Student Book Walkthrough

Impact, a new four-level series from National Geographic Learning, helps teenage A guiding question promotes critical thinking, helps
learners to better understand themselves, each other, and the world they live in. Impact
students access prior knowledge, and introduces the
features real-world content, stunning photographs and video from authentic sources, and context of the main vocabulary presentation.
inspiring stories from National Geographic Explorers, challenging teenagers to not only
understand their world but also engage with it. By encouraging self-expression, global
citizenship, and active participation, Impact motivates students to explore who they are and
Target vocabulary is presented in meaningful
who they want to be—all while learning English. contexts to help students build fluency and
confidence to discuss relevant real-world topics.

1 What makes Astana different from other Another unusual building, the Bayterek Tower, king’s tent, the world’s largest tent. Inside there
cities? Discuss. Then listen and read. TR: 2 is a symbol of the city. This tall structure is is a river for boating, a park, an indoor running
The Unit Opener uses high-interest photographs Image captions help students 105 m (345 ft.) high, and looks like an
enormous tree with a golden egg inside.
track, a waterslide, and even a sandy beach
with palm trees! The residents of Astana can
The city of Astana is truly a unique place. It
to engage students, present the unit theme, and understand the image and make was constructed in 1997 to replace the city of
Almaty as the capital of Kazakhstan. Almaty
A Japanese architect named Kisho
Kurokawa won first prize in a competition to
enjoy a variety of outdoor activities even when
it’s well below freezing.

provide opportunities for discussion. connections with the unit theme. was in the southeastern corner of the country,
but the president of Kazakhstan wanted a new
design and plan the new capital. He included
many parks and public spaces to connect
capital. So Astana was built right in the middle urban life with nature.
of the country. As a result, this modern city is Astana has pleasant summers. But the
surrounded by nothing but rural areas. weather can get very cold in the winter, with
The unusual architecture of Astana makes temperatures dropping to -40°C (-40°F).
it look like a space-age city. There are amazing Because of its extreme climate, Astana offers
Unit 1 skyscrapers and eye-catching buildings. a lot of indoor entertainment. A popular
A cultural center looks like a big, blue eye. A entertainment center is the Khan Shatyr, or

Life in
university building has the shape of a dog bowl.

The Khan Shatyr

the City
A red fox exploring Bristol, UK

2 Learn new words. Listen and repeat. TR: 3

The Bayterek Tower in 3 Work in pairs. Compare Astana to the place

downtown Astana
where you live. What do you like and dislike
about each place? Would you like to live in
Astana? Why or why not?
10 11
“Geography is about curiosity, exploration, and
discovery. It gives you the power to see places
in new ways, search for your own answers, and
make sense of the world.”
—Daniel Raven-Ellison 1. Look at the photo. If you saw this in person, would it Students work in pairs or groups
surprise you? Why or why not?
2. The animal in the photo is exploring. Do you explore? to practice the new words.
Why is it good to explore a new place?
3. What is your favorite place? What do you do there?
Why is this place special to you?
8 9

All target vocabulary is presented on

the audio program in isolation, in a
Each unit highlights one National Geographic Explorer Discussion questions contextualized sentence, as well as in
to inspire future global citizens and promote 21st century activate prior knowledge and
the context of the main presentation.
skills and values. Students first meet the unit explorer with a lead students into the unit.
quote connected to the unit theme.

2 3
Student Book Walkthrough

New vocabulary is practiced in

meaningful contexts involving Grammar charts include natural examples of
National Geographic Explorers and
real-world language. Expanded grammar charts with
real-world topics.
explanations are provided in the Workbook and on
the Classroom Presentation Tool.
The Speaking Strategy page presents Additional target vocabulary is
Students learn new target vocabulary and phrases and model dialogues that help presented in meaningful contexts and
a vocabulary strategy that gives students students express themselves fluently. applied in the grammar practice.
tools to learn new words on their own.

4 Read and write the words from the list. Make any necessary changes. 14 Learn new words. Read about the Cheonggyecheon Stream park in Seoul, Korea.
Spe AKing S TR ATegy TR: 6 gR AmmAR TR: 8
Then listen and repeat. TR: 10 and 11
architecture capital outdoor plan Active listening Simple present: Talking about facts
resident skyscraper surrounded by unique I live near the High Line. You go to concerts on the High Line.
Really? You’re kidding!
She works next to the High Line. The High Line doesn’t allow pets.
Wow! Seriously?
Daniel Raven-Ellison has a very job: he’s a guerrilla Cars don’t drive on the High Line. We walk through the High Line’s gardens. bridge
No way! That’s incredible!
geographer. He loves exploring places and making discoveries. Daniel says that we
are interesting things just waiting to be discovered. 11 Listen. You will hear eight facts about the High Line. For each fact, circle the
According to him, of a place should keep exploring. They 7 Listen. How do the speakers show they’re listening actively? Write the words and simple present form you hear. TR: 9

can make new discoveries even if they’ve lived in the same place their whole lives.
phrases you hear. TR: 7 1. grow grows don’t grow 5. need needs don’t need
Daniel all kinds of exciting adventures. In one adventure, 2. visit visits doesn’t visit 6. enjoy enjoys don’t enjoy sidewalk

he climbed more than 3,300 floors of the many tall in 8

7 Read and complete the dialogue. 3. open opens doesn’t open 7. sell sells doesn’t sell
London. In another, he walked across Mexico City, the of 4. close closes doesn’t close 8. get gets don’t get
Dad: Meiling, look at this. I found this old map of our city. It’s more than
Mexico. He photographed everything he saw in front of him every eight steps. He took 100 years old.
12 Read. Complete the sentences with the correct simple-present form of the verbs in
photos of , streets, and public spaces. He’s done the same Meiling: Let me see. parentheses. stream

thing in twelve other cities! Dad: This building was a hospital. It’s a music hall now. 1. The High Line open all night. (not stay)
Meiling: 2. The High Line special chairs for relaxing. (have) Cheonggyecheon Stream
5 Learn new words. Listen for these words and match them with the
definitions. Then listen and repeat. TR: 4 and 5 Dad: I know! And this was the old library. 3. A tour guide about the High Line’s gardens. (talk) In 2003, the mayor of Seoul decided to remove a highway over an underground
Meiling: Now it’s a tall skyscraper. stream. He wanted the area around the stream to be an urban green space for people
4. Musicians concerts on Saturday afternoons. (give)
rural unusual urban to enjoy. Today the six-kilometer (four-mile) park on either side of the Cheonggyecheon
Dad: And look. This was a park. Stream provides a place for people to relax.
5. Visitors to walk along the High Line. (not pay)
Meiling: It’s my school now! At the park, visitors attend traditional festivals and concerts. They enjoy cultural
1. different or uncommon 13 Work in pairs. Take turns saying facts about the High Line. Use the simple present.
Dad: Hey, let’s take a walk. We can bring the map and look for other changes. events, look at art, and watch water and light shows. Many people just walk along the
2. relating to the countryside 1. the High Line / have / a play area for children sidewalks or over one of 22 bridges, each with its own design and meaning.
Meiling: Great idea! I’ll bring my camera and take some pictures.
3. relating to the city 2. you / not / need / a ticket for the High Line
3. many different animals / live / on the High Line
Daniel Raven-ellison 4. guides / give / free tours to visitors 15 Read and complete the sentences. Make any necessary changes.
6 Choose an activity. One million? 5. he / attend / exercise classes on the High Line
9 Work in groups. Take turns. Choose a
That’s amazing! 6. I / want / to visit the High Line bridge highway sidewalk stream
1. Work independently. Go on a discovery walk outdoors. card. Read the question and the possible
Find things that are hard, soft, sticky, brown, pink, answers. Group members guess the
small, big, or smelly. Take photos and present your correct answer and use active listening to 1. The Cheonggyecheon Stream was covered by a .
experience to the class. respond to the real answer. The High Line in
2. Now visitors take walks on the near the water.
new york City, USA
2. Work in pairs. Think of two adventures you can
have near your home. Why would you choose these go to p. 153. 3. People enjoy water shows over the .
adventures? What can you learn from them? 4. Each of the has a unique look and meaning.
10 Work in pairs. Think of an interesting place, thing, or
3. Work independently. Walk through your school event in your neighborhood, and describe it to your partner.
building and take photographs every eight steps. Your partner should use the words and phrases above to 16 Work in groups. Name an interesting outdoor place where you live. How do people
What interesting things do you see? Create a show active listening. When you finish, switch roles.
photo book of your discoveries. enjoy this place? What do you see and do at this place? Use the simple present.
12 13 14 15

Choice activities allow students to make decisions and

become active participants in learning. They’re encouraged Grammar is practiced in context with
to think critically and creatively as they discover who they are multiple opportunities for real communication
and who they want to be. Games provide using all four language skills.
a fun context for
communication.

4 5
Student Book Walkthrough
Meaningful, relevant, and timely topics are presented through
videos from National Geographic and other sources, as well as
animated infographic videos created specifically for this series.

Before watching activities help students

New target vocabulary is Reading strategies promote Readings feature engaging, make predictions about the video.
presented in the reading and comprehension and help students relevant topics covering a variety
gives students an opportunity become independent readers. of cross-curricular areas.
While watching activities guide students
to make predictions about the and help them stay focused.
reading topic.

