LEARNING

1
THIRD
EDITIO N
Listening, Speaking, and Critical Thinking

JOHN HUGHES
 1
THIRD
EDITION
Listening, Speaking, and Critical Thinking
JOHN HUGHES

LEARNING

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

National Geographic Learning, © 2025 Cengage Learning, Inc.

a Cengage Company
ALL RIGHTS RESERVED. No part of this work covered by the copyright
herein may be reproduced or distributed in any form or by any means,
except as permitted by U.S. copyright law, without the prior written
Pathways 1: Listening, Speaking, and Critical permission of the copyright owner
Thinking, 3rd Edition
John Hughes “National Geographic”, “National Geographic Society” and the Yellow Border
Design are registered trademarks of the National Geographic Society
Publisher: Sherrise Roehr
Executive Editor: Laura Le Dréan ® Marcas Registradas

Senior Development Editor: Andrew Gitzy

Director of Global Marketing: Ian Martin For permission to use material from this text or product,

Heads of Regional Marketing: submit all requests online at cengage.com/permissions

Further permissions questions can be emailed to
Charlotte Ellis (Europe, Middle East and Africa)
permissionrequest@cengage.com
Justin Kaley (Asia and Greater China)
Irina Pereyra (Latin America)
Joy MacFarland (US and Canada) Student’s Book:
ISBN: 978-0-357-97874-0
Product Marketing Manager: Tracy Bailie
Student's Book with the Spark platform
Content Project Manager: Samantha Bertschmann
ISBN: 978-0-357-97873-3
Media Researcher: Leila Hishmeh
Senior Designer: Heather Marshall
National Geographic Learning
Operations Support: Hayley Chwazik-Gee 5191 Natorp Blvd,
Manufacturing Planner: Terry Isabella Mason, OH 45040
USA
Composition: MPS North America LLC

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

Visit National Geographic Learning online at ELTNGL.com

Visit our corporate website at www.cengage.com

Printed in China
Print Number: 01 Print Year: 2023
Pathways CEFR IELTS Band TOEFL® Score
Level 4 C1 7.0–8.0 94–110
Level 3 B2 5.5–6.5 46–79
Level 2 B1–B2 4.5–6.0 32–60
Level 1 A2–B1
0–5.5 0–46
Foundations A1–A2

O N T H E C OV E R
Kayaking on Torbiere del Sebino, a nature
reserve on the south shore of Lake Iseo, Italy
© Sara Zanini/Getty Images
 Scope and Sequence
Unit Title & Theme Listenings & Videos Listening & Note Taking

1
Lesson A • Listen for Repeated Words
An Interview with Annie and Ideas
Griffiths • Use Linear Notes and
EXPLORING VIDEO Mind Maps
WORK Working in the Wild
page 1
Lesson B
ACADEMIC TRACK: What Does It Take to Be an
Career Studies / Explorer?
Social Science

2
Lesson A • Understand a Speaker’s
Remembering the Past* Purpose
VIDEO • Use a Split Page to
GOOD TIMES, A Shared Memory Take Notes
GOOD FEELINGS
page 21 Lesson B
What Do We Remember?
ACADEMIC TRACK:
Psychology

3
Lesson A • Listen for Examples
Mascots and Marketing
VIDEO
THE MARKETING Advertising Just for You
MACHINE
page 41 Lesson B
Graphic Design*
ACADEMIC TRACK:
Business / Marketing

4
Lesson A • Listen for Definitions
Strange Weather* • Abbreviate Numbers and
VIDEO Measurements
WILD WEATHER Understanding Tornadoes
page 61
Lesson B
ACADEMIC TRACK:
The Future of Sports
Environmental Science

5
Lesson A • Listen for Reasons
Food Fact or Fiction? • Use a T-Chart
VIDEO
FOOD ON THE How We Taste Food
MOVE
page 81 Lesson B
Ugly Food
ACADEMIC TRACK:
Cultural Studies
* With slideshow

With animation

ii
Speaking & Pronunciation Grammar & Vocabulary Critical Thinking Final Tasks
• Say That You Don’t • Simple Present • Make Inferences Option 1
Understand • Adverbs and Expressions Role-play a conversation
• Take Turns of Frequency about dream jobs
• Final -s / -es Sounds • Word Families Option 2
Discuss what makes a
good job

• Give Reasons • Simple Past and Time • Recognize Assumptions Option 1

• Structure a Presentation Clauses Play two truths and a lie
• Simple Past -ed Endings • Abstract Nouns Option 2
Present a special object
or photo

• Ask for and Give • Simple Present and • Analyze Graphics Option 1
Clarification Present Continuous Design a mascot
• Brainstorm with a Group • Noun Suffixes -ment Option 2
• Aspirated /k/, /p/, and -tion Present an advertisement
and /t/

• Express Likes and Dislikes • Count and Noncount • Remember and Apply Option 1
• Use Slides Nouns What You Know Present tips for doing an
• A, an, some, any, a lot of activity
• Syllable Stress
• Verb + Gerund or Infinitive Option 2
• Synonyms Present a process

• Tell a Story • A lot of, much, many, few, • Recognize a Speaker’s Option 1
• Use an Effective Hook and little, enough Point of View Do a food survey
a Call to Action • Compound Words Option 2
• Long and Short Vowel Present an argument
Sounds about food

iii
 Scope and Sequence
Unit Title & Theme Listenings & Videos Listening & Note Taking

6
Lesson A • Use Context Clues
Housing Solutions* • Use Diagrams and
VIDEO Flowcharts
HOUSING FOR Steel Container Buildings
THE FUTURE
page 101 Lesson B
How to Build a New City
ACADEMIC TRACK:
Engineering /
Urban Planning

7
Lesson A • Understand Time Periods
How Humans Are Changing • Use an Outline
VIDEO
THE HUