UNIT

3 Confronting Difficulty
PREVIEW
A
A HEROISM | Listen to a description of heroism and a story about a hero. In what way is Alicia Sorohan
a hero, according to the description? In what way did she demonstrate her heroism?
She saved her friend from a crocodile attack.
AB ZOOMIN | Read and listen to a husband and wife talk about a problem UNDERSTAND A VARIETY OF ACCENTS
at work. Notice the featured words and phrases. Gabe = American English (regional)
Luz = Spanish

Gabe: So, I feel pretty bad about something I did this Gabe: Who knows. I think I was just being a wise guy and
morning at work. trying to be funny. Pretty thoughtless on my part.
Luz: Wow. Sounds serious. Want to tell me about it? Luz: Well, we all slip up sometimes.
Gabe: Not really! I just want to put my head in the sand Gabe: And that’s not even the worst of it. I said it in front of
and forget all about it, but here goes. You know the other intern, Marcela. I embarrassed Theo in front
that new intern we hired to help set up the sales of his co-worker!
conference? Theo? Luz: Oh, no. She was there too?
Luz: Sure. High-school boy. Smart as a whip. Gabe: Yup. Here’s Theo wanting to be taken seriously,
Gabe: Right. Well, he must have been feeling trying to seem like a professional, and I go and
under the weather and he looked it. So I put my foot in my mouth just for a laugh.
made this lame joke like, “Were you out Luz: Well . . . no sense dwelling on it. Just
partying last night?” He just kind of stared give Theo a call and tell him how sorry
at me and said, “No, Mr. Lundin. I don’t you are for having made a joke at
party the night before I have to come to his expense.
work.” And then he just left. I think he was Gabe: I know you’re right, but I just hate
so hurt that he felt he just had to get out awkward conversations. I’ve been
of there. avoiding it all day.
Luz: Oops. You must have felt terrible. Luz: Well, that’s not an option.
Gabe: I did. He could have been sick. Or Just chill for a day and then
something bad might have happened call him up and face the
at home. I should have just asked him if music. No need to make a
something was wrong. big deal of it. Just say you’re
Luz: Right. It’s really not like sorry, especially since you
you to be insensitive. realize there may have been
What got into you? something wrong. It’s not the end of
the world.

C
A UNDERSTAND FROM CONTEXT | Work with a partner. Paraphrase each
sentence, using featured words and phrases from Zoom-In.
1. I put my foot in my mouth. 6. No sense dwelling on it.
1 I wasn’t thinking and said something dumb. 6 It isn’t worth spending a lot of time thinking about this.
2 Own up to your error. 2. Face the music. 7 He wasn’t feeling well. 7. He was feeling under the weather.
3. He’s / She’s smart as a whip.
3 That person is extremely intelligent. 8 I want to avoid the issue. 8. I just want to put my head in the sand.
4 That’s not a possible choice. 4. That’s not an option. 9 What were you thinking? 9. What got into you?
5 Delay doing anything about it. 5. Chill. 10 Everyone makes mistakes. 10. We all slip up sometimes.

D
A THINK AND EXPLAIN | Answer the questions. Possible answers:
1 Why does Luz ask Gabe, “What got into you?”? 2 Why do you think Luz tells Gabe, “We all slip up sometimes”?
1. She’s surprised at his action. 2. She wants to make him feel better by reassuring him that everyone makes mistakes.
AE LOOK IT UP AND SHARE | Find a word or phrase in Zoom-In that was new to you. Look it up
and use it in a sentence. Share your sentence with a partner.

AF DISCUSSION | Discuss the questions. Possible answers:

1 Why do you think people act like “wise guys”? 2 What do you think will happen next?
1. They want others to think they’re funny or smart. 2. Gabe will call Theo and apologize.
24 UNIT 3
Unit 3 Confronting Diculty
Students listen to a story about a hero, read and listen to a conversation
PREVIEW about a problem at work, and take a self-test about fears.
LESSON 1 Vocabulary Physical eects of fear
Describe how fear aects you
physically Grammar Using so . . . (that) or such . . . (that) to explain a result

LESSON 2 Vocabulary Expressing frustration, empathy, and encouragement

Express frustration, empathy,
and encouragement Grammar Clauses with no matter

Word Study Vary parts of speech

LESSON 3 Listening skills Listen for supporting details; Listen to summarize a story
Explore the nature of heroism
Project Present information about a heroic person or myth
LESSON 4 Reading skills Understand from context; Infer information
Discuss overcoming disabilities

Choose a warm-up activity from the Warm-Up Activity Bank on pages xxii–xxiii.

Preview LANGUAGE AND CULTURE

• Who knows means roughly “I don’t know.”
A
A HEROISM • If someone makes a joke at your expense, they
enjoy laughing at you.
Suggested time: 5 minutes | Your time:
• It’s not the end of the world means that a situation
may be bad, but not as serious as you think.
• Elicit denitions of heroism and hero. Read the directions.
• Play the rst part of the audio. Ask Ss to write down the
denition of heroism. Then play the rest of the audio. C UNDERSTAND FROM CONTEXT
A
Have Ss listen and answer the questions.
Suggested time: 5 minutes | Your time:
• Call on Ss to share their answers with the class.
• Have Ss complete the exercise in pairs. Elicit answers.
LANGUAGE AND CULTURE
• Rise to (do) something means to nd the strength
D THINK AND EXPLAIN
A
to successfully deal with a dicult situation.
• The expression few and far between means “rare.” Suggested time: 5 minutes | Your time:
• A star of courage is a medal awarded by the
Australian government for bravery. • Have Ss discuss the questions in pairs. Elicit answers.

AE LOOK IT UP AND SHARE

AB ZOOM-IN
Suggested time: 5 minutes | Your time:
Suggested time: 5 minutes | Your time:
• Have Ss write their sentences individually and then
• Ask Ss to skim the conversation to identify what share them in pairs. Elicit answers.
problem is being discussed. (Gabe feels bad for
hurting a co-worker’s feelings with a bad joke.) AF DISCUSSION
• Have Ss read and listen to the conversation.
Suggested time: 5 minutes | Your time:
• To check comprehension, ask: What was wrong with
Gabe’s joke? (It oended Theo.) What does Gabe wish • Elicit the meaning of wise guy. (someone who speaks
he had done instead? (asked if there was something and behaves as if they know more than others)
wrong) Why does Gabe think he embarrassed Theo?
• Have Ss discuss the questions in pairs or small groups.
(because he made the joke in front of another
co-worker) What does Luz suggest? (that Gabe call • Ask volunteers to share and explain their answers.
Theo and apologize)

UNIT 3 T24
 G TALKING POINTS
A H PAIR WORK
A
Suggested time: 10 minutes | Your time: Suggested time: 5 minutes | Your time:

• Read the title of the test. Elicit what it means to be • Read the target questions.
chicken. (to be afraid or not brave enough to do • Model the activity. Ask a higher-level S, How do you
something) feel about getting stuck in an elevator? How scary is it
• Read the instructions. Then tell Ss to look at the for you?
Chicken Index. Say, There are three ways to rate each • In pairs, have Ss compare their test results to see if they
situation. Read the explanation of each rating. Elicit are afraid of the same things. Remind Ss to determine
or explain the meanings of any unfamiliar words or who is usually more scared.
phrases. • Monitor. Make sure Ss are taking turns.
• Have volunteers read the situations for the class. Make • To review, ask each pair, Were your fears similar?
sure Ss understand the meaning of slippery (dicult
to walk or drive on because it is wet, smooth, or slimy), EXTENSION (+10 minutes) Call on Ss to read the
turbulence (sudden violent movements of air or water), situations in Exercise G. After each, ask, Who has been
and epidemic (a situation in which an infectious in this situation? Invite volunteers to describe their
disease spreads very quickly and aects a large experience and say how afraid they were.
number of people).
• Give Ss a few minutes to take the test individually. Tell TEACHING TIP When asking Ss to share and compare
them to write either the number 1, 2, or 3 in the circle work in pairs, it is helpful to model eective turn taking
below each picture. in conversational interactions. Otherwise, Ss may
simply show each other the answers in their textbooks
• Bring the class together. Draw Ss’ attention to the Your
without engaging in meaningful conversation.
chicken score box. Read what each score means and
check understanding.
• Ask Ss to add up their points to calculate their scores. AI GROUP WORK
Suggested time: 10 minutes | Your time:
LANGUAGE AND CULTURE
• When used to describe facing fear, the word • Calculate the average score situation by situation.
chicken can be used as an adjective (like in the Alternatively, ask for a show of hands to determine the
title How chicken are you?), a noun (You’re a total situations that are frightening for most people.
chicken), or a verb (I wanted to ride the roller • Then ask, How chicken is our class? Elicit the answer
coaster, but I chickened out). You might want to according to the chicken score (For example: We’re
point out that calling someone a chicken may cool and collected. Nothing freaks us out.)
be interpreted by some people as aggressive or
oensive. TEACHING TIP If Ss don’t know or remember how to
• If something rues your feathers, it makes you feel calculate an average, tell them to add the scores of all
worried or annoyed. members of the class and then divide the total by the
• If you are jumpy, you are nervous. number of Ss.
• If something freaks you out, it makes you so
surprised or frightened that you cannot control START TALKING | PAIR WORK
yourself.
Suggested time: 5 minutes | Your time:
• If you are cool and collected, you are not usually
upset or bothered by things.
• Read the directions. Elicit what Gabe was afraid of
• If you are unappable, you are not easily upset or
in the conversation in Exercise B. (calling Theo to
worried.
apologize)
• The expression be afraid of your own shadow
• Elicit other “non-physical” situations people might
means to be very easily frightened.
be afraid of. (For example: speaking in public,
sharing their opinion with strangers, hurting someone
for saying the wrong thing, doing something
embarrassing)
• In pairs, have Ss take turns sharing which kind of threat
is scarier to them. Remind them to explain their views
and give examples from their personal experiences.
• Invite volunteers to share their opinions with the class.

T25 UNIT 3
 Lesson 1 Describe how fear affects you physically
UNIT 3 Lesson 2 Express frustration, empathy, and encouragement
COMMUNICATION
Lesson 3 Explore the nature of heroism
GOALS Lesson 4 Discuss overcoming disabilities

G
A TALKING POINTS | Take the self-test.

Rate each situation from 1–3, according to the chicken index. Then total your

How
points to get your chicken score.

Chicken 1 = doesn’t ruffle

2 = makes me a
3 = freaks me out

Chicken
my feathers at all little jumpy

Ind ex not scary somewhat scary very scary

Are You? getting stuck in an seeing a bee on driving on a eating in an unclean

elevator your arm slippery road restaurant

riding a horse smelling smoke being a passenger taking a walking outside in a standing near the
in a building in a speeding car roller-coaster ride thunderstorm edge of a cliff

going to the dentist walking on a dark experiencing extreme getting an injection seeing a snake being in a place
street alone at night turbulence on a flight from a doctor or nurse undergoing an epidemic

Your 16–26
You’re cool
27–37 38–48 You’re just a

chicken
You’re total chicken!
and collected.
cautious, but You’re probably
Nothing freaks

score
unflappable. afraid of your
you out.
own shadow.

H
A PAIR WORK | Are you both afraid of the same things? Which one of you is more chicken?

AI GROUP WORK | How chicken is your class? Calculate the average score for each situation
in your class. Which situation is the most frightening to everyone?

START TALKING
PAIR WORK Discuss what’s scarier: physical threats such as the ones in Talking Points or threats to one’s
feelings, such as Gabe’s in Zoom-In. Explain, providing examples from your life.
UNIT 3 25
 1 COMMUNICATION
GOAL
Describe how fear affects you physically

A
A VOCABULARY | Physical effects of fear | Read and listen. Then listen again and repeat.

I can’t make
a sound.

My hands shake.

I lose my voice.

I get sweaty palms.

I get palpitations.

AB ACTIVATE VOCABULARY | Which, if any, of the physical effects of fear

I get sick to my stomach.
do you get when you’re terrified? Tell your partner about one example
of a situation in which you experienced a physical effect of fear.

C
A GRAMMAR CLOSE-UP | Read about stage fright. Notice the featured grammar.

W
hat causes so many people to panic when facing an audience?
Some theorize that we imagine the worst: sounding stupid,
making mistakes, forgetting what we planned to say, or
having so little to say that we can’t fill the time scheduled for the My job requires me to make
speech. And although a person with stage fright isn’t in any physical frequent webinar presentations to
danger, the unpleasant symptoms mimic those of the “fight or flight” hundreds of people at a time. I’ve always
response: palpitations, nausea (even vomiting), shaking hands, and the had such an intense fear of
like. Such feelings can be so intense that they cause sufferers to fear speaking in public—a fear
public speaking more than flying, financial ruin, illness, or even death. so bad that whenever I
Stage fright is hard to overcome because each bad experience further spoke publicly, I’d get such
reinforces the negative feedback, making it stronger over time. a dry mouth I could barely
But Joy Booth has overcome her performance anxiety. She says, “The make a sound. And my
Internet is so full of advice on how to reduce anxiety, such as avoiding hands would shake so badly
caffeine, getting enough sleep, and taking deep breaths, that it’s hard that someone would have
to know what really works. The advice that turned me around came from to operate my presentation
my cousin, who’s studying for a PhD in neuroscience. She said there’s remote for me.
research that indicates that counter-phobic behavior—seeking out the
situation one fears instead of fleeing it—is the most effective way to
reduce the negative sensations it causes and overcome the fear.”
Joy Booth, marketing executive
Former sufferer of stage fright

D
A RELATE TO PERSONAL EXPERIENCE | Do you have stage fright? If so, tell your partner about one
experience that was difficult for you. If you don’t fear speaking to a crowd, explain why you think it
doesn’t bother you as much as it does others.

26 UNIT 3
LESSON 1 Describe how fear aects you physically
A
A VOCABULARY • Have Ss read the text on the left silently. Suggest they
underline and look up any words they are unfamiliar with.
Suggested time: 5 minutes | Your time:
• To check comprehension, ask:
• Elicit what the people are doing in each image. What are some symptoms of stage fright? (palpitations,
(Clockwise: giving a work presentation, standing on nausea, shaking hands)
the edge of a cli, getting ready to jump from a plane, What are some worries for people with stage fright?
meeting someone for the rst time, experiencing (sounding stupid, making mistakes, forgetting what
turbulence while ying) they planned to say, having too little to say)
• Have Ss read and listen to the sentences. Then have What advice for reducing performance anxiety did Joy
them listen and repeat. nd online? (avoiding caeine, getting enough sleep,
• Make sure Ss understand palpitations (when your heart taking deep breaths)
beats faster than usual) and palm (the inside part of What was her cousin’s advice? (forcing yourself
your hand). to experience the frightening situation instead of
• Elicit details in the images that illustrate the physical avoiding it)
eects. (For example: Thump! Thump! means the • Then draw Ss’ attention to the text on the right. Ask,
woman’s heart is beating quickly.) Who said this? (Joy Booth) Play the audio or read the
statement to the class. Then ask, What physical eects
LANGUAGE NOTE If you get sick to your stomach, of fear did Joy use to experience? (dry mouth, which
you feel nauseous or vomit. The expression can also interfered with her ability to speak, and shaky hands)
describe an emotional response such as anger or • Have Ss notice the featured grammar in the text. Ask,
disgust. For example: His hateful comments made me What do you notice about the underlined words and
sick to my stomach. phrases? What patterns do you see? (The phrases start
with so or such. Many phrases end in that.)
EXTENSION (+5 minutes) Have Ss close their books.
Read the vocabulary items in random order. Ask Ss to LANGUAGE NOTES
act out the physical eect they hear. • If you ll a period of time, you spend it doing
something.
• The “ght or ight” response is marked by physical
AB ACTIVATE VOCABULARY changes that prepare a human or an animal to
Suggested time: 5 minutes | Your time: react or to retreat when facing a threat to survival.
• In this context, turn someone around is to get a
• Read the target question. Model an answer. For person to consider something in a dierent way.
example, say, I get sweaty palms when I’m nervous! This
happened to me the rst time I met my new boss.
• Have Ss discuss the question in pairs. Remind them to D RELATE TO PERSONAL EXPERIENCE
A
give examples from their lives. Suggested time: 5 minutes | Your time:
• If Ss do not experience any of these reactions, suggest
they talk about someone they know who does. • Read the directions. Give Ss time to think about what
• Invite volunteers to share their experiences with the class. they are going to say.
• In pairs, have Ss describe their experience or explain
OPTION (+5 minutes) Ask volunteers to describe any
their views.
other physical eects of fear they experience.
• Invite volunteers to share their experiences with the class.
EXTENSION (+10 minutes) Ask Ss if they have • Ask if any Ss have never had stage fright. Invite these
experienced any of these physical eects when Ss to explain why they do not have this fear. Ask them
speaking English. (For example: having to speak for tips on how to overcome stage fright. (For example:
English on the phone or giving a presentation in take deep breaths, speak slowly and calmly, memorize
English) Elicit tips to overcome this fear in those the rst few sentences you plan to say)
specic situations. EXTENSION (+10 minutes) Elicit the description of
counter-phobic behavior. Emphasize that people
C
A GRAMMAR CLOSE-UP who engage in this behavior actively seek out the very
types of situations they fear. In pairs, have Ss think of
Suggested time: 5 minutes | Your time: examples of this behavior. (For example: A person
afraid of heights goes skydiving.) Call on volunteers to
• Read the directions. Elicit the meaning of stage fright. share an example with the class. Then ask, Would this
(panic when facing an audience) strategy work for you? Why or why not?