After watching activities provide students with

A new Type of park

17 Before you read, discuss in pairs. Look at the title and the
photo. What do you think the reading is about? opportunities for discussion and reflection.
18 Learn new words. Look at the words below. What do you think
they mean?
Can the capital of England become a “We have eight million trees in

VIDE
concrete land outdoor park national park? London; it’s the world’s largest urban forest,”
Daniel says. That’s almost one tree for every
Imagine stepping out your front door and
Now find them in the reading. Has your idea about the meaning person living in London! Yet, even though London
standing in the middle of a national park.
has thousands of outdoor spaces, one in seven
changed? Explain. Then listen and repeat. TR: 12 Daniel Raven-Ellison hopes this might soon
children living there hasn’t visited a green space in
be possible for millions of London residents.
the past year.
Daniel is leading a campaign to make London 23 Before you watch, guess how 24 Read and circle. You’re going to watch Mission 26 After you watch, read the sentences. 27 Work in pairs. Put the steps for re-wilding
19 While you read, look for words and phrases that support your Daniel believes that making London into a
a national park city.
prediction. TR: 13 national park will protect the animal life and much green space each place Re-Wild. From the title and the photo, predict what Circle the correct answer. a city in the correct order.
Although London has much more concrete
green spaces in London. He hopes it will also has. Draw a line to match the the video is about. Circle the letter. Birds build nests in the tree.
1. Cities with a lot of / very little green space
than a national park usually would, it is home percentage to the city. 1
20 After you read, look at the sentences. Check T for true or encourage people, especially young people, to a. Putting wild animals back into forests are sometimes called concrete jungles. Plant a seed in the ground.
to more than 13,000 kinds of wildlife. These
spend more time outdoors. Daniel takes his b. Building more skyscrapers in cities
F for false. species live in its 3,000 parks, along with 1,500 1. Seoul, Korea 2.3% 2. Seoul and Mumbai have a lot of / People like seeing the tree and
own son out to explore in London, and he thinks the birds.
T F varieties of flowering plants, and more than 300 2. Hong Kong, China 2.5% c. Making more green space in cities very little green space.
1. London is now a national park city. that other parents should do the same. Daniel
species of birds. In fact, 47 percent of the land in 3. People who spend time outdoors are The seed grows into a small tree.
T F is convinced that people who spend a lot of time 3. Mumbai, India 4.4%
2. London has 13,000 parks. London is green space. 25 Watch scene 1.1. While you watch, check your happier / unhappier than people Other people begin to plant trees, too.
in nature live happier and healthier lives. What 4. Bogotá, Colombia 41%
3. London has a lot of green spaces. T F
do you think? guesses from Activity 23. How many were correct? who don’t.
5. Moscow, Russia 47% 4. You can enjoy the outdoors in both rural 28 Discuss in pairs.
4. Most children in London spend their days T F
playing outside. 6. Singapore 54% and urban areas / only in rural areas. 1. How much public green space is there
5. Only some cities have / Every city has signs where you live? Would you like more?
5. Daniel wants people to spend more time outdoors. T F
of natural life. Why or why not?
6. One way to start re-wilding is planting 2. Why do you think some places have more
a tree / recycling plastic. public green space than other places?

21 Check your predictions. Look at your predictions

from Activity 17. Were you correct? What surprised 29 Choose an activity.
you in this reading?
1. Work independently. Imagine you’re
going to re-wild a space where you live.
22 Discuss in groups.
Where is it? How will you do it? Make a
1. How often do you visit green spaces? In your plan and present it to the class.
opinion, is it enough? What things do you do there?
2. Work in pairs. Find out about a place
2. Do you think that turning your city into a national that was successfully re-wilded. How
park would be good? Why or why not? did it change? How do people enjoy it
now? Write a paragraph and use photos
3. Imagine that you can make changes in your city. to tell what you learned.
Which places do you want to protect? Which
places do you want to change? How do you want to 3. Work in groups. Prepare a “Let’s Re-
change them? Explain your answers. Wild” poster to teach others about
16 17 re-wilding. Write three reasons why it
is good to re-wild. Write ideas on what
people can do. Draw pictures of a space
before and after it has been re-wilded.

Before reading During reading A mural made from moss by artist Carly Schmitt

activities help activities guide 18 19

students make students and help

predictions about them stay focused.
the reading. A choice activity supports learner autonomy
After reading activities provide students and allows flexibility in the classroom by offering
with opportunities to react and respond to opportunities for individual, pair, or group work.
the text, and to make connections between
the reading and their lives.

6 7
Student Book Walkthrough

Grammar charts include natural

examples of real-world language. The Mission page features
Students learn the basics of academic writing
Expanded grammar charts with National Geographic Explorers
and are introduced to a variety of writing genres.
explanations are provided in the Workbook as role models who embody the
and on the Classroom Presentation Tool. 21st century skills and values
teenagers need to become successful A variety of projects build 21st century skills through
Models written at the student level global citizens. independent research, discussion, and presentations
provide examples for students to follow. using a variety of media.

Make an Impact
gR AmmAR TR: 14 WRITING
In and on: expressing location In descriptive writing, we try to create a picture for the reader. We use
Lion City is in eastern China. China is on the continent of Asia. describing words to help the reader clearly imagine what we’re writing about.
There are many beautiful bridges in Lion City. Lion City is one of the most unique places on Earth. Examples of describing words include:
A Conduct a survey.
Lion City is in the water. Lion City is not on a mountain. beautiful colorful new short sweet-smelling yellow
• Ask your friends how much time they spent indoors and outdoors in the
past week.
33 Read the model. Work in pairs to find and underline all of the describing words
the writer uses to tell about the garden. • Calculate the average amount of indoor and outdoor time.
• Present your findings to the class. Give suggestions for spending more
Last year the empty lot across from my bus stop was a sad, empty, ugly space,
with only a couple of dead bushes and one short tree. Then some hard-working
time outdoors.
gardeners in the neighborhood changed that. They were tired of looking at that sad
space while waiting for the bus, so they made it into a beautiful garden. Now on a B plan and conduct a scavenger hunt.
sunny summer day you can look across the street and see colorful vegetable plants
and sweet-smelling flowers while you wait for the bus. Yellow butterflies fly from • Work as a group to prepare a list of items to find in a local green space.
plant to plant, and tiny birds sing in the green trees. I love taking the bus now! • Work independently to find the items on the list.
• Discuss which items on the list were the easiest and the most
difficult to find.

C Write a newspaper article.

30 Listen. Write in or on in the spaces below.

12 TR: 15
• Think of someone who has lived in your
neighborhood for a long time. Write questions

Explore Your World

1. There are many ancient cities Asia, such as Shi Cheng, also known as Lion City. to ask about.
2. Shi Cheng is an ancient city located China. • Interview that person. Find maps and
photos to show the changes that
3. Visitors to Shi Cheng today can’t walk its streets to admire it. “There are amazing adventures to be had right he or she describes.
4. It isn’t a mountain or an island. It’s the water! outside our doors.”
• Write a newspaper article to summarize
—Daniel Raven-Ellison
5. Shi Cheng, there are 265 archways crossing over its streets.
National Geographic Explorer, Guerrilla Geographer
the interview and show the changes.
6. There are beautiful sculptures of lions, dragons, and birds these archways.

31 Work in pairs. Listen to the passage again. Write two additional

facts about Shi Cheng. Use on and in in your sentences. TR: 16
1. Watch scene 1.2. 3. How much of your town or city
have you explored? What else is
2. Daniel thinks it’s best for students to there to learn about where you
experience geography rather than just read live? Keep a journal of outdoor
34 Work in pairs. Draw a picture of the garden described in Activity 33. Compare your about it. What other school subjects can adventures you have in your area.
drawing with a partner’s. How are they the same? How are they different? you explore outside the classroom? How
About seven billion can you explore them?
32 Work in groups. Take turns using the people live on Earth.
35 Write. Think of a beautiful place in your neighborhood. Use describing words to
spinner. Make sentences using in or on.
write a paragraph about this place.
go to p. 155. 22 23
20 21

Grammar is practiced in Step-by-step prewriting and drafting support A quote by the Explorer and a Project choices allow students to take
context through engaging is provided in the Workbook. Meet the Explorer video help charge of their own learning and choose their
activities and games. students connect with these preferred way to use the language they learned
Optional worksheets guide students through the inspirational people who are to synthesize and reflect on the unit topic.
five steps involved in process writing: prewriting, making a difference in the world.
drafting, revising, editing, and publishing.

8 9
Student Book Walkthrough

Express Yourself appears every two units. It actively engages students Unit 1 2 Listen and repeat. Do the word pairs have
the same number of syllables? Write Y for
Syllables and stress
in discussions to synthesize what they learned in the preceding units and 1 Listen. Words in English have one
yes or N for no. Then listen again and circle
the stressed syllable. TR: 117 Pronunciation activities provide practice
or more parts. These parts make
make connections beyond the unit themes. up syllables. A syllable has a vowel 1. Y London England
with stress, intonation, reductions, and
sound and can also have one or more 2. surround surrounded
consonant sounds. Listen. Notice the
numbers of syllables in these words.
3. Mexico America connected speech to help students better
This section exposes students to a wide range of
TR: 116 4.
5.
travel
sidewalk
traveled
highway
understand speakers of English and be
1 2 3

creative expression, from poems and movie scripts, to man Ja - pan Ja - pa-nese 6. explore exploration better understood.
street peo-ple ci - ti - zen 3 Work in pairs. Write the words in the correct
presentations and personal narratives. bridge brid-ges na-tion-al
column. Then listen to the completed chart
In words with two or more syllables, to check your answers. TR: 118
one syllable is stronger than the others. architecture design planned sign
The vowel in that syllable is pronounced entertainment capital resident unique
more loudly and clearly. This is the
1 syllable 2 syllables 3 syllables 4 syllables

Express Yourself
stressed syllable. Listen again and
notice the stressed syllable in the two- Introductions: Formal and informal
architecture

and three-syllable words above.

