands, Home for lepers Development of A tourist attraction
beautiful treatments for
leprosy

LOST IN TIME 51

NAS_6_TBRW_48847_U6_ptg01.indd 51 06/12/21 11:16 AM

 D (p. 130) shortages; Many buildings lost their roofs and
Answers will vary. Possible answers: windows; ships in the Atlantic Ocean being
covered with dust
Supporting Kolmanskop – depletion of
• (Para. 3) serious problems for the people of
ideas/Details diamonds
the region; They could not keep the dust out of
Grytviken – depletion of whales
their houses, and many suffered from breathing
Cossack – depletion of pearls
problems; Dust pneumonia was a common lung
Concluding When natural resources condition; died from carbon monoxide poisoning;
sentence disappear, communities that many were forced to leave their homes;
depend on them are often 3.5 million people abandoned the Midwest
abandoned. and traveled west; they ended up in refugee
camps; Many people, especially children, died of
PREPARE TO READ starvation
A (p. 132) • (Para. 4) improvements in farming techniques
1. ritual; 2. drought; 3. transmit; 4. layout; and agricultural policy: more than 200 million
5. lasers; 6. revenue; 7. intellectual; new trees were planted across the Midwest;
8. collapse; 9. clarity; 10. dominant Farmers recognized that they should have been
using techniques such as planting a different
READ crop in a field each year to maintain the quality of
A (p. 133) their soil; the amount of dust had decreased by
1. LiDAR stands for Light Detection and Ranging. 65 percent
2. It enables users to see natural and human-made • (Para. 5) drought in many countries
features hidden beneath dense vegetation.
B (p. 140)
B (p. 136) Title: Effects of the Dust Bowl Disaster
a. 1; b. 4; c. 5; d. 7; e. 9
Introduction
C (p. 136) Background: The Dust Bowl: what it was, and
1. b; 2. a; 3. c where and when it happened
Thesis statement: The Dust Bowl was a terrible
D (p. 136) event, but it eventually led to positive changes for
1. b; 2. c; 3. c the agriculture of the region.

E (p. 137) First body paragraph

1. Y; 2. Y; 3. N; 4. N Topic sentence: The Dust Bowl storms caused
serious environmental and structural damage in
WRITE the Midwest.
A (pp. 138–139) Supporting ideas/Details: Loss of topsoil, death of
Highlighted effects should include: farm animals, food shortages, damage to buildings;
• (Para. 1) a series of dust storms, great harm extent of the damage
between 1935 and 1938; positive changes for the
agriculture of the region Second body paragraph
• (Para. 2) serious environmental and structural Topic sentence: Agricultural devastation led to
damage in the Midwest; crops could not grow serious problems for the people of the region.
properly, and harvests were poor; up to 75 Supporting ideas/Details: Respiratory problems,
percent of the topsoil was lost; The death carbon monoxide poisoning, lack of government
rate among animals increased; further food assistance, mass migration and poverty

52 UNIT 6

NAS_6_TBRW_48847_U6_ptg01.indd 52 06/12/21 11:16 AM

 Third body paragraph E (p. 143)
Topic sentence: In the long term, however, the Headless Men
Dust Bowl led to improvements in farming Old stories and legends are full of civilizations
techniques and agricultural policy. that may or may not have actually 1exist existed.
Supporting ideas/Details: Changes in agricultural These include a group of female warriors called
practices, e.g., tree planting, planting different Amazons, a race of giants called Hyperboreans,
crops in each field; these led to a reduction in the and the most extreme of all, a race of headless
amount of dust men, whose faces were on their chests. These
headless men appear in Greek and Roman writing
Conclusion on history and are even mentioned in the works
Final thoughts: Lessons can be learned from the of Shakespeare. They were thought to live in India,
crisis. Perhaps the most important lesson to be in Ethiopia, and near the Nile River. Of course,
learned from the Dust Bowl disaster is that nature headless men could not 2have existed in reality,
should be respected. so what were they? Modern scientists have two
theories. First, they might 3have been gorillas or
C (p. 141) other large primates. Second, they might have
1. could not/might not have known; 2. must/ been members of tribes who raised their shoulders
might have been; 3. might/must/could have felt; and lowered their heads as they walked. No
4. could/might not have predicted; 5. must have matter what they were, it 4should must have been
experienced; 6. should have protected terrifying to meet someone who appeared to have
no head!
D (p. 142)
Answers will vary. Possible answers: REFLECT
1. The people must not have known about proper B (p. 145)
farming techniques. Noun: clarity, collapse, commodity, decline,
2. They might not have understood the dangers of drought, hazard, laser, layout, revenue, ritual,
fuel lamps. sanctuary, setback, vegetation
3. The government should have offered more help Verb: diagnose, transmit
to the people of the region. Adjective: dominant, harsh, intellectual,
4. They could not have known what conditions prosperous, uninhabited
were like in California.
5. The people of the Midwest must have learned
some lessons.

LOST IN TIME 53

NAS_6_TBRW_48847_U6_ptg01.indd 53 06/12/21 11:16 AM

 IT’S HOW WE SAY IT
UNIT

7
COMMUNICATION

IN THIS UNIT UNIT OPENER 5–10 min

Consider the relationship between language and

CONNECT TO THE TOPIC (p. 147)
thought
• Have students look at the photo and read the
Evaluate ideas about language and thought
caption. Say In the United Arab Emirates,
Analyze potential areas of difficulty in communication
personal relationships and mutual trust are
Examine reasons for communication breakdowns
vital. Hospitality is very important and facilitates
Write a compare-contrast essay about
relationship building; you can socialize and get to
communication
know people better over a cup of tea or coffee.
• Ask Is it typical to offer refreshments, like
SKILLS coffee or tea, to house guests where you live?
READING To office guests?
Annotate a text
WATCH 15–20 min
WRITING
VIDEO VOCABULARY
Compare and/or contrast
Go over the definitions of these items before
GRAMMAR watching the video.
Articles to refer to groups get out of my (own) head (v phr) to stop
thinking too much or worrying about something
CRITICAL THINKING
get caught up in (adj phr) to be so involved
Consider the limitations of research claims
with something you don’t notice anything else
VIDEO pitch (n) the highness or lowness of a voice or
How Do You Prefer to Communicate? puts this sound
question to three people who give very different pace (n) the speed of movement or performance
responses: by singing, using Australian sign invisible (adj) impossible to see
language, and using an electronic device. take the plunge (v phr) to start something new
after being unsure about it
READ 1
The Language-Thought Connection discusses the A (p. 148) 7.1
idea that people’s worldview is determined, or at • After students watch, point out that Auslan is short
least influenced, by the languages they speak. for Australian sign language, and that there are
many different types of sign language around the
READ 2 world, used by deaf and hearing people alike.
Communication Across Cultures outlines Geert
Hofstede’s proposal that there are dimensions of B PERSONALIZE (p. 148)
culture within communication, as well as the main • Invite students to share with the class the
criticism of it: that it’s overly simplified. questions they would like to ask.

54 UNIT 7

NAS_6_TBRW_48847_U7_ptg01.indd 54 06/12/21 11:16 AM

 PREPARE TO READ 20–25 min superficial (adj) not thorough, deep, or
complete; If you take a superficial look at
A VOCABULARY (p. 149) something, like another culture, are you able
• Read the definitions below and ask the to understand it very well? (no)
questions.
VOCABULARY GAME: MOST WORDS
assign (v) to place in a particular category or to (See page 74.)
give for a particular purpose; Do you prefer it
when a teacher assigns a topic for writing, B PERSONALIZE (p. 149)
or when you get to choose it yourself? • Have students ask these questions to several
controversial (adj) causing much disagreement people and compare the responses.
and debate; Do you talk about controversial
topics with your friends?
gender (n) the classification of people and REFLECT (p. 149)
also of words (often nouns, adjectives, and • Go over the task and preview the
pronouns) as male, female, etc.; Does the questions. Explain that the Inuit are a
English language usually assign gender group of indigenous peoples native to
to nouns? (No, but there are some older parts of Canada and Greenland, and
exceptions, like waiter and waitress, actor and to the state of Alaska, in the United
actress, which have mostly been replaced by States.
gender-neutral words like server and actor.) • Write some useful phrases on the board
hypothesis (n) a theory or an educated guess, to use in the discussion, such as: My
often formed by a researcher, that has not hypothesis is that . . .; I think is
yet been tested and proved; Imagine that inherent in most cultures; this linguistic
researchers are going to study the language difference suggests . . . ; People likely
abilities of children in different countries assign names to things that . . .
under the age of five who learn more than
one language. What is your hypothesis FORMATIVE ASSESSMENT
about the results? • As you monitor, note successful uses of
inherent (adj) existing as a natural or vocabulary. After the discussion, praise
permanent quality of something; What are these, and correct any common
some inherent abilities people are generally errors.
born with? (ability to see, hear, taste, etc.) • Have students write a dictionary definition
linguistic (adj) relating to languages or the of a word in their language, introducing it
study of languages; What are some linguistic to someone from another country. Have
differences between your language and them include an example of the word used
English? in a sentence, as well.
notion (n) an idea or belief; What is a notion
you had when you were younger that you TIP
later realized was inaccurate? • If teaching in a multilingual classroom,
provoke (v) to cause a strong reaction; place students in groups of the same
Can you name a movie you’ve seen that language, if possible. Have them think of
provoked a lot of thought or emotion? a word that does not have an equivalent
status (n) a person’s position in society in in English to teach the class. Then, put
relation to others, based on importance and students into multilingual groups and
power; What are some ways people like have them teach this word to their
to show their status? (wearing nice clothes, group then discuss number 2 with the
driving expensive cars, posting exotic vacations group.
on social media, etc.)

I T ’ S H O W W E S AY I T 55

NAS_6_TBRW_48847_U7_ptg01.indd 55 06/12/21 11:16 AM

 E APPLY (p. 155)
• If teaching in a monolingual class, provide • After students complete the task, have them
students with a list of words that have no compare their annotations with a partner.
equivalent in English, such as bilita mpash • Wrap up by taking a quick poll by a show of
(Bantu) the opposite of a nightmare—a hands to find out how many students feel
fantastic dream; greng-jai (Thai) the feeling like another person when speaking English or
of reluctance to ask a friend for help, another language.
not wanting to offend or impose; lagom
(Swedish) a balanced life, or the perfect
amount of something; mencolek (Indonesian) LEARNING TIP (p. 155)
tapping someone on the opposite shoulder • Go over the Tip. Ask students to name
to trick them; saudade (Portuguese) missing some “false friends” that they have
someone or something with a deep feeling of noticed in English.
longing or nostalgia. Have them discuss the
best way to say these in their own language
and then discuss number 2.
REFLECT (p. 155)
• Go over the task and the statements. Set
READ 45–50 min a timer for 5–10 minutes for students to
individually respond to each statement first.
THE LANGUAGE-THOUGHT CONNECTION Tell students not to worry about things like
(pp. 150–153) 7.1 spelling or grammar at this point.

A PREVIEW (p. 150) FORMATIVE ASSESSMENT

• As students share their ideas, ask What other • As you monitor, note how well students
types of words for cow do you think the Dinka give examples that support their point of
use? (big-horned cow, white cow, calf, etc.) view while they’re discussing.
• Have groups choose one statement and
B MAIN IDEAS (p. 153) work together to compile their main ideas
• Ask students to share their own opinions from their reactions into a summary that
about the Sapir-Whorf hypothesis. they will share with the class.

C DETAILS (p. 154) TIP

• After checking the answers, ask What are • Remind students that they do not need to
some false assumptions that could be agree with these statements, but should
made by someone who agrees with the react to them, stating their opinion and
Sapir-Whorf hypothesis? giving examples to support that opinion.

D DETAILS (p. 154)

• After pairs discuss their answers, ask Did
any details in the text surprise you? Why? PREPARE TO READ 20–25 min

A VOCABULARY (p. 156)

READING SKILL Annotate a text (p. 154) • Read the example sentences below and ask
• Before going over the Reading Skill, ask the questions.
Do you ever mark a text or take notes as
you read? What kinds of things do you authority (n) She is the manager, so she has
write or highlight? the authority to make important decisions.
• Go over the Reading Skill box after What are some examples of people with
students share their thoughts. authority? (parents, teachers, police officers,
political leaders)
56 UNIT 7

NAS_6_TBRW_48847_U7_ptg01.indd 56 06/12/21 11:16 AM

 convention (n) Some artists like to go against
the conventions of what is considered “art.” REFLECT (p. 156)
What are some ways that the conventions • Go over the task and the questions. If
for capitalization or punctuation in your teaching in a multicultural setting, make
language differ from those of English? sure each group has a mix of students from
empathy (n) Getting to know people from different cultures. Give students time to think
other cultures helps build understanding about their answers and write down notes
and empathy. Does empathy consider the before they begin the discussion.
feelings of others or your own feelings? (the
feelings of others) FORMATIVE ASSESSMENT
enforce (v) Rules are not effective if they are • As you monitor, note how much students
not enforced. Who enforces the law? (the are aware of their own culture, as well as
police, the government) cultural differences.
generalize (v) If you generalize about a • Have students choose one of the
situation based on information you read in only following topics: respect for authority,
one article, you are limiting your point of view individual expression, disagreement. Tell
and are probably missing something. Is it fair them to write a journal entry answering
to generalize about a group of people? (no) the following questions: What are the
inclined to (adj phr) She has a master’s degree conventions in your culture about this
in this area, and has done lots of research, topic? How do you think they differ from
so I’m inclined to agree with her theory. Are those of other cultures? Collect these and
you inclined to get into discussions about assess students’ ability to analyze potential
controversial topics, or do you prefer to areas of difficulty in communication.
keep things pleasant?
overview (n) The documentary gave an TIP
overview of the history of India. Can you give • For the first two questions, have students
an overview of The Language-Thought write down a number on a scale of 1–10,
Connection? with 1 being definitely not and 10 being
stereotype (n) Although stereotypes might absolutely.
come from something that was true at some
point, they are often unfair generalizations.
What is a common stereotype about your
READ 45–50 min
generation/age group?
tolerate (v) I can’t believe they tolerate that
COMMUNICATION ACROSS CULTURES
kind of behavior! My parents would never let
(pp. 157–160) 7.2
me do that. If something is tolerated, is it
stopped? (no)
A PREVIEW (p. 158)
take precedence (v phr) My career is
• Clarify the terms in the chart as necessary.
important, but my health takes precedence.
You might put the following words on
If you have a big test to study for, but your
the board, in scrambled order, and have
best friend needs help, which one takes
students match them to the category they
precedence?
relate to: authority, personal needs, gender,
predictability and control, the future, and
VOCABULARY GAME: WORDPLAY
pleasure. (e.g., The word authority relates to
(See page 74.)
the category of Power Distance.)
B PERSONALIZE (p. 156)
B MAIN IDEAS (p. 160)
• Have students also discuss the questions in
• After going over the answers, ask Which of
numbers 1 and 2 in activity A.
these dimensions relate to the questions

I T ’ S H O W W E S AY I T 57

NAS_6_TBRW_48847_U7_ptg01.indd 57 06/12/21 11:16 AM

 in the Reflect activity on page 156?
(dimensions 1 and 2) • Have students choose one of the situations
and write a quick paragraph explaining
C DETAILS (p. 161) the factors they think led to things going
• After going over the answers, ask students wrong. Collect these and assess students’
to identify which type of culture they ability to think critically and examine
think is closest to their own in each multiple reasons for communication
dimension. breakdown.

TIP
CRITICAL THINKING Consider the • Take the conversation a step further. Ask If
limitations of research claims (p. 161) you were in each situation, how would
• Have students discuss the questions you respond to Marta and Leo? Do you
in paragraph 10 of the reading. Do a think your response is influenced by
think-pair-share routine. Students should your culture, other factors, or a mixture?
consider the questions and think about Explain. What would you do if you were
their answer, discuss in pairs, and then Marta or Leo?
share with the class.
• Ask Does Hofstede’s research make
some very bold claims? How can we WRITE 120 min
avoid generalizing? Do you think there
are factors besides culture that should
be taken into consideration? UNIT TASK (p. 162)
• Go over the Critical Thinking box. • Go over the task. Brainstorm with the class
a few different aspects of communication
that were discussed in this unit (e.g., the
influence of language on culture, nonverbal
REFLECT (p. 161) communication, sign language, cultural
• Go over the task and the questions. Give conventions).
students some time to think individually
and take notes before having a group SUMMATIVE ASSESSMENT
discussion.
• Challenge students to use some of the • Share the Unit 7 rubric with the class. Use
unit’s vocabulary in their discussion. this rubric to assess the writing.
Write some useful chunks of language (ELTNGL.com/reflect1e)
that they might use, such as I
think . . . may have provoked the A MODEL (pp. 162–163)
response; . . . might have gone against • Direct students’ attention to the title of the
conventions of . . .; people who . . . may essay as well as the photo and caption. Ask
be inclined to . . .; a notion that people in them to predict some similarities between
authority should . . . spoken languages and sign languages before
they read.
FORMATIVE ASSESSMENT
• As you monitor, note successful uses of B ANALYZE THE MODEL (p. 164)
vocabulary and any common mistakes. • After students do the task, ask them to share
Provide some feedback after the something interesting they learned about
discussion. sign language. Ask What are some reasons,
besides communicating with the Deaf, that
hearing people might learn sign language?

58 UNIT 7

NAS_6_TBRW_48847_U7_ptg01.indd 58 06/12/21 11:16 AM

 D GRAMMAR (p. 166)
WRITING SKILL Compare and/or contrast • Tell students to refer to the Grammar box on
(p. 164) page 165 as they discuss their choices.
• Before going over the Writing Skill, have • If necessary, for number 8, explain that
students work with a partner to briefly Chinese is an adjective and not a noun, like
brainstorm some ideas about what makes Canadians is in the Grammar box.
a successful compare-contrast essay.
Have them consider the content and E GRAMMAR (p. 166)
organization. • Have students share their partners’
• Go over the Writing Skill box. Elicit some sentences with the class and explain their
example sentences with the signal words use of articles.
and phrases, using the topic of spoken
language versus sign language. F EDIT (p. 166)
• After checking the answers, ask Do you
think the style of writing in your culture is
C NOTICE THE GRAMMAR (p. 165) more similar to that of the Chinese or of
• Challenge students to think of some similar the English? Do you think Kaplan’s ideas
examples to the world and the Deaf and are too much of a generalization?
determine if they follow the same patterns
they are noticing.
PLAN & WRITE

G BRAINSTORM (p. 167)

GRAMMAR Articles to refer to groups
• Have each group share one of their ideas with
(p. 165)
the class.
• Write cat came to my door today,
meowing. cat seemed to be trying to
H RESEARCH (p. 167)
get my attention, but it ran away as soon
• After students do research, have them
as I came close. cats are so strange
discuss their findings with a partner and
sometimes! Have students fill in the gaps
decide together if any of them might lead to
with the, a, or no article. Check and ask
using stereotypes.
students to explain their answers. (A, The,
no article)
I OUTLINE (p. 167)
• Ask What do you use the first time you
• Have students compare their outline with
mention something? (a or an) What do you
a partner and determine if any area needs
use in subsequent references to that item?
strengthening.
(the) When you refer to a group in general,
like cats, do you use an article? (no)
J FIRST DRAFT (p. 168)
• Go over the introduction to the Grammar
box.
K REVISE (p. 168)
• Go over each point, then have students
match each of the items in activity C to the
L EDIT (p. 168)
point they exemplify. (a plural noun referring
to a group in general—sign languages; a
M FINAL DRAFT (p. 168)
noun phrase for a general group or idea—
hand gestures; a noun phrase that refers to a
specific situation—users of these languages; REFLECT 15–20 min

an adjective used to describe a general

group or idea—the Deaf) A (p. 169)
• Elicit another example for each point. • Ask questions about the Reflect activities:
Can you name a word that has no

I T ’ S H O W W E S AY I T 59

NAS_6_TBRW_48847_U7_ptg01.indd 59 06/12/21 11:16 AM

 equivalent in English? What does this tell What are some tips for writing a compare-
us about language and thought? contrast essay?
If a language doesn’t have a word Can you give some examples of when to
for something, does that have any use articles with groups?
implications on the speaker’s ability to If you read research that makes bold
formulate an idea? conclusions, what is important to
Are there any potential areas of difficulty consider?
in communication because of ideas in your
culture about authority or individuality? B (p. 169)
What are some reasons for cross-cultural • Explain that words that are listed as adj phr
communication breakdowns? What are should go in the Adjective column and those
some noncultural or personal factors to listed as v phr should go in the Verb column.
consider?
• Ask questions about the academic skills: C (p. 169)
Why is it helpful to annotate a text?

60 UNIT 7

NAS_6_TBRW_48847_U7_ptg01.indd 60 06/12/21 11:16 AM

 ANSWER KEY
CONNECT TO THE TOPIC (p. 147) clothing; having different ideas about personal
1. Answers will vary. space, etc.
2. Apart from language, differences in how people
from different cultures communicate include: WATCH
using hand gestures; making eye contact (or not) A (p. 148)
or different facial expressions; wearing certain Answers will vary. Possible answers:

How do they prefer to What challenges do they What would they say to
communicate? face when using this form of people about this form of
communication? communication?
Alishia Singing Getting out of her head, not It breaks down barriers, fosters
getting caught up in little things creativity, gets people thinking,
brings people together.
Cate Auslan (sign language) The need to remind people to Auslan is easy and anyone can
slow down; the need for greater try it; the Deaf community is
awareness of sign language very welcoming.
Tim Through an electronic People think he is not intelligent, Please don’t judge nonverbal
device don’t see him as a person people on first impression; get
to know us.

PREPARE TO READ READ

A (p. 149) A (p. 158)
1. status; 2. superficial; 3. notion; 4. gender; 1. Answers will vary.
5. hypothesis; 6. linguistic; 7. provoked; 2. People from the United States rank more highly
8. controversial; 9. assigned; 10. inherent for Individualism and Indulgence, whereas
people from Japan rank more highly for Power
READ Distance, Masculinity, Uncertainty Avoidance,
A (p. 150) and Long-Term Orientation.
1. cattle (cows and bulls)
2. Answers will vary. Possible answer: Cattle play a B (p. 160)
larger role in the lives of the people in the photo a. 2. Individualism vs. collectivism (IDV)
than in the lives of most speakers of English. b. 5. Long- vs. short-term orientation (LTO)
c. 1. Power distance index (PDI)
B (p. 153) d. 6. Indulgence vs. restraint (IVR)
1. d; 2. b e. 4. Uncertainty avoidance index (UAI)
f. 3. Masculinity vs. femininity (MAS)
C (p. 154)
1. d; 2. e; 3. f; 4. c; 5. b; 6. a C (p. 161)
1. c; 2. e; 3. d; 4. f; 5. a; 6. b
D (p. 154)
1. Y; 2. Y; 3. N; 4. Y; 5. N; 6. Y Reflect (p. 161)
Answers will vary. Possible answers:
PREPARE TO READ 1. Hofstede might attribute this problem to
A (p. 156) power distance. Marta may come from a low-
1. a; 2. a; 3. b; 4. a; 5. a; 6. a; 7. a; 8. b; 9. a; 10. b PDI culture where input from subordinates is
expected, whereas her overseas context may be

I T ’ S H O W W E S AY I T 61

NAS_6_TBRW_48847_U7_ptg01.indd 61 06/12/21 11:16 AM

 high-PDI. As the boss, she is expected to have First body paragraph
the answers. This could also be an Individualist/ Topic sentence: First, both spoken languages and
Collectivist issue: no worker wants to say sign languages have systems of grammar.
something that might make him or her stand out Supporting ideas/Details: ways to form plural
in a potentially negative way. nouns, express tense, and ask questions in both
Noncultural factors could include Marta’s spoken languages and sign languages
personality, e.g., she has no rapport with her
workers, and they do not feel comfortable Second body paragraph
communicating with her. Her company could Topic sentence: Second, both spoken languages
also be in such a bad situation that no one has and sign languages show regional and social
any good ideas about how to solve the problem. variation.
There could also be external factors, such as Supporting ideas/Details: varieties of spoken and
economic concerns, that make it difficult to see sign languages in different parts of the world; use
any workable solution. of idioms and slang by specific groups
2. Hofstede might say Leo comes from a low-
UAI culture, where there is greater tolerance Third body paragraph
for flexibility and a greater willingness to make Topic sentence: Finally, both spoken languages and
things up as he goes along. His students may sign languages are used for creative works.
come from a high-UAI culture, where it is Supporting ideas/Details: the presence of
customary to have a plan and to stick to it. literature, such as plays and poetry, in both kinds of
Noncultural factors could include Leo’s language; sign languages do differ in that there is
personality and attitude towards his work: no written form of the creative works produced
maybe he actually is disorganized and his
students sense this. Conclusion
Final thought: Sign languages are “real” languages
WRITE in every way.
A (pp. 162–163)
The three similarities are: C (p. 165)
First, both spoken languages and sign languages Answers will vary. Possible answers:
have systems of grammar. 1. the world: we use the because there is only one
Second, both spoken languages and sign world
languages show regional and social variation. 2. users of these languages: no article because we
Finally, both spoken languages and sign languages are referring to all users of these languages; we
are used for creative works. are making a generalization
Also possible: They have clear grammar rules; they 3. sign languages: no article because we are
include regional and social variation; and they can referring to a plural general noun, all sign
be used to express creativity. languages
4. hand gestures: no article because we are
B (p. 164) referring to hand gestures in general, not to
Title: Spoken Languages and Sign Languages: A specific ones
Comparison 5. the deaf: we use the because we are referring
Introduction to a group of people with an adjective
Background: Number and description of sign
languages D (p. 166)
Thesis statement: They share several features with 1. The coach of the university football team is at
spoken languages: they have clear grammar rules; practice every day.
they show regional and social variation; and they 2. Mercedes wants to work with the elderly after
can be used to express creativity. she graduates.

62 UNIT 7

NAS_6_TBRW_48847_U7_ptg01.indd 62 06/12/21 11:16 AM

 3. Feminine cultures value collaboration in the the thesis statement. In contrast, the Chinese
workplace. traditionally use a style that is less assertive and
4. Students need to be careful when emailing their more indirect, with the main idea often stated at
professors. the end. Whereas English writers try to present
5. Are artists and poets always emotional, or is that an individual point of view, 3the Chinese writers
a stereotype? are thought to prefer ideas that reflect the opinion
6. The women in my class work harder than the of their group. Of course, Kaplan’s ideas are now
men. quite old, and the world has changed. Researchers
7. Edward enjoys learning foreign languages. have provided evidence to suggest that his ideas
8. The Chinese invented the first paper money. are 4the generalizations and are not true for all
5
the writers.
F (p. 166)
English Writing and Chinese Writing: REFLECT
An Overview B (p. 169)
It has often been said that writers from Noun: authority, convention, empathy, gender,
different cultures organize 1the essays in different hypothesis, notion, overview, status, stereotype
ways. In 1966, researcher Robert Kaplan found Verb: assign, enforce, generalize, provoke, take
that 2the speakers of English write in a very precedence, tolerate
direct way. There is a thesis statement at the Adjective: controversial, inclined to, inherent,
beginning, and everything in the essay supports linguistic, superficial

I T ’ S H O W W E S AY I T 63

NAS_6_TBRW_48847_U7_ptg01.indd 63 06/12/21 11:16 AM

 MAKE THE RIGHT CHOICE
UNIT

8
BEHAVIORAL SCIENCE/ETHICS

IN THIS UNIT UNIT OPENER 5–10 min

Analyze whether actions are ethical CONNECT TO THE TOPIC (p. 171)
Evaluate situations and make ethical decisions • Have students look at the photo and read the
Consider ethics in experiments caption. Say Bob is a Caribbean flamingo,
Apply ethics to an experiment from the island of Curaçao. His was severely
Write persuasively on an ethical question injured when he flew into a hotel window, but
was rescued by Dr. Odette Doest, a local vet
SKILLS who also runs a wildlife rehabilitation center
READING and conservation charity. Because of his
Identify arguments and counterarguments disabilities, Bob couldn’t be released into the
wild, but instead, he helps this organization
WRITING educate locals about the importance of
Write persuasively on a discussion board protecting the island’s wildlife.
• Ask What factors do you think played a role in
GRAMMAR helping Dr. Doest decide what to do with Bob
Unreal conditionals after his accident?