UNIT 3 T26
 Answers for Exercise G
AE GRAMMAR 2. The flights are so expensive (that) we prefer to drive instead.
Suggested time: 10 minutes | Your time: 3. There’s usually such terrible traffic on holidays (that) we
don’t drive to town.
• Read the rst rule. Elicit the meaning of intensify. 4. The bugs at the beach are so awful after dark (that) most
people try to come home before 6:00.
(to make greater, stronger, or more extreme)
5. It was such a cold day (that) we postponed our hike until
• Ask a volunteer to read the examples. Ask Ss if scared the following weekend.
and quickly are adjectives or adverbs. (scared is an 6. Motorcycle accidents have become so common (that) lots
adjective; quickly is an adverb) of people have stopped riding them on the main roads.
• To check comprehension, ask, What happened as a
result of me being scared? (My hands shook.) Of her Communication Activator
leaving so quickly? (She forgot to pack her ashlight.)
• Read the second rule. Ask a volunteer to read the
A TALKING POINTS
A
examples. Elicit the noun in each example. Ask, What Suggested time: 10 minutes | Your time:
was old? (the hiking boots) What was terrible? (the
turbulence) What was bad? (the fall) • Read the directions. Ask a volunteer to read the
• Tell Ss to look at the note about a or an on the right. prompts on the notepad.
Read the rule and examples. • Have Ss complete the exercise individually. Ask them
• Write and review these patterns on the board: to include as many details as they can remember.
such + adjective + (a / an) + singular count noun + • Monitor and assist as needed.
(that) + result
such + adjective + non-count / plural count noun + AB DISCUSSION
(that) + result
Suggested time: 10 minutes | Your time:
• Read the nal rule. Have two volunteers take turns
reading the examples. • Read the directions. Have a volunteer read the
• Read the rule and examples in the Remember note. example answer.
• Write and review these patterns on the board: • Go over the Keep Talking! box and play the video
so + many / few + count noun + (that) + result to support Ss as they extend their discussions.
so + much / little + non-count noun + (that) + result • Encourage Ss to ask their partner follow-up questions
about specic parts of the story to elicit more details
GRAMMAR EXPANDER (optional, pages T121–122) and show interest.
• Review the Recycle This Language box. Encourage Ss
to use these expressions in their stories if appropriate.
AF GRAMMAR PRACTICE • In pairs, have Ss take turns sharing their experiences.
Suggested time: 5 minutes | Your time:
LOOK FOR While Ss are doing Exercise B, monitor
• Have Ss preview the items. Elicit the count nouns (1. their discussions to determine if they are
ights, 3. people, 5. buses) and the non-count nouns ✓ using vocabulary to describe physical eects of fear
(2. turbulence, 4. time). ✓ using so . . . (that) or such . . . (that) correctly to
• Have Ss complete the exercise individually. explain a result
• Call on Ss to read the completed sentences. For each,
ask, What is / was the problem? What is / was the result? OPTION (+10 minutes) Ask Ss to take notes as they
(For example: 1. problem: They canceled so many listen to their partner. Then have them retell their
ights; result: we won’t be able to get there tonight.) partner’s story to the class or in small groups.

G GRAMMAR PRACTICE
A CLOSURE ACTIVITY (+10 minutes) Have Ss think of
an occasion in a movie, TV show, book, or real life, in
Suggested time: 5 minutes | Your time:
which someone experienced physical eects of fear.
• Read the directions and item 1. Have a volunteer read Ask them to write a short paragraph describing what
the sample answer. Ask, Why do we use so and not such? happened using the grammar and vocabulary from
(there is no noun after the adjective) the lesson. For example: In the movie Titanic, as the ship
was sinking, many of the passengers were so scared
• Suggest Ss underline the adjectives that will be
that they got sick to their stomach. Collect Ss’ papers
intensied and any nouns following them. (2. expensive;
to identify areas for review.
3. terrible trac; 4. awful; 5. cold day; 6. common)
• Have Ss combine the sentences individually and then Remind Ss of additional vocabulary and grammar
compare answers in pairs. practice in their digital resources.
• Call on Ss to read the completed sentences aloud. For
each item, ask, Why is so / such the correct answer?

T27 UNIT 3
AE GRAMMAR | Using so . . . (that) or such . . . (that) to explain a result
GRAMMAR EXPANDER p. 121
Use so to intensify adjectives and adverbs in sentences that describe a result. That is Count and non-count nouns:
optional. Don’t use a comma. ● Non-count nouns made countable

● Nouns used in countable and

so + adjective / adverb result
uncountable sense
I was so scared (that) my hands shook.
She left home so quickly (that) she forgot to pack her flashlight.
If the adjective is followed directly by a noun, use such, not so. Always use a or an with a singular count noun
I was wearing such old hiking boots (that) I fell and hurt myself. following such.
She had such a bad fall that she never rode again.
The plane hit such terrible turbulence (that) we got sick to our stomach. NOT She had such bad fall that she never rode again.
She had such a bad fall (that) she never rode a horse again.
If the noun is preceded by many, much, few, or little, use so. Remember: Use many and few with count
There were so many people on the boat (that) it capsized. nouns. Use much and little with non-count nouns.
He had so many speeding tickets that they
There was so much lightning (that) the campers were terrified. suspended his driver’s license.
We saw so few bees in the park (that) we decided it was OK to have a picnic there. NOT He had so much speeding tickets that they
There was so little ice on the road (that) I decided it was safe to go biking. suspended his driver’s license.

AF GRAMMAR PRACTICE | Complete each statement with much, little, many, or few.
1 They canceled so many
flights that we won’t be able to get there tonight.
2 There’s always so much
turbulence on those afternoon flights that we prefer to fly there in the morning.
3 So many people have been riding the roller coaster that they had to shut it down for repairs.
4 There was so little time to get to the shelter before the tornado hit that we just stayed in our basement.
5 There were so few buses to the stadium that we decided to carpool with our friends instead.