3 Listen and read.
A speaking section
TR: 142
1 Read and listen to the online travel review. TR: 31
Formal Gabi: arrow
Mr. Morales, I’d like to introduce you to Beto.
Unit 2 2 Listen and repeat. Circle the correct to
Mr. Morales:
question. Hello,
TR: 120 Beto. It’s a pleasure to meet you.
indicate intonation for each
presents common language
GoTravel
2 Work in groups. Discuss the Intonation in questions
— JGirl, Seoul 1. Where
Makingdoes he work?
review. an introduction Responding

“Our gondolier saved my vacation!” My parents loved looking at the beautiful 1. Does JGirl’s review make you
1 Listen. Notice how the voice goes up or
down at the end of the questions. TR: 119
2.
3.
Does
Who
• I’dshe
• I’dislike
work
like you
your
full time?
to meet Beto.
boss? you to Beto.
to introduce
• I’m very pleased to meet you.
• It’s a pleasure to meet you, Beto.
functions such as asking
REVIEWS
bridges, churches, and palaces along the route. I
Well, I’m in Venice, Italy, with my family! Venice
is incredible! The city is hundreds of years old, and
really enjoyed listening to our gondolier talk about
want to visit Venice and go on a
gondola ride? Why or why not? Does a pastry chef wear a uniform?
4.
5.
• Please allow me to introduce Beto. He’s a student at my school.
Is this design yours?
• I don’t think we’ve met. May I introduce myself? I’m Beto.
Do they like their jobs?
• Hello, Beto. I’m glad to meet you.
• Hello, Beto. I’m Mr. Morales. Pleased to meet you. for and giving permission,
his work. He told us that it takes years of study and
it’s built on WATER. People get around on special
boats called gondolas, and today I had my first
practice to get the job. Who knew? He also told us
2. Do you think the review gives
enough information? Is it funny
Do pastry chefs work every day? 6. When do you finish work?
apologizing, interrupting
GONDOLA TOURS gondola ride!
that of all the gondoliers in Venice, only one is a
and interesting? What else
How do you create beautiful desserts?
3 Work4 Listen and read. TR: 143
in pairs. Does the voice go up or down
Of VENiCE A gondolier controls the gondola using an oar
woman! I think I need to change that! It’s time to
start training for my dream job! Maybe my dad will
would you like to know about Where do pastry chefs work? at the end of these questions? Beto:
Informal Draw anHi. My name is Beto. Nice to meet you. politely, and making
Venice or about Gondola Tours arrow. Then ask and answer theGabi:
questions.
Hi, Beto. I’m Gabi. Very nice to meet you, too.
and his own strength. (These gondoliers are REALLY
210 reviews strong.) The gondolier’s job is to describe Venice’s
let me borrow his shirt. ;)
Gondola Tours of Venice gave me a great tour of a
of Venice? The voice rises at the end of questions
asking for an answer of yes or no. Do you like cake? Yes, of course I do!
Making an introduction Responding
presentations.
culture and history as he takes you through the city’s
beautiful city—and an interesting idea for my future • Hi. I’m Beto. • Hi, Beto. My name is Gabi. Nice to meet you.
canals. Our gondolier was so good at telling stories I 3 Connect ideas. In Unit 1, you The voice falls at the end of questions
career! I recommend the gondola tour to anyone 1. Do• you likeMy
Hi there. cake?
name is Beto. Nice to meet you. • Hello. I’m Gabi. Very nice to meet you, too.
almost forgot I was sharing the ride with my parents. that ask for information. These questions
who’s interested in learning about unusual places learned about exploring and 2. When
• Hi, do you
Beto. Thishave English
is Gabi. She’s inclass?
my class. • Hi, Gabi. Nice to meet you.
That might sound exciting, and it was, but of and unusual jobs . . . especially if they’re stuck on a unusual places. In Unit 2, you start with the words who, what, when, 3. Do• you
This have
is Beto.aHe’s
busya student in my school.
schedule? • Hi, Beto. I’m Gabi. It’s nice to meet you.
course I was with . . . my dad. And Dad thought it boat with their parents! learned about unusual jobs. What where, why, and how. 4. Do you do your homework every day?
would be funny to wear a striped shirt to match the connection do you see between 5. What do you do on the weekends?
144 Pronunciation
gondolier’s shirt. Can you say embarrassing?!
the two units?
Unit 5 Cutouts Use with Activity 9 on p. 81.

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5 Listen and read. TR: 144

Isabella: Mom, can I go to the movies on Friday after school?
Mom: Sure. Who are you going with? And how are you getting there? You shared a
Isabella: I’m going with Mia and Valeria. Is it OK if we walk? Start lot of opinions.
Congratulations!
End
Mom: I’m afraid not. But I can take you.
4 Choose an activity.
Asking for permission Giving permission Refusing permission

1. Choose a topic: • Can I/we . . . ? • Sure. • I don’t think so.

• an unusual place • May I/we . . . ? (formal) • No problem. Our•clothes
I’m afraid not.
We should/ Casual clothes
• an unusual job • Is it OK if I/we . . . ? • Of course. • I’m sorry, but no.
show/don’t shouldn’t be should/
• Do you mind if I/we . . . ? • Go ahead.
show who we allowed to wear shouldn’t replace
2. Choose a way to express yourself: • Would you mind if . . . ? jeans to school. formal clothes in
really are.
• a review • Would it be OK if . . . ? all situations.
• an advertisement
• an interview
Gondolas in Venice, italy 3. Present your work. You didn’t wear Fashion will/
40 41 150 Social and Academic Language your school won’t change
uniform today. much in the
Lose a turn! next century.
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OWI_B_SE_62975_144-174_BM_B.indd 150 6/16/16 7:25 AM

Boys should/
Students choose a form of creative
Dressing up is/
shouldn’t wear
isn’t fun.
ties to school.

expression to find their own voice and

reflect on the themes they have studied. Fashion is
Students of
different ages
A variety of games
more/less
should/shouldn’t
important than
wear the same
being practical.
uniforms.
allows students to
practice concepts and You look great Jeans and a
Your clothes
aren’t very
in your formal sweatshirt
develop fluency—all while clothes!
Move ahead
are/aren’t the
best clothes
practical.
Go back
one space. for school. to start!
having fun.
163

10
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11 6/16/16 7:25 AM
Workbook Online Workbook and Student Website
The Workbook contains activities that reinforce and The Online Workbook, hosted on MyELT, includes
consolidate Student Book instruction, and include listening, interactive activities to support each section
reading, writing, grammar, and vocabulary practice. from the Student Book:

8 Listen and read. As you read, notice the separate paragraphs. Why does the writer 9 answer the questions. Write the number of the paragraph on the line. • Vocabulary • Reading
start new paragraphs? TR: 5
_____ 1. Which paragraph tells us a definition of desire paths?
•  Speaking Strategy • Video
• Grammar • Writing
_____ 2. Which paragraph tells us about problems with desire paths?
_____ 3. Which paragraph describes the reasons for desire paths?
_____ 4. Which paragraph discusses possible solutions to the problems?

10 Complete the diagram. Read the text again and make notes in the boxes.

1.

Reasons

2.

Desire Paths * *desire v. to want something

n. the feeling of wanting something Desire paths

1.
1
Everybody has seen one, most people have walked on one,
and perhaps you started a new one. We may not know the name, Problems
but these paths are called “desire paths.” These are paths, tracks, or
Units 1–2 Review
sidewalks made by people or animals walking on the grass to move 3 Read. 2.
7 Decide which answer (a, b, c, or d) best fits each blank space.
quickly from one concrete sidewalk to another. For example, we see
A Twenty-first Century Place to Live
these paths in urban spaces where people don’t use the sidewalks,
1 Read. Choose the word that best completes the sentences.
but take a shortcut through green land, parks, and gardens. 11 Think about the information from the texts isininthis
My home unit. the
Yangon, You’ve read about
old capital desire paths
of Myanmar. Yangonand(1) city center is
1. Tammy’s brothers and sisters don’t like snakes, but she does. a plan to make London into a new type of national park.oldRead
changing fast; (2)
the sentences. Do you agree
buildings are being replaced by new skyscrapers. People walk on
2
So why do people decide to walk on the green grass and not
Her mother says that she’s
on the sidewalks? Sometimes the architect’s plan for urban spaces in her family. with these ideas? Check (✓) the boxes if you agree. Write a question mark (?) if you’re not
new concrete sidewalks. The city (3) modern architecture is amazing. There are three
a. unique
isn’t the best. Residents, people like you and me, who use b. similar
the outdoor c. normal sure. Mark (X) if you don’t agree.
new highways and tall bridges over the river.
areas every day, know the best and quickest way to walk from one
2. Tim goes to bed at 6:00 a.m. and wakes up at lunchtime. He works most nights. 1. There’s a lot of green space in myMany
hometown.
years ago (4) family bought an apartment on Strand Road, next to the
place to another.
He’s because most people work during the day. river.
3
The problem is that we destroy the grass when we make a 2. We need to protect green spaces in We could see boats from every room. Now (5)
cities. kitchen only has a view of a new
a. unusual b. common c. normal skyscraper. When we sit in our living room, we can see (6) favorite movie theater.
desire path. Also, these new tracks get wet and dirty easily. Concrete
3. I use desire paths.
is cleaner. We know that3.we need
Ivan to the
asks protect our green spaces,
photographer but we He’s
some questions. her for his blog.
also need to move from place to place quickly. 1. a. ’s b. s’ c. its d. his
a. researching b. interviewing c. considering 4. Concrete sidewalks are important.
2. a. his b. ’s c. their d. its
4
Perhaps we need better designers and architects to plan our
4. There areThey
lots of parksask
andlocal
outdoor spaces in my city. I like living in 5. I feel happier when I spend time a. his
3. outdoors. b. its c. ’s d. s’
sidewalks and urban green spaces. should people
4. a. my b. his c. ’s d. her
an
and pay attention to what residents area.
want.
6. The walk to my nearest park is5.tooa.long.
our b. their c. its d. s’
a. rural b. urban c. countryside
6. a. your b. s’ c. our d. its
7. Architects should ask city residents about their ideas for green spaces.
5. I love history, so I know what profession I want to study in college. I want to
be an . 8. People don’t have enough information about nature in urban areas.
4 Read the sentences. Circle the correct word.
7
a. architect b. animal researcher c. archaeologist
6 1. The highway don’t / doesn’t cross the river. 7
6. Katerina climbs towers and skyscrapers in her work. She every day.
a. takes risks b. applies for c. constructs 2. Do / Does children play in the park?