CRITICAL THINKING WATCH 15–20 min

Understand bias
VIDEO VOCABULARY
VIDEO Go over the definitions of these items before
Ethical Decision Making explains four key drivers of watching the video.
decision-making: unconscious thoughts, unthinking
custom and practice, personal ethical decision- rational (adj) showing clear thought and reason
making profile, and reflective practice. driver (n) a factor which causes something to
happen or develop
READ 1 shortcut (n) a faster, easier way to do something
Ethics in Business, Travel, and Sports describes distortion (n) a change that makes something
some controversial actions and consequences in appear different from the way it really is
each of these areas, raising ethical questions for default settings (n phr) someone’s normal
readers to consider. behavior and reactions
be led astray (v phr) to make the wrong
READ 2 decision because of outside influence
Learning from History’s Mistakes discusses three
research experiments that have been criticized A (p. 172) 8.1
for their unethical treatment of humans and talks • Before students do the activity, direct their
about how researchers are no longer guided by the attention to the photo. Ask What do you
idea of the end justifying the means. know about icebergs?
64 UNIT 8

NAS_6_TBRW_48847_U8_ptg01.indd 64 06/12/21 11:10 AM

 B (p. 172) 8.1 school policies about cheating or plagiarism,
• After going over the answers, have students and what happens if a student violates them?
explain the drivers in their own words to widespread (adj) affecting or including a lot of
a partner. places or people; Do you think cheating and
plagiarism are widespread practices among
C PERSONALIZE (p. 172) students?
• Have students work in small groups.
• After students discuss the questions, take VOCABULARY GAME: BINGO
a quick poll by a show of hands to find out (See page 74.)
how many students were influenced by
each concept.
REFLECT (p. 173)
PREPARE TO READ 20–25 min • Go over the task and the questions.
Challenge students to use some of the
A VOCABULARY (p. 173) vocabulary in their conversation.
• Read the definitions below and ask the • Write some useful language chunks on
questions. the board, such as: a question of integrity;
detrimental to their reputation; not
acquire (v) to get or gain something; What compatible with the code of conduct; it
skills have you acquired in recent years? violates the principle of . . .; a widespread
compatible (adj) able to exist or occur together problem/practice.
without conflict; What kinds of things make
roommates compatible? (similar schedules, FORMATIVE ASSESSMENT
preferences, and values) • As you monitor, listen for successful use
detrimental (adj) harmful or damaging; What of vocabulary and thoughtful examples,
kinds of actions or personal qualities are and note any common errors. After the
detrimental to a friendship? (lying, sharing discussion, give some positive feedback
secrets or private information, not being and correct any common errors.
reliable or loyal, etc.) • Give students 5–10 minutes to write a
diminish (v) to be reduced in size, quantity, or journal entry, sharing their thoughts about
importance; Has your interest in an activity one of these questions. Analyze these for
or subject ever diminished? Why? understanding of the topic and the use
integrity (n) the quality of being honest of vocabulary.
and having strong moral principles; Who is
someone you admire for their integrity? TIP
reputation (n) the general opinion about • If students have difficulty thinking of, or
someone or something, often in relation to their are not comfortable sharing, a situation for
behavior or character in the past; Can you name number 1, suggest that they describe a
a local restaurant that has a good reputation? situation in a book or movie.
strategic (adj) relating to long-term goals and
how to achieve them; What is an action that
might be a strategic career move? (moving READ 45–50 min
to a place with a lot of opportunities, getting a
job at a different company, building business ETHICS IN BUSINESS, TRAVEL, AND SPORTS
relationships, etc.) (pp. 174–176) 8.1
ultimate (adj) the best or greatest of its
kind; What would be the ultimate vacation A PREVIEW (p. 174)
experience? • Put students in groups and assign a question
violate (v) to break a rule, a law, or an agreed- to each group. Have them list as many ideas
upon code of conduct; What are some typical as possible. Then rearrange the groups so

MAKE THE RIGHT CHOICE 65

NAS_6_TBRW_48847_U8_ptg01.indd 65 06/12/21 11:10 AM

 that there is a member with a list for each
question. Have students share their list with CRITICAL THINKING Understand bias
their new group, and then decide on the top (p. 179)
three in each list. • Go over the Critical Thinking box.
• Refer to students’ discussion of activity
B MAIN IDEAS (p. 177) E and the side they decided was
• After checking the answers, have students stronger. Ask What might be some
work in groups of three, each one taking biases that could influence someone’s
a dilemma from the text and summarizing opinion one way or another about this
it orally. question? (if someone comes from a
culture where meat or vegetarian food
C DETAILS (p. 177) is the norm, personal beliefs about diet,
• Challenge students to find an example of personal tastes) What is your bias about
each correct item in 1., two more concerns this question?
about travel to Antarctica for 2., and a quote • Say Everyone has bias to some extent,
supporting the complaints in 3. (1. the worker and this is a natural result of our life
at the child care center or the restaurant experiences and influences. However,
server for a., the public relations executive for it’s important to recognize this and work
c.; 2. oil spills, CO2 produced by tourists; to separate it from facts and reason.
3. the quote from Sally Alfonso)

READING SKILL Identify arguments and F APPLY (p. 179)

counterarguments (p. 178) • After pairs complete the chart and decide
• Before going over the Reading Skill, which group they agree with, have them
ask What is a counterargument? Is a write an argument and a counterargument for
text more balanced if it provides both that position, and explain why the argument
arguments and counterarguments? is stronger.
Why?
• After students share their ideas, go over
the Reading Skill. Ask What should you REFLECT (p. 179)
identify as you read? (the writer’s main • Go over the task and the questions. Tell
arguments) What should you predict? students to identify the different people
(possible counterarguments) What should involved and to consider the different
you ask yourself? (whether the writer factors that affect them, as well as how
acknowledges these counterarguments) bias might affect their opinions. Remind
them to consider both arguments and
counterarguments.
D APPLY (p. 178)
• After pairs compare their answers, challenge FORMATIVE ASSESSMENT
them to think of one more counterargument • As you monitor, make sure students are
to each statement. considering the issue from multiple points
of view and taking bias into account.
E APPLY (p. 178)
• Provide students with a large sheet of
• Have students share their counterarguments.
paper. Assign one of the three situations
For each opinion and counterargument, ask
to each group, and have students write the
Which do you think is more convincing—
general dilemma in the middle of the
the argument or the counterargument?

66 UNIT 8

NAS_6_TBRW_48847_U8_ptg01.indd 66 06/12/21 11:10 AM

 communication norms, use of company
page. Have them draw a box around this property, etc.)
middle area with enough space to write, consent (n) I gave my consent for my name
and then divide the rest of the page into to be shared in the article. How would you
sections, one per student. Have students feel if a friend shared a photo of you online
take a few minutes to write their response without your consent?
to the situation. After, have them discuss intervene (v) The fight got so out of control that
what they wrote and decide on two or the police were called to intervene. If two of
three guiding principles that should factor your friends were involved in an argument,
into resolving the dilemma. Have them would you try to intervene?
summarize their conclusions based on justify (v) He tried to justify sharing my private
these principles, in the central box. Analyze information by saying he was trying to protect
these to find out what students have me, but I will not accept that. If someone’s
learned so far from this unit, and how child is sick and they have no money for
they are able to think critically about the medicine, does this situation justify them
issues discussed. stealing?
sequence (n) An interesting sequence of
TIP events led up to her promotion. Is there a
• Have students brainstorm a list of all the particular sequence of events that usually
people involved in each situation. Write needs to take place in order to get into a
this on the board for students to refer to university?
as they discuss the situations. (1. you, stimulus (n) The company hopes that the
Jack, the boss, your company, competing opportunity for a pay raise will be a stimulus
companies; 2. you, the housekeeper, the for productivity. What acts as a stimulus for
hotel management, the housekeeper’s plants to grow? (sunlight, water, nutrients in
child; 3. you, the soccer team captain, the the soil)
person who offered the captain money to trauma (n) The accident caused him a lot of
lose the game, your team, your cousin, trauma, both physical and emotional. Do you
your family) think people should be compensated for
trauma they suffer?
undergo (v) The company has to undergo a
PREPARE TO READ 20–25 min series of inspections. Have you ever had to
undergo dental surgery?
A VOCABULARY (p. 180) withdraw (v) I decided to withdraw my
• Read the example sentences below and ask application so that I could take some time
the questions. off before starting another job. Why might
someone withdraw from a school? (health or
compensation (n) Because the conditions financial reasons, family issues, etc.)
he had to work in resulted in his illness, Frank
was able to receive a large sum of money as VOCABULARY GAME: THREE CLUES
compensation. Do you think money is a good (See page 74.)
form of compensation in this situation, or
should it come in another form?
conform to (v phr) Because her actions did REFLECT (p. 180)
not conform to the student code of conduct, • Go over the task and the questions.
she had to leave the school. What are some Give students the opportunity to do a
examples of a code of conduct that an quick Internet search related to the first
employee might have to conform to? (rules question, if needed.
about dress code, time off, company values,

MAKE THE RIGHT CHOICE 67

NAS_6_TBRW_48847_U8_ptg01.indd 67 06/12/21 11:10 AM

 B MAIN IDEAS (p. 184)
• Challenge students to use some of the • Ask students if they had heard of any of these
new vocabulary in their discussion. Write studies before, or if they know of others that
some helpful chunks of language on the have been criticized for being unethical.
board, such as consent to the study;
withdraw from the study; conform to C DETAILS (p. 185)
ethical standards; if there is compensation; • Ask students to share which experiment
suffer trauma as a result; should surprised them the most and why.
intervene if . . .; justifies/doesn’t
justify ing . . . D DETAILS (p. 185)
• Have students find evidence in the text to
FORMATIVE ASSESSMENT support their inferences.
• As you monitor, make sure students
understand the meaning of the expression
REFLECT (p. 185)
in the second question. Give them some
• Go over the task and the questions.
time to discuss it among themselves,
Explain that subordination means being
then check comprehension by eliciting the
under the authority of someone else.
meaning after.
Review the guidelines in the first paragraph
• Have students choose one of the
of the reading. Give students 5–10 minutes
questions and, in two to five minutes,
to brainstorm in their notebook before
write a paragraph summarizing their
sharing with their group.
thoughts. Tell them not to worry about
spelling and grammar here. As you review
FORMATIVE ASSESSMENT
these, note how well students understand
the topic and are able to express opinions • As you monitor, make sure students are
about it. seeking to follow the ethical guidelines for
research with humans and building their
TIP ideas off of what they have read in the text
• If students are not familiar with any cases and discussed in this unit.
to discuss for the first question, either • Have groups work together to write
have them do a brief Internet search (in a proposal for an experiment that is
L1 is fine) or have them speculate about similar to Zimbardo’s but follows ethical
what kind of ethical issues might arise standards. Set these up around the room
in scientific studies involving children or and have students rotate and read the
young adults. other proposals and then vote on their
favorite (which cannot be their own) by
placing something like a paper clip or a
sticker on the page.
READ 45–50 min

LEARNING FROM HISTORY’S MISTAKES TIP

(pp. 181–184) 8.2 • Elicit some basic steps and procedures for
carrying out an experiment, and list them
A PREVIEW (p. 181) on the board (e.g., identify the question,
• Have students skim the subheadings and define the variables and set up a control,
look at the photo on page 182, then make make a hypothesis, select the participants,
predictions about the kind of mistakes they conduct the experiment and collect data,
will read about. make a conclusion from the results).