G
A GRAMMAR PRACTICE | On a separate sheet of paper, combine the statements, using so . . . (that) or such . . . (that).
1 The forest fire was intense. The forest burned down completely.
The forest fire was so intense that the
2 The flights are very expensive. We prefer to drive instead. forest burned down completely.
3 There’s usually terrible traffic on holidays. We don’t drive to town.
4 The bugs at the beach are awful after dark. Most people try to come home before 6:00.
5 It was a cold day. We postponed our hike until the following weekend. See page T27 for answers.
6 Motorcycle accidents have become very common. Lots of people have stopped riding them on the main roads.

COMMUNICATION
ACTIVATOR Now let’s describe how fear affects us physically.

A
A TALKING POINTS | Choose a time when you AB DISCUSSION | Discuss the situations on your
were so scared that it affected you physically. notepads from Talking Points. Tell each other your
Write notes about it on the notepad. Use the stories. (Option: Tell the class about what happened
grammar and vocabulary from this lesson. to your partner.)

What you were afraid of: I got such sweaty palms that I didn’t
want to shake hands with anyone.

How it affected you physically: KEEP TALKING!

• Ask for more information and details.
• Say more about what happened.
• Respond with interest and concern.
Write one statement with so or such . . . (that):
• Say as much as you can.
Watch the video for ideas!
What finally happened or what did you do about it?
RECYCLE THIS LANGUAGE
It freaked me out. There was no sense dwelling on it.
I was feeling under the weather. That wasn’t an option.
I don’t know what got into me. I just faced the music.

FOR MORE PRACTICE, GO TO YOUR DIGITAL RESOURCES UNIT 3 27

 2 COMMUNICATION
GOAL
Express frustration, empathy, and
encouragement

A
A VOCABULARY | Expressing frustration, empathy, and encouragement | Read and listen.
Then listen again and repeat.

FrUsTrAtIoN EmPaThY EnCoUrAgEmEnT

“I’m at my wits’ end.” “I know what you mean.”
“Don’t let it get you down.”
“I just can’t take it “That must be tough.”
anymore!” “Hang in there.”
“Bummer.”*
“I’m totally fed up.” “Don’t lose heart.”
“I hear you.”
“I’ve had it!” “Don’t give up.”
“I give up!” “Stick with it.”

* very informal

AB LISTEN TO ACTIVATE VOCABULARY | Listen to the conversations. Then predict how

the other person will respond.
1 a I give up. 4 a That must be tough.
b I know what you mean. b I’m at my wits’ end.
2 a I’ve had it! 5 a I just can’t take it anymore.
b Bummer. b I hear you.
3 a I’m totally fed up.
b Don’t let it get you down.

C
A GRAMMAR | Clauses with no matter

Use no matter + a noun clause beginning with a question word to express frustration that
no amount of anything (for example, effort or money) can make something change. It’s
common to use a comma between the clauses. Be careful!
No matter how careful I am, I always forget where I left my glasses. Don’t use an auxiliary verb in the
No matter what he said, she didn’t believe him. noun clause.
No matter who you ask, no one can
No matter what time we leave, we always get stuck in traffic. give you directions.
They’re never at home, no matter what time we call. NOT No matter who do you ask, . . .
I wouldn’t take that job, no matter how much money they paid.

A no matter clause is often shortened to a phrase ending with the question word alone. GRAMMAR EXPANDER p. 122
They’re always ready to help, no matter when.
Embedded questions: review and
common errors

D
A GRAMMAR PRACTICE | Mark correct sentences with a checkmark. Mark incorrect
sentences with an X. Correct the incorrect sentences.
✗ 1 No matter how much do we encourage Nancy, she won’t get on a motorbike.
No matter how much we encourage Nancy, she won’t get on a motorbike.
✓ 2 No matter how late my wife goes to sleep, she still gets up in time to catch the bus to work.

✗ 3 I can never find my sunglasses, no matter how hard do I look.

I can never find my sunglasses, no matter how hard I look.
✗ 4 They couldn’t get tickets to the game, no matter how much were they willing to pay.
They couldn’t get tickets to the game, no matter how much they were willing to pay.
✓ 5 No matter how many cups of coffee I drink, I sleep like a baby.

✗ 6 No matter how many times do people tell me mountain climbing is fun, I’ll never do it.
No matter how many times people tell me mountain climbing is fun, I’ll never do it.
28 UNIT 3
LESSON 2 Express frustration, empathy, and encouragement
A
A VOCABULARY TEACHING TIP Suggest Ss pay attention to tone
of voice and attitude to help them understand the
Suggested time: 5 minutes | Your time:
speakers’ feelings.
• Elicit the meaning of the three feelings. (Frustration
EXTENSION (+5 minutes) In pairs, have Ss take turns
is the feeling of being annoyed, upset, or impatient
expressing frustration about situations that impact
because you cannot get what you want. Empathy is
their personal lives. Model the activity with a volunteer.
the ability to understand other people’s feelings and
Say, for example: I’m totally fed up with the trac
imagine what it is like to be them. Encouragement is
on my way to work every morning. Ask the volunteer
words or actions that give someone else condence
to respond with empathy and encouragement. For
or hope.)
example: That must be tough. Sitting in trac can be
• Have Ss read and listen to the expressions. Then have really frustrating.
them listen and repeat.
• Point out that Bummer is used in very informal spoken
English. C GRAMMAR
A
Suggested time: 5 minutes | Your time:
LANGUAGE NOTES
• If you are at your wits’ end, you are very upset and • Read the rst rule and the rst example. Elicit the noun
don’t know what to do next because you have tried clause. (how careful I am)
everything possible to solve a problem. • Ask volunteers to read the remaining examples. Tell
• If you can’t take it, you can’t tolerate an unpleasant the rest of the class to circle the question words and
situation. underline the noun clauses as they listen.
• To be fed up means to be really annoyed by • Ask, Are no matter clauses independent or dependent
something and want it to change. clauses? (dependent) Why? (because they do not
• If you have had it, you are no longer willing to express a complete idea)
tolerate something. • Tell Ss a no matter clause can begin or end the
• Bummer expresses frustration or disappointment, sentence. Point out the comma between the no matter
often sympathetically. clause and the main clause.
• I hear you (or I hear what you’re saying) is used to • Draw Ss’ attention to the Be careful! note. Read
tell someone that you understand and respect their the rule and example aloud. Provide an additional
views, especially when you don’t agree with them. example. Write on the board: No matter when does
• If something gets you down, it makes you feel sad she go to bed, she’s still tired in the morning. Ask Ss to
or lose hope. correct it. (No matter when she goes to bed, . . .)
• Hang in there means to keep trying. • Read the second rule and example. Point out that
in the example, the no matter phrase has neither a
• Lose heart means to stop believing that you can do
subject nor a verb. Elicit what information would come
or achieve something.
after when if the clause were not shortened. (Possible
• Stick with something means to continue to do it
answer: They are always ready to help, no matter when
and not change it.
you need their help.)
• Tell Ss that the shortened no matter clause is used in
AB LISTEN TO ACTIVATE VOCABULARY informal conversations and often comes at the end.

Suggested time: 5 minutes | Your time:

GRAMMAR EXPANDER (optional, pages T122–123)
• Say, You are going to listen to ve conversations. Each of
them will stop before the other speaker has a chance to D GRAMMAR PRACTICE
A
respond. Guess what the other person’s response will be.
• Do item 1 as a class. Play the audio. Pause after the Suggested time: 5 minutes | Your time:
rst conversation. Ask, How would the other person
respond? (b. I know what you mean.) • Have a volunteer read item 1 and the sample answer.
Ask, What is incorrect about this sentence? (It uses the
• Play the rest of the audio. Pause after each conversation
auxiliary verb do in the noun clause.)
to give Ss time to choose the correct response.
• Have Ss complete the exercise individually and then
• To go over the answers, play the audio again. Pause after
compare their answers in pairs.
each conversation, elicit the response, and then ask,
What feeling does this response express? (1. empathy; • To go over the answers, ask Ss if each item is correct or
2. empathy; 3. encouragement; 4. empathy; 5. empathy) incorrect. If incorrect, elicit the new sentence.