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Listen. Match each teenager to a career he or she might like. Write the number on
OWI_B_WB_72684_002-011_U01.indd 7 3. Why don’t / doesn’t you like to work in an office? 6/8/16 2:04 PM
The Online Workbook also includes
4. Maya and her daughter plans / plan a visit to the water tower.

vocabulary flashcards and grammar

the line. TR: 12
5. Does / Do we have any clues about the unusual symbols on that wall?
a. Steeplejack— travel the country; clean, repair tall buildings
Now I Can . . .
b. Dog walker— outdoor spaces and parks; take dogs for walks

c. Personal trainer— sports center; help people keep fit, learn sports
6. Before Coco can go to live in / on the jungle, she must learn how to climb.

7. Commuting to the city center is more tiring in / on a bicycle.

tutorials for additional support.
talk about night, darkness, and nocturnal activities. o Yes, I can!
8. My cousin’s
Chooseprofession
a nocturnalisanimal
unusual.
and She tests
a light pet food
festival. in /sentences
Write two on a scientist’s o I think I can.
laboratory!
about each.
d. Underwater photographer— seas around the world; taking photos o I need more practice.
9. Architects design our sidewalks but they don’t think about the people who

Each unit ends with a choice activity that

e. Researcher— home; collect information, interview, write reports
walk in 1.
/ on them.

10. Her brother’s friend works in / on Saudi Arabia as a photographer.

2.
provides options for targeted skill practice.
use non-action and action verbs. o Yes, I can!
Specific activities are recommended based
22

on the Now I Can self-assessment.

o I think I23
can.
Write two sentences using action verbs and two sentences using non-action verbs. o I need more practice.

believe feel glow shine understand watch

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1.

2.

A review section every two units exposes 3.

4.
students to question types commonly found on use at, on, and in to say when things happen. o Yes, I can!

international exams.
o I think I can.
Write sentences using the following information. o I need more practice.

1. morning / watch / sunrise

2. weekend/ ride a bike / park

Student resources, including audio for
Now I Can is a brief self-assessment that 3. observe / animal / night
Student Book and Workbook activities, are
write a description of an event using adjectives and the five senses.
available at NGL.Cengage.com/impact. 
o Yes, I can!

offers students an opportunity to reflect on what Use sensory words to describe your experience at a fireworks show.
o I think I can.
o I need more practice.

they learned and identify areas where they need

additional practice. Choose an activity. Go to p. 92.
33

Each unit ends with a choice activity that OWI_B_WB_72684_024-033_U03.indd 33 6/8/16 2:07 PM

provides options for targeted skill practice.

Workbook audio is available for streaming and
download at NGL.Cengage.com/impact.

12 13
 Teacher Resources
The Lesson Planner, with DVD, Audio CD, and Teacher’s Resource CD-ROM, provides
everything needed to successfully plan, teach, and supplement lessons. The Classroom Presentation Tool integrates all of the Impact resources,
1 What makes 1Astana
Whatdifferent
makes Astana
from other
different from other Another unusual building,
Another unusual
the Bayterek Tower,
building, the Bayterek Tower,
king’s tent, the world’s
king’slargest
tent, the
tent.
world’s
Insidelargest
there tent. Inside there
including video, audio, student book pages, and interactive activities, making it
Vocabulary
Vocabulary cities? Discuss. Then
cities?
listen
Discuss.
and read.
Then TR:
listen
2 and read. TR: 2 is a symbol of theiscity.
a symbol
This tall
of the
structure
city. This
is tall is
structure is boating,
a river for is a ariver
park,
foran
boating,
indoor arunning
park, an indoor running
Be the Expert
Be the Expert
easy to carry out lessons in any classroom with an interactive whiteboard or a
105 m (345 ft.) high,
105and
m (345
looksft.)like
high,
an and looks like an a waterslide,
track, track,
and even
a waterslide,
a sandy and
beacheven a sandy beach
enormous tree with enormous
a goldentree
eggwithinside.
a golden eggwith
inside. withresidents
palm trees! The palm trees! The residents
of Astana can of Astana can
The city of AstanaThe city aofunique
is truly is trulyIta unique place. It
Astanaplace.
A Japanese architect
A Japanese
named Kisho enjoy a variety of outdoor
architect named Kisho enjoy a variety
activities
of outdoor
even whenactivities even when
was constructed in was constructed
1997 to replacein the
1997
cityto
ofreplace the city of
Objectives Objectives Kurokawa won first Kurokawa
prize in awon
competition
first prizeto it’s well below
in a competition to freezing.
it’s well below freezing.
Students will Students will
Almaty as the capital
Almaty as the capital
of Kazakhstan. Almaty
of Kazakhstan. Almaty
design and plan the
design
newand planHe
capital. theincluded
new capital. He included Our WorldOur
in Context
World in Context

computer and projector.

was in the southeastern
was in corner
the southeastern
of the country,
corner of the country,
• use vocabulary
• use
related
vocabulary
to cities
related
and to cities and but the president of
butKazakhstan
the president wanted
of Kazakhstan
a new wanted a new many parks and public
many spaces
parks and
to connect
public spaces to connect Most of Kazakhstan
Most of is Kazakhstan
in Central Asia.
is in Central Asia.
buildings. buildings. capital. So Astanacapital.
was built Soright
Astana in the
wasmiddle
built right in the middle urban life with nature.
urban life with nature.
A small sectionA in the section
small west of in
thethe
country
west of the country
• use new vocabulary
• use newto read
vocabulary
about to read about of the country. Asofa result,
the country.
this modern
As a result,
city isthis modern city is Astana has pleasantAstana
summers.
has pleasant
But thesummers. But the is in the easternmost
is in thepart of Europe.part of Europe.
easternmost
surrounded by nothing
surrounded
but ruralby nothing
areas. but rural areas. weather can get very
weather
cold incan
thegetwinter,
very cold
within the winter, with
and discuss the
and
city
discuss
of Astana,
the city of Astana, Kazakhstan borders Russiaborders
Kazakhstan to the north
Russia to the north
The unusual architecture
The unusual architecture
of Astana makes of Astana makes temperatures dropping
temperatures
to -40°Cdropping
(-40°F). to -40°C (-40°F).
Kazakhstan. Kazakhstan. and China to theandsoutheast. Thesoutheast.
China to the capital The capital
it look like a space-age
it lookcity.
likeThere
a space-age
are amazing
city. There are amazing Because of its extreme
Because
climate,
of its Astana
extremeoffers
climate, Astana offers
Target Vocabulary
Target Vocabulary
architecture, architecture, skyscrapers and eye-catching
skyscrapers and buildings.
eye-catching buildings. a lot of indoor entertainment.
a lot of indoor A entertainment.
popular A popular city, Astana, which means “capital”
city, Astana, which meansin the“capital” in the
capital, to construct,
capital,totodesign,
construct,
indoor,
to design, indoor, A cultural center looks
A cultural
like acenter
big, blue
looks
eye.
like
A a big, blue eye. A entertainment center
entertainment
is the Khancenter
Shatyr,
is or
the Khan Shatyr, or Kazakh language, is the
Kazakh second coldest
language, is the second coldest
to plan, resident,
to plan,
shape,resident,
skyscraper,
shape, skyscraper, university building has the shape
university buildingof ahas
dogthe shape of a dog bowl.
bowl. capital in the world.
capitalKazakhstan
in the world.is Kazakhstan
rich is rich
surrounded by,surrounded
symbol, tower,by, symbol,
unique tower, unique in oil and gas, in
and
oilproceeds fromproceeds
and gas, and the from the
Academic Language
Academiccompare
Language compare The Khan Shatyr The Khan Shatyr sale of these natural
sale of resources helped
these natural to
resources helped to
finance the building
finance ofthe
Astana.
building of Astana.
Content Vocabulary
Content Vocabulary
competition, competition,
entertainment,entertainment,
nature, runningnature,
track, running track,
water slide water slide Teaching Tip
Teaching Tip
Resources Worksheet
Resources1.1.2
Worksheet
(Teacher’s
1.1.2 (Teacher’s If students areIfhaving
studentsdifficulty
are having
with andifficulty with an
Resource CD-ROM/Website);
Resource CD-ROM/Website);
assignment, avoid
assignment,
rushing in avoid
too rushing
quickly in too quickly
TR: 2–3 (AudioTR:
CD/Website/CPT);
2–3 (Audio CD/Website/CPT);
to help. It’s natural
to help.
for It’s
students
naturaltofor students to
CPT: Vocabulary
CPT: Vocabulary
struggle with learning
strugglesomething
with learning new. something new.
Students will feel
Students
more of willa feel
sensemoreof of a sense of
accomplishment when they do something
accomplishment when they do something
difficult on their own. Give
difficult on theirstudents
own. Give students
enough time toenough
work through
time tothe workactivity
through the activity
on their own, even if they
on their own, find it difficult
even if they find it difficult
to do so. to do so.