68 UNIT 8

NAS_6_TBRW_48847_U8_ptg01.indd 68 06/12/21 11:10 AM

 WRITE 120 min
ideas to the discussion; 3. Don’t disagree
with anyone; 4. If you have a lot of text,
UNIT TASK (p. 186) break it into paragraphs; 5. Use emoticons
• Go over the task. Ask students if they have and write important words in all capital
ever participated in an online forum or letters to get your point across. (2. and 4.
engaged in a discussion in online comments. are good ideas) Discuss why the others
Point out that many college courses require are not, then go over the Writing Skill box.
participation in online forum discussions, and • After you go over the useful language,
that students are encouraged to comment have students work in pairs to write their
and build on other people’s thoughts. own response to Lin’s original post in the
model on page 186. Ask for volunteers to
SUMMATIVE ASSESSMENT share their comments and note successful
uses of language introduced in the
• Share the Unit 8 rubric with the class. Writing Skill.
Use this rubric to assess the writing.
(ELTNGL.com/reflect1e)
C NOTICE THE GRAMMAR (p. 189)
• As students discuss these, ask Are these
A MODEL (pp. 186–187) real or imaginary situations? (imaginary/
• After students read, ask Whose argument unreal) Which situations are in the present,
do you agree with the most, and why? and which are in the past? Which results
What makes it an effective argument? are in the present, and which are in the
past? (1. The situation and result are in the
B ANALYZE THE MODEL (p. 188)
past; 2. The situation is in the past, and the
• Ask students to explain their choices with
result is both in the present and in the past;
specific examples from the text.
3. The situation is in the past, and the result is
• After pairs complete the task, have them
in the present.)
combine with another pair to compare and
• Have students find two more conditionals
discuss their answers.
in the text and discuss the same questions
regarding them.
WRITING TIP (p. 188)
• Ask Have you ever gotten upset by a
GRAMMAR Unreal conditionals (p. 190)
comment someone made online or a
• Have students close their books. Write
message you received, but later learned
the example sentences on the board
that you had misinterpreted their tone?
in the same groupings as on the chart,
• Ask students to give some advice about
but without the explanation or forms.
online communication, then go over the
Ask Are these all imagined/unreal
Writing Tip.
situations? (yes) Have students discuss
which group is about the past, which
is about the present/future, and which
is about both. Label these as present
WRITING SKILL Write persuasively on a
unreal, past unreal, mixed past situation
discussion board (p. 189)
with present result.
• Write the following on the board, and
• Go over the Grammar box. Elicit at least
have students discuss in pairs which
one more example for each type of
they think are good tips for writing in an
conditional with the experiments from the
online discussion: 1. Include a lot of extra
reading as the topic. (e.g., If I designed
information in your comment; 2. Add new

MAKE THE RIGHT CHOICE 69

NAS_6_TBRW_48847_U8_ptg01.indd 69 06/12/21 11:10 AM

 I POST (p. 192)
an experiment like this, I wouldn’t put • Set up an online discussion board using your
people in a prison; If the experiment had program’s platform for students to post and
considered ethical questions, Little Albert respond to. Add directions along the lines of the
wouldn’t have had trauma; If we hadn’t information in the Writing Skill box. (Be concise.
learned from these mistakes, people Add to the conversation. Be respectful.)
would still be suffering today.) • If you cannot set up an online discussion
• Make sure students notice that the if board, you can have students “post” in a
clause can come first or second, but when Word document on a computer. Each student
it comes first, it is followed by a comma. can take a turn adding a comment, and would
note their name next to their comment.
• Another option is to have students “post”
D GRAMMAR (p. 190) on pieces of paper that you tape to a wall.
• As you check the answers, have students They should note their name next to their
identify which conditionals discuss the past, comment. Add more paper as necessary.
which discuss the present, and which are a
mixture of both. J RESPOND (p. 192)

REFLECT 15–20 min

E GRAMMAR (p. 191)
• Have students read the if clauses before A (p. 193)
starting the activity. Ask Are these about the • Ask questions about the Reflect activities:
past or the present? (the past) Point out that Can you give an example of an action that
the results students write will most likely be would be unethical at your school?
in the past as well, but a mixed conditional Think about your responses to the
is possible if the result is imagined in the dilemmas in the Reflect activity on page
present day. 179. Would you change anything about
your answer now?
F EDIT (p. 191) When, if ever, does the ends justify the
• As students explain their edits, have them means when it comes to experimenting on
identify whether the error is in the if clause humans?
or the result clause, and whether it discusses What changes would you make to the
the past or the present. Note that for the last Stanford Prison Experiment?
error, the if clause is implied. Which comments were most persuasive in
• Have students share their opinions about this the online discussion? How did you make
experiment by discussing the questions at your argument persuasive?
the end of the paragraph. • Ask questions about the academic skills:
How can you determine if a text that
PLAN & WRITE discusses ethical matters is balanced?
What are some tips for writing
G CONSIDER THE DILEMMAS (p. 192) persuasively in an online context?
• Give students time to read through the Complete this sentence with your own
topics, then vote on the one they prefer for thoughts: If I had seen a friend cheating on
their group. In the event of a tie, flip a coin to our last exam . . .
select a topic. What are some factors that influence bias?

H BRAINSTORM (p. 192) B (p. 193)

• Suggest that students make a T-chart in their • Explain that words that are listed as v phr
notebooks and write arguments on one side should go in the Verb column.
and counterarguments on the other.
C (p. 193)

70 UNIT 8

NAS_6_TBRW_48847_U8_ptg01.indd 70 06/12/21 11:10 AM

 ANSWER KEY
CONNECT TO THE TOPIC (p. 171) D (p. 178)
1. Odette and Bob are in the classroom to educate Answers will vary. Possible answers:
local schoolchildren on the importance of 1. Companies have codes of conduct that employees
protecting wildlife. are meant to follow. Posting certain comments can
2. Ethical issues are often ambiguous and be harmful to the reputation of the employer.
what is right and wrong might depend on 2. Travel to fragile places helps the economy in
circumstances, culture, and the specifics of those places; it also raises awareness of the
the situation. issues surrounding environmental protection.
3. This kind of action undermines the concept of
WATCH fair play. It is unfair to the fans, who pay to see
A (p. 172) an honestly fought game.
Much of the process of decision-making lies
beneath the surface. E (p. 178)
Answers will vary. Possible answers:
B (p. 172) 1. Counterargument: Many people are healthy and
1. c; 2. a; 3. d; 4. b have plenty of energy even though they eat meat.
We like to think we are most strongly influenced Besides, many vegetarians eat too much sugar and
by number 4 (Reflective practice). In reality, are not healthy. Both sides can be good or bad.
we are most likely to be influenced by the 2. Counterargument: You can eat cheaply as a meat
other three. eater if you shop carefully. Just buy fresh food,
not packaged food.
3. Counterargument: There are meat options that
PREPARE TO READ
have been raised ethically and for the purpose
A (p. 173)
of human consumption. Meat provides nutrients
1. ultimate; 2. strategic; 3. acquire; 4. diminished;
that can be difficult to get elsewhere.
5. compatible; 6. violating; 7. reputation;
8. widespread; 9. detrimental; 10. integrity
F (p. 179)
Answers will vary. Possible answers:
READ People who own businesses in the area might
A (p. 174) say that it would be positive. Their opinion may
Answers will vary. Possible answers: be biased because they are only thinking about
1. Students might suggest theft, bullying, increased business and not the negative effects,
mistakes, rudeness to customers, arriving such as increased traffic and pollution.
late, etc.
2. Students might suggest environmentally- Long-time residents might say that it will be
fragile places, dangerous places, or sacred negative. Their opinion may be biased because
religious sites. they don’t want things to change and don’t want
3. Students might suggest various forms to share what they have even though other people
of cheating. also want that lifestyle.

