THE ANSWER KEY

UNIT 1
Previewing and Predicting
1. It is about (different aspects of) culture.
2. Three texts. Chinese Culture, What is it about the Earsmus Program & A Universal Language
3. Yes. Pictures, cartoons, etc.
4. Matching, multiple choice, written response, & fill in the gaps.
5. Students’ own answers.
Skimming
1. b (Go over the paragraphs quickly, read the first and last sentences, look at the photos and pay attention
to the language in the texts.)
2. a (Go over the paragraphs quickly, focus on the content words, and check the type of information
given.)
3. b (Look at the photo and focus on the content words such as “gun fight, super soakers, and fun”.)
4. c (Focus on the language used and the phrases such as “certainly looks a lot cooler “, “end up with a
pretty cool looking tie-dye shirt.”)
5. b (Focus on the content words such as “popular, excitement, fear, risk of injuries or death.)
Scanning
A.
1. 130
2. Khufu
3. (as much as) 16 Empire State buildings
4. (both) men and women
5. Copper / lead
6. 1.6 km
7. More than 700
8. More than 2000
9. Cats / the cat
10. Senet
11. Paper, pens, locks, keys and toothpaste

B.
1. YES (Green Park on FNB)
2. YES (It’s Your Money on FNB)
3. Travel Abroad (on ABN)
4. ABN
5. Fastest Animals (on ABN)
6. Football (on CBC)
7. Ping Pong (on FNB)
8. Art For everyone (on CBC)
9. At 6:00 p.m. and 00:30
10. YES

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C.
1. Zambia and Tanzania
2. Its barrel-shaped torso, enormous mouth and teeth, hairless body, and tremendous size
3. plants
4. 30 mph (48 km/h)
5. Whales and dolphins
6. 5-30 members
7. 16 million years

D.
1. 3 million years ago
2. cria
3. 280 pounds (127 kilograms) to 450 pounds (204 kilograms)
4. the central plains of North America
5. 10,000–12,000 years ago
6. over 7 million
GUESSING VOCABULARY
Part A
1.a 2.c 3.c 4.b 5.c
Part B
1.b 2.a 3.c 4.a 5.c 6.b 7. b 8. c 9. c 10.b
Part C
1.
1.h 2.i 3.a 4.c 5.e 6.d 7.j 8.f 9.g 10.b
2.
1.e 2.j 3.h 4. D 5.a 6.f 7.c 8.b 9.g 10.i

TEXT 1 CHINESE CULTURE

I. PREVIEWING THE TOPIC
Students’ own answers
II. PREVIEWING VOCABULARY
1.b 2.a 3. g 4.e 5.d 6.f 7.h 8.c
III. READING FOR GIST
1.c 2.b 3. a 4. a, c, d, e, f
IV. GUESSING MEANING FROM CONTEXT
1. unusual and special (clue: - -)
2. a series of rulers from the same family (clue: ,, )
3. making something famous (clue: in other words; information around the word)
4. special and delicious (clue: ())

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V. READING FOR DETAILED UNDERSTANDING
1. It is proud of its vast and varied geographic area, 3,600 years of written history, as well as its rich and
profound culture.
2. The Revolution of 1911 and the founding of the Republic of China
3. Because it is a pictographic language with thousands of characters making up the written language.
Also, its pronunciation is generally one syllable per character, in one of five tones.
4. exercise, practical self-defense, self-discipline, and art
5. its long history, unique features, numerous styles and exquisite cooking
6. Religious activities are protected by the constitution. / It protects religious activities.

VI. VOCABULARY PRACTICE

1. heritage 2. unique 3. profound 4. diverse 5. boasts 6. promotes 7. utilizing
VII. DISCUSSION
Students’ own answers

TEXT 2 WHAT IS IT ABOUT THE ERASMUS PROGRAM?

I. PREVIEWING THE TOPIC

Students’ own answers

3. Suggested answers:

 the quality of education in the host  living conditions & costs

country
 the services and facilities they offer
 the programs the host university offer

 the culture and the language of the host

country

II. PREVIEWING VOCABULARY

1. e 2. b 3. f 4. c 5. h 6. a 7. g 8. d

III. READING FOR SPECIFIC INFORMATION

1. In 1987
2. 33 (countries)
3. German
4. 1 year
5. Austria

IV. READING FOR GIST

I. B II. F III. D IV. G V. C VI. A VII. E

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V. GUESSING MEANING FROM CONTEXT
1. a information around the word: European and non-European universities/this
program, which offers students a wide range of courses and study programs to choose from.
2. c information around the word: bucket list, I didn’t think twice
3. able to speak well information around the word
4. a information around the word: encourage
5. b the whole paragraph
6. certainly – –
7. free and

VI. READING FOR DETAILED UNDERSTANDING

1. She found out about Erasmus from a film called L’Auberge Espagnole [(translated as The Spanish
Apartment) in the days of her teens] / She watched a film called L’Auberge Espagnole [(translated
as The Spanish Apartment) in the days of her teens].
2. b
3. It shows them what studying abroad means, and help them decide if they want to do it in the long
run.
4. They offer free language courses, so it helps students learn a foreign language/ you practice a
foreign language/ host universities may offer free language courses/ you will improve your
communication skills in a foreign language
5. a
6. Students losing motivation / Students lose motivation / Losing motivation
7. b
8. Because it offers you the chance to see what it means to manage those chores that a responsible
adult deals with every day. / They deal with different people and mentalities.
9. ANY ANSWER THAT IS ACCEPTABLE
VII. PARAPHRASING
1. a) the home country b) destination c) all their/the expenses d) pretty high
2. a) friendship b) can always visit c) share

VIII. VOCABULARY PRACTICE

1. launched 2. involved 3. grant
4. fluent 5. inspiring 6. expenses 7. confusion

IX. DISCUSSION
Students’ own answers

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 TEXT 3 A UNIVERSAL LANGUAGE

I. PREVIEWING THE TOPIC

Students’ own answers
II. PREVIEWING VOCABULARY

1. c 2. d 3. h 4. e 5. a 6. b 7. g 8. f 9. i

III. READING FOR GIST

1. D 2. B 3. F 4. E 5. C 6. A
IV. GUESSING MEANING FROM CONTEXT
1. a 2. b 3. a 4. a 5. b

V. READING FOR DETAILED UNDERSTANDING

A.
1. on the bus.
2. France
3. at a newsagent
4. smaller
5. further apart
6. a serious insult
7. raising their eyebrows
8. sign of surprise
9. sad
10. bored
11. angry

B.
1. Information on differences in social behaviour, people’s roles in the society, their attitudes to
money and the significance of body language
2. a)Your relationship to others b)the culture
3. the/these signs
4. Because it is a much more profitable route than focusing on the differences. / It benefits people
more.
5. Understanding universal signals & reacting appropriately
Applying just a little sensitivity and common sense
6. By making the wrong gesture or invading someone’s personal space
7. other cultures

VI. VOCABULARY PRACTICE

1. universal 2. exploit 3.insult 4. common sense
5. attitude 6. adopt 7. depend 8. significance

VII. DISCUSSION
Students’ own answers

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 UNIT 2
Finding Main Ideas
Practice 1) 1. b 2. c 3. c 4. a 5. c
Practice 2) 1. c 2. c 3. b 4. b 5. a 6. b

DICTIONARY USE
PRACTICE 1:

1)__h___ $ a) Gives information on how frequent items are used: low, medium, or high
2) __f___ S1 b) Shows that the word is from the Academic Word List
S2
S3

3) __g__ UK c) Gives the frequency of words used in written language

4) __e___ US d) Shows how to pronounce words in British and American English

5) __d__ e) Shows the word is American English
6) __b__ AWL f) Gives the frequency of words used In spoken language

7) __c__ W1 g) Shows the word is British English

W2
W3

8) __a___ ●○○ h) Separates British and American pronunciations: British on the left, American
●●○ on the right
●●●

PRACTICE 2:
Part A and Part B
T. was quinged (1) v. (born) in Milan, Ohio, in 1847, and grew up in Port Huron, Michigan. He went to
fickel (2) n. (school) for a short maser (3) n. (time). His gaga (4) n. (mother) hudgered (5) v. (taught)
him how to nader (6) v. (read) and write.
T. was a very duggery (7) adj. (clever) person. He dabed (8) v. (made) many goint (9) adj. (important)
jongincents (10) n. (inventions). He precked (11) v. (spent) very little maser (12) n. (time) with his
family uffisio (13) conj. (because) he worked very bimsily (14) adv. (hard) on his hinconts (15) n.
(projects).
His most goint (16) adj. (important) jongincents (17) n. (inventions) included the phonograph and posfer
paleries (18) n. (storage batteries). He is best known for jongincing (19) v. (inventing) the hift kung (20)
n. (light bulb).
In the 1870s, many jongincers (21) n. (inventors) were trying to dabe (22) v. (make) a practical hift
kung (23) ) n. (light bulb). T. morinely (24) adv. (carefully) zaptotied (25) v. (studied) different options
and he bastily (26) adv. (finally) jonginced (27) v. (invented) the hift kung (28) n. (light bulb).
Part C. The text is about the famous inventor, Thomas Alva Edison.

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PRACTICE 3:
1. a) verb
b) to gradually become familiar with a new situation.
2. a) adjective
b) superlative
c) a happy time, relationship, event etc. is a good one that makes you feel happy
3. a) threaten – verb , threat – noun
b) threaten: to be likely to harm or destroy something
threat: the possibility that something bad will happen
PRACTICE 4:
Part A:
1. a) 2
b) noun and adjective
c) adjective
d) 4
e) someone who commits the same crime several times
f) the collocations given in bold
2. a) 2
b) noun and verb
c) noun
d) 3
e) a very strong desire to have something, usually power or money – used to show disapproval
f) the preposition following lust: “for”, and the rest of the sentence
3. a) verb
b) had been imprisoned is a form of past tense / past perfect passive
c) 2
d) to put someone in prison or to keep them somewhere and prevent them from leaving

Part B:
1. (adv) very much or to a great degree
2. (v) to attack someone, especially suddenly
3. (v) to take someone away by force (to kidnap)
4. (v) if the police apprehend a criminal, they catch them (to arrest)
5. (v) to kill someone, especially legally as a punishment

PRACTICE 5:
Ex 1. Please accept any other possible answers.
1. do 2. overly 3. mistakenly 4. to 5. Recent 6. than good 7.
unintentional

8. care 9. with 10. resolve 11. arise 12. efficiently 13. life

Ex 2. Please accept any other possible answers.