Related Vocabulary
Related Vocabulary
2 Learn new words.
2 Learn
Listennew
andwords.
repeat.Listen
TR: 3and repeat. TR: 3 crane crane

The Bayterek Tower in The Bayterek Tower in 3 Work in pairs.3 Compare

Work inAstana
pairs. Compare
to the place
Astana to the place
downtown Astana downtown Astana
where you live. What
where
doyou
youlive.
like What
and dislike
do you like and dislike
about each place?about
Would
each
youplace?
like toWould
live in you like to live in
Astana? Why or why
Astana?
not? Why or why not?
10 10 11 11

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Warm Up
Warm Up Have studentsHavehelp
students
you fill in
help
theyou
web.
fill Add
in the
other
web.ovals
Add other ovals • Have a student
• Haveread
a student
aloud the
read
Activity
aloud1the
question
Activityat
1 question words.
at Assign
words.
a fewAssign
words atofew
each
words
group.
to each
Say Work
group. Say Work
if necessary.if necessary. the top of p.the
10.top
Point
of p.
to 10.
the Point
web on to the
the board
web on and
the board and together. Write
together.
a new Write
sentencea newforsentence
each of your
for each
words.
of your words.
• Activate prior knowledge
• Activate prior knowledge
Tell studentsTell
they’re
students
goingthey’re going
ask How many askofHow
thesemany
things
of these
can youthings
find can
in the
you find in the
to read abouttothe
read city
about
of Astana,
the cityinoftheAstana,
country in of
the country of • Model an example
• Model anfor example
students.for Point
students.
to architecture.
Point to architecture.
pictureList
picture of Astana? students’
of Astana? List
responses.
students’ responses.
Kazakhstan.Kazakhstan.
Astana was Astana
built in 1997
was built
in anin area
1997far in an area far Write AstanaWrite
is famous
Astana forisits
famous
modern forarchitecture.
its modern architecture.
away from other
awaycities
from and
othertowns.
cities Say
and Many
towns. Say Many cities
cities parks parks • 1 Say Let’s
• 1findSay
outLet’s
whatfindsome
outofwhat
thesesome
buildings
of these buildingsWhen studentsWhenarestudents
finished,are have
finished,
a person have
from
a person
each from each
tall buildingstall buildings
of the world of
have
thebeen
worldcenters
have been of population
centers ofand population and statues statues are. Play TR:are.
2 and
Play
have
TR:students
2 and have listen
students
and read.
listen and read. group read their
groupsentences
read theirtosentences
the class.to the class.
business for business
hundredsfor of hundreds
years. Astanaof years.
is practically
Astana is practically Then discussThen
the discuss
reading with
the reading
students. with
Ask
students. Ask
brand-new! Ask
brand-new!
Does anyoneAsk Does
knowanyone
the name know of the name of City City
questions such
questions
as: such as:
another majoranother
city that
major
wascity
builtthat
in 1956
was built
in South
in 1956 in South people people What do youWhat
think do
“eye-catching” means? (something
you think “eye-catching” means? (something
America in aAmerica
place within afew
place
people,
with animals,
few people,or plants?
animals, or plants? cars cars restaurants restaurants
that gets your
that
attention;
gets yourbeautiful,
attention;spectacular)
beautiful, spectacular)
(Brasilia, Brazil).
(Brasilia,
Tell students
Brazil). Tell
both students
cities were
bothbuilt
cities were built traffic lightstraffic lights shops shops
What does “indoor
What does
entertainment” refer to? (funrefer to? (fun
“indoor entertainment”
by famous architects
by famousand architects
are known andfor
aretheir
knownmodern
for their modern
things to do things
inside to
a building)
do inside a building)
buildings. buildings.
What are “outdoor
What are “outdoor(things
activities”? you do
activities”? (things
outside,
you do outside,
• Start a web• Start
on thea board
web onlike
thethis
board
onelike
withthis
Cityone Present Present
in with City in 1 2 1 2 in the open) in the open)
the center oval.
the center
Ask What
oval. Ask What
makes a citymakes
a city?aWhat
city a city? What
• Have students
• Have
open
students
their books
open to
their
pp.books
10–11.
to Ask
pp. 10–11. Ask
do we expectdotowe
seeexpect
in a city?
to seeSayinI aexpect
city? Say
to see
I expect
tall to see tall • 2 Play TR:
• 32. Have
Play students
TR: 3. Have
listen
students
and repeat.
listen and repeat.
Have you everHave
seenyou
a place
ever seen
like this? Point
a place liketothis?
different
Point to different
buildings when
buildings
I go to when
a big Icity.
go toWrite
a bigtallcity. Write tall buildingsparts of the parts
buildings Have partnersHave
take
partners
turns saying
take turns
each saying
word. Then
each put
word. Then put
photoofand
thecall
photo
on students
and call onto students
describe to describe
in the web. Then
in theask
web. Then
What askdoWhat
else you see
elseindoa you
city?see in a city? students intostudents
small groups.
into small
Display
groups.
the vocabulary
Display the vocabulary
what they see.
what they see.

40 40 1
Unit Unit 1 Vocabulary Vocabulary
41 41

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The Lesson Planner includes: The Teacher’s Resource CD-ROM includes:

• a professional development section that •  unit-by-unit pacing guides for easy lesson planning;
introduces the key principles of the program;
•  printable worksheets for extension activities and process writing support;
•  a detailed scope and sequence; •  printable graphic organizers;
• step-by-step instructions for carrying out •  video scripts;
lessons;
•  Workbook audio scripts;
• reduced Student Book pages with answers at •  pronunciation activities answer keys.
point of use;
•  Student Book audio scripts; The Impact DVD and the audio CD contain all of the multimedia to
• extension activities to supplement the Student support student book instruction.
Book, including instructions to use the
The Assessment CD-ROM with ExamView® includes activity banks to generate
worksheets on the Teacher’s Resource CD-ROM;
customized unit quizzes, mastery tests, and final exams, as well as a pre-test and
• teaching tips and professional development placement test.
support at point of use;
•  suggestions for formative assessment. The Teacher’s Resource Website includes the Student Book and Workbook audio,
the Professional Development Video, as well as all the printable materials contained in
the Teacher’s Resource CD-ROM.
NGL.Cengage.com/impact

14 15
Video Professional Development
Main Video  The main video in each unit
introduces a key concept of the unit theme
in a unique way, either through live action
National Geographic content or through an
original animation designed specifically for this
program.

The video program covers meaningful,

relevant, and timely topics such as:
•  group behavior;
•  art in the open;
•  forming teen identity;
•  pushing your limits.
To ensure that teachers are able to improve their classroom practice and get the most
out of the Impact teaching resources, Dr. Joan Kang Shin and Dr. Jodi Crandall have
developed the Impact Professional Development Video Program.

The Impact Professional Development Video program, available on the

Teacher’s Resource Website, is hosted by Dr. Joan Kang Shin and it features interviews
with teachers around the world. The program provides useful insights and practical
Meet the Explorer  When students advice on the following topics:
reach the Mission page of each unit, •  Characteristics of young teens;
they’ll learn more about the National • 21st century skills;
Geographic Explorer featured in the unit. •  Global citizenship;
A quote by the Explorer and a Meet the •  Learning language through content;
Explorer video help students connect •  Student choice and classroom management;
with these inspirational people who are •  Strategy instruction;
making a difference in the world. These •  Classroom routines;
short one-minute clips reinforce •  Effective use of media in the classroom;
unit objectives, develop critical thinking • Assessment;
skills, and allow students to hear from •  Teaching writing.
each explorer in his or her own words.
Professional development topics are also covered at point-of-use throughout the
The video program is available on a DVD bound with the Lesson Planner, on the
Lesson Planner.
Online Workbook, and on the Classroom Presentation Tool.

16 17
About the Author and Series Editors Teaching with Impact

About the Author

Lesley Koustaff
Lesley Koustaff has been teaching students and writing
ELT materials for all levels for over thirty years. Lesley
hopes that by involving students in their learning
throughout Impact, they will be interested, engaged, and
motivated every step of the way. Lesley has conducted
educational workshops all over Asia, the United States,
Central and South America, and Turkey. She earned her
Masters in Teaching from The School for International
Training in Vermont.

National Geographic Learning’s Impact is an Impact reflects key concepts and principles of
exciting new series for young teens that aims to English-language teaching and learning as they
help students to better understand themselves, apply to adolescent learners of English:

About the Series Editors

one another, and the world they live in. The
series integrates real-world content, the work
and stories of National Geographic Explorers,
• Learning is a process of constructing meaning.
Active learners work to make sense of their
a wide variety of cross-curricular concepts, and world through interaction in personal, social,
engaging projects into a unified program of English and academic contexts.
language instruction. It uses a content-based,
communicative approach to learning English, with • All English learners, and especially teens,
need multiple opportunities for questioning
grammar and vocabulary taught and practiced in and communicating meaning about topics that
context, and multiple opportunities for authentic concern them, at a level that is appropriate to
communication using all language skills. In their emotional, social, and intellectual stages
every thematically organized unit, students of development.
are immersed in a topic that they explore from
different curricular perspectives, using the skills of
listening, speaking, reading, and writing.
• Learners benefit greatly from the support of
knowledgeable persons (teachers, adults, and
peers) to help them successfully incorporate
Young teens are actively exploring their own and understand new information.
identities and grappling with big ideas daily. Impact
Dr. JoAnn (Jodi) Crandall Dr. Joan Kang Shin
encourages teens to consider how their learning
might relate to their current or future lives and
• Learning is most effective when the learner
is challenged to go one step beyond his or
Dr. JoAnn (Jodi) Crandall is Professor Emerita and Dr. Joan Kang Shin is a Professor of Practice and the to the roles they may play in the world as adults. her current stage of cognitive and language
former Director of the Language, Literacy, and Culture Director of TESOL Professional Training Programs development.
Impact challenges teens to think about their
Ph.D. Program, and Co-Director of the MA TESOL in the Department of Education at the University of
Program at the University of Maryland, Baltimore
County (UMBC). She has worked in all areas of
Maryland, Baltimore County (UMBC), and specializes in
the training and professional development of teachers
places in their communities, in their countries, and
in the world at large. By addressing issues of local
and global importance, Impact stimulates students
• Activities that encourage students to think
critically about issues and that engage them
ESL/EFL including teaching, curriculum and materials of English to young learners. In this position she in problem solving are most effective; these
development, standards development, and teacher administers numerous online professional development to use 21st century skills, such as problem-solving,
activities link language learning with other
training. programs for EFL teachers in over 100 countries, critical thinking, and other higher-order thinking
curricular areas.
including her own courses, Teaching English to Young skills. In every unit of Impact, students use their
Learners and Teaching English to Teens. skills to delve deeply into topics of immediate
concern to them as citizens of the 21st century.

18 19
 Characteristics of Young Teens
Young teens are going through a number of
changes: physical, social, and cognitive. For teens,
life is both exciting and confusing. They’re engaged
in discovering who they are and who they want to
be, and in exploring the qualities that make them
unique, as well as those qualities they share with
their peers.