UNIT 3 T28
 AE INTEGRATED PRACTICE AB PRONUNCIATION PRACTICE
Suggested time: 10 minutes | Your time: Suggested time: 5 minutes | Your time:

• Have Ss preview the items. Elicit which items need • Have Ss listen and repeat each line of the
independent clauses (1 and 2) and which need conversation. Make sure they use rising intonation for
dependent no matter clauses (3 and 4). Is everything OK?, use emphatic stress on Actually and
• Ask, What feeling will Speaker A express: frustration, Anytime, and pause after Well and basically.
empathy, or encouragement? (frustration) What • Form pairs. Monitor as Ss role-play.
feeling will Speaker B probably express? (empathy or
encouragement) C TALKING POINTS
A
• Do item 1 as a class. Elicit ideas for Speaker A’s
Suggested time: 10 minutes | Your time:
frustrating situation. (For example: I give up! No matter
how careful I am, my knee always hurts when I run.)
• Read the directions and the prompts on the notepad.
Then ask Ss how they might respond as Speaker B.
Ask a volunteer to read the sample writing.
(For example: That must be tough.)
• Have Ss complete the exercise individually. Encourage
• Have Ss complete the exercise individually. Point out
them to use a variety of question words in their no
that the I and my in the conversations don’t refer to Ss
matter statements. Monitor and assist as needed.
personally and that the role plays don’t have to be true
for them. • Remind Ss that although the statements should be
written in the rst person, they don’t need to be about
• Have Ss take turns role-playing their conversations in
them personally.
pairs. Then have Ss switch roles and practice again.
• Invite Ss to role-play a conversation for the class.
D IN YOUR OWN WORDS
A
PRONUNCIATION LESSON (optional, page T136) Suggested time: 10 minutes | Your time:

• Read the directions.

Communication Activator
• Go over the suggestions in the Keep Talking! box and
play the video to support Ss as they extend their
A
A CONVERSATION MODEL
conversations.
Suggested time: 5 minutes | Your time: • Encourage Ss to use the expressions from the Recycle
This Language box.
These conversation strategies are implicit in the model • Monitor as Ss create and practice conversations.
Prompt them to oer specic advice.
Express concern for someone’s state of mind with Is
everything OK? • Remind Ss to change roles and then partners.
Begin an explanation with Well, basically, . . . to • Time permitting, invite volunteers to role-play their
characterize a problem in just a few words conversations to the class.
Express empathy with That must be tough
LOOK FOR While Ss are doing Exercise D, monitor
Say Hang in there to oer encouragement to
their conversations to determine if they are
someone facing a diculty
✓ including vocabulary to express frustration,
Say Anytime to acknowledge someone’s expression
empathy, and encouragement
of gratitude
✓ using no matter clauses to express frustration
• Ask about the photo: Who are these people? (Possible
answer: friends) Where do you think they are? (school) OPTION Use the Unit 3 Energizer Worksheet (see
• Have Ss preview the conversation. Elicit examples of Printable Resources in the Portal).
the target vocabulary and grammar in it. Then play the
audio and have Ss follow along in their books. CLOSURE ACTIVITY (+5 minutes) Ask Ss to write a brief
• Elicit what give someone credit (for something) means. conversation about a frustrating or upsetting situation
(to express approval or give someone praise for using one of the topics in the Talking Points they did not
something they have done) use in Exercise D. Remind them to use the vocabulary
and grammar from the lesson. Collect and read Ss’
• To check comprehension, ask, Why is Will frustrated?
conversations to identify areas for review.
(He feels like his dad is not supportive.) How does Anna
respond? (with empathy and encouragement)
Remind Ss of additional vocabulary, grammar,
• Point out the Social language box and Speaker B’s
pronunciation, and speaking practice in their digital
second line. Tell Ss we use this expression to introduce
resources.
a short description of a problem. Say it aloud and
stress the rst syllable of basically. Ask Ss to repeat.

T29 UNIT 3
AE INTEGRATED PRACTICE | Complete the conversations with your own ideas, using a no matter
clause and the Vocabulary from page 28. Then read your conversations with a partner. Possible answers:
1 A: I give up! ! No matter how careful I am, No matter how little I eat, I still can’t .lose weight.
B: Don’t give up! .
2 A:
I’m at my wits’ end! ! No matter what I tell my boss, No matter what I tell my boss, she won’t. listen to me.
B: I hear you. My boss is the same. .
3 A: I’ve had it! ! My kids are always late, My kids are always late, no matter how much . I nag them.
B: I know what you mean. .
4 A: I’m totally fed up! ! I can’t find my wallet, I can’t find my wallet, no matter how hard I look.
.
B: Bummer. Did you leave it at work? .
PRONUNCIATION LESSON p. 136
Vowel reduction to /ə/

COMMUNICATION Now let’s express frustration, empathy, and

ACTIVATOR encouragement.

A
A CONVERSATION MODEL | Read and listen.
A: Hey, Will? You look a little distracted. Is everything OK?
B: Actually, I’m at my wits’ end with my dad.
A: What’s going on?
B: Well, basically, no matter Social language
how well I do at school, Begin a requested explanation
he never gives me any credit. with “Well, basically, . . .”
A: I hear you. That must be tough.
B: It is. I just wish he’d be a little more supportive.
A: Well, hang in there, OK? I’m sure your dad loves you.
B: I know. Thanks for the encouragement, Anna.
A: Anytime.

AB PRONUNCIATION PRACTICE | Listen again and repeat.

Then practice the Conversation Model with a partner.

C
A TALKING POINTS | On the notepad, write statements that
describe frustrating or upsetting situations. Use no matter.

again the next day.

at home: No mat ter how well I clean the kitchen, it ’s dirty

at home:
at work:
at school:
with money:
with a relationship:
with my health:
with something else:

D
A IN YOUR OWN WORDS | Create a conversation similar to the one in Exercise A,
using the Vocabulary and one of the situations from your Talking Points. Start KEEP TALKING!
like this: You look a little distracted. Is everything OK? Be sure to change roles • Ask for more details about
and then partners. (Option: Use the Unit 3 Energizer Worksheet.) the problem.
• Offer specific advice.
RECYCLE THIS LANGUAGE • Say as much as you can.
No way! Watch the video for ideas!
It’s not the end of the world.
Probably nothing serious.
Wish me luck.

FOR MORE PRACTICE, GO TO YOUR DIGITAL RESOURCES UNIT 3 29

 3 COMMUNICATION
GOAL
Explore the nature of heroism

A WORD STUDY | Vary parts of speech | Study the Adjective Adverb Noun
A
forms of these words related to bravery and heroism, brave bravely bravery
according to the part of speech. (Look up the confident confidently confidence
meaning of any unfamiliar words.) Read and listen.
courageous courageously courage
Then listen again and repeat.
fearless fearlessly fearlessness
AB WORD STUDY PRACTICE | Listen to a story in the heroic heroically heroism
news about a rescue. Use a word from the Word Study willing willingly willingness
chart in Exercise A in the correct part of speech to
complete each statement. Some items have more
than one possible answer. Possible answers:
1 The fact that Jessika willingly left Ryan to go find
help on her own showed extreme bravery / courage
.
2 Although Jessika wasn’t confident that she could
make the hike out alone, she nevertheless
set out fearlessly .
3 Her heroic trek through the frozen
wilderness saved her boyfriend’s life.