B (p. 177) PREPARE TO READ

1. c; 2. a; 3. b A (p. 180)
1. withdraw; 2. justify; 3. intervene; 4. consent;
C (p. 177) 5. trauma; 6. compensation; 7. undergo;
1. b; 2. c; 3. a 8. sequence; 9. conform to; 10. stimulus

MAKE THE RIGHT CHOICE 71

NAS_6_TBRW_48847_U8_ptg01.indd 71 06/12/21 11:10 AM

 READ orphans, they had no one to protect them or
A (p. 181) advocate for them.
Answers will vary. Possible answers: 2. The author thinks the fact that these
1. The men are wearing uniforms. One appears to experiments took place is shocking and
have a weapon of some sort. They appear to be suggests that they would not be permitted
in positions of power in a prison. today. Statements that show this: The three
2. The caption says it’s an experiment, and the title experiments outlined here, which all involved
suggests it was a mistake, so students may children and young adults, are shocking in the
question what type of experiment would involve ways they do not conform to today’s ethical
putting people in a prison and what could go wrong. guidelines./Clearly, Watson’s data on infant
responses to stimuli were not worth the
B (p. 184) pain caused to this child./Today, with ethical
Answers will vary. Possible answers: guidelines in place for researchers, none of
1. There was a risk of psychological harm in these experiments would be allowed to happen.
all cases. The potential benefits to be gained 3. Researchers need to find ways to gather the
from these experiments did not justify the data they seek, without causing any harm to the
dangers to the participants. Also, in the people involved in the studies.
“monster study,” the children were not given
a choice regarding participation, and being C (p. 185)

Little Albert Experiment Monster Study Stanford Prison

Experiment
Research Question Could humans be What was the effect of How would good people
trained to show a positive and negative behave when put in an
specific response feedback on children’s evil place?
when presented with a use of language?
stimulus?
Researcher(s) John Watson Wendell Johnson and Philip Zimbardo
Mary Tudor
Participant(s) Albert, a nine-month-old 22 children in an 24 students at Stanford
child orphanage. Ten had University
speech difficulties; the
others did not.
Methodology A sequence of tests Children were divided Students were divided
involving animals and the into two groups. The first into “prisoners” and
striking of a hammer on a group received positive “guards.” The guards
metal bar feedback; the second were given instructions to
group received negative do whatever they needed
feedback. to do to maintain order.
Ethical Concern Albert may have The children experienced The prisoners suffered
experienced life-long long-term trauma, greatly, to the extent that
trauma around animals. becoming self-conscious some asked for lawyers
and reluctant to speak. or initiated hunger strikes.

72 UNIT 8

NAS_6_TBRW_48847_U8_ptg01.indd 72 06/12/21 11:10 AM

 D (p. 185) 4. If I had chosen to do a graduate degree, I would
1. N; 2. N; 3. Y; 4. Y; 5. N; 6. N have investigated the ethics of global tourism. It
could have been an interesting career.
WRITE 5. I really regret the choices I made. If I had studied
B (p. 188) business, I would have a good job today.
Answers will vary. Students should keep the
teacher’s instructions in mind when assigning F (p. 191)
scores. Possible ideas to consider: Blue Eyes, Brown Eyes
Lin: Shows initiative; has a stance; relates the In 1968, a teacher named Jane Elliott carried
situation to her own context; explains clearly. She out a controversial experiment with her students.
has a valid argument, but her tone is aggressive She divided the children, aged eight and nine, into
and a bit rude. She uses all caps in her first entry, two groups: those with blue eyes and those with
and she writes “Are you serious?” about Ami’s brown eyes. She announced that the brown-eyed
post in her second entry. children were more intelligent and worked harder
Marcus: Offers polite disagreement; relates the than the blue-eyed children; this was the result
situation to his context; makes a constructive of genetic differences. After a short time, the
suggestion. blue-eyed children started to make mistakes in
Ami: Acknowledges Marcus, but generally their work, and they were treated unkindly by the
reiterates what he has said in her first post. In her brown-eyed children. Jane Elliott’s goal was to
second post she explains her opinion a bit more. show the effects of discrimination on the basis
Natasha: She reiterates what others have said. of color. Today, over 50 years later, her exercise is
She relates the situation to her own context, but met with mixed reactions. Some people say that
she doesn’t really further the discussion. She also she caused psychological harm to the children. If
includes irrelevant information (A lot of people they 1didn’t undergo had not/hadn’t undergone
don’t trust doctors). this experiment, they 2hadn’t would not/wouldn’t
have felt bad about themselves then and possibly
C (p. 189) after the experiment. On the other hand, many
1. If I had cheated on my last exam, I would have people admire her. They say that if the children
gotten a better grade, but I wouldn’t have been 3
have not had not/hadn’t taken part in the activity,
proud of myself—and I probably would have they might not have learned about discrimination.
been caught. They might even 4have grown up with negative
2. If he’d cheated in medical school, he wouldn’t be feelings toward people of different races. Which
successful today—he would have been expelled. side do you agree with? How would you have
3. If I knew my doctor had cheated in medical felt if you had been a blue-eyed child in Jane
school, I would be uncertain about her abilities Elliott’s class?
to take care of my health.
REFLECT
D (p. 190) B (p. 193)
1. If I hadn’t liked math so much, I wouldn’t have Noun: compensation, consent, integrity,
studied engineering. I’m glad I did. reputation, sequence, stimulus, trauma
2. If someone had told me that Statistics 101 was Verb: acquire, conform to, diminish, justify,
so difficult, I wouldn’t have taken that course. intervene, undergo, violate, withdraw
I wish I had known! Adjective: compatible, detrimental, strategic,
3. If I had passed my chemistry course, I would ultimate, widespread
have applied to medical school. Sadly, I failed it.

MAKE THE RIGHT CHOICE 73

NAS_6_TBRW_48847_U8_ptg01.indd 73 06/12/21 11:10 AM

 VOCABULARY GAMES
In order for students to learn new words, they need repeated exposure to and practice with them. Here
are some suggestions for interactive games that can be used throughout the unit to review and get
students thinking about words in new ways.

 ACKS TO THE BOARD Divide the students into two teams. Place one person from each team in a
B
chair with their back to the board. Have their team members form a semi-circle around them. Write
a word or phrase on the board so the team can see the word, but the person with their back to the
board cannot. Each team must describe the word or phrase using definitions and examples; the word
itself cannot be used. The first person with their back to the board to guess the word calls it out and
scores a point for their team. Repeat the activity with two new students from each team. The first
team to score five points is the winner.

BINGO Have students draw a three-by-three table in their notebooks. Write nine vocabulary words on
the board. Direct students to write one word in each box of their table in any order they want. Then
call out the definitions of the words in random order. The first student to get three words in a row
(vertically, horizontally, or diagonally) calls BINGO! For an extra challenge, ask the student to use the
three words accurately in sentences.

 OST WORDS Have students work in small groups. Ask them to write a sentence that includes as many
M
of the vocabulary items as possible. Then call on one person from each group to write their sentence
on the board. For each sentence, give one point for the first word that is used and spelled correctly, two
points for the second word, three points for the third, and so on. Optionally, give a bonus point if groups
use a different form of the word than the one in the book. The group with the most points wins.

 PIN A STORY Have students work individually, or in pairs/small groups, to describe one or more
S
images in the unit. Direct students to use certain vocabulary words. For this exercise, the students
should pay particular attention to meaning and use. Set a time limit. The winning student or pair/small
group is the one that used the most words correctly.

 HREE CLUES Have students work in small groups. Choose a target word and give three clues that
T
match it. The first clue should leave plenty of possibilities. The second clue should eliminate more
possibilities. The third clue should make the correct answer pretty obvious. After each clue, give students
time to discuss ideas in their groups and, if they wish, write their guess. Students get three points if they
guess correctly after the first clue, two after the second clue, and one after the third clue. If teams guess
or spell the word incorrectly, they lose a point. After the third clue, optionally offer a bonus point if groups
can write a sentence that uses the target word correctly. Repeat until you have given clues for up to eight
of the words. The winning team is the one with the most points at the end.

 IC-TAC-TOE Draw a three-by-three grid on the board and number each square 1–9. The numbers
T
correspond to nine vocabulary words you want to review. Divide the students into two teams,
Team X and Team O. The first team picks a number, and you tell them a word. As a group, they must
come up with a sentence in which the word is used and pronounced correctly. If their use and
pronunciation of the word is correct, they get to mark the box with their letter (X or O), and then the
other team gets a turn. If their use and/or pronunciation is incorrect, they do not get to mark the box.
The first group to get three Xs or three Os in a row (vertically, horizontally, or diagonally) wins the
game. You may choose to have the students spell the words in this game, too.

 ORDPLAY Divide the students into two teams, Team A and Team B, and draw two big boxes
W
on the board: one for each team. Choose a word or phrase you want to review. Draw blank spaces
for each letter of the word. As a group, Team A says a letter they think is in the word. If the word
contains this letter, write all instances of this letter where it belongs in your word or phrase. If the
word doesn’t contain this letter, draw an X and write the letter in their box. Then it’s Team B’s turn.
Each wrong letter gets an additional X. Once a team guesses the word, they have to use it correctly
in a sentence to win. If they don’t use it correctly, they get an X, and the other team gets a try. The
first team to use the word correctly in a sentence wins. Alternately, the first team to get five Xs loses.