Teens combine childlike playfulness with a nearly

adult ability to think critically. They’re engaged
in questioning, analyzing, and comparing points
of view and are likely to express strong opinions
about topics related to their lives. Impact
encourages them to discuss and express their
views using a variety of print and communications
media such as videos, posters, stories, comic
strips, raps, poems, and songs.

Adolescent English learners have already

learned at least one language and are cognitively
more efficient language learners than younger
children. They can infer and confirm grammar,
vocabulary, and language use when given sufficient
opportunities to use the language to communicate.
They also need to take part in activities that create
Real-World Content technology extends our human abilities. Explorer
language awareness and foster an understanding
Amber Case, a cyborg anthropologist, challenges
of, and an interest in, how language functions. Students learn language and content at the
teens (and adults!) to think about the positive and
same time, so it’s natural and authentic to
Many young people are concerned about their negative aspects of our reliance on technology.
incorporate academic content into the English
places in the world and their roles as global classroom. Integrating grade-appropriate In “Everybody’s Doing It” (Unit 3), students
citizens. They’re developing a sense of social content from science, geography, history, and in Level 3 learn about the various ways that
responsibility. They’re also developing a personal other subjects complements what students animals and humans organize into groups,
sense of values and looking for role models. are learning in their other courses, helps and how those groups affect behavior. They
National Geographic Explorers are people who them develop the academic English they compare groups that they choose to belong to
have made a difference in the world and who may need for future study, and motivates with others that are involuntary, and discuss
challenge young teens to do the same. Eight them to use English in meaningful ways. the importance of groups in their lives.
Explorers and their work are featured in each level
of Impact. They’re presented as potential role Because technology plays such a large role Other units focus on contemporary issues such
models who can encourage teens to explore their in the lives of teens—cell phones, laptops, as the environmental impact of entertainment.
world (Daniel Raven-Ellison), to discover the future social media, texting and more are part of their As they read “The Footprint of Fun” (Unit 4)
(Bethany Ehlmann), to be curious (Katy Croff-Bell), everyday lives—Impact provides opportunities in Level 4, for example, students consider
and to test their limits (Cory Richards). for adolescent English learners to explore the how they can reduce their carbon footprints
influence of media and technology in their lives. and take part in sustainable activities while
In Level 2, for example, in “Your Virtual Self” still enjoying themselves in public settings.
(Unit 3), students explore the many ways in which
20 21
Multicultural Outlook
Today’s teens live in a world made much smaller
• Learn how to become digitial humanitarians and
help others during times of conflict or crisis by
National Geographic Explorers   Explorer Jenny Daltry, in
a unit on misunderstood
employing techniques used in crisis mapping As noted, each unit of Impact presents inspiring animals, many of which
through technology and the role of English as a
and crowdsourcing. (L4) stories about National Geographic Explorers, global are endangered species,
global language. Impact brings that world into
citizens who are actively working in many different urges teens to “keep an
the classroom, introducing teens to the diversity
fields, helping students explore content from open mind.” Iain Couzin,
of global customs, traditions, and ways of life. Cultural Connections
different relevant perspectives. Each unit opener a behavioral ecologist,
Learning about cultures other than their own helps In addition to learning about other cultures, presents a quote from the unit Explorer, meant for studies the value of
young people develop a multicultural outlook and Impact provides teens with opportunities to students to reflect upon and discuss in the context collaboration. As he
learn to communicate successfully with others who make connections between their own and other of their own lives. notes, whether we’re
are using English as a global language, both in traditions and customs. Students reflect upon their
talking about “invasive cells to schooling fish to
person and through social media. And of course, own cultures and discuss connections with their These Explorers convey, through their work and
human cultures, groups can accomplish what
as we’ve come to expect with National Geographic peers. The process helps them build a stronger their words, a sense of global values. They model
solitary individuals cannot.”
and its global reach and extensive research, we understanding and appreciation of themselves universal values such as acting responsibly,
can rely on the accuracy of all content, as well and their places in the world. It also helps them to respecting others, appreciating the environment, Explorer Jimmy Chin,
as the stunning photographs and visuals that learn to use English to communicate and describe and believing in the value of collaboration. Each a photographer and
accompany the text and engage and motivate their values and traditions to others around them. unit in Impact includes a “Mission” page dedicated climber, reminds teens
adolescent learners. to the Explorer’s work and message for teens, as to be prepared, and to
well as a short “Meet the Explorer” video in which avoid situations where
the Explorer shares his or her perspectives and the risks are high and
challenges with students. their level of control
is low, while, in a unit
Impact gives students a window into the work of
about exploration, Corey
Explorers such as Jack Andraka, who at only 15
Jaskolski remarks
years of age invented an inexpensive and quick
on the importance of
way to detect certain types of cancer. It took him
learning by doing and
4,000 tries to find the protein he needed for
“showing people the
his experiment, and 200 tries to find a research
world in a different
scientist who would accept his project. He hopes
light, in a new format—
After reading about DJ Spooky and other disc to inspire other young people to pursue their
something that they can
jockeys in Level 1, for example, teens are asked passions, no matter the odds, as he asks, “Why
engage with and be excited about.”
In Impact, teens about the importance of music in their lives, and not you?”

• Read about an Ice Music Festival, held during

the long, dark winters in Norway, where world-
where they find out about new music. In Level 2,
after reading about Tristram Stuart’s crusade to
encourage consumers not to reject that extra
Students meet
Bethany Ehlmann, an
There are other role models in Impact in addition
to the Explorers. From successful teenage fashion
designers who have donated part of their earnings
class musicians play instruments made of Explorer and planetary
lumpy potato or misshaped carrot, students are to charities or environmental organizations, to a
clean, pure ice! “You’ve never heard music this geologist who works
asked to think about food waste and ugly food. young girl who has regularly attended space camps
cool!” (L1) to help the Curiosity
from the age of seven in the hope of becoming
• Discover that color affects people’s emotions all
over the world, and is often used to express and
In Level 3, students read about the many
different ways people around the world have
developed animation, from cartoons to films, video
rover navigate on Mars.
Bethany hopes that she
and others can someday
an astronaut, users of Impact also read and learn
about young people like themselves who are
represent one’s self. (L2) making a difference.
games, cell phone emojis, and special effects in study signs of life not

• Explore the different ways in which young people

in various cultures express themselves through
live-action films. In Level 4, after reading about
public art, teens are urged to think about how they
only on Mars but also
in other worlds. She
fashion, from special T-shirts and eco-friendly can use art to express their feelings and ideas. encourages students to
clothing to hair and body accessories. (L3) “discover the future.”

22 23
21st Century Skills With Impact, teens develop new ways of thinking, partner using expressions of surprise, such as
new ways of working, new skills for living fuller and “That’s amazing!” or “Wow! Really?” to respond.
In our increasingly interconnected world,
more responsible lives, and a range ICT skills that
exposure to 21st century topics and ideas Speaking strategies in Impact include:
they can use in their educations and careers.
is essential to student success. In addition
to key subjects such as English, Reading
Skills and Strategies
• Extending the conversation;
and Language Arts, World Languages,
Arts, Mathematics, Economics, Science, In addition to the 4Cs, the four domains of • Asking for help with schoolwork;
Geography, History, and Government and listening, speaking, reading, and writing, and
• Expressing strong opinions;

•
Civics, 21st century students must also the ICT skills necessary for success in the 21st
develop an awareness and understanding of century, today’s students need to develop content Asking for repetition and clarification;
topics such as: knowledge and social and emotional competencies
• Expressing surprise or disbelief;

• Global awareness; Students are engaged in thinking critically

to navigate complex life and work environments,
and skills and strategies to help them navigate • Arguing and conceding;

• Financial, economic, business, and

entrepreneurial literacy;
about the choices they make and the problems
that confront them. Together, they develop fact
their academic environments.
• Offering, accepting, and declining advice;

• Civic literacy;
sheets, posters, videos, or even advertisements
that communicate their views to their peers and
others. They consider the ways in which groups
Each unit of Impact includes direct, explicit
strategy instruction to help students effectively
use English for academic and future success, and
• Expressing interpretation and understanding.

• Health literacy; affect their behavior and how, by collaborating, to express their views in appropriate ways. Supporting Reading Instruction
• Environmental literacy;
they can solve problems or accomplish goals.
They analyze, compare, and offer their own views. Impact helps adolescent English learners
Reading is arguably the single most important
skill for academic success. At this stage in their
• Learning and innovation skills. They also engage with a range of media and
technology in order to create their own narratives.
navigate language challenges by presenting
real-world situations that 21st century students
learning, adolescents are exposed to longer
and more complex texts in all of their academic
Impact provides students with rich opportunities Students using Impact are challenged in every encounter every day. All speaking strategies are
subjects. Impact provides an explicit focus on
to think deeply and critically about all of these lesson and activity to think creatively, critically, and presented and practiced in authentic contexts. For
developing effective reading strategies that will not
topics, and others. With the help of National innovatively, and to communicate and collaborate example, students might compare and contrast
only be helpful when reading English texts, but will
Geographic Explorers, students explore ideas that as a matter of course. their parents and discuss how alike or unlike they
also help students become more effective readers
span the globe and affect people of all ages and are, or they may tell a surprising story to a partner,
of content in their own or other languages.
backgrounds. They ask and answer questions We live in a technology- and media-driven parts of which might be true or untrue, with the
about food consumption and waste, unusual environment characterized by immediately
occupations, crisis management, the performing available information and constantly evolving
arts, planetary geology, and collective behavior, technology. Learning and innovation skills beyond
among many other topics. the 4Cs are needed for the complex life and work
environments students will face in today’s world. In
In the process, Impact helps teens develop the addition to the ability to collaborate and to make
skills that have been called the 4Cs, and which individual contributions, students must also be
are considered essential for success in the 21st able to master a range of functional skills such as:
century:

• Creativity and innovation; • Life and career skills;

• Critical thinking and problem solving; • ICT (Information, Communications, and

Technology) literacy;

• Communication;
• Information literacy;

• Collaboration.
• Media literacy.