The helicopter
The Subway area of
rescue team
Zion National Park

The river out of Jessika and Ryan

the Subway after the rescue

Possible answers:
C
A UNDERSTAND FROM CONTEXT | With a partner, explain the meaning of the words and
phrases in quotes, based on information in the story. Listen again if necessary. 4. couldn’t get free
1. saved 5. started out bad and
1 Jessika “rescued” Ryan. 4 He was “trapped.” became even worse
2. far from towns or other people
2 The incident took place in a “remote” canyon. 5 Ryan’s situation “went from bad to worse.”
3 Ryan’s leg sank deep into the “quicksand.” 6 Jessika was a “hero.” 6. someone who takes action
3. mixture of sand and water not on behalf of herself, but on behalf of another person
D
A LISTEN FOR SUPPORTING DETAILS | Listen again for the information that supports each answer.
1 Why did Jessika leave Ryan in the canyon?
a She needed cell phone service. b She just gave up.
2 Why did Ryan begin to lose heart?
a Jessika had left him there. b He thought he wouldn’t survive.
3 Why was it impossible for the rangers to rescue Ryan as soon as the helicopter spotted him?
a The weather was too bad. b The area was too remote.
4 Why is it hard to see quicksand?
a It looks like ordinary dry sand. b It’s near rivers and streams.
5 Why is quicksand less dangerous than most people believe?
a People don’t sink below the surface; they float. b People can easily climb out.

30 UNIT 3
LESSON 3 Explore the nature of heroism
A
A WORD STUDY C UNDERSTAND FROM CONTEXT
A
Suggested time: 5 minutes | Your time: Suggested time: 5 minutes | Your time:

• Read the directions. • Have Ss dene the words and phrases in pairs. Ask
• Have Ss read and listen to the words. Then have them Ss to recall details from the story that illustrate the
listen and repeat. meaning of each item.
• In pairs, have Ss share the meanings of words they are • If appropriate, play the audio again for Ss to check
familiar with and look up those that are unfamiliar. their answers.
• To go over answers, elicit the meaning of each item
EXTENSION (+10 minutes) In pairs, have Ss take turns
from the class.
choosing a word and creating sentences with each
form to practice the dierent parts of speech. For EXTENSION (+10 sentences) Tell Ss to write six
example, Student A says a word: Courageous. sentences using the words and phrases in quotation
Student B says a sentence with the word: You have to marks in a new context. Encourage them to write
be really courageous to travel abroad by yourself. Then about situations that are true for them. For example:
Ss switch roles and repeat the task. Have Ss do this My aunt and uncle live in a remote village in Northern
activity for ten minutes or until all the words have been Italy. In pairs, have Ss take turns reading their
reviewed. sentences aloud and checking that their partner used
the word or phrase correctly.

AB WORD STUDY PRACTICE

D
A LISTEN FOR SUPPORTING DETAILS
Suggested time: 5 minutes | Your time:
Suggested time: 5 minutes | Your time:
• Read the directions. Give Ss a minute to preview the
pictures and captions. Ask them why they think these • Tell Ss to preview the items and underline any key
people had to be rescued. words to listen for. (For example: 1. leave, cell phone
• Tell Ss to preview the items and predict what part service, gave up)
of speech will ll each blank. (1. adverb, noun; • Play the audio. Tell Ss to complete the exercise
2. adjective, adverb; 3. adjective) individually as they listen.
• Play the audio. Have Ss complete the exercise • Elicit the answers from the class. Ask Ss to provide
individually. details from the story to explain their answer.
• Call on Ss to read the completed sentences aloud.
TEACHING TIP Tell Ss it is helpful to identify key
Elicit any other possible answers that Ss didn’t provide.
words to listen for when completing a listening
CHALLENGE (+5 minutes) In pairs, have Ss restate comprehension task that asks for specic details.
each sentence, using a dierent part of speech for the Listening for specic words also helps Ss be more
missing word. Possible answers: active listeners.
1. Jessika was willing to leave Ryan to go nd help on
her own, and this is very courageous behavior.
2. Although Jessika didn’t have much condence that
she could make the hike out alone, she tried to be
fearless as she set out.
3. Her trek through the frozen wilderness saved her
boyfriend’s life and made her a hero.

LANGUAGE AND CULTURE

• The date of the rescue was February 14. Typical
weather in Zion National Park this time of year is
between 30 and 60 degrees Fahrenheit (about
0 and 15 degrees Celsius).
• In this context, to set o means to leave.
• Ten centimeters of additional snow refers to an
additional layer 10 centimeters high.
• National park rangers are responsible for
protecting national parks’ resources, such as
forests and monuments, and their visitors.

UNIT 3 T30
 AE SUMMARIZE OPTION (+5 minutes) Have Ss take turns sharing their
ndings in pairs. Encourage Ss to ask clarication and
Suggested time: 5 minutes | Your time:
follow-up questions to help their partners include more
details in their presentations.
• Read the directions. Give Ss two minutes to
summarize the story.
• Refer Ss to the pictures in Exercise B on page 30 to LANGUAGE AND CULTURE
help them organize the order of events in the story. • The Nobel Peace Prize is awarded annually to
• If appropriate, play the audio again for Ss to check or someone who has worked to promote peace
improve their summaries. between nations.
• In pairs, have Ss take turns sharing their summaries • A stunt performer is a trained professional who
and giving each other feedback on any missing key performs daring acts.
details. Keep time as Ss work. • A resistance ghter is someone who ghts for
freedom against an invader in an occupied
OPTION (+5 minutes) Before Ss do the activity in pairs,
country, or against their government, often secretly
have them create a timeline with the important events
or illegally.
from the story. Tell Ss to write the time above the line.
(For example: Valentine’s Day, two hours later, etc.)
and write what happened below the line. Suggest they TEACHING TIPS
reference their timelines as they retell the story. • Remind Ss to paraphrase other information they
nd online rather than copy it down word for word.
Communication Activator Tell Ss they should always provide a source of the
information and use quotation marks (“ ”) for any
A TALKING POINTS
A text copied directly into their presentation.
• Be sure to approve visuals before Ss use them.
Suggested time: 5 minutes | Your time:
C PRESENTATION
A
• Read the directions. Draw Ss’ attention to the Recycle
This Language box. Read the expressions. Suggested time: 20 minutes | Your time:
• Have Ss discuss and write a description in pairs.
Suggest they can base their answer on the • Give Ss time to prepare their presentations. Monitor
information about heroism in Exercise A on page 24 and assist as needed.
as well as on the events of the story. • Call on Ss to present. Give a time limit (for example,
• Invite volunteers to read their descriptions to the class. two minutes to present plus one minute to answer
audience questions).
• Have Ss show or project their photos and quotations
AB PROJECT
as they present.
Suggested time: 10 minutes | Your time: • While Ss present, take notes to give feedback.

• Read the directions aloud. Give Ss a minute to

LOOK FOR While Ss are doing Exercise C, monitor
look at the images and read the captions. Check
their presentations to determine if they are
understanding.
✓ varying and using dierent parts of speech correctly
• Call on Ss to share who they want to learn more about
✓ giving specic examples of bravery and heroism
and why.
✓ asking and answering questions about their
• Allow Ss to use their phones or tablets to conduct
presentations
research in class.
• Tell Ss to take notes on the person’s / character’s
main accomplishments. Have them use the notes to OPTION For larger classes or if time is limited, have Ss
determine if the person / character qualies as a hero. present in small groups instead of to the whole class.
• Suggest Ss write down relevant and interesting
quotations from or about the person / character. CLOSURE ACTIVITY (+10 minutes) Ask Ss to write
Encourage Ss to nd a photo or other visual to include a brief summary of the ndings of their research in
in their presentation. Exercise B. Suggest they include any new relevant
information about the person or myth that surfaced
OPTION Give Ss the option of doing Exercises B and C as a result of answering their classmate’s questions in
individually, in pairs, or in small groups, depending on Exercise C. Collect and read Ss’ summaries to identify
the size of the class or your own teaching preferences. areas for review.

OPTION If Ss need more time for research or don’t Remind Ss of additional vocabulary and listening
have access to the Internet in class, allow them to do practice in their digital resources.
the activity as homework.

T31 UNIT 3
AE SUMMARIZE | Retell the story in your own words. If necessary, listen again and take notes
to refresh your memory of the details. Say as much as you can. Then listen to your partner’s
summary and suggest details your partner may have left out.

