NATIONAL GEOGRAPHIC LEARNINGREFLECT LISTENING & SPEAKING NATIONAL GEOGRAPHIC LEARNING LAURIE BLASS MARI VARGO ‘usta Baa + Meuica» Singapore » United Kingdom [National Geoarahc a Cengage Company eaining, Reflect Listening & Speaking ‘Authors: Laurie lass & Mari Vargo Publisher Sherrse Reehy ex ‘Senior Davelopment Editor: Eve Einselen Yu ive Editor: Laura Le Oran Ditector of Global Marketing: lan Martin Product Marketing Manager: Tracy Balle Senior Content Project Manager: Mark Rzeszutek ‘Media Researcher: Eileen Sweeney ‘Art Director: Brenda Carmichael Senior Designer Lisa Trager (Operations Coordinator: Hayley Chwaik-Gee ‘Manufacturing Buyer: Mary Beth Hennebury Composition: MPS Limited Printed in China Print Number: 01 Print Year: 2021 © 2022 Cengage Lesing In. ALLRIGHTS RESERVED, No part of ths work covered bythe copyright herein may be reproduced or astibuted in any frrn oF by any means, except as permitted by US. copyright lw, without the prior writen permission ofthe copyright owner "National Geographic’, National Geographic Society” and the Yellow Border Design are registere tracemarks ofthe National Geographic Sociaty 8 Marcas Regstradas For permission to use material rom ths text or submit all equests online at eongage-com/permissions Further permisslons questions can be emailed to permissionrequestacengagecom Stucent Book ISBN: 978.057.4495. Student Book with Onin Practice: 978-0-357-44910-6 National Geographic Learning 200Per 4 Boulevard Boston, MAOI2I0 Locate yourloca i internationaLcengage.com/tegion Visit National Geographic Learning online at ELTNGLcom Vist ourcorporate website at wwrweengageomPUTAS red Wie W eure STRUT LINGUIS eh Ca MEDIA STUDI HE scoPE AND Sequence Video: The tables Listening: Creative ways to connect Listening: The world’s worst communicators? Video: Exploring language with linguist K. David Harrison Listening: The tree octopus: Video: Four tips to avoid fake news Video: Coloring the streets of Singapore Listening: Why make art? LISTENING & VOCABULARY EXPANSION Listen for main ideas and details Suffix: -ion Using a dictionary: Example sentences Listen for signal words Formal and informal language Prefixes: in-, im-, and mis- Listen for numbers Suffixes: Change nouns and verbs to adjectives Using a dictionary: Choose the correct meaning Take notes using a wh- question chart Polysemy: Multiple- meaning words Word families: Nouns, verbs, and adjectivesSPEAKING & PRONUNCIATION Givea presentation Word stress Take turns ina discussion Stress in words with suffixes Ask for and give clarification Rhythm and stress: content vs. structure words Define and explain specific terms Reduced structure words Grammar Verbs + gerunds or infinitives Future real conditionals ple past and past continuous Connecting words for reasons and results CRITICAL THINKING Brainstorm solutions Support your opinions Evaluate data Analyze motivations Pease uss} > Consider where people meet in a big city > Evaluate acti together > Brainstorm ways to meet your neighbors > UNITTASK Present a plan to help people connect 's that bring people > Give your opinion about learning a language > Explain the effect of learning a second language > Discuss how language and culture are related > UNITTASK Present a saying or proverb > Discuss the issue of fake news > Consider how to deal with fake news > Interpret an infographic about fake news > UNITTASK Evaluate and present a news story > Evaluate street art > Analyze the motivations of artists > Discuss art careers > UNITTASK Give a presentation about a work of art SCOPE AND SEQUENCEATEN vam ea eee Tee Iiaeaeselsyred GET CREATIVE CHOLOGY IS THERE GOOD IN GAMING? Vocabulary expansion activities Appendices Index of exam skills and tasks Credits SCOPE AND SEQUENCE Listening: Trailblazers Video: A tale of two explorers Pi tLyam Listening: Your memories and you Video: What if we could turn our memories on or off? Video: Why boredom is good for you Listening: Checking in and checking out PITRE Listening: Effects of online gaming Video: Gaming for good page 130 page 138 page 143 page 144 LISTENING & VOCABULARY EXPANSION Listen for time words Suffixes: -er, -or, and -ant Polysemy: Multiple- meaning words Distinguish facts from opinions Word roots: psych, syn/sym, and situ Frayer model Take notes: Numbers and time periods Using a dictionary: Synonyms. Collocations: Make and do+noun Use aT-chart to take notes Using a dictionary: Antonyms Phrasal verbs with lookSPEAKING & PRONUNCIATION GRAMMAR Ask follow-up Present questions perfect Final intonation Present Unreal arguments for present