24 25
 7 Learn new words. Listen and read to find out about colors
14
and moods. Then listen and repeat. TR: 10 and 11

Each Reading lesson in your Impact Lesson strategies with which We make strong connections between colors and feelings.

green relaxed
Vocabulary is a fundamental part of to describe a photo in the book.
Planner is presented in a three-step instructional students can acquire communicating and being understood, especially
plan: Before Reading, During Reading, and After words independently. red nervoUs
in another language. The sheer number of English Although Impact provides contextualized
Reading. During the lesson, students are directed Impact does both words to be learned—about a million—represents vocabulary and complete lesson plans for all
to use a range of strategies before, during, and by introducing high- a major challenge for students. Social and vocabulary instruction, it’s helpful for teachers to
after reading. utility and academic blUe depressed
academic vocabularies consist not simply of single become familiar with simple routines that can be
vocabulary thematically,
15 Work in pairs. Discuss how you feel when you see these things.

words, but also of set phrases or chunks of words, used to introduce or present new vocabulary words
Before reading Students may be asked to talk
I feel relaxed when

in context, within
I see green trees.

many of which are learned together and frequently to students.

with a partner about what they already know about reading and listening used together. In order to succeed academically
a topic and related vocabulary, or, based on the activities, and by and socially, adolescent English learners must A simple vocabulary routine
title and photo, to predict what the text will be
about or what they expect to learn from it.
supporting students as
they develop strategies
16 Work in groups. Compare your answers to Activity 15
with another pair. Then choose two other colors and say
how they make you feel.
I feel nervous when I
see red lights on a car.

Me, too! But I feel more relaxed

when I look at blue artwork.

15
master both social and academic English. While an
average English speaker learns about a thousand
• Display and pronounce the word. Images are
powerful aids to comprehension.
During reading Students are given prompts that
help them self-monitor and focus while they read.
for learning the OWI_1_SE_09313_008-023_U01_CR2.indd 15

vocabulary they need to communicate in English

about a range of topics drawn from science,
4/25/16 2:38 PM words a year, at least until the age of 20, a non-
English-speaking student who is trying to learn the
language may be lucky to achieve 25% of that rate.
• Introduce the meaning of the word with a
student-friendly explanation (vs. a standard
As effective readers, they’re asked, for example, to dictionary definition).
notice details that support their beliefs, to look for history, art, and other areas of interest.
similarities and differences, or to notice the order Vocabulary strategies in Impact include:
Impact presents the language students need
for academic and social success in highly • Illustrate with examples and sample sentences.
in which events happened.

After reading Readers may be asked to work • The study of word parts such as prefixes,
suffixes, and word roots (including Greek and
contextualized, real-world settings. It supports
vocabulary development with direct, explicit • Check for understanding by having students
actively use vocabulary.
instruction in vocabulary strategies. Students
in small groups to discuss a main idea, to recall
important facts, to discuss the relationship of the
Latin roots); learn to use common collocations in English, to • Encourage wordplay.
text to their own lives, or to evaluate or comment
on the text. They might be asked to identify
• Using a dictionary to learn the most common
meaning of a word, how to pronounce it, etc.;
break words into their component parts in order to
figure out their meanings, to identify the Greek and Pronunciation
Latin roots of many English words, and to consult
possible good ideas not included in the reading.
• Recognizing common English collocations; reference sources to find out how to correctly
Impact covers a pronunciation topic in each unit.
The pronunciation syllabus covers basic topics
Reading strategies in Impact include:

• • Identifying multiple-meaning words;

pronounce a new word or to confirm its meaning. like the pronunciation of schwa, reductions, and
pronunciation of -ed endings. There is a strong
•
Comparing and contrasting;
Using context clues to discover meaning. Types of Language in Impact focus on discourse-level suprasegmental features,
• Scanning a text;
Research has shown that at least seven
Target vocabulary  High-utility, theme-related such as stress, intonation, and connected

• Making a personal connection; to twelve exposures are needed to begin to

vocabulary that can be related to students’ lives,
relationships, and studies at school. Target
speech. The goal is to help students to be better
understood by and to better understand English
• Visualizing;
“know” a word in terms of its literal definition,
its relationship to other words, its connotations,
vocabulary is assessed. speakers.

• Identifying a sequence of events; and its power of transformation into other

forms. Students who can master these different
Academic vocabulary  The language of
the classroom. Academic language plays an
• Drawing conclusions; aspects of knowing a word have deep vocabulary increasingly prominent role as students read to
Unit 1
Intonation in tag questions
2 Listen and repeat. Does the voice go up or down?
Mark it with an arrow. Then circle the tags where
the speaker is sure. TR: 115

•
1 Listen. Notice how the voice
knowledge, and students who are familiar learn about science, social studies, math, and goes up or down in the tag
1. Your friends aren’t very open-minded, are they?

Summarizing; question. TR: 114 2. Your sisters are very competitive, aren’t they?

with many words have breadth of vocabulary other areas of academic interest. 3. You didn’t go to the party on Saturday, did you?

•
He seems shy, doesn’t he? 4. Your sister was at the party, wasn’t she?

Identifying an author’s purpose. knowledge. Impact helps students develop broad, The voice goes down in the tag. 5. You were very self-conscious when you were
younger, weren’t you?
Content vocabulary  Useful, theme-related
In this case, the speaker is sure

deep vocabulary knowledge by providing multiple or almost sure. 6. You’ve become more self-confident, haven’t you?

exposures to target vocabulary in contextualized vocabulary that allows students to discuss You’re not jealous, are you?
3 Work in pairs. Listen and repeat each sentence.
Then take turns repeating the tag questions and

Vocabulary activities that include pair and group work, in thematic content.
The voice goes up in the tag.
In this case, the speaker is
answering them. TR: 116
You love school, don’t you? Yes, I do!
less sure.
A balanced approach to vocabulary instruction addition to independent workbook practice, audio 1. You love school, don’t you? (sure)

includes explicit instruction of a limited number Related vocabulary  Useful vocabulary that 2.
3.
English is easy, isn’t it? (sure)
Your town has a soccer team, doesn’t it? (not sure)
activities, whiteboard activities, and videos. students might need at point of use, for example,
4.
5.
Your family is big, isn’t it? (not sure)
You don’t have a pet, do you? (sure)
of well-chosen words, along with instruction in
Unit 2 2 Listen and repeat. Be sure to reduce have. TR: 118

26 27
Modals + have + past 1. She might have seen a spider.
participle 2.
3.
They must have been afraid.
He could have read about the bear.
1 Listen. Notice how have is 4. They could have been fire ants.
pronounced after modals. TR: 117 5. It might have been a rat.
They could have read about it.
 Make an Impact

•
A Create a flipbook.

Impact’s Video Program Meet the Explorer When students reach the When given choices, In Levels 2–4, students are introduced to
• Assemble a small book. Draw on each of the pages to create animation
when you flip it.
• Share your book with the class. Describe the story it tells.
• Explain the process of making your book. Answer your classmates’

“Mission” page of each unit, they’ll learn even adolescents also need questions.

B profile a visual storyteller.

common academic writing genres, including
Video is a powerful tool that can help bring the more about the National Geographic Explorer clear direction and • Go online to research visual storytellers. Select one to profile.
• Create a computer presentation about the person’s life and work. Show
examples of visual stories this person has told.
Classification, Cause and Effect, Narration,
world into the classroom—and bring the classroom whose mission both drives the unit theme and support from peers and • Present your work to the class.

C tell your own visual story.

Biography, Persuasion, Review, and Compare and
to life! Because video allows students to view and encourages students to be active participants teachers.
• Think of a cause or person that is important to you. Think of the story
you want to tell about this subject.
• Choose a format for your story. You might choose to draw, paint, animate,
Contrast, among others.
listen to authentic representations of content,
or use photographs.

in their learning. These short one-minute clips • Create your visual story and share it with the class.

it can be a powerful tool for teachers, and an reinforce unit objectives, develop critical thinking By providing students Scaffolded support  For each writing assignment
especially useful aid for language learners. skills, and allow students to hear from each with real choices in A flipbook
in the Student Book, students are guided step
explorer in his or her own words. activities and projects, by step in the Workbook. A complete model is
In each unit of Impact, students encounter two Impact actively supports 125 provided for the writing task in each unit, so that
short videos: The videos in Impact introduce students to real learner autonomy. OWI_2_SE_62951_110-125_U07_B.indd 125 5/11/16 1:39 PM

learners have clear, meaningful examples of what

• Main Video The main video in each unit

introduces a key concept of the unit theme
people using English in real ways. They provide a
richer environment for learning and engage 21st
century teens who are motivated by content that
Choice activities are an important feature of
Impact and carry an important message: given
the right support and materials, students can and
they’re expected to do.

Worksheets Optional Genre worksheets provide

in a unique way, either through live-action support for the academic writing genres presented
both informs and entertains. More importantly, should be accountable and responsible for their
National Geographic content, or through an in Impact. These include the genres listed above.
building students’ media and digital literacy skills own learning.
original animation created for this series. Each Optional Process Writing worksheets guide
prepares them to use English both inside and
main video reviews target unit vocabulary and students through the five steps: Prewriting, Writing
outside the classroom. Writing
grammar, and exposes students to authentic a First Draft, Revising, Editing and Proofreading,
communication. Corresponding Student Book Impact introduces students to a variety of writing and Publishing.
pages and activities provide opportunities for Classroom Management genres and gives them multiple opportunities to
students to discuss and critically engage with Classroom atmosphere Effective teachers take express themselves in writing. Young teens are In addition, common real-world genres are
the material. care to build a fair, safe, and supportive classroom systematically introduced to academic writing presented throughout the program in choice
climate. As supportive adults rather than friends, starting in Level 1. They move from descriptive activities and projects, in Express Yourself, in
they aim for positive relationships with all their paragraphs to other types of paragraphs, and on to the Workbook, and in all program components.
students and consciously avoid favoritism. They short essays. These include blogs, letters, presentations, travel
have high but reasonable expectations and model reviews, poems, movie scripts, and brochures.
the values they hope to inspire in their students— WRitiNg
A process description explains how something is done or how something happens.

kindness, patience, fairness, and respect. The purpose of the steps and the order in which they happen are described.