74 VO C A B U L A RY G A M E S

NAS_6_TBRW_48847_EM_ptg01.indd 74 06/12/21 11:23 AM

 ANSWERS TO VOCABULARY EXPANSION ACTIVITIES
Unit 1 B (p. 197)
A (p. 194) Answers will vary but should include these words:
1. successful; 2. naive; 3. right; 4. launch; 1. compare; 2. consistency; 3. exaggeration;
5. money; 6. example; 7. preservation; 8. maximize; 4. manipulative; 5. stabilize
9. literacy; 10. collaborate
Unit 5
B (p. 194) A (p. 198)
Answers will vary, but should include these words 1. com; 2. col; 3. com; 4. cor; 5. con; 6. com;
or synonyms for them: 7. com; 8. col
1. hide/conceal; 2. dissatisfied/frustrated;
3. vehicles; 4. trash; 5. attain/obtain/reach; B (p. 198)
6. well liked 1. correlate; 2. consensus; 3. collaborate;
4. collocate; 5. components; 6. community;
Unit 2 7. composition; 8. combine
A (p. 195)
1. e; 2. d; 3. a; 4. b; 5. c Unit 6
A (p. 199)
B (p. 195) Answers will vary. Possible answers:
1. c; 2. e; 3. d; 4. a; 5. b 1. a sudden failure; 2. decreased; 3. passed on;
4. invested; 5. important; 6. came to realize;
C (p. 195) 7. a formal speech; 8. moved gradually; 9. seek
Answers will vary. Possible answers: to attain or accomplish; 10. the creation of a new
1. chronological: arranged in the order that things institution
happened or came to be; 2. turbulence: sudden,
violent movement of air or water; Unit 7
3. interchangeable: able to be used in place of each A (p. 200)
other; 4. assumption: something that is taken as 1. issue; 2. charge; 3. account; 4. effect; 5. shape;
true or certain 6. advantage
Unit 3 B (p. 200)
A (p. 196) Answers will vary.
1. c; 2. e; 3. a; 4. d; 5. b; 6. f
Unit 8
B (p. 196) A (p. 201)
1. probability; 2. superior; 3. procrastinate; 1. f; 2. e; 3. d; 4. c; 5. a; 6. b
4. inhabited; 5. mitigated, chronic
B (p. 201)
C (p. 196) 1. c; 2. e; 3. f; 4. a; 5. b; 6. d
Answers will vary.

Unit 4
A (p. 197)
Verb Noun Adjective Adverb
collect collection, collective collectively
collector
compare comparison comparative comparatively
consist consistency consistent consistently
effect effectiveness effective effectively
exaggerate exaggeration exaggerated exaggeratedly
manipulate manipulation manipulative –
stabilize stability stable –

75

NAS_6_TBRW_48847_EM_ptg01.indd 75 06/12/21 11:23 AM

 VIDEO SCRIPTS June worked in a non-profit providing help for
persons with disabilities to find jobs. However,
there weren’t many jobs available for these people,
even with the provided coaching and training.
UNIT 1: MONEY ISN’T So, June decided to start a cafe supported by
EVERYTHING her organization to employ the clients. They get
supportive and understanding employment, and
Video Track 1.1, page 4, activities A and B
the organization can eventually make money to
Social Enterprise 101 provide more social programming.
Social entrepreneurship strengthens communities,
creates jobs, and increases environmental and John noticed youth in his area were
financial sustainability. Social entrepreneurs use a underemployed. He also noticed the elderly were
specific business model called social enterprise to moving out because they could not maintain
directly address a social, cultural, or environmental simple household chores like vacuuming, lawn
issue. mowing, and shoveling. Additionally, the two
groups were not interacting with one another.
Let’s show you a few examples. A bakery He decided to start a social enterprise employing
social enterprise might provide training and youth where they could rake leaves, mow lawns,
jobs to people who face persistent barriers to and shovel snow for the elderly who would pay
employment. They help them build skills they can them for their services. The youth get valuable
use to find full-time work. A community orchestra hands-on experiences and the elderly can live in
could help amateur musicians connect with each their homes longer because these services are
other and perform for local paying audiences. being offered, and both get to learn about each
Tickets are so affordable that anyone can watch other and break down barriers that help create the
their concerts. The groups get to learn about and generational gap.
share the music of different cultures within the
community. So, you can see all types of people do it. People on
their own, and working in organizations, too. If the
An environmental enterprise might provide primary purpose is to create social, cultural, and/or
subsidies for energy retrofits to homeowners to environmental value, then it is a social enterprise.
make their homes more efficient and to help the When more people engage in this work, we can
environment. In each example the social enterprise strengthen our communities and change the world
is directly addressing one or more important for the better, one caring social entrepreneur at a
community issues by making and selling a product time.
or service to paying customers.
UNIT 2: BURNING THE
All social entrepreneurs and social enterprises ­M IDNIGHT OIL
seek to achieve more than a bottom-line financial
result. They exist primarily to meet their mission. It Video Track 2.1, page 28, activity A
is not uncommon for these types of businesses to
From morning coffee to afternoon tea, caffeine
strive for value on double- or even a triple-bottom-
is so thoroughly entrenched in our daily routines
line approach which takes into consideration both
and has become the world’s most widely used
people and the planet.
psychoactive substance.
So, who are these social entrepreneurs? Well, they
Caffeine is a chemical compound that stimulates
can be anyone. Social entrepreneurs are started by
the central nervous system. It accomplishes this
people who care enough about something to take
by attaching itself to adenosine receptors in the
the necessary action to make an impact. Even you
brain. In doing so, it blocks adenosine molecules,
can be the next social entrepreneur.
which are responsible for slowing down the central
nervous system before we sleep.
Akram started a local urban garden. The garden
exists to provide healthy food to people in urban
The result? Adenosine cannot regulate and
areas that may not have access to these items
neurons start firing. This results in a person’s
otherwise. They also teach skills around urban
reduced fatigue and increased alertness and
farming and healthy eating. Their participants sell
cognitive performance, side effects many seek by
what they have grown at their weekly market stand
consuming caffeine.
and this helps to pay for the garden.

76 VIDEO SCRIPTS

NAS_6_TBRW_48847_EM_ptg01.indd 76 06/12/21 11:23 AM

 Video Track 2.2, page 28, activity B UNIT 3: WORKING TOGETHER
Video Track 3.1, page 52, activities A and B
Caffeine 101
From morning coffee to afternoon tea, caffeine Team Building: The Marshmallow Challenge
is so thoroughly entrenched in our daily routines Collaboration is crucial. It’s how things get done.
and has become the world’s most widely used We all need to work with a group at one time or
psychoactive substance. another, so we all need to develop our teamwork
skills. One way to improve teamwork skills is to
Caffeine is a chemical compound that stimulates join a team. Another way to encourage group work
the central nervous system. It accomplishes this and collaboration is to do team-building activities.
by attaching itself to adenosine receptors in the
brain. In doing so, it blocks adenosine molecules, A good example of a team-building activity is
which are responsible for slowing down the central “The Marshmallow Challenge.” In this challenge,
nervous system before we sleep. small groups work together to build the tallest
freestanding structure they can build, with a
The result? Adenosine cannot regulate and marshmallow on top. Each team gets 18 minutes
neurons start firing. This results in a person’s for the task. Each team gets 20 pieces of dry
reduced fatigue and increased alertness and spaghetti, one meter of tape, one meter of string,
cognitive performance, side effects many seek by one pair of scissors, and one large marshmallow.
consuming caffeine.
Teams can cut the string or break the spaghetti,
Caffeine occurs naturally in coffee beans, tea and they can cut the tape into as many pieces as
leaves, cacao beans, and some tree nuts. People they like. The only rule is that the marshmallow has
have been consuming it for centuries. But daily to be whole and at the top of the structure at the
consumption took off sporadically at different times end of the 18 minutes.
in different places around the world.
What exactly does this teach us about teamwork?
Coffee became popular in the 15th and 16th The challenge provides a shared experience and a
centuries. But cacao was used among early shared goal to work towards. It requires creativity,
Mesoamerican civilizations hundreds of years collaboration, and communication among team
earlier. Tea became popular by the 14th century in members.
China during the Ming dynasty, but didn’t catch on
in Britain until almost 400 years later. So, if you have a team that wants to improve how
they work together, or you just want to test your
Today, caffeine can be found nearly everywhere, teamwork skills, try a team-building activity like the
and more and more caffeine-infused products are Marshmallow Challenge.
hitting the shelves every day. In the United States,
nearly 90% of the population has at least one
caffeinated beverage every day. UNIT 4: NEW FRONTIERS IN
ENGINEERING
Up to 400 milligrams of caffeine per day or about Video Track 4.1, page 76, activities A and B
four cups of coffee is considered safe for an
adult. Too much caffeine for any one person can Architects Learn from Termites
cause side effects, such as migraines, insomnia, In 1991, architect Mick Pearce had a problem. An
nervousness, and muscle tremors. One tablespoon investment group in Harare, Zimbabwe hired him
of pure caffeine, equivalent to drinking 75 cups of to design the largest office and retail building in
coffee at once, can have lethal consequences. the country. But they didn’t want to pay for the
expensive air conditioning needed to cool such a
Due to this risk of caffeine overdoses, in 2018, large building. So that left Pearce with a seemingly
the United States Food and Drug Administration impossible challenge: How do you design a
banned the bulk sale of products containing pure building that cools itself?
or highly concentrated caffeine. While caffeine may
provide great benefits, such as increased focus, This is a termite mound. Millions of termites live
alertness, and energy, it comes with considerable inside these structures, some of which stretch an
risks, just like any other substance. astonishing 30 feet high. Although these termite
skyscrapers may look solid from the outside, they
are actually covered in tiny holes that allow air to
pass through freely. Like a giant lung, the structure