and and against future conditional Focus words Present results ing forms Connected speech Use signal words and phrases Infinitives of purpose Thought groups CRITICAL, THINKING Preview a listening Categorize ideas Question ideas Evaluate pros and cons sata =) > Discuss what it means to be an explorer > Consider explorers, past and present > Discuss exploration, past and present > UNITTASK Role-play an interview with an explorer > Discuss how our memories affect our behavior > Relate ideas about memory to your life > Consider reasons for removing a memory > UNITTASK Debate ideas about changing memories > Discuss how boredom and creativity are related > Question ideas about boredom > Evaluate how personal habits affect creativity > UNITTASK Present the results of a challenge to be more creative > Consider reasons for joining a club or team > Evaluate your attitude toward video gaming > Discuss players and types of video games > UNITTASK Present a review of a vid- 0 game or an app SCOPEAND SEQUENCE VvCONNECT TO IDEAS Reflect Listening & Speaking features relevant, global content to engage students while helping them acauire the academic language and skills they need. Specially-designed activities give students the opportunity to reflect on and connect ideas and language to their academic, work, and personal lives. National Geographic photography and content invite students to investigate the world and discuss high-interest topics. SO ANCT OF FIONN Watch & Speak and Listen & Speak sections center on high-interest video and audio that students will want to talk about as they build academic listening and speaking skils. \LKTHROUGHCONNECT TO ACADEMIC SKILLS Scaffolded activities —— build confidence and ———— cul detanicdonis with a clear path a to achieving final outcomes. give students the ‘opportunity to think critically about what they are learning and check their — understanding. Focused academic listening and speaking skills help students ‘communicate with confidence. ir models, relevant grammar, and step-by-step planning give students the support they need to complete the final speaking task successfully. WALKTHROUGH VII——~—~—*_7_]_]_]x]]]{;_~—~—*—&—~_«z—=Ei=—_~={;_;_;_*=*~eE;z—&&{= i CONNECT TO ACHIEVEMENT Reflect at the end of the unit is an opportunity for formative assessment. Students review the skis, and vocabulary they have gained. DIGITAL RESOURCES TEACH lively, engaging lessons that get students speaking, The Classroom Presentation Too! helps teachers to present the Student's Book pages, play audio and video, and increase participation by providing a central focus for the class. LEARN AND TRACK with Online Practice and Student's eBook. For students, the mobile-friendly platform optimizes learning through customized re-teaching and adaptive practice. For instructors, progress-tracking is made easy through the shared gradebook. ASSESS learner performance and progress with the ExamView® Assessment Suite available online. vets WALKTHROUGHACKNOWLEDGMENTS ‘The Authors and Publisher would like to acknowledge the teachers around the world who participated in the development of Reflect. ‘A special thanks to our Advisory Board for their valuable input during the development of this series. ADVISORY BOARD Dr. Mansoor S. Almalki, Taif University, Saudi Arabia; John Duplice, Sophia University, Japan; Heba Elhadary, Gulf University for Science and Technology, Kuwait; Hind Elyas, Niagara College, Saudi Arabia; Cheryl House, ILSC Education Group, Canada; Xiao Luo, BFUS International, China; Daniel L. Paller, Kinjo Gakuin University, Japan; Ray Purdy, ELS Education Services, USA; Sarah Symes, Cambridge ‘Street Upper School, USA. GLOBAL REVIEWERS ASIA Michael Crawford, Dokkyo University, Japan; Ronnie Hill, RMIT University Vietnam, Vietnam; Aaron Nurse, Golden Path Academics, Vietnam; Simon Park, Zushi Kaisei, Japan; Aunchana Punnarungsee, Majeo University, Thailand. LATIN AMERICA AND THE CARIBBEAN Leandro Aguiar, inFiux, Brazil; Sonia Albertazzi-Osorio, Costa Rica Institute of Technology, Costa Rica: Auricea Bacelar, Top Seven idiomas, Brazil; Natalia Benavides, Universidad de Los Andes, Colombia; James Bonilla, Global Language Training UK, Colombia; Diego Bruekers Deschamp, Inglés Express, Brazil; Josiane da Rosa, Hello Idiomas, Brazil; Marcos de Campos Bueno, It's Coo! International, Brazil; Sophia De Carvalho, Ingles Express, Brazil; André Luiz dos Santos, |FG, Brazil, Oscar Gomez-Delgado, Universidad de los Andes, Colombia; Ruth Elizabeth Hibas, Inglés Express, Brazil; Rebecca Ashley Hibas, Inglés Express, Brazil; Cecibel