COMMUNICATION
ACTIVATOR Now let’s explore the nature of heroism.

A
A TALKING POINTS | With a partner, discuss and write your own description of
the behavior that makes someone a hero. In your description, use words from RECYCLE THIS LANGUAGE
the Word Study chart in Exercise A on page 30 and other phrases. hangs in there
isn’t chicken
is cautious
A hero is someone who . . . is cool and collected
doesn’t give up
doesn’t freak out
no matter . . .

AB PROJECT | Choose one of the following people and / or myths who might be considered by some to
be heroes. Learn about that person or myth and decide if he or she meets your definition of a hero.

Malala Yousafzai (1997–)

Pakistani activist and Nobel
The Monkey King (first
Toussaint Louverture (1743–1803) Peace Prize laureate
Harry Houdini (1874–1926) appearance, 16th century)
Leader of the Haitian Revolution Hungarian-born American An animal character from
in the 1700s stunt performer Chinese literature that has
supernatural abilities and
continues to be popular today

Nicolaus Copernicus (1473–1543)

Renaissance-era mathematician
and astronomer

Jan Karski (1914–2000)

Polish soldier, resistance Ernest Shackleton (1874–1922)
fighter, and diplomat Anglo-Irish polar explorer Policarpa Salavarrieta (1795–1817)
Colombian revolutionary

C
A PRESENTATION | Present information about the person or myth you chose, using photos
and / or quotations. Say as much as you can and answer your classmates’ questions.

FOR MORE PRACTICE, GO TO YOUR DIGITAL RESOURCES UNIT 3 31

 4 COMMUNICATION
GOAL
Discuss overcoming disabilities

A
A READING | Read about two creative people who have overcome the
hardship of their disabilities. What do they have in common?
Possible answer: They have both overcome significant disabilities and have actually
used them as advantages to have brilliant careers in music.

Can we see without vision?

Can we listen if we can’t hear?
Superstar singer, songwriter, musician, record Stevie Wonder is credited with being such a
producer, Grammy Award winner, and humanitarian major influence on musicians in various genres
Stevie Wonder was born Stevland Hardaway Judkins that he has been inducted into the Rhythm
in 1950. Born prematurely, Wonder lost his vision shortly and Blues Music Hall of Fame, the Rock and Roll
after birth, when he was given too much oxygen in an Hall of Fame, and the Songwriters Hall of Fame,
incubator. His early years were difficult, and he and and has received a star on the Hollywood
his mother faced the hardship of hunger and poverty. Walk of Fame. But that’s not all: Stevie
But even as a child, Wonder didn’t let his blindness Wonder has devoted himself to philanthropic
hold him back. He was a musical prodigy, teaching and humanitarian causes and has received
himself to play the piano, harmonica, and drums international recognition. In 2009 he was named
before the age of 10, and performing professionally a United Nations Messenger of Peace for
as a singer at 11. advocating for people with disabilities.
Wonder’s mother thought Stevie’s blindness and
their poverty might have been a punishment from
God, but Stevie is reported to have told her not
to worry about his being blind because he was a
happy person. Later, when he was asked whether his
blindness had affected his music, Wonder is reported
to have said that his blindness enabled him to use
his imagination to go places he had never seen and
to write lyrics using words he had heard others say.
Wonder has said that he has never felt hindered by
his disability and was grateful, saying others should
accept him and love him for what he is, as he loves
himself that way. He loves the fact that—as he sees
it—God has provided him with the opportunity to take
what he has and make something out of it.
Stevie Wonder

Evelyn Glennie Born in 1965, Scottish percussionist, her as deaf. She gives more than 100
on drums writer, and Grammy Award winner Evelyn performances a year, barefoot or in stocking
Glennie began studying piano at age feet so she can sense the music. She has
8 and clarinet at 10, at which time her written a best-selling autobiography, Good
hearing began to deteriorate, until she Vibrations, collaborated on a film called
became profoundly deaf in her early Touch the Sound, and regularly appears on
teens. Because she could no longer hear TV across the world. Since Glennie lost her
musical tones through her ears, Evelyn hearing after she had already developed
switched to percussion, beginning to normal hearing and speech, her speech
play the drums at 12. To sense the pitch sounds like that of a hearing person. That
of the drums, Evelyn was taught to sense and her perfect lip-reading skills enable her
their vibrations by putting her hand on a to communicate with ease.
wall. She has said that she discovered Glennie is a highly popular public speaker
she could feel the vibrations of at international business conferences, where
the drums in her hands and in she talks about how to listen. She describes
her lower legs. She could also her whole profession as a musician as being
put her fingertips on the edge of a drum about listening and what that entails. In her
and feel the vibrations that way, too. speeches, she often explains how she uses
Evelyn Glennie is said by many to listening as a professional musician and how
be the best percussionist in the world, business people can use that skill within their
yet her musical programs never identify work environment.

32 UNIT 3
LESSON 4 Discuss overcoming disabilities
A
A READING LANGUAGE AND CULTURE
Suggested time: 15 minutes | Your time: • To be inducted is to be ocially accepted into a
group or organization, especially with a formal
• Read the directions and the target question. Tell Ss to ceremony.
consider the question as they read the article. • A hall of fame is a type of museum where people
• Have Ss preview the images and captions. Elicit what can see things relating to famous people who are
Ss already know or what the images show about the connected with a particular activity. The Hollywood
two people. Walk of Fame honors the accomplishments of
• Ask a volunteer to read the title of the article. Give Ss a people in the entertainment industry with stars
minute to predict how the questions might be related embedded in the sidewalk along 15 blocks in
to the article. Elicit ideas. Hollywood, Los Angeles.
• Have Ss read the text silently. Suggest they underline • To be in stocking feet is to be wearing stockings or
and look up any words they are unfamiliar with. socks but no shoes.
• Have Ss compare their answers in pairs. Then go over
answers as a class. EXTENSION (+5 minutes) Have Ss discuss how the
two creative people are dierent. (For example: Stevie
OPTION Play the audio. Have Ss follow along with the Wonder lost his vision soon after birth, while Evelyn
text as they listen. Glennie lost most of her hearing in her teens. / Stevie
Wonder taught himself to play musical instruments,
OPTION (+10 minutes) Have Ss read the rst section
while Evelyn Glennie took classes.)
about Stevie Wonder. Ask comprehension questions
about his life. For example, ask, How did Stevie Wonder EXTENSION (+10 minutes) In pairs, ask Ss to use the
lose his vision? (He was given too much oxygen in an words in Exercise A on page 30 to share what they
incubator at birth.) What was his childhood like? (He think about the two musicians and describe their
faced hunger and poverty.) What instruments did he qualities or behaviors. (For example: I think it’s amazing
learn as a child? (piano, harmonica, drums) How was how Stevie Wonder fearlessly performs in front of
his and his mother’s understanding of his disability thousands of people. He has no stage fright! / Evelyn
dierent? (He saw it as a blessing; she saw it as a Glennie must have a lot of condence in order to share
punishment.) What kind of national and international her experience in books and on TV.) Invite volunteers to
recognition has he received? (He has been inducted share their opinions with the class.
into the Rhythm and Blues Music Hall of Fame, the
Rock and Roll Hall of Fame, and the Songwriters Hall EXTENSION (+10 minutes) Have Ss work in pairs to
of Fame, and has received a star on the Hollywood paraphrase information from the article in sentences
Walk of Fame. He was named a United Nations using so . . . (that) and such . . . (that). Encourage them
Messenger of Peace.) to use many, much, few, and little with so before nouns.
Then have Ss read about Evelyn Glennie. Ask For example:
comprehension questions about her life. For example, There was so much oxygen in the incubator that it left
ask, What instruments did Evelyn Glennie study as a Stevie Wonder blind.
child? (piano and clarinet) When did she become Stevie Wonder had so few advantages in his childhood
deaf? (in her early teens) Why did she switch to playing that he and his mother faced hunger and poverty.
percussion? (because she could no longer hear Percussion instruments make so many vibrations that
musical tones) How does she sense the pitch of the Evelyn Glennie can feel them in her hands and lower legs.
drums? (through vibrations in her body and the drums) Evelyn Glennie became such a skilled listener that she
What enables her to communicate with the hearing now speaks at international conferences about how
world? (Because she lost her hearing later in life, her businesspeople can use listening to improve their work
speech sounds like that of a hearing person. Also, environment.
she is good at reading lips.) What other professional
activities besides music does she do? (She writes, TEACHING TIP Disability might be a sensitive topic
collaborates on lms, appears on TV, and is a public for some Ss, especially if they or people close to them
speaker at international business conferences.) are aected. If appropriate, encourage Ss to share
personal stories about overcoming a disability.