1. pay 2. over 3. made 4. make 5. took

6. causing 7. do 8. go 9. take 10. expecting

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 TEXT 1 NICOTINE FACTS
I. PREVIEWING THE TOPIC
Students’ own answers
II. PREVIEWING VOCABULARY
1. b 2. d 3. i 4. h 5. e 6. f 7. c 8. g 9. a 10. j

III. READING FOR GIST

1. a 2. b 3. c 4. c
IV. FINDING MAIN IDEAS
1. f 2. a 3. c 4. d 5. e

V. READING FOR DETAILED UNDERSTANDING

A.
1. Because it is one of the leading causes of many diseases, such as heart attacks and lung cancer. /
Because more people die as a result of smoking than all the deaths due to HIV, vehicle accidents,
murders, suicides, and drug abuse combined. / Because it is bad for health.
2. (It results in / leads to/ causes) the release of adrenaline and glucose as well as an increase in heart
rate, respiration, and blood pressure.
3. Because the more nicotine people have, the higher their tolerance becomes, so they need higher
doses.
4. They steadily increased / By steadily increasing the nicotine content of their cigarettes from 1998
to 2004. They did it to secure their sales / to preserve their market.
5. Psychological therapy and medication (please note that “or” is not possible here!)
B.
1. F (Tobacco smoking was already common in Americas.)
2. T
3. F (Some studies show that nicotine appears to improve memory and concentration, and reduce
anxiety.) 4. T
5. F (It undermines the success rates of smoking-cessation therapies.)
6. NG
7. F (A significant number of smokers find breaking their tobacco dependence difficult.)
8. NG

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VI. UNDERSTANDING COLLOCATIONS
A.
 Noun + verb (an) effect occurs
 Verb + noun break (nicotine) dependence / give up smoking
 Adjective + noun regular smoker / industrialized countries
 Noun + noun health hazard / alcohol abuse / heart attack
 Verb + adverb spread rapidly
 Adverb + verb steadily increase (smt) / virtually disappear / regularly consume
 Adverb + adjective highly addictive / temporarily pleasing
 Noun / adjective / verb + have an effect on (something) / a sensation of contentment
preposition

B.
 Para.1: one of the leading causes of many diseases
 Para. 2: health risks
 Para. 2: (to be) exposed to nicotine
 Para. 3: (to) develop tolerance to nicotine
 Para. 4: (to) be addicted to nicotine
 Para. 4: a sense of emptiness
 Para. 4: nicotine dependence
 Para. 4: (to) have a big role in (this addiction)
 Para. 4: (to) secure sales
 Para. 4: the success rates of (smoking - cessation therapies)
 Para. 5: (to) be linked to many possible complications
 Para. 5: (to) have a higher chance of permanent success

C. Students’ own answers

VII. VOCABULARY PRACTICE

1. release 2. addictive 3. sensations 4. exposed
5. rapidly 6. increase 7. symptoms 8. dependence
VIII. DISCUSSION
Students’ own answers.
Suggested ideas:
 launching anti-smoking campaigns that educate young people on the health risks of smoking
 inviting health experts or doctors to schools so that they can give speeches on the issue
 dissemination of methods of smoking cessation (therapy, pills, nicotine patches, and etc.)
increasing taxes on tobacco products

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 TEXT 2 EATING DISORDERS
I. PREVIEWING THE TOPIC
Students’ own answers
II. PREVIEWING VOCABULARY
1. e 2. c 3. h 4. g 5. j 6. d 7. a 8. b 9. f 10. i

III. READING FOR GIST

1. Students’ own answers. (different types of eating disorders, causes and effects of these disorders,
treatment methods)
2. A scientific article (that describes a health problem)
3. a) 5 b) 2, 3, 4 c) 1
IV. READING FOR SPECIFIC INFORMATION
1a) adolescents 1b) young women 2) five 3) bulimia
4) binge-eating 5) young people 6) several times 7) adolescence
(disorder)
8a) 30s 8b) 40s 9) women / people with 10) a few months
obesity

V. DICTIONARY USE AND GUESSING MEANING FROM CONTEXT

1. a) verb / it is in past-participle form in a passive structure
b) Probably negative as it is used with the word “disorder”.
c) to affect sb / smt negatively (from the context)
2. a) verb / it is used in gerund form with a present deduction.
b) to experience problems or pain because of an illness (It is followed by the word “disorder” +
context)
c) from
3. a) verb / It comes after the modal “may”.
b) to follow smt strictly / to stick to smt firmly ( the context + the collocation)
c) to
4. a) adjective / It comes after the verb “be” + the suffix)
b) in a way that matches something else
c) with
5. a) verb / It comes after the modal “cannot” and an adverb.
b) to judge, assess, or calculate the quality, importance, amount, or value of something (context)
c) objectively
6. a) adjective (a past-participle form that has become an adjective)
b) firmly established or held, not likely to change easily (context)
c) deeply
7. a) verb / It is used in V3 form in a passive structure
b) to say or think that someone is responsible for something bad
c) for

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VI. READING FOR DETAILED UNDERSTANDING
1. Dieting, or extreme dieting, to stay thin, certain sports (such as gymnastics), and careers (such as
modeling) (make them more likely to get an eating disorder.)
2. They are terrified of gaining (any) weight / becoming fat.
3. The belief that their body weight, shape, and size are directly related to how good they feel about
themselves and their worth as a human being. / They (mistakenly) believe that …
4. No, because many individuals with bulimia “binge and purge” in secret and maintain normal or
above normal body weight and they can often successfully hide their problem from others for
years.
5. binge eat
6. It differs from bulimia in that the person binge eats, but does not vomit or use other methods to
prevent gaining weight after a binge.
8. c

VII. VOCABULARY PRACTICE

1. deny 2. seek 3. detected 4. require 5. initial
6. independence 7. binge and purge 8. effect 9. blame 10. significance

VIII. DISCUSSION
Students’ own answers.
Some possible ideas are:
 very thin or skinny figures that we see on TV programs or magazines
 the imposed idea that these figures are the standard, or they are healthy and beautiful
 the changing trends in the fashion industry such as smaller size clothes or types of clothing that
requires a slim body
 impact of peers at school, teachers or even parents at home changing standards of beauty in
general

TEXT 3 REASONS WHY CELLPHONES ARE BAD FOR YOUR HEALTH

I. PREVIEWING THE TOPIC
Students’ own answers
II. PREVIEWING VOCABULARY
1. h 2. d 3. j 4. a 5. f 6. e 7. i 8. b 9. g 10. c
III. READING FOR SPECIFIC INFORMATION
1. seven billion 2. 144 minutes 3. 16-hour
4. 74 5. 10 minutes 6. 34
IV. FINDING MAIN IDEAS
1. b 2. b

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V. DICTIONARY USE AND GUESSING MEANING FROM CONTEXT
1. (n.) when someone is in a situation/position where they are not protected from something
dangerous or unpleasant
2. (n.) a very small amount of something that is difficult to see or notice
3. (v) to send out gas, light, sound etc.
4. (v.) to produce or cause something
5. (n.) something you do in order to prevent something dangerous or unpleasant from happening

VI. READING FOR DETAILED UNDERSTANDING

Practice 1
Effects on: Research Results
1) Hygiene  Method: researchers  3) 92% of the cell phones sampled had bacteria on
tested 390 phones and them.
their users’ hands to  82% of the users’ hands had bacteria.
determine 2)levels of  16% of cell phones and users had 4) (traces of) E.
bacteria. Coli
Musculoskeletal  Typing text messages quickly may lead to 5)pain
system and inflammation of thumbs and wrists.
 When you hold the phone between your neck and
shoulders during long periods of call, 6)back pain is
typical.
7) Eye/Vision  Method: two thousand  The back of the eyes can be seriously harmed by 8)
people under 25 blue violet light, which may be unsafe and toxic.
 Not blinking enough and bringing the device closer
than you normally should strain your eyes.

Practice 2
1. To study/ discover the effects of the presence of a mobile device during face-to-face conversation
2. a) They felt less close with their partners. / Feeling less close with their partners
b) They reported a lower quality of relationship. / A lower quality of relationship
3. half of the group
4. They support the findings of the 1st study as the second study, too, showed that presence of a mobile
phone interferes with human relationships and that people experience a feeling of closeness and trust
when there is no mobile device nearby.
5. It increases their stress levels, tendency towards sleep disturbances and depression.
VII. VOCABULARY PRACTICE
1. conducted 2. excessive 3. suffering 4. symptoms
5. susceptible 6. interfered 7. lack 8. disorders

VI. UNDERSTANDING THE AUTHOR’S STANCE

The author believes that cellphones are dominating our lives and that we should do something about this.
Agree: have a healthier relationship with the people around us / be physically healthier, etc.
Disagree: the world is changing as technology develops, so we should adapt to it, etc.
http://www.huffingtonpost.com/2015/05/18/nomophobia-smartphone-sep_n_7266468.html addiction to phone quiz.

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 UNIT 3
INTERPRETING GRAPHIC DATA
1.
1. Label 2. Title 3. Legend 4. Label
5. Source 6. vertical axis 7. horizontal axis 8. trends and patterns
2.
PRACTICE 1
1. New Global Investment in Renewable Energy in 2015
2. A horizontal bar graph
3. UNFP & Bloomberg
4. (Global) investment in renewable energy in 2015 in billions of US dollars.
5. The countries/nations and regions (that invested in renewable energy in 2015)
6. China with $102.9 billion and Brazil with $7.1 billion
7. Europe with $48.8 billion and the Middle East & Africa with $12.5 billion

PRACTICE 2
The first paragraph introduces the topic of the graph, explains what the graph shows, and outlines overall
trends or patterns. The second paragraph describes the trends in more detail and illustrates these using
data from the graph. The final paragraph draws a simple conclusion from the data.

1. Fall 2016 2. sixteen/16 3. percentage of 4. (27%) 5. Pinterest

respondents
6. 12% 7. Spring 2016 8. decrease/decline 9. Fall 10. 30%
2012
11. 24% 12. Twitter 13. Snapchat

PRACTICE 3
1. Do you believe the use of animals in medical research is necessary for progress in human health?
2. Research!America
3. Percentage
4. 46% Yes
5. Suggested answer: The fact that the percentage of ‘yes’ is at 46%. Almost half of the people
surveyed believed in the necessity of animal testing.

PRACTICE 4
1. It’s about a university application procedure for foreign students.
2. Registering your details on the university website and filling in an online application form.
3. Application materials and fee receipt.
4. He/she should re-submit the erroneous or missing application materials.
5. They are passed on to the relevant subject department, so they are re-assessed.
6. By inviting them to an assessment.
7. Applicants whose applications are rejected/ unsuccessful applicants.
8. The end of Spring Semester
9. On the university website
10. The ISO

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DISTINGUISHING BETWEEN FACTS AND OPINIONS

A. Read and mark each statement as a fact (F) or an opinion (O).

F O 1. The parallels between two of America’s most well-known presidents are shocking.
F O 2. Several surprising facts emerged when researchers investigated the lives of Abraham
Lincoln and John F. Kennedy.
F O 3. Lincoln was elected to Congress in 1846; Kennedy in 1946. Lincoln was elected President
in 1860; Kennedy in 1960.
F O 4. Both last names contain seven letters, and both men were shot in the head on a Friday.
F O 5. Both were succeeded by a Vice President named Johnson, one born in 1808 and the other in
1908.
F O 6. Lincoln’s assassin, John Wilkes Booth, was born in 1839; Kennedy’s assassin, Lee Harvey
Oswald, was born in 1939.
F O 7. Both of the assassins’ names contain fifteen letters and both were known by all three of their
names.
F O 8. Finally, both assassins were themselves assassinated before their trials.
F O 9. It definitely seems that fact is stranger than fiction.

B. The parts underlined are facts, the ones in italic are opinions.
F O 1. 1) Born in Austria in 1889, Adolf Hitler rose to power in German politics as leader of the
National Socialist German Workers Party (NSDAP), also known as the Nazi Party. 2) During
F O 2.
this period, Hitler was imprisoned after a failed coup in Munich. 3) Hitler was chancellor of
F O 3. Germany from 1933 to 1945, serving as dictator for the greater part of his time in power. 4) In

F O 4. his first six years in power, Germany’s economy recovered rapidly, and the restrictions which
were imposed after World War I were abandoned. 5) Meanwhile, Anti-Semitism was on the rise.
F O 5.
6) Hitler introduced numerous laws to exclude Jews from society. 7) Among these exclusions
F O 6. were employment, education, and restrictions in cultural and daily life. 8) Not only did he target
children and adults who had developmental and physical disabilities by euthanizing them, but
F O 7.
he was also responsible for the persecution in prisons and concentration camps of an estimate of
F O 8. a hundred thousand homosexuals. 9) These fascist policies triggered World War II, and led to
the genocide known as the Holocaust, which resulted in the deaths of some 6 million Jews and
F O 9.
another 5 million civilians. 10) Being defeated, Hitler committed suicide with wife Eva
F O 10. Braun on April 30, 1945, in his Berlin bunker, a day after getting married.

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 DERIVATIVES

PRACTICE 1
A. 1. rewrite 2. underweight 3. unhappy 4. misunderstand 5. overwork
6. incorrect 7. sub-zero 8. multitasking 9. Pre-historic
10. semi-annual (biannual is also possible here, but it is not given in the table)

B. 1. psychologist 2. dancer 3. homeless 4. Sadness 5. thankful

6. Socialism 7. disappointment 8. performance 9. comfortable 10. glamorous

PRACTICE 2
A. 1. d 2. a 3. c 4. b 5. c

B.
Item Possible answers Dictionary meanings
1 make smt new again to repair a building so that it is in good condition again
2 guess smt lower than it should be to think or guess that something is smaller, cheaper,
easier etc. than it really is
3 without care, not careful not paying enough attention to what you are doing
4 calculate smt wrongly to make a mistake when deciding how long something
will take to do, how much money you will need etc.
5 with hesitation uncertain about what to do or say because you
are nervous or unwilling
6 with fear, full of fear frightened that something bad might happen
7 many, full of, high number of a large number of people or things
8 change forms to completely change the appearance, form,
or character of something or someone, especially in a
way that improves it
9 spending too much spending more than you can afford or more than
you intended

TEXT 1 BROKEN WINDOWS

I. PREVIEWING THE TOPIC

Students’ own answers.
II. PREVIEWING VOCABULARY
1.i 2.d 3.a 4.g 5.h 6.f 7.b 8.c 9.j 10.e

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III. PREDICTING
1. Possible answers: A sink with lots of dirty dishes means that you can easily put some more dirty
dishes there without feeling bad about it. In the same way, an area with a high crime rate could
mean that it is OK or easier to commit crimes there. The crime prevention theory could be related
to this.
2. Similar to the sink example, a building with broken windows gives a message that you can easily
break the other windows or that the building is not taken care of, which makes it easy to use this
building for illegal actions.
IV. GUESSING MEANING FROM CONTEXT
1. e (adj) 2. h (adj) 3. a (adj) 4. c (adj)
5. f (n) 6. d (v) 7. g (v) 8. b (n)

V. READING FOR DETAILED UNDERSTANDING

1. This is a threat to the neighborhood because broken windows invite more broken windows in the
same way litter that accumulates in the sidewalk invites more litter. /
Because people tend to use buildings with broken windows for illegal purposes, and they easily
pollute the streets if they are already full of litter.
2. Any three.
Vandalism, litter, abandoned buildings and cars, lots of petty crimes (such as public drunkenness,
pickpocketing, and traffic violations)
3. (These neighborhoods give a message) that crime is tolerated, or maybe even accepted, there.
(which attracts criminals or people who tend to commit crimes.)
4.
1. important 2. prevent /cut down 3. changes 4. repairing buildings, sidewalks
on
5. enforce 6. arrested 7. serious crimes

5. No, they didn’t. For some people, it was a smashing success in preventing crime, while for others
an irrelevant policy, or a violation of individuals’ rights.
6. Rates of both petty and serious crimes dropped substantially. For example, in the first year,
murders were down 19% / car thefts fell by 15% (and crime continued to drop every year for the
following ten years.)
7. sitting on milk crates (on the sidewalk)
8. Because crime dropped significantly in other major cities that had not adopted broken windows
policy, too. / crime dropped nationwide in this period for reasons other than the application of
broken windows theory.
Because they claim that the declines seen in New York City did not result from broken windows
policy but rather they would have happened anyway.
The line graph shows the overall reduction in crime in other cities and the country in the same
time period, which supports the critics in their arguments against this policy.
9. b (others are minor ideas that support the main idea)

VI. DISTINGUISHING BETWEEN FACTS AND OPINIONS

1. F 2. O 3. O 4. F 5. F 6. O

16
VII. VOCABULARY PRACTICE: DERIVATIVES
verb noun adjective adverb

add addition additional additionally

prevent prevention preventive/preventative
preventable
tend tendency
occupy occupancy/occupant unoccupied × occupied
violate violation /violator
enforce enforcement
apply application applicable
affect effectiveness / effect effective × ineffective effectively
×ineffectively
accept acceptance unacceptable unacceptably
×acceptable ×acceptably

VIII. VOCABULARY PRACTICE

1. prevention 2. adopted 3. enforcement 4. effective

5. violated 6. tend 7. petty 8. substantially
IX. DISCUSSION
Students’ own answers

TEXT 2 RECYCLING: THE KAMIKATSU EXAMPLE

I. PREVIEWING THE TOPIC
Suggested answers (Most of the answers in this part are taken from the World Bank report, but the
students are not expected to have and provide these answers. This warm-up task only aims at activating
students’ content schemata, encouraging them to think and discuss about the topic before dealing with the
text and thus giving them a purpose to read.):
1. Waste generation by region
2. OECD countries are responsible for generating the most waste as they are richer and more developed
compared to the countries in other regions. The urban life and industry in these countries are probably
the major cause of waste.
3. Because they are less developed and poorer, they don’t produce as much waste as the other regions.
4. Organic materials, paper, glass, metal, other. Organic materials.
5. Hopeful because organic materials and paper are easy to recycle. Also, they are less dangerous for the
environment than the others in the chart.
6. Textiles, leather, rubber, multi-laminates, e-waste, appliances, ash, other materials
7. The vast majority of our waste goes into landfills where it's (often) covered up. A very small share of
waste is recycled or composted.
II. PREVIEWING VOCABULARY
1.i 2.f 3.d 4.a 5.h 6.c 7.j 8.b 9.e 10.g

III. READING FOR GIST

1.c 2.e 3.f 4.a 5.b

17
IV. READING FOR DETAILED UNDERSTANDING
1. Their concerns about the human and environmental impact of the town's trash incinerators.
They grew concerned… (Accept it, but encourage them to answer it as a subject question.)
2. a
3. each (sustainable) initiative
4. They have to wash, sort, and bring their own trash to a central recycling center. It is more difficult
as they organize their trash in 34 different categories, not just two or three.
5. Because for some, it isn't convenient where they live, and for others, they find the practice too
time-consuming.
6. the items you're throwing away (again and again)
7. involving all the residents in the process and creating a community around waste disposal.
8. Higher-value items such as e.g. torn clothing or broken toys. They are revived into new items by
local crafters. (From there, they are returned to the original owner or sold in a local shop.)
9. Accept any answer that comes to the same effect.
If we don't waste what we have, we'll still have it in the future and will not lack (want) it.
It is usually said to advise someone not to waste anything, because they might need it in the
future.
10. Any of the following.
Cafe Polestar doesn't leave paper napkins on its tables.
It doesn't print receipts unless a customer specifically asks for one.
Employees use their own reusable shopping bags to buy local, seasonal ingredients to be
fashioned into staples like curries and soups.
11. c (others are minor ideas that support the main idea)
12. c

V. DISTINGUISHING BETWEEN FACTS AND OPINIONS

Suggested answers:
1.F 2.O 3.F 4.F 5.O 6.F&O

VI. VOCABULARY DEVELOPMENT

First part:
realize: 6 diligence: 1 frustration: 7 encourage: 3
reward: 2 estimate: 8 value: 4 innovation: 5

Second part:
a. estimate b. realize c. innovation d. diligence
e. value f. reward g. encouraged h. frustration

VII. VOCABULARY PRACTICE

1. initiatives 2. implemented 3. sustainable 4. Utilize
5. Recycling 6. Consider 7. convenient 8. tendency
VIII. DISCUSSION
Students’ own answers

18
 TEXT 3 FUTURE OF EDUCATION
I. PREVIEWING AND SKIMMING (Suggested answers)
1. Students’ own answers
2. The cartoons imply that job applicants may need some skills in addition to their expertise in their
field in order to get a job. Today, they may need some skills/competencies such as collaboration,
communication, adaptability, creativity, problem solving, critical thinking, curiosity, persistence,
leadership, initiative, and social and cultural awareness.
3. App developer, Zumba instructor, Blogger, Drone operator, etc.
4. Students’ own answers
5. Students’ own answers
II. PREVIEWING VOCABULARY
1. g 4. b 7. e
2. c 5. i 8. h
3. a 6. f 9. d

III. READING FOR SPECIFIC INFORMATION

Exhibit 1: c
Exhibit 2: b
Exhibit 3: d
Exhibit 4: a
IV. READING FOR DETAILED UNDERSTANDING

Practice 1.
1. i 5. f 9. g
2. c 6. b 10. e
3. a 7. d
4. j 8. h

Practice 2.
1. (to) thrive
2. Four. Literacy, Numeracy, Scientific literacy, Financial literacy (They are core literacies - reading,
writing, and arithmetic. They are the ones which do not require social or emotional skills.)
3. c
4. increased: surged, decreased: contracted
5. They can remain engaged in their child’s education and provide a safe and nurturing environment.
They can also encourage their children to do extracurricular activities such as sports, music and
scouting.
6. b
7. a
8. (to) complement
9. c
10. c
11. limited, insufficient, inadequate
12. impede: to block, to prevent, to make it difficult for someone or something to move forward or
make progress. In para. 9, the writer talks about the reasons why SEL skills cannot be improved
using words or phrases with negative connotation (e.g. insufficient priority…limited awareness of
SEL… a lack of consensus … low levels of funding …an inadequate supply of SEL programmes
and products… these challenges...), so these difficulties make it difficult to develop SEL skills.

19
 13. a
14. He supports the use of technology in the development of SEL skills. (any two of the following)
 He claims that technology can personalize learning, complement what happens in the
classroom, and provide access to learning for those with insufficient educational
opportunities.
 He says that existing technology like videogames can aid in the development of education.
 Strategy games such as Sid Meier’s Civilization V, teach an understanding of the intricate,
or complex, relationships among the geographical, historical and economic systems that
shape civilizations.

V. VOCABULARY PRACTICE
Practice 1.
Definition Other Forms

to found (Intro) to start something such as an founder (n.)

organization, company, school, or city, foundation (n.)
often by providing the necessary foundational (adj.)
money; to establish
interactive (Intro) An interactive system or computer interact (v.)
program is designed to involve the user interaction (n.)
in the exchange of information; interactively (adv.)
communicative
virtual (para. 7) made, done, seen etc. on the Internet or virtually (adv.)
on a computer, rather than in the real
world
to manage (para. 7) to succeed in doing or dealing with manager (n.)
something, especially something management (n.)
difficult (manageable)

Practice 2.
1. transforms
2. consensus
3. rapidly
4. core
5. equipped
6. aid
7. interactive
8. literacy
9. manage

VI. DISCUSSION
Students’ own answers

20
 UNIT 4
KEEPING TRACK OF INFORMATION (NOTE-TAKING)

1)
1. c 2. e 3. d 4. b 5. a

2)
A. Mapping B. Note-taking C. Outlining D. Marking and E. Summarizing
Annotating

3)
In the first part of the text in Task 3, please go over the notes with your students and discuss which
technique they are. Also, explain why you would use some symbols, e.g. a question mark to show that you
need to check its meaning or an exclamation mark to show that it is an important piece of information.
The following notes for the second part are just suggestions. Please encourage your students to use a variety
of techniques.

21
 It’s not me, it’s you…
? ?
When we can’t avoid
f/b, we tend to focus Although ignorance is bliss, it isn’t always possible to ignore or avoid
our attention away critical feedback entirely. In many situations, we instead focus our
attention away from our flaws to protect against ego-bruising. For
from our example, when we hear that we have performed worse than other
shortcomings, focus people, our common reaction is to point to those people’s
on our strengths shortcomings and away from our own. It isn’t unusual to exaggerate
and/or exaggerate our own admirable qualities and our rivals’ flaws, of course, but
research shows that we do this far more when we learn that our rivals
our rivals’ flaws.
have outperformed us. This can be a highly effective way of
This helps to maintaining and validating our positive self-regard in the face of
maintain our failure. !!!
positive self-image.
We may even blame Discrediting the feedback-giver is not always enough, though, and the
them for our own next step might be to actively blame them for our failures. In a study
conducted at the University of Waterloo in Canada, students reported
mistakes. (e.g.
the grades they had received in various courses, and rated the quality
grades and ratings of the teachers who gave them those grades. The results showed that
of the quality of the students who performed poorly judged the teaching as low-quality.
teacher)
‘Emotional armour’
?
How to be more It seems that even the most useful feedback can bring out our worst
receptive to f/b: sides. But feedback is one of the strongest influences on our
development, so if we want to be more receptive to unwanted news, it
1) Put on some
might help to put on some emotional armour beforehand. First of all,
emotional armour: we shouldn’t consider feedback as unwanted in the first place. Classic
Convince yourself psychological studies on persuasion show that people can easily trick
that you want to get themselves into thinking they enjoyed an unpleasant task, if they only
f/b. believe they actively chose to do it. Could something similar work
with feedback? Can we convince ourselves to accept advice merely by
2) Strengthen your believing that we chose to receive it?
positive identity and
be ready to hear and If we actively seek to receive honest feedback, and if we strengthen
accept f/b even if it our positive identities in anticipation of how bad it might feel, we may
makes you feel bad. find ourselves ready to hear and accept the advice that we most need.
3) Train yourself to Perhaps there are even ways to train ourselves to recognise our knee-
jerk reactions whenever we have them, so that we can resist
recognize your knee-
concluding that everyone else, rather than us, is wrong.
jerk reactions and
stop them.

22
4) (suggested answers)
atoms - bonded fairly firmly together / locked tightly
into a definite shape
SOLID
enough energy through heating → atoms break apart
→ liquid
atoms - more randomly arranged and a little bit
further apart /
STATES OF MATTER

LIQUID
weaker forces bw them → move around easily
more heat → some of the atoms escape → gas
atoms - much more randomly arranged
very weak forces bw atoms → speed around freely
GAS
with lots of energy
expand to fill all the space available to it
fourth state of matter
heat a liquid → gas → keep heating → plasma
PLASMA gas molecules - separate from one another + break
apart into their subatomic components =
electrons and ions
plasma TVs
2 factors: pressure and/or temperature
not change much on Earth
Temp.: −30°C to +30°C
Air pressures: tornadoes (0.8 atmospheres) the
Changing States on Earth highest (1.1 atmospheres)
to turn a block of iron from a solid into a liquid -
about 1500°C / nitrogen from gas into a
liquid - about −200°C
exception - water
how solids, liquids, and gases behave in terms of the
heat their moving molecules possess
e.g. balloon
Kinetic Theory of Matter heat it up → molecules have more energy → more
velocity → more pressure → inflate
cool a balloon down → less energy → less velocity
→ less pressure → balloon deflates
= lowest theoretically possible temperature
(−273.15°C / −459°F) - atoms or molecules
stop moving altogether
Absolute Zero Modern Kelvin scale (absolute scale): temperature
scales start from zero point
developed by William Thomson (Lord Kelvin)
written without a degree (°) sign

23
 Properties of Substance: All the ways in which a
particular substance behaves
Physical properties: The changes it goes through
when we push/pull it, put electricity through it, heat it,
or try to smash it with a hammer
Properties & Materials Size
Chemical properties: How it reacts with other
substances
Materials science: Explaining all the properties
of matter by looking at what's happening to the atoms or
molecules inside them

UNDERSTANDING TEXT STRUCTURE

Suggested Answer Key:
Text 1 Graphic organizers used: C
Basis of contrast Arizona vs. Rhode Island
Physical size an area of 114,000 square miles an area of only 1,214 square miles
Population about four million less than one million
Natural environment very dry state, located in a temperate zone,
large desert areas, not much rainfall an average of 44 inches of rain per year,
every year, on the Atlantic Ocean, a significant
a landlocked state, no seashore coastline.

Text 2 Graphic organizers used: B, E

Fear (cause)

Effects:
1. breathing more deeply more oxygen to the muscles &
greater energy
2. more powerful heart beats (faster blood circulation
oxygen to all parts of your body)
3. stomach and intestines no longer contract & digestive action
stops e.g. no saliva in your mouth & dry throat
4. pale face & tiny blood vessels shrink under the skin (less
blood if cut)
5. pupils of eyes enlarge more light during the emergency

24
Text 3 Graphic organizers used: D, B

Problem: Solution:
a virus attack and still reformatting
problems after cleaning
it

6. confirm you have the Windows product key

+ a Windows installation disc or the
recovery disc for your laptop
7. back up all your data on an external hard
drive or online back-up services
8. insert the CD and it will run automatically
9. follow the instructions to install Windows
or perform a full system recovery, and
return your laptop to its original state

Text 4 Graphic organizer used: F

Compulsive Overeating Cycle

They feel bad about

their weight or size.

They start to feel

They start a
guilty, ashamed, or
restrictive diet.
depressed.

They hit a breaking

point and binge on They find it too hard
forbidden foods/ to stick to the diet.
They start binge-
eating.

25
CONNECTOR USE
A.
EXAMPLES FUNCTION
1. A movie is a series of pictures. Each image is a still photograph, just like a a)___contrast_______
picture you take with a regular camera. Howevera, the pictures flash by so
fast in a movie that the images blend together and overlap. As a resultb you b)____result_______
see horses run, people talk, cars plunge over mountainsides, and other kinds
of motion.

1. Althougha dolphins never fall completely asleep, half of their brain does
shut down when they are tired, allowing them to rest and regain their a)_unexpected result_
energy.

2. A person always has to go to a snake in order toa be bitten. In other a)___purpose______

wordsb, a snake will not come to bite you.
b)___restatement__
3. Dolphins’ main prey (fish and squid), contains large amounts of water. For
examplea, fish like herring and mackerel, which can be made up of as much a)___example______
as 80% liquid, provide dolphins with the water their bodies need. In this
sense, dolphins don't need to take in very much fluid becauseb their skin is b)___reason_______
impermeable and they don't lose water by sweating unlike humans.

4. Eagles and hawks are raptors (birds of prey) that belong to the family a)_comparison_____
Accipitridae. Botha eagles and hawks inhabit forests, grasslands, alpine
meadows, tundra, deserts, sea coasts, suburban and urban areas. They are b)_unexpected result_
diurnal birds (active during the day). They hunt and eat different types of
animals. Even thoughb they have common features, eagles and hawks are c)additional information
alsoc different in some respects.