Juliao, UDELAS University, Panama; Rosa Awilda Lopez Femandez, School of Languages UNAPEC University, Dominican Republic; Isabella Magalhaes, Fluent English Pouso Alegre, Brazil; Gabrielle Marchetti, Teacher's House, Brazil; Sabine Mary, INTEC, Dominican Republic; Miryam Morron, Corporaci6n Universitaria Americana, Colombia; Mary Ruth Popoy, Ingles Express, Ltda., Brazil; Leticia Rodrigues Resende, Brazil; Margaret Simons, English Center, Brazil MIDDLE EAST Abubaker Alhitty, University of Bahrain, Bahrain; Jawaria Iqbal, Saudi Arabia, College, Kuwait; Mick King, Community College of Qatar, Qatar; Seema Jai University of Technology, Oman. ’ana Khan, Algonquin Terry, German USA AND CANADA Thomas Becskehazy, Arizona State University, AZ; Robert Bushong, University of Delaware, DE, Ashley Fifer, Nassau Community College, NY; Sarah Arva Grosik, University of Pennsylvania, PA, Carolyn Ho, Lone Star College-CyFair, TX; Zachary Johnsrud, Norquest College, Canada; Caitlin King, IUPUI, IN; Andrea Murau Haraway, Global Launch / Arizona State University, AZ; Bobbi Plante, Manitoba Institute of Trades and Technology, Canada; Michael Schwartz, St. Cloud State University, MN; Pamela Smart-Smith, Virginia Tech, VA; Kelly Smith, English Language Institute, UCSD Extension, CA; Karen Vallejo, University of California, CA. ACKNOWLEDGMENTS 12SS eee Deca kc eae Pee ee Uke cea Cota TES (Eat “Id like to live in'a more sharing world,” Pee ed “he says. Brooklyn, USA Peet ens ong Seer enc) eer Aen) eee tara Sneak) Peery SKILLS aT Cun g URC Ey and details ST Nee eu GRAMMAR Mere a re No) POCO Cree) Pome Te ats See eure occ Pe erica ren Cer e PR ara tect CT eed erPREPARE TO WATCH A VOCABULARY Listen to the words. Complete the sentences with the correct form of the words. Use a dictionary if necessary. [IMI atmosphere (n} discover (v) opportunity (n) stable (adj) unique (ad) average (adi) obligation (n} population (n) trust v) whenever (coni) 1, ______ people come to Mountain Lake Park, they always find something fun to do. 2. This neighborhood is very Not much has changed in the last 20 years. 3. Combining a movie theater with a cafe was ain) ________ idea. I've never seen it before. 4. Over 12 million people live in Séo Paulo. It has the second largest_____in Brazil, 5. Vancouver has a nice It’s not too crowded, and people are friendly. 6. It's important to have friends you can________, who are there when you need them. 7. The people in my neighborhood have____incomes—not too high and not too low. 8 We _____anew restaurant down the street. Now we eat there every weekend. 9. If you borrow money, you have a{n)_________ to pay it back. It's the right thing to do, 10. His new job is a great ___. It gives him the chance to learn new skills. B Listen to the conversation between Eun and Miguel. Complete the chart. Then compare the two cities with a partner. EEE Favorite City, Country Population reighborhood | Atmosphere Unique feature Seoul, —__ million | Gangnam —_____—_] samneung Puebla, | _ million | Centro Histérico _________liey of the 4 uns© PERSONALIZE Discuss the questions with a partner. 1. Is the population of your city or town larger or smaller than the cities in activity B? 2. Describe the atmosphere of your neighborhood. Is it noisy or quiet? Friendly or unfriendly? 3. What places or things are unique in your neighborhood, town, or city? D ANALYZE Look at the infographic. Then complete the facts below. REMC a Population est.: 8,500,000 ~ 7™ = : Recreation Language §2.5!) 23.9%! 13.3% 7.9% 24% cae cepen apace nish her ‘sian & Pacific er a 1.700 ee ee cre coe City Pats ma GY GY God God oan Education 21% 2% 21% 20% 14% Miles of Beaches Lessthan HS Graduate Some College or Bachelor's Master's or HS Diploma or GED Associates.» ‘Degree Professional Degree Degree ‘Source: NewYork City Economic Development Corporation's (NYCEDC) Research and Economic Analysis team 1. Almost one quarter (14) of New Yorkers speak Just over half speak 2, _____ percent of New Yorkers have a bachelor’s degree or higher degree, 3. More than one quarter of the space in New York City is space with city parks and 500 miles of Consider where people meet in a big city. You are going to watch a video about a place in NewYork City where people get together. Discuss the questions in a small group. Where is it easiest to meet people in a big city? 2. Whyis it sometimes hard to make friends in a big city? 3. Based on the infographic, what do you think people do for fun in New York City? Where can they go to connect with others? CREATING CONNECTIONS &a ey Bryant Park, NewYork