77

NAS_6_TBRW_48847_EM_ptg01.indd 77 06/12/21 11:23 AM

 inhales and exhales as temperatures rise and fall at things.” She asked me, “What am I looking at? I
throughout the day. This termite ventilation inspired don’t know what I’m looking at.”
Pearce to use an approach known as biomimicry,
imitating the ingenuity found in nature to solve Maps have done a lot to confuse things for people
human problems. and I think more lands have been lost to native
peoples probably through mapping than through
Meet the Eastgate Centre. The building is made physical conflict. I wanted to make some maps
from concrete slabs and brick. Just like the soil that were both elegant, evocative, and profoundly
inside a termite mound, these materials have important to the Zuni people, and that’s where the
a high “thermal mass”— which means they map art idea came from.
can absorb a lot of heat without really changing
temperature. The exterior of the building is These were at the American Museum of Natural
prickly like a cactus. By increasing the amount History in New York City. Of course, it’s going to be
of surface area, heat loss is improved at night, one of the last ones. I had no idea at the beginning
while heat gain is reduced during the day. Inside that so much story would come out of this
the building, low-power fans pull in cool night mapmaking process. At first, I thought we would
air from outside and disperse it throughout the create some new kinds of maps, that counter and
seven floors. challenge the notion of what maps are. Where
north does not have to be at the top. That scale
The concrete blocks absorb the cold, insulating is unnecessary. What’s more important is these
the building and chilling the circulating air. When stories of history described in these vignettes of
the morning comes and temperatures rise, warm experience. And now these are here for all Zunis to
air is vented up through the ceiling and released learn from. From here on.
by the chimneys. Thanks to this innovative design,
temperatures inside stay at a comfortable 82 These maps become a thing that helps a family
degrees during the day and 57 degrees at night. or a group to start speaking about places. To start
Not to mention, it uses up to 35 percent less learning from each other and talking about places
energy than similar buildings in Zimbabwe. in a way that’s uniquely Zuni. If we were to go
outside our doors now, and walk downstream from
Since opening its doors in 1996, Mick Pearce’s the Zuni River, it would take us right back into the
90% natural climate control system has made Grand Canyon.
the Eastgate Centre a global landmark for
sustainability. So, we must ask ourselves: if an We limit ourselves if we think of maps as only two-
architect could design a self-cooling building dimensional. A map may be something we heard
with termite-inspired climate control, what other from our grandmother about a place. There are
innovations could Mother Nature inspire if we just maps in songs, and in prayers. There are maps that
paid closer a­ ttention? are etched in stone and woven into textiles and
painted on ceramics. Google Maps and any other
UNIT 5: WALL ART kinds of maps really, while they’re very helpful, the
names around here are in English or Spanish, and
Video Track 5.1, page 100, activities A and B so they completely leave off the meaning of the
Counter Mapping place. It is replacing our language and eclipsing our
We live in a world with many ways of knowing, language and knowledge with something different,
with many different systems of knowledge. something that’s not really from here. This whole
Knowledge that Zuni people have about the constellation of what makes up a map to me is,
landscape has been underestimated, hasn’t been has always been far beyond a piece of paper.
clearly understood. It’s time to assert that we have
the knowledge of place and tell us the idea of what Imagine ancestors traveling for days looking for
maps are about. water, being parched, thirsty. Imagine coming to
this valley and finding this. And they said this is,
My name is Jim Enote and I’m the director of the this is where we’ll stay. When you grow old with
A:shiwi A:wan Museum here in Zuni, New Mexico. the community and all of their great-, great-, great-,
There’s my field right there and I can see the corn great-, great-grandmothers are from this place, that
is dead and dry and it’s kind of creepy to look carries a kind of identity and profoundness that you
down on. It’s disorienting. One time I showed my can’t find anywhere else. When people have a map
mother some aerial photos. Her first response was that is part of affirming their identity, it tells them
“I’m not a bird.” She says, “That’s not how I look that they are of this place. I feel part of something
with this work. If my grandpa and grandma would

78 VIDEO SCRIPTS

NAS_6_TBRW_48847_EM_ptg01.indd 78 06/12/21 11:23 AM

 see the Zuni maps, I think they would have WHAT IS YOUR PREFERRED WAY OF
recognized quickly, “Oh yeah, this is what’s in that ­COMMUNICATING?
song. This is what’s in those prayers,” and I think as
their descendants they would have been proud. [Alishia] My favorite way of communicating is
through singing.
UNIT 6: LOST IN TIME
[Cate, signing] So, I prefer to communicate using
Video Track 6.1, page 124, activities A and B Auslan. I can speak in English, but I prefer to use
Ghost Town at the Edge of the World Auslan.
I knew about the existence of Pyramiden since
middle school. This strange Russian settlement is [Tim, using a device] I am autistic and don’t
out of Russia, far behind the Arctic Circle. talk with my voice. This device is my means for
communication.
I never thought of visiting it because I knew that
it’s a ghost town. So, nobody lives here, and WHAT IS YOUR FAVORITE PART OF
besides it’s too far and I had no idea how to get COMMUNICATING THIS WAY?
here.
Using Auslan, everyone understands each other.
I found an announcement on the website of the Everyone’s equal. It doesn’t matter if you can hear
Russian Geographical Society about this position. or if you can’t hear. Everyone’s equal. There’s no
And I said that, “I’m the most experienced guide unfair advantage. So, it’s awesome.
ever, I’ve been working as a guide in many, many
regions of the world for more than 10 years.” WHAT ARE THE BIGGEST CHALLENGES YOU
And I got employed. I suspect that I was the only FACE WHEN COMMUNICATING?
candidate to apply.
The biggest challenge that I personally face with
My name is Aleksandr Romanobskiy. Everybody singing is getting out of my head. A lot of the time,
knows me as Sasha from Pyramiden. I get caught up in all the little things like: “Do I
sound good? Is my pitch good? Is my pace good?
In the Soviet period of time, it was a very Do I sound like Beyonce?” But reality is, I just need
prestigious place to work. Pyramiden supplied to get out of my head.
northern regions of the Soviet Union with coal. I
heard an opinion that Pyramiden is the only place Because I don’t speak, most people assume I am
in the world where communism was actually built. not intelligent. When I started to type,
people then changed their attitudes and see me as
I happened to talk to the people who lived and a person.
worked here in 1970s and in 1980s, and they
consider the years they spent in Pyramiden to be the Because deafness is an invisible disability, it’s
best years of their lives. But when the Soviet Union not obvious. So, it’s just a case of needing to
collapsed, unfortunately Pyramiden started withering remind people to slow down. With Auslan, a lot of
and people started moving out of here. In 1998 the people think it’s just this strange thing people are
decision was made to close down the mine and to doing with their hands. I guess they don’t realize
send all the people back to the mainland. or have an understanding of the complexity of
the language. So, if I’m on a train chatting with
friends, and there’s little kids, they come up and
UNIT 7: IT’S HOW WE SAY IT they look at you and think you’re just being weird.
Video Track 7.1, page 148, activity A But the language is not only signing, there’s
facial expressions. So, I believe there’s a greater
How Do You Prefer to Communicate? awareness needed for Auslan users.
When was the last time you thought about the
way you communicate? People communicate in WHAT WOULD YOU SAY TO PEOPLE ABOUT YOU
different ways. We use our voices, our hands, our & YOUR COMMUNICATION?
eyes, and our body language. We may use poetry
or stories to communicate. The one thing that I would tell people about singing
is that it breaks down barriers. It fosters creativity,
Each person has their favorite way of it gets people thinking, and it quite literally brings
communicating. We asked a few people to share people together.
what communication looks like for them.

79

NAS_6_TBRW_48847_EM_ptg01.indd 79 06/12/21 11:23 AM

 I love Auslan. Auslan is so easy, anyone can try it can lead us to discriminate against people unfairly
or do it. You don’t have to be fluent or skilled at it; or ignore ideas that don’t support our way of
you can just gesture or mime. The best part about thinking.
sign language is anyone can sign; it doesn’t matter
what your native tongue is, or if your hearing is Second, there is Unthinking Custom and Practice.
at different levels. You can just sign! It’s easy. I Our families, societies, workplace, cultural
encourage everyone to do Auslan because the deaf backgrounds, and friendships all carry sets of
community loves welcoming new people into it. beliefs about what’s right and wrong. We can
easily absorb these beliefs without ever stopping
I would like people to please don’t judge us to ask ourselves: Do I agree with these beliefs?
non-verbal autistic people by first impression. Are they valid?
Please take the plunge to get to know us and see
the world from our perspective. Third, there is our personal Ethical Decision-Making
Profile. People tend to have ‘default settings’ they
We all communicate differently. We all have use when making decisions. Maybe you tend
something to share, no matter how we do it. to think about outcomes? Perhaps you prioritize
relationships in your decision-making? Each profile
UNIT 8: MAKE THE RIGHT CHOICE has strengths…but also weaknesses. These
weaknesses can be our downfall leading us to fail
Video Track 8.1, page 172, activities A and B to consider other important ethical issues.
Ethical Decision Making
Think about the last time you made a big decision. Finally, and most importantly there’s Reflective
Why did you make that choice? What made you Practice. This is the mode of conscious decision-
choose one way rather than picking any of the making. It considers context and the people who
other options available to you? There was a time will be affected by a decision. It’s guided by our
when the answer to this question seemed simple. purpose, values, and principles, and exercises our
A time when we thought that people were entirely imagination to think about what solutions might be
rational. Now, we know that decision-making possible. We like to think that this form of decision-
is more like an iceberg. So much of the activity making is our go-to. In reality, we’re probably
happens beneath the surface. To feel confident driven far more heavily by the first three drivers of
about your choices, it helps to be aware of four key decision-making. That’s why ethics—the conscious
drivers of decision-making. practice of making and justifying our decisions—is
so important.
First, there are our Unconscious Thoughts. Our
minds are designed to process huge amounts It’s too easy to be led astray if we don’t take
of information at extremely high speeds. They the time to become familiar with our minds, our
do this by using heuristics—like little mental personal history, and our preferred ways of making
shortcuts. These shortcuts help us to manage our decisions. If we can’t admit our potential to make
complicated world efficiently. bad decisions, we’ll struggle to make good ones.
Make choices that reflect what’s good and right.
But there can be negative side-effects of this Choices you can justify and ones you can be proud
thinking; distortions to our decision-making. For of. That’s what makes the choices
example, some heuristics function as biases. They actively yours.

80 VIDEO SCRIPTS

NAS_6_TBRW_48847_EM_ptg01.indd 80 06/12/21 11:23 AM