B. Students’ own answers. (The answers may vary depending on the content of the grammar and
writing handouts previously covered in the program, so here the purpose is just eliciting any other
possible connectors from the students.)

PRACTICE
A.
1. a 2. a 3. a 4. c 5. b 6. c 7. a
B.
1. c 2. c 3. a 4. a 5. c 6. b
C.
1. and 2. However 3. also 4. but 5. Since

26
 TEXT 1 THE SKILLS GAP
I. PREVIEWING THE TOPIC
Students’ own answers
II. PREVIEWING VOCABULARY
1.j 2.f 3.a 4.i 5.d 6.b 7.h 8.c 9.e 10.g

III. READING FOR GIST

I. B II. E III. A IV. C
IV. UNDERSTANDING TEXT STRUCTURE AND KEEPING TRACK OF INFORMATION
The skills gap

Definition: the difference between the skills that employers want (as shown by their job
advertisements) and those that are available from workers looking for a job

Example: US, 2014, 4.7 million jobs The skills that are unavailable: no agreement
advertised, and 9.7 million people looking for on this
a job – employers still complaining about lack
of people with the right skills

Possible reasons why there is a skills gap

Theory 1: Employers no longer provide Theory 2: There is a rise in degrees and the
training for their staff. consequent fall in vocational training and
education.

Possible sufferers form the skills gap

Group 1: New graduates Group 2: Older workers

The reason: little work experience & lack The reason: working in one place for too
of “soft skills” long & possibly lacking up-to-date “hard
skills” and technical knowledge

27
 The solution to the skills gap problem

Step 1: Work out what you are good at, and what you are less good at.

Step 2: Address the shortages and improve yourself in these areas.

Step 3: Think about how you present yourself to potential employers to make yourself attractive to
them.

V. GUESSING MEANING FROM CONTEXT

1. unavailable 2. supply 3. invest 4. remedy
5. label 6. demonstrate 7. attribute

VI. READING FOR DETAILED UNDERSTANDING

1. the skills
2. a shortage of suitably-skilled employees
3. That the UK has lots of graduates but its literacy and numeracy levels are not as high as Finland,
Sweden and Japan / that the UK has lots of graduates but they are not as good at literacy and
numeracy as some other countries, which shows a skills gap.
4. b
5. It probably means a job that a person does all his/her life without a change.
6. Because they fear that if they provide training to their staff, they will leave the company and join their
competitors as soon as they become ‘useful’.
7. Staff identified as having / who have potential for future leadership roles are offered these probably
because managers think that these people will not leave them after training because of their positions
and the training will be worth it.
8. do some unpaid or voluntary work (such as running a club or society for students) for a while
9. skills which are unavailable in the workforce / skills which others do not have
10. acquired the / those skills which others do not have
VII. VOCABULARY PRACTICE
1. seeking 2. interact 3. expectations 4. persuade 5. evaluating
6. appropriate 7. attitude 8. valued 9. Regardless 10. acquire
of
VIII. DISCUSSION
Students’ own answers

28
 TEXT 2 IS THE GLASS CEILING CRACKED?
I. PREVIEWING THE TOPIC

Students’ own answers.

II. PREVIEWING VOCABULARY

1. i
2. c
3. e
4. a
5. f
6. j
7. h
8. d
9. g
10. b

III. READING FOR GIST

1. c
2. a
3. d
4. b

(This practice aims to raise students’ awareness of text organization. Students may have ordered it as c-
d-a-b, so tell students that the author has preferred to organize his article in this way, but he could have
explained the reasons first and then the effects.)

IV. READING FOR DETAILED UNDERSTANDING

Practice 1.
1. (key) senior management positions
2. explanations
3. family (and household) responsibilities
Practice 2.

Senior managers in Fortune 500 service

and Fortune 1000 industrial companies
5%

men
women
95%

29
 Percentage of women earning Bachelor's
and Master's degrees
70
Percentage of Women

60
50
40
Bachelor's degree
30
Master's degree
20
10
0
1960 1980 2000

Figure 1 shows the percentage of male and female senior managers in the Fortune 500 service and
Fortune 1000 industrial companies. Figure 2 shows the percentage of women earning Bachelor’s and
Master’s degrees from 1960 to 2000. We can conclude from the graphs that although the percentage of
women with degrees has increased, there are still relatively few women in senior management.

Practice 3. Read paragraphs 6-8 and complete the table below with your notes.
Explanations for the Underrepresentation of Women in Senior Management

A. Characteristics of a. women’s lack of experience, skills, motivation, personal

Individuals characteristics, or other qualifications which are necessary for such
positions → lower chances of being promoted

b. women’s involvement with family and household responsibilities →

cannot work long hours, travel or get relocated

Counter-argument: Many women do not have family responsibilities or

are willing to meet the requirements of demanding managerial jobs
regardless of these responsibilities, but still encounter glass-ceiling
barriers.

B. Organizational a. gender bias against women in organizational selection and promotion

Barriers decisions
traditional stereotypes → men are more suitable for senior management
jobs

b. exclusion from interpersonal networks that can facilitate career

advancement
few women in the organization → exclusion from informal interactions →
missing out on critical information about career opportunities or support
and sponsorship of managers

c. occupational segregation, or “glass walls,” within organizations

critical line positions held by men / staff support jobs given to women →
women’s lack of line management experience → not promoted to top
management

30
Practice 4.
1. d
2. b
3. f
4. c
5. e
6. a
V. VOCABULARY PRACTICE
Practice 1.
1. qualified
2. pursue
3. face
4. discrimination
5. handle
Practice 2.
1. e
2. d
3. b
4. c
5. a
Practice 3.
1. segregation
2. eliminate
3. investigated
4. encounter
5. deprived
6. competent
7. seek
8. facilitate

VI. DISCUSSION
Students’ own answers.

31
 TEXT 3 MALALA YOUSAFZAI – A BIOGRAPHY

I. PREVIEWING THE TOPIC

Practice 1.
1. 264 (2017 report) 2. Girls 3. sub-Saharan Africa and Western Asia
4. married 5. childbirth 6. Educated
Practice 2.
Students’ own answers
II. PREVIEWING VOCABULARY
1. b 2. d 3. f 4. g 5. c
6. h 7. e 8. i 9. a
III. GUESSING MEANING FROM CONTEXT
Practice 1.
1. c 2. a 3. c
Practice 2.
1. motives 2. over the course of 3. lodged 4. residing
IV. READING FOR DETAILED UNDERSTANDING
Practice 1.
MALALA YOUSAFZAI
1997 born on July 12 in Mingora, Pakistan
Her Family Ziauddin Yousafzai (father): a passionate education advocate/ ran a learning institution
Tor Pekai Yousafzai (mother)
two younger brothers
2007-2008 The Taliban becomes the dominant socio-political force:
 girls banned from going to school
 cultural activities prohibited
 suicide attacks
 opposition to a proper education for girls
 400 schools destroyed by the end of 2008
 Malala stood up to Taliban, claiming her right to education
2009 Malala started to blog as “Gul Makai” on BBC – her fears about the war/Taliban
Internally Displaced Person (May 5) / forced to leave home
2009-2011 returned and continued her campaign
she and her father became known for their determination to give Pakistani girls access
to a free quality education
2012 shot by the Taliban on the school bus
taken to Birmingham, England for treatment
no major brain damage
2013 recovered & began attending school in Birmingham → global support
visited NY and spoke at the UN

32
2014 traveled to
 Jordan to meet Syrian refugees
 Kenya to meet young female students
 northern Nigeria to speak out in support of the abducted girls who were
kidnapped earlier that year by Boko Haram
Today residing in Birmingham
an active proponent of education as a fundamental social and economic right
Her I Am Malala: The Girl Who Stood Up for Education and Was Shot by the Taliban,
publications 2013
Nominations a nomination for the International Children's Peace Prize in 2011
& Awards received Pakistan's National Youth Peace Prize in 2011
awarded the Sakharov Prize for Freedom of Thought by the European Parliament in
2013
received a Nobel Peace Prize in October 2014 (along with Indian children's rights
activist Kailash Satyarthi) / the youngest person to receive this prize

The  co-founded with her father

Malala  empowers girls to achieve their potential and become confident and strong
Fund leaders in their own countries
 funds education projects in six countries and works with international leaders
 joins with local partners to invest in innovative solutions on the ground
 advocates globally for quality secondary education for all girls

Practice 2.
1. cultural activities
2. 11/ eleven
3. a/the bus / major brain damage
4. Birmingham
5. 2013
6. the European Parliament
7. Nobel Peace Prize / the youngest (person)
8. her father

V. VOCABULARY PRACTICE
Practice 1.
verb noun adjective adverb meanings collocations
advocate advocate (v) to publicly to strongly/
support a seriously advocate
particular way something
of doing An advocate of/for
something / something
(n) someone
who publicly devil’s advocate
supports
someone or
something
(=proponent)
prohibit prohibition prohibited to say that an to be prohibited
action is illegal (from doing
or not allowed something)
(=ban)

33
oppose opposition opposing to fight or to strongly oppose
opponent opposed compete something
against another to oppose doing
person or something
group in a
battle, to be opposed to
competition, or something
election
passion passionate passionately a very to have passion for
powerful something
feeling, for to do something
example of with passion
sexual
attraction, to be passionate
love, hate, about something
anger, or other
emotion

determine determination determined (v) to decide to to determine to do

determinin do something / something
g (adj) having a to be determined to
strong desire do something
to do
something, so to be determined
that you will that
not let anyone
stop you
anonymous anonymousl done, sent, or an anonymous
y given by phone call, letter,
someone who etc.
does not want
their name to
be known
nominate nomination to officially to nominate sb/ sth
suggest for something
someone or to nominate sb/ sth
something for as something
an important
position, duty, to nominate sb/ sth
or prize to do something
recover recovery to get better to recover from
after an illness, something
accident,
shock etc.
acknowledg acknowledgemen ackowledge (v) to publicly in
e t d announce that acknowledgement
you are of something
grateful for the
help that
someone has
given you
(n) the act of
publicly
thanking
34
 someone for
something
they have done
prestige prestigious respect and to gain/have/ lack/
admiration lose prestige
given to the prestige of
someone or doing something
something,
usually a loss of prestige
because of a
reputation for
high quality,
success, or
social
influence
innovate innovation innovative innovatively to start to use to encourage
new ideas, innovation
methods, or innovation in
inventions something
scientific/
technical/
technological
innovations
serious seriously (adj) a serious a serious injury/
situation, illness/accident
problem, to be seriously
accident etc. is ill/injured/damage
extremely bad d etc.
or dangerous /
(adv) very
much or to a
great degree
invest investment to spend a to invest
large amount (something) in
of money to something
improve to make an
something or investment
help it succeed
a profitable
investment
ban ban banned (v) to say that to put/ impose/ lift
something a ban on
must not be something to ban
done, seen, somebody from
used etc / doing something
(n) an official a banned
order that substance/drug
prevents
something
from being
used or done

35
Practice 2.
1. determined
2. serious
3. prestige
4. opponents
5. right
6. prohibited
7. ban
8. stand up to

VI. DISCUSSION
Students’ own answer

36
 UNIT 5

Audience, Purpose and Tone

Denotative, Connotative and Technical Meanings
Practice 1.
1. the general public
2. a job applicant
3. teachers/ prospective teachers
4. parents (with school-age children)
5. those who are interested in science/ atomic bomb/ nuclear energy
Practice 2.

1. c / d 2. b / c 3. b / a 4. b / c 5. b / d

Practice 3.
a. a new airline company
NAME DENOTATION CONNOTATION
Cheap flights cheap: low in price and quality This name implies a negative
meaning and is not appropriate
International
since the adjective ‘cheap’
reflects on the quality and
suggests that the company
provides low-quality service.
Fly Express express: direct or fast, especially This name makes people think
making few or no intermediate of high-speed and no delays, so
stops it is a better choice.
b. a new dietary product
NAME DENOTATION CONNOTATION
Skinny-me skinny: very thin, especially in a This has a negative connotation.
way that is unattractive Skinny people are not attractive,
so people would not want to use
a product with this name.
Slender-up slender: thin in an attractive or This has a positive connotation,
graceful way so this name is better.
c. a new men’s perfume
NAME DENOTATION CONNOTATION
Confident sure that you have the ability to do Being confident is a desirable quality,
things well or deal with situations so this name is suitable for a men’s
successfully perfume.
Cocky too confident about yourself and Being cocky is an annoying
your abilities, especially in a way characteristic; it implies an excess of
that annoys other people confidence which other people don’t
like, so this name is not suitable.

37
Practice 4.
1 & 2: Home is used in a more personal and emotional way when referring to where we live. However,
house is used to refer to a building.
3 & 4: Pushy means “behaving in an unpleasant way by trying too much to get something or to make
someone do something,” so it has a negative meaning, and it is mainly used to complain about
salespeople. However, assertive means “behaving in a confident way, so that people notice you,” so being
assertive is a desirable characteristic for a salesperson.
5 & 6: Workaholics value work over any other activity, even when it negatively affects their health and
family, as well as the quality of their work. On the other hand, hard workers love their jobs and go the
extra mile to finish a project, but they still spare time for their loved ones and enjoy outside activities
when they have free time.
Practice 5.
1. b
2. a (technical)
3. a (technical)
4. b
5. b (technical)
6. a

TEXT 1 HOW TO BEAT BOREDOM

I. PREVIEWING THE TOPIC
Students’ own answers.
II. PREVIEWING VOCABULARY
1. g 4. f 7. a
2. c 5. h 8. d
3. b 6. e
III. READING FOR GIST
1. e
2. d
3. b
4. c
5. a
IV. READING FOR DETAILED UNDERSTANDING
Practice 1.
1. aversion
2. expend
3. accorded
4. pitch-black
5. appending

38
Practice 2.
1. No, it isn’t because the writer says that the modern concept of boredom goes back to the 19th
century, and on the walls of the ruins of Pompeii, there is Latin graffiti about boredom that dates
back to the first century.
2. That animals have much higher thresholds for boredom while humans don’t because humans are
aware/conscious of their inability to do something more stimulating/ OR that humans are more
conscious and aware than animals, so they have a lower threshold for boredom

3. (Please encourage your students to refer to a dictionary for the meaning of this word) ‘Shepherd’
means ‘to lead or guide a group of people somewhere, making sure that they go where you want
them to go’; and the noun form means ‘someone whose job is to take care of sheep’. This word
stresses that children and teenagers have no control or freedom but follow their parents’ wishes
and orders, and the writer uses this word to emphasize that they are controlled by their parents like
sheep controlled by a shepherd. / OR ‘to shepherd’ means to guide a group of people, but here it
has a negative meaning because it means that children are controlled by their parents and have no
choice of their own
4. There is an inverse relationship between them. As need increases, boredom decreases.
5. He has a negative attitude because he says that despite the huge amounts of money put into the
business and the technological advances, things have become worse. We are not satisfied but
desensitized, and need more stimulation.
6. Silence is disturbing or boring for us, so we do fun things like parties to cover it. In the same way,
we have to be busy to block out the uncomfortable thoughts or feelings such as helplessness and
despair, so we try to occupy our minds with feelings of euphoria, purposeful activity, and
unlimited control.
7. He gives us a negative impression because she must be a woman who behaves in a stupid way as
the writer uses the word ‘airhead’ to describe her.
8. It signals that we are not spending our time as well as we could, that we should rather be doing
something more enjoyable, more useful, more important, or more fulfilling./ It can be a stimulus
for change./ It may lead us on to better ideas, higher ambitions, and greater opportunities.
9. any three of the following
 avoid situations over which we have no or little control
 cut out distractions
 motivate ourselves
 put things into their proper perspective / realize how lucky we really are
 expect less
 instead of being outside a situation, get inside it
10. If you try to fight boredom, it is like pulling the curtains. Just as there are bright stars in the dark
night, there are also positive sides of boredom, so we should embrace it rather than fight it.
11. general public
12. critical, persuasive, objective, philosophical, pragmatic, impartial (any one of these)
13. to persuade readers that boredom is not something to fight against but something to benefit from

39
Practice 3.
1. delay 5. cancellation
2. successful 6. escape
3. bored 7. conscious
4. predict
V. VOCABULARY DEVELOPMENT
Practice 1.
First part:
engage in: 3 date back: 6 profoundly: 8 internal: 2
external: 7 fulfilling: 4 underlie: 1 productive: 5

Second part:
a. productive b. engage in c. internal d. date back
e. fulfilling f. underlie g. profoundly h. external

Practice 2.
Verb Noun Adjective Adverb
profound profoundly
fulfil (fulfill) fulfilment (fulfillment) fulfilling
produce product productive productively
production
productivity
underlie underlying
internal internally
external externally

Practice 3.
1. dates back
2. productive
3. External
4. stimulants
5. engage in
6. despair
7. propensity
8. underlying

VI. DISCUSSION
Students’ own answers

40
 TEXT 2 THE GROWTH MINDSET

I. PREVIEWING THE TOPIC

Students’ own answers
II. PREVIEWING VOCABULARY
1. g 2. j 3. d 4. e 5. b 6. h 7. i 8. c
9. 10
f .a

III. GUESSING MEANING FROM CONTEXT

1. fulfilment 2. emerging 3. nurturing 4. compelling 5. attempt
6. mold 7. evaluated 8. resilient 9. burdened 10. shifting

IV. READING FOR DETAILED UNDERSTANDING

1. c
2. The idea that through diligent study, we can become more intelligent by nurturing our creative
impulses, analytical skills, and reasoning ability
3. b
4. That we label some athletes thinking that they don’t have a natural ability in sports or cannot be
professionals or as successful as others
That we think some sportspeople serve as only substitutes in a team or play for fun at the weekend
That we think they won’t be successful
5. b
6. c
7.
The Fixed Minded vs The Growth Minded
1a) abilities 1b) traits 8) determined effort
2) external validation / extrinsic 9) failure
accomplishment 10a) success 10b) fixed minded
3) inner weakness 11a) way / path 11b) an/their enemy
4) risk
5) try
6) quit
7) jealous

8. a
9. c
10. It shows that there is more mental activity in the growth minded participants’ brains following a
mistake as they focus on trying to understand and correct their errors.
11. b
Key words: quit, alter course or blame; resentful, timid and trapped
12. b
13. c
14. a

V. VOCABULARY PRACTICE
1. compelling 2. validity 3. shift 4. underlie
5. requires 6. setbacks 7. nurturing 8. Gradually
41
VI. DISCUSSION
Students’ own answers
TEXT 3 Why We're All Addicted to Texts, Twitter and Google
I. PREVIEWING THE TOPIC
Students’ own answers.

II. PREVIEWING VOCABULARY

1. c 2. h 3. i 4. f 5. d

6. a 7. g 8. e 9. b

III. READING FOR GIST

1. a, c, d, e, f, g, h
2. ... the text directly addresses the reader / the text is written in an interactive way/ the text has an
informal style.
3. informal (questions, shortened questions from spoken English, imperatives, pronouns ‘we, you,’
etc.)
4. b
5. reasons why people get addicted to texting, e-mails and social media (the Internet), and how to
deal with this problem
IV. READING FOR DETAILED UNDERSTANDING
1. culprit: 1) the person who is guilty of a crime or doing something wrong 2) (informal) the reason
for a particular problem or difficulty
It has a negative connotation, and the writer prefers this word because dopamine causes behaviors
which interfere with our work/ he blames dopamine for our addiction.
2. That it (actually) causes seeking behavior rather than causing pleasure.
3. They are complementary/ complement each other. The dopamine system propels you to action and
the opioid system makes you feel satisfied and pause your seeking. If the dopamine system isn’t
paused, then you start to run in an endless loop and you tend to seek more than you are satisfied.
4. gratification (para. 5) and satiety (para.6)
5. Without dopamine, people will not want, desire, seek out, and search/ people will not have
seeking behavior/ people will lose anticipation so they will not search for anything.
6. a. unpredictability
b. cues
c. small amouts of information
7. a

42
V. VOCABULARY DEVELOPMENT
Practice 1.
Verb Definition Noun Adjective
1. accomplish to succeed in doing something, accomplishment
especially after trying very hard
2. anticipate to expect; look forward to anticipation
3. enhance to improve something
4. stimulate to encourage something stimulation stimulating
to grow, develop, stimulus (pl. stimuli)
or become active stimulant
5. exhaust to make someone feel exhaustion exhausted
extremely tired exhausting
6. predict to say that something will prediction (un)predictable
happen, before it happens (un)predictability
7. adjust to change or move something adjustment
slightly to improve it or make it
more suitable for a
particular purpose
8. notify to formally or officially tell notification
someone about something

Practice 2.
1. desire
2. stimuli
3. notify
4. instant
5. adjust
6. cues
7. accomplishment
8. predictable

VI. DISCUSSION
Students’ own answers

43
 UNIT 6
MAKING INFERENCES
Example:
1. a, c, d
2. Not everyone who is sentenced to death penalty is guilty / Judges/Courts must be very careful while
imposing a death penalty / Death penalty is not an effective form of punishment as it may take
innocent lives as shown in the US examples.
1.
Practice 1:
1. Cooking habits have changed over the years.
2. Homemade chocolate cake was one of the author’s favorite foods.
4. The author is probably married with children.
5. The author is now aware that his/her mother’s food was unhealthy.

Practice 2:
2. Many people have had moments when they felt proud because of something good they did.
3. While playing basketball with the kids, Rabbit remembers his days of glory.
5. Rabbit did not play in the NBA.

Practice 3:
1. a 2. c 3. b 4. b
https://www.youtube.com/watch?v=to30AJm2epQ Explanation for making inferences
https://www.youtube.com/watch?v=HDi66yKKxDM Can be used for extra practice or warm-up

SYNONYMS AND ANTONYMS

A. Note to the instructor: Please remind your students that although the words in the exercise are similar
in meaning, they may be used differently as collocations in other contexts.
1. continue 2. achieve 3. consume 4. loses 5. desires
6. nourishing 7. neglect 8. receive 9. take 10. repair

B.
1. absence 2. tough 3. ancient 4. solve 5. accidentally 6. important
7. easy 8. common 9. new 10. faster 11. major

C.
research = studies
arena = area
focus = emphasis
illness = disease
assert = state
D.
anxious × confident
clear × unclear / confused / unsure
44
distressed × comfortable
small × great
encourage × discourage
unfamiliar × familiar
Linking through synonyms and antonyms in a text
Practice A
1. Maggie’s exceptional gift in painting
2. Contextual synonyms:
Maggie : their little painter, little Maggie, little Monet
precocious : (with) exceptionally advanced skill, ahead of her age compared to other children
flabbergasted: utterly blown away, amazed
dexterity : a natural ability, or ease, with which she used her hands
Contextual antonyms:
gloated, or took pride in her paintings × acted modestly
agape × closed
3. to talk about an extraordinary talent (maybe as an introduction to a text on child prodigies)
4. a general interest magazine or a story book. general public / non-experts/ parents

TEXT 1 IS INTERRAILING STILL A RITE OF PASSAGE?

I. PREVIEWING THE TOPIC

Students’ own answers
II. PREVIEWING VOCABULARY
1. c 2. b 3. h 4. g 5. d 6. e 7. a 8. f
III. READING FOR GIST
1. b
2. young people / teenagers / people who are interested in interrailing
3. a
IV. KEEPING TRACK OF INFORMATION
DIFFERENCES PAST TODAY

ACCOMMODATION - hostels: dirty dumps - hostels: booked in advance / like

PREFERENCES - slept on station floors/ parks/ boutique hotels / better equipped (free wi-
outside of shops/ luggage racks / fi, bars, barbecues, etc.)
trains

45
FINANCE - travelers checks (in nylon money - bank cards, making it safer
belt) in danger of theft

INTERRAILERS - disorganized - more organized

- naïve - less naïve/ more experienced
- better-washed
- smarter
- more adventurous

V. MAKING INFERENCES AND EVALUATING INFORMATION FROM THE TEXT

1. No, she didn’t because she ran out of money in 12 days / she had to live on food salvaged from
pavements near markets / she had to sleep on station floors, parks and outside shops.
2. Yes, it was. She was cannier and more experienced/resourceful. She felt great.
I didn’t feel sophisticated, but experienced/ taught me resourcefulness / a sense of humor/ gave me
skills / gave me freedom like I'd never experienced before.
3. The Interrail pass
4. Because she thought that young people are more adventurous and smarter today and they prefer to
travel to further places like the Far East, India rather than Europe. No, she isn’t. When she was on a
five-day holiday in Europe, she met interrailers wherever she went.
5. hostels
6. She implies that today’s interrailers may not be as tough as the ones in the past since all the difficulties
she faced when she was an interrailer herself are not problems anymore.
7. The writer believes that interrailing is all about these minor problems like finding a place to sleep,
wasting time changing money, working out how to spend her money, or (even) arrests , and these are
just (valuable) experiences specific to their own travels.
8. a

VI. IDENTIFYING TONE & PURPOSE

1. b (e.g. words that show the author is making fun of herself such as “I was 18 years old, chubby,
chatty..., ... my nylon money belt, I became very familiar with my backpack as I used it so often as a pillow
on station floors ..., ... they looked as foolish as I did.., ... enormous rucksacks, silly hair ...)
2. a

VII. FINDING CONTEXTUAL SYNONYMS AND ANTONYMS

Practice 1:
1. para. 4: young people, young Europeans
para.7: modern interrailers
para 8: (modern) backpacker(s)
2. para.7: hostel, good places, boutique hotels X detention centers, dirty dumps
para. 9: somewhere to sleep
3. para. 1: 200 pounds-worth, travelers cheques
para. 8: cash, bank cards
4. para: 9: crew
46
Practice 2:
1. (para. 3) canny X naïve
≈ experienced
2. (para. 3) familiar X strange
3. (para. 5) savvy ≈ experienced
X naive
4. (para. 7) akin ≈ similar
5. (para. 8) organized X disorganized, messy

VIII. VOCABULARY PRACTICE

1. salvaged 2. launched 3. hosts 4. kidnap
5. naive 6. impressive 7. assured 8. sophisticated

IX. DISCUSSION
Students’ own answers
Suggested answers:
1.
Advantages: you become more experienced/resourceful/smart
you broaden your horizons
you meet new people and make great friendships
Disadvantages: could get robbed/mugged
could end up in prison
could use up all your money

2. Yes, because I will learn a lot and make new friends.

No, because it could be dangerous.
3. Students’ own answers

TEXT 2 FROZEN BODY: CAN WE RETURN FROM THE DEAD?

I. PREVIEWING & PREDICTING
1. 1.c 2.a 3.b
2. All the characters were frozen.
3. Suggested Answer: Bodies are frozen for a period of time and then they are woken up / People may
have themselves frozen for different purposes / People may be shocked when they return to life.
4. Students’own answers.

II. PREVIEWING VOCABULARY

1. c 2. g 3. j 4. e 5. d 6. i 7. a 8. b 9. h 10. f

47
III. READING FOR GIST
Para.1: b Para. 2: d Para. 3&4: f Para. 5: a Para. 6&7: c Para. 8: e
IV. KEEPING TRACK OF INFORMATION
1. packed in ice
2. body is cooled
3. removed and replaced
4. organs and tissues
5. to -130 C
6. upside down
V. READING FOR DETAILED UNDERSTANDING
1. a
2. Because they are big in size and it is more difficult to control cooling, and cryoprotectants may
not be properly diffused.
3. Each organ should be cooled at a different rate and with a different mixture and concentration of
cryoprotectants. He is not very hopeful of its outcome/He’s pessimistic.
4. b
5. c
6. (the fact) That nanotechnology could one day provide a solution.
7. Because of the scale of the problems in each cell / Because a human cell has around 50,000
proteins and hundreds of millions of fat molecules that make up the membranes (and
cryopreservation may disrupt them).
8. Scientists need to work out how to overcome the destructive effects of cryopreservation.
9. c
VI. VOCABULARY DEVELOPMENT
Practice 1
1. doubtful 2. significant 3. thaw 4. overcome

Practice 2
Verb Noun Adjective Adverb
preserve 1. preservation well-preserved

restore 1. restoration

sufficient sufficiently X
X insufficient insufficiently
transplant transplant
transplantation

crucial crucially

48
Practice 3:
First part:
restore: 5 declare: 3 transplant: 1 subtle: 2 crucial: 4

Second part:
a. crucial b. restore c. subtle d. declare e. transplant

Practice 4
1. inevitable 2. restore 3. fragile 4. preservation
5. transplant 6. employed 7. crucial

VII. DISCUSSION
Students’ own answers

TEXT 3 SWEATSHOPS
I. PREVIEWING THE TOPIC
Students’ own answers.
Note to the instructor: There is a relevant video in the link below that could be used as a nice warm-up
for the text. ( https://www.youtube.com/watch?v=8Bhodyt4fmU)
II. PREVIEWING VOCABULARY
1. e 2. g 3. j 4. h 5. a 6. f 7. d 8. c 9. b 10. i

III. READING FOR DETAILED UNDERSTANDING

A. 2. C 3. A 5. D 7. F 8. B 9. E

B.
1. cramped 2. controversy 3. atrocious 4. lay off 5. signal
6. sanitary 7. better off 8. impose 9. necessities 10. devastating

C.
1. He is negative / critical towards sweatshops. The keywords or phrases to be underlined: women
and children working in cramped, rat-infested quarters…… abused by their supervisors and paid
barely enough to survive... ………… horrors of Mexican maquiladoras, ……….young female
apparel workers ……. often subject to sexual harassment from the local supervisors, and punished
severely…….
2. By buying dresses etc. made by these people, they provide economic support to the system which
leads to them to be abused/ oppressed.
3. b
4. c
5. Because this means that workers would need to seek lower-paying employment elsewhere in the
legitimate economy, or try to make money by illicit means, which is worse.
Because the situation of the workers wouldn’t improve.
49
6. Working at sweatshops
7. Because sweatshops signal the beginning of an economic development which will eventually
bring that poverty to an end. Students’ own answers
8. b
9. c
10. If the workers’ wages increase, they can provide for their nutritional needs and are as productive
as those who are able to afford a steady and reliable diet.
If the workers’ wages increase, they can provide for their nutritional needs and be more
productive at work.
11. a

IV. VOCABULARY PRACTICE

1. violates 2. subject 3. abuse 4. starvation 5. provide
6. wages 7. lack 8. applicable 9. necessities 10. improvements

V. DISCUSSION
Students’ own answers

50
 UNIT 7
COMBINED SKILLS
INCORPORATING VARIOUS READING SKILLS
Practice 1.
1. b
2. a
3. c
4. Para. 1: b Para. 2: c Para. 3: a
5. A/The new human-like robot, it, the humanized machine, this robot
6. a) an example such as (para. 1.) for example (para. 3)
b) a reason because (para. 2)
c) an additional idea and (para.1&2), What’s more (para. 2), That’s not all (para. 2),
not only…but also (para. 2)
d) a purpose to (para. 1), so that (para. 3)
e) a contrasting idea however (para. 3)
f) a result therefore (para. 2)
g) an alternative or (para. 1)
h) a condition if (para. 2)
7.
a) It can walk about on its own.
b) It can listen, talk and even pass on messages.
c) It can utter more than 3,000 phrases.
d) It can recognize humans and respond differently to different persons.
e) It can project facial expressions.