UNIT 3 T32
 AB UNDERSTAND FROM CONTEXT LANGUAGE NOTES
Suggested time: 10 minutes | Your time: • Broadly speaking, racial discrimination is the
unfair treatment of a person or group because
• Read the directions. Do item 1 as a class. Read the of their race (the color of their skin and other
statement. Elicit possible answers from the class. physical features). Ethnic discrimination is the unfair
• In pairs, have Ss rewrite the sentences. treatment of a person or group because of their
• To go over the answers, have volunteers read their new ethnicity, which may include their cultural traditions,
statements aloud. language, and physical traits. The two terms are
often used interchangeably.
• Political instability refers to a situation where the
C INFER INFORMATION
A
control of a place is uncertain due to problems
Suggested time: 5 minutes | Your time: such as sudden change in government or civil war.
• Family dysfunction occurs when family members,
• Read the directions. Have Ss read the excerpt silently. especially parents, behave in abnormal or
• Elicit the meaning of heightened (stronger; more unhealthy ways, especially towards other members.
intense) and corroborate (to provide information that
supports an idea).
• Have Ss complete the exercise in pairs. Suggest they AB DISCUSSION
underline sentences in the reading that indicate the Suggested time: 10 minutes | Your time:
use of other senses. (For example: To sense the pitch of
the drums, Evelyn was taught to sense their vibrations
by putting her hand on a wall.) SOFT SKILLS BOOSTER (optional, pages 154A–B)
• Elicit answers from the class.
• Read the directions. Elicit examples of other problems
that might limit people.
D DISCUSSION
A
• Tell Ss to look at the picture. Read the caption. Make
Suggested time: 10 minutes | Your time: sure Ss understand what is meant by serving with his
feet. (Normally table tennis, or ping pong, players
• Have volunteers read the questions aloud for the class. begin a serve by tossing the ball into the air and hitting
• Ask Ss why the words listen and seen are in quotation it with the racket in their hand.)
marks. (to indicate that the words are not being used • In pairs, have Ss compare their notes.
in their literal sense, since a deaf person can’t actually
listen and a blind person can’t actually see)
LOOK FOR While Ss are doing Exercise B, monitor
• In pairs, have Ss discuss the questions. Encourage their discussions to determine if they are telling each
them to give examples from the article and their own other all the information they have about the person
personal experiences to support their opinions. they chose before identifying the similarities.
• Invite volunteers to share their answers with the class.

Communication Activator WRITING HANDBOOK (optional, page T146)

A TALKING POINTS
A CLOSURE ACTIVITY (+5 minutes) Tell Ss to imagine
Suggested time: 10 minutes | Your time: they lost one of the senses. In pairs, have Ss talk about
how that disability would impact their personal and
• Read the directions. Elicit examples of historical gures professional lives and what exactly they would do to
and ctional characters. (For example: Frida Kahlo, overcome it. As Ss discuss, monitor and take notes on
Stephen Hawking; Spiderman, Harry Potter) areas for review and extra practice in later lessons.
• Read the list of disabilities and types of hardship in
the Ideas box. Elicit examples for each. (For example: Remind Ss of additional reading and writing
sexual discrimination: being denied a promotion practice in their digital resources.
because of your gender)
• Read the headings on the notepad. Have Ss write notes PROGRESS SELF-CHECK
about the person or character. If appropriate, allow Ss to Follow the procedure outlined in Unit 1 on page T11.
look up information online. Monitor and assist as needed.

OPTION (+5 minutes) Model the activity. Write the

notepad headings on the board. Refer Ss to the article FOR MORE PRACTICE . . .
on page 32. Elicit the information about Wonder or Refer to the list of review and additional practice
Glennie, and note it under the appropriate heading. items in Unit 1 on page T11.

T33 UNIT 3
AB UNDERSTAND FROM CONTEXT | With a partner, paraphrase these sentences containing phrases
and ideas from the article. Possible answers: 1. Wonder and his mother encountered things that made their lives hard.
1 When he was a child, Wonder and his mother “faced hardship.”
2 Wonder was a “musical prodigy.” 2. Wonder was extremely talented musically at a young age.
3 Wonder says he has never “felt hindered by” his disability. 3. Wonder says his disability has never created difficulties for him.
4 Glennie’s hearing “began to deteriorate” when she was still a child. 4. Glennie’s hearing started getting worse when she
was a child.
5 She became “profoundly deaf” in her early teens. 5. She became completely unable to hear in her early teens.
6 Glennie was taught “to sense” the vibrations of the drums. 6. Glennie was taught to feel the vibrations of the drums
without hearing them.
C
A INFER INFORMATION | We have five senses: sight, touch, hearing, taste, and smell. Read about
the super-development of the other four senses in people who have lost one sense. Then, with a
partner, find ways that Wonder and Glennie confirm what is now known. Possible answer:
Wonder's musical

I
t is commonly believed that people who are blind or deaf (or who have lost some other sense) can gain genius suggests he
super abilities in one or more of the other senses—especially if that sense is lost early in life. A blindmost likely has a
person might develop a heightened sense of hearing, a deaf person extraordinary vision or an increased heightened sense of
hearing. That may be
sensitivity to touch. A recent scientific study has now found evidence that corroborates this popular belief . . .
due to his loss of sight.
Glennie seems to have a heightened sense of touch—that is, how she feels
the vibrations of the music—making her an extremely gifted percussionist.
D
A DISCUSSION | Discuss the following questions.
1 How can a deaf person “listen”? How can a blind person imagine and write about things he hasn’t “seen”?
2 In your opinion, what are some general factors that contribute to the success of people who have disabilities
or other problems that might have limited them? See below for possible answers.

COMMUNICATION
ACTIVATOR Now let’s discuss overcoming disabilities.

A
A TALKING POINTS | Choose a historical figure, a fictional character, or someone you Ideas
know who overcame a disability or who faced hardship. Write discussion notes. • a physical or mental
disability
• racial, ethnic, or sexual
Name: discrimination
Summary of disability or other hardship: • a natural disaster
Possible answer: They have both overcome significant disabilities and have actually • political instability or war
used them as advantages to have brilliant careers in music. • poverty
• lack of access to education
• family dysfunction
Factors that helped this person overcome it:

Possible answers for Exercise D:

1. She can use her sense of touch to feel the vibrations of
Achievements: the music. He can imagine how he would experience
those things with the other senses that he does have.
2. a positive attitude, support from family and friends,
refusal to define themselves by their disability

AB DISCUSSION | Compare the people you wrote about in Talking Points.

What are some similarities they share in overcoming their disabilities
and facing hardship? Explain. (Option: Use the Unit 3 Soft Skills Booster,
p. 156.)

WRITING HANDBOOK p. 146 Egyptian Paralympian table tennis

● Skill: Reducing adverbial clauses champion Ibrahim Hamadtou has overcome
● Task: Write a report about an event the loss of both arms by holding the racket
in his mouth and serving with his feet.

For more Unit Review / Connect TV

PROGRESS SELF CHECK NOW I CAN practice . . . Test-Taking Skills Booster
Describe how fear Express frustration, empathy, Explore the nature Discuss overcoming
affects me physically. and encouragement. of heroism. disabilities. UNIT 3 33