Purpose: in order to so that

Sequence: before during after finally

first then next while

Classroom rules and expectations The

little by little meanwhile over time
WRITING
A process description explains a purpose through a sequence of steps in the order in which
32 Read the model. Work in pairs to identify the process being described. What words

establishment of rules is particularly important

they happen.
and phrases does the writer use to show purpose and sequence? Underline them.
in order to control
Purpose: I went to the zoo my fear of snakes.
When you’re very, very afraid of something, that fear can affect you and how you so that I could control
live your life. When I was younger, I saw my cousin fall onto an ants’ nest. The ants
Process Writing: Prewriting
because students need rules to function
Sequence:
attacked him, and he was covered in horrible bites. After that, I became very scared
Before I went to the vivarium, I was scared of snakes. During my visit, I became familiar with
of ants. I wouldn’t eat outside, and I didn’t even like to play outside. I checked my
the snakes. after I left the vivarium, I felt more comfortable about snakes. Sometimes teachers give you a topic to write about. Sometimes you get to choose your own
bed for ants every night. But when I turned thirteen, I decided I couldn’t let my fear
First, I saw the snakes behind the glass. Then, I watched them as they moved around. Next, I topic. Prewriting includes choosing and focusing a topic, choosing a main idea, deciding on

successfully. Brainstorm classroom rules with

get to me. I had to learn to control my fear of ants.
held one for a few minutes. Finally, I relaxed! who your audience is, deciding on what type of writing to do, and deciding on your tone.
First I read a lot about different ants. I didn’t focus on bites, but instead I read
about how beneficial ants are to the planet. Ants are really cool! They’re hard-
working, social, and organized. They help bring air and nutrients to the soil. They 16 Organize 1 Choosing a topic There are many ways to decide what to write about. You can talk to your

your students at the beginning of the year so pollinate plants, clean up decaying matter, and help control other insects.
Next I began to watch ants from
a safe distance. I started to look at
1. Your task is to describe the process of training a pit bull puppy to help people better
understand your dog. Find out about this breed of dog. Research what type of training
you will need to do. Write the main ideas in the chart.
teacher or brainstorm with your friends. You can think about parts of your own life. You can
think about your “favorites,” such as music, places, hobbies, food, movies, and so on. You
can look through books and magazines, or search the Internet. You can think about what is

that they know what’s expected of them and feel

a colony of ants in real time on the happening in the world around you.
Internet in order to learn how they live. How to Train a Pit Bull Puppy
Little by little, I felt more comfortable
about ants. Finally I went outside one 2 Focusing a topic Imagine you want to write about animals. That’s a really big topic! It’s too

responsible for following the rules. It’s important to day and let an ant crawl onto my hand. hard to organize and manage a topic that big. Your writing will be confusing. You need to
It was okay! Now that I know about focus the topic, or make it smaller and more specific.
all the good things ants do, I’m not so 2. Look at your notes. Number the steps you would need to follow to train your dog.
afraid of them anymore. animals cats house cats my pet cat
LIVE

share and communicate rules clearly and simply,

Live feed of an ant farm Think about the purpose of your description. Write a possible topic sentence to tell your
reader the purpose of your description. Now you try it. Focus the topics below.

33 Work in pairs. Imagine you’re scared of an insect or animal. What steps would you sports

and to make sure they’re consistently enforced

take if you wanted to control your fear? Why? Now write the different steps here:
family
Step 1:
34 Write. Many people are scared of pit bulls. Imagine you have a new pit bull puppy. You
3 Choosing a main idea Imagine you decide to write about your pet cat. To get ideas, you
don’t want it to be misunderstood. How will you train it to be a good dog? Describe the Step 2:

with age-appropriate rewards and sanctions.

can use a word map, a T-chart, or other graphic organizer. You can make a list, freewrite, or
process. How could you help people to understand your dog better?
Step 3: use sentence starters.
37 Step 4: 1.
2.
Finally, think about your expected results. This will be your summary.
3.

Managing choice activities A balance of

OWI_2_SE_62951_024-041_U02_B.indd 37 5/11/16 10:53 AM 4.
17 Write
5.
1. Go to p. 37 in your book. Reread the model and the writing prompt.
6.
2. Write your first draft. Check for organization, punctuation, capitalization, and spelling.

independence and support is important to 20

3. Check your final draft. Share it with your teacher and classmates.
My favorite
I remember

adolescent learners. They respond well to having

I believe

OWI_2_WB_72660_012-021_U02.indd 20 4/29/16 7:56 PM

a choice of activities and to deciding whether they Process Writing: Prewriting

Copyright © National Geographic Learning, a part of Cengage Learning.
1

want to work independently or in pairs or groups. IMS_Generic_Worksheet_PW.indd 1 6/2/16 3:42 PM

28 29
 Pacing Guides
2-3 hours per week
Use Warm Up and Wrap Up sections from the Lesson Planner or replace
Assessment in Impact Impact assessment options  Impact ensures with your own Warm Up and Wrap Up.
Assessment should always mirror learning. Tests that students engage in a wide variety of
communicative activities in each thematic unit,
Week 1 Week 2 Week 3 Week 4 Week 9*
should reflect curriculum objectives and provide
students with opportunities to demonstrate what and many of these themes and activity types Unit Opener: Introduce Grammar 1: Warm Video: Before You Writing: Warm Up; Express Yourself:
are correspondingly reflected in the assessment the Unit Up; Present; Practice; Watch; While You Present; Read the Present; Practice;
they know and what they can do, in tasks and Apply; Wrap Up Watch; After You Watch Model; Plan; Write Connect; Prepare
formats that are similar to what they’ve experienced process. Impact provides many opportunities for Vocabulary: Warm
in class. Tests should also contribute to learning on both formal and informal assessment of different Up; Present; Practice; Resources Resources Mission: Mission Resources
types. The Impact assessment program includes Apply; Wrap Up • Student Book • Student Book • Student Book
the part of both teacher and student. Assessment Project: Prepare
• Workbook/Online • Online Workbook • Audio (Audio CD/Website/
results should provide teachers with information on various kinds of written tests: placement tests Resources  Workbook CPT)
• Video (DVD/Online Resources
which to base subsequent instruction, especially and level pretests, eight unit quizzes, two mastery • Student Book • Audio (Audio CD/Website/ Workbook/CPT) • Classroom Presentation
• Student Book
tests, and final tests, together with an Audio CD • Workbook/Online CPT) • Classroom Presentation Tool: Express Yourself
modifications that are needed for some or all Workbook • Workbook/Online
• Classroom Presentation Tool: Video
students. And, of course, the results should provide for listening and speaking assessment. • Audio (Audio CD/Website/ Tool: Grammar 1 Workbook Express Yourself
information to learners on their current strengths CPT) Grammar 2: Warm • Process Writing / Genre (continued): Share
Formal assessment in Impact is provided in the • Classroom Presentation Reading: Warm Up; Up; Present; Practice; Writing Worksheets
and weaknesses, as well as their progress in Tool: Unit Opener and Before You Read; (Teacher’s Resource CD- Resources
form of ExamView® test banks. Banks include Apply; Wrap Up ROM/Website)
learning English. Vocabulary While You Read; After • Classroom Presentation
test items that allow teachers to create a pretest You Read; Wrap Up Resources
• Video (DVD/Online Tool: Express Yourself
Speaking Strategy: Workbook/CPT)
Assessment should include a variety of for use at the beginning of the school year, • Student Book
Warm Up; Present; Resources • Classroom Presentation
techniques that correspond to learners’ abilities unit quizzes, mastery tests, and a final exam. Practice; Apply; Wrap
• Workbook/Online Tool: Writing
• Student Book Workbook
and learning styles. That is to say, assessments A placement test is also provided. In addition, Up • Workbook/Online • Audio (Audio CD/Website/ Project (continued):
should provide opportunities for learners who are with the use of the Assessment CD-ROM with Workbook CPT) Share *Express Yourself
Resources  gives students
not primarily linguistically, logical-mathematically, ExamView®, all of the quizzes and tests are easily • Student Book
• Audio (Audio CD/Website/ • Classroom Presentation
generated and customizable to the needs of
CPT) Tool: Grammar 2 Assessment an opportunity to
or spatially inclined to demonstrate other types of • Online Workbook • Classroom Presentation synthesize what they
intelligence or learning styles. All learners should each teacher’s students. Formative assessment • Audio (Audio CD/Website/ Tool: Reading Resources
CPT)
have learned and
have multiple chances to demonstrate their skills, opportunities appear at the end of each lesson • Student Book
focus on creative
• Classroom Presentation • Classroom Presentation
abilities, and knowledge. and align directly to that lesson’s objectives. Tool: Speaking Strategy Tool: Project and Review expression after every
Games two units. The Express
Assessment should motivate learners and build Accurate assessment reflects not only what • Unit Quiz (ExamView) Yourself for Units 1
learner confidence. Teachers work hard to include students can recognize and produce on a written and 2 will be covered
a variety of motivating and engaging activities in test, but also what they can perform or do as in Week 9.
their lessons, and they’re conscientious about they actually use the language in real or realistic
providing praise and constructive feedback to their contexts. Impact therefore provides a wealth of
students in class. Students should have the same opportunities for informal assessment. These
opportunities for fun, engagement, and motivating include pair and group work, review pages in
feedback in assessments. the Student Book, Workbook activities, and the
Classroom Presentation Tool, among others. Many
Finally, it’s important to note that tests should of the products students create, including end-of-
take place over time in order to collect evidence unit projects, may also be assembled as part of a
of growth. Assessment should not be approached portfolio assessment system.
as an occasional but necessary, fear-inducing
evil. Indeed, the more frequently students are
assessed through a variety of ways, the less test
anxiety they may have and the more practiced and
confident they may feel.

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