8. The author is mostly doubtful in the text. He gives factual information, but also questions the use
of this new robot to strengthen human interaction. Some parts which signal the writer’s attitude are
“…seem to have developed…that may help… one cannot help wondering about the effect … the
family members already do not talk to each other… Would having a robot really make
communication easier?”

9. Suggested answers:
I agree with the writer because family members nowadays have busy lives. Parents work too much
and children have to go to school and take many courses, which takes all their time. When these
people come home, they prefer to unwind by watching TV, playing PC games or following social
media on the mobile phone rather than interacting with family members. Therefore, it is difficult for
a robot to change this routine.
The writer criticizes the expectation that this human-like robot will improve the communication in
the family, but I don’t agree with the writer. The new generation is born into the technological age,
and this new technological tool may attract children’s attention. The family members may want to
spend more time with it, and therefore with each other. For example, they may play games together.

Practice 2.
1. b
2. green, natural, organic, products, ingredients, consumers, consumption

51
 3. suggested answers:
green/natural/organic X non-organic/non-natural
green craze/green-conscious consumption
beauty products/cosmetics
a cause for concern/worrying
so-called/supposedly
firm/company
false/misleading X true
report/file a complaint
a complaint/a lawsuit
4. c
5. c
6. a
7. suggested sections from the text:
(para. 1) … so-called organic, natural, and green products, but are they buying what they really
think they are buying?
(para. 2) … a cause for concern and questions have been raised as to whether they do more
harm… worrying … the long list of the impenetrably named ingredients…
(para. 3) … the fear is not restricted to non-organic products only… supposedly “natural”
products … false or misleading claims in order to appeal to green-conscious
consumers
(para. 3) … deceive … blatant lies
8. a
9. Para. 1: b
Para. 2: d
Para. 3: a
Para. 4: c
10. Para. 1: There is an increasing interest in natural beauty products, but it is doubtful if they are
really natural.
Para. 2: The long-term effects of cosmetics on our health are not known.
Para. 3: Many non-natural products are a lie that companies tell to sell more.
Para. 4: Consumers should be aware of greenwashing and not trust everything they read on
labels.
11. b
12. c
13. b
14. b
Suggested answers for the discussion questions:
1. He uses both facts and opinions to support his view. For example, he states facts such as “60% of
what you put on your skin is absorbed into the bloodstream,” or “More than 98% of supposedly
“natural” products in the US are in fact as non-natural as the ones not claiming to be so,
according to a study performed by an environmental consulting firm.” In the majority of the text,
he expresses his opinions, e.g. “it is our duty as consumers to educate ourselves about
greenwashing and not to implicitly trust what the label on a product says.”
2. No, because the author does not provide sufficient studies/ research to support his/her view that
few natural products are green. When s/he mentions a study, s/he does not cite it correctly. The
examples are generalized and no specific brands are revealed, so it is difficult to trust what is
said.
3. worried/concerned/alarmed/helpless/defenseless

52
 TEXT 1 THINKING ETHICALLY
I. PREVIEWING THE TOPIC
Students’ own answers.
II. PREVIEWING VOCABULARY
1.d 2.i 3.g 4.a 5.f 6.b 7.c 8.j 9.e 10.h

III. READING FOR GIST

1.c 2.b
IV. GETTING FAMILIAR WITH THE TEXT
1. We face/struggle with moral issues in different aspects of our lives every day.
Moral issues are an inseparable part of our lives and we deal with them every single day in different
ways.
2. Expected answers: confusing, difficult or tiring (as the writer poses some difficult questions regarding
moral issues after this word)
3. a) getting the facts b) appealing to values

V. KEEPING TRACK OF INFORMATION IN A TEXT

Step 1: Suggested answers:

THE NAME OF THE THE BASIC QUESTION(S) THE ULTIMATE
THE APPROCAH PHILOSOPHER(S) THAT IT DEALS WITH ETHICAL
THAT DEVELOPED BEHAVIOUR THAT
IT IT AIMS
1.The Utilitarian Jeremy Bentham and What actions are available to The one that provides
Approach John Stuart Mill us? Who will be affected by the greatest good for
each action and what benefits the greatest number
or harms will be derived from
each?
2. The Rights Immanuel Kant (and What moral rights do the The one that doesn’t
Approach others like him) affected parties have? Does the violate the rights of
action respect the moral rights others
of everyone?
3. The Fairness or Aristotle How fair is an action? Does it The one that is just, or
Justice Approach treat everyone in the same way, fair, and that doesn’t
or does it show favoritism and favour or discriminate
discrimination? anyone (without a
good reason)
4. The Common Plato, Aristotle, and What action is for the common The one that is both to
Good Approach Cicero good of the society? our and the
community’s
advantage
5.The Virtue ___ What kind of person should I The one that develops
Approach be? What will promote the ideals, or moral
development of character virtues
within myself and my
community?

53
Step 2: Students’ own answers
Suggested answers: Situation 1: The Fairness or Justice Approach (as there is an unfair stiation in the
class), Situation 2: The Utilitarian Approach or The Rights Approach (as the situation involves violating
an individual’s right while possibly benefiting others)

VI. READING FOR DETAILED UNDERSTANDING

1. their ability to choose freely what they will do with their lives (and their fundamental right to have
their choices respected)
2. actions that violate the rights of individuals / others
3. that people should be treated fairly / that people should avoid favoritism and discrimination
4. favoritism and discrimination
5. any two below:
affordable health care, effective public safety, peace among nations, a just legal system, an unpolluted
environment
6. further
7. any two below:
honesty, courage, compassion, generosity, fidelity, integrity, fairness, self-control, and prudence
students’ own answers
8. a
9. b
10. c
11. a
12. c
13. b (the other two are too specific for a title)

VII. ANALYZING THE TEXT FOR TEXTUAL CLUES

1. moral issues, ethical issues, dealing with / resolving ethical / moral problems, ethical thinking, rights,
values, moral / ethical actions
2. contextual synonyms
a. ethical issue
b. basic right
c. justice
d. conditions that are equally to everyone’s advantage
e. society
f. moral problem
contextual antonyms
a. evil b. harm c. immoral / wrong d. unjust / wrong
3.
a. between sentence 3 and 4 b. between sentence 6 and 7
…manipulated. Therefore, it is a violation… …like habits. That is, once acquired…

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 TEXT 2 SPEAKING AGAINST THE SILENCE
I. PREVIEWING THE TOPIC
1. & 2. Students’ own answers
3. That the Internet use is monitored and the press is controlled in China.

II. PREVIEWING VOCABULARY

1. f 5. a 9. b
2. i 6. g 10. h
3. d 7. e
4. c 8. j

III. READING FOR DETAILED UNDERSTANDING

1. b
2. b
3. dubbed
4. c
5. a
6. a
7. b
8. c
9. punishments, penalties, fines, jail time
10. c
11. buffer
12. b
13. a
IV. VOCABULARY DEVELOPMENT
Practice 1.
a. noun, censorship f. noun, sentence
b. noun, regulations g. verb, rebel
c. adverb, harshly h. noun, rebels
d. adjective, harsh i. noun, rebellion
e. verb, harassed
Practice 2.

1. censorship 5. harassment
2. addressed 6. harsh
3. regulations 7. abstract
4. wary 8. justification

V. DISCUSSION
Students’ own answers.

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 TEXT 3 GENETIC MODIFICATION OF FARM ANIMALS FOR AGRICULTURE

I. PREVIEWING THE TOPIC

Students’ own answers
The definition of genetic modification is given in the 1st paragraph of the text.
II. PREVIEWING VOCABULARY
1. d 2. g 3. a 4. e 5. b 6. h 7. c 8. f
III. GUESSING MEANING FROM CONTEXT
1. manipulation 2. yield 3. scrutinised 4. infertile 5. slaughtered
IV. READING FOR DETAILED UNDERSTANDING
Practice 1. (Students can take the related parts directly and write them as answers.)
1. increase in the number of animals
2. biological processes and the relationships between mutations and diseases
3. Any of the following:
milk production / disease resistance / the nutritional value of the products they are farmed for
4. (in) medicine and industry
5. non-genetically engineered animals, and even humans (Both parts should be written in the answer.)
6. Any of the following:
animal cruelty legislations / thorough regulatory processes / animal drug provisions
7. don’t survive
8. for / in genetic modification
9. mass produce therapies for human medicine
10. Any of the following:
have your programme reviewed before you go ahead / have veterinary care programmes in place / have
staff that are qualified to care for live animals
Practice 2
1. The problem is that the present system uses / relies on human blood for these products and it is
limited. Genetically modified farm animals can be used to produce such products in large quantities.
2. The writer questions whether eating the products of such animals could potentially harm people or
not.
3. selective breeding
4. To show that genetic modification can put animals at risk of harm / harm animals. Students’ own
answers. (suggested answer: no, it is not ethical because the animals had diseases or lost some of
their body functions after this practice. This is not acceptable even for the sake of development in
science.)
5. It can be used to improve the resistance of livestock to disease and to remove characteristics that
cause injury. Students’ own answers. (suggested answer: no, because alternative methods could be
used for the same purposes.)
6. The writer probably means taking the role of God, creating or playing with life freely. Students’ own
answers.
7. maintain
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8. Because existing regulations are for the use of animals in research and it not clear how they would be
applied to genetic engineering of farm animals.
Because few guidelines in existing regulations refer to it directly.
9. Mostly objective / neutral / impartial although s/he gives more arguments for the issue.

V. VOCABULARY DEVELOPMENT: DERIVATIVES

verb noun adjective adverb

modify modification (genetically) modified

agriculture agricultural
manipulate manipulation manipulative
enhance enhancement
resist resistance resistant
donate donor / __donation___
thorough thoroughly

VI. VOCABULARY PRACTICE

1. outweigh 2. gain 3. convenient 4. manipulated 5. modification
6. occupy 7. undergone 8. resistance 9. thorough

VII. DISCUSSION
Students’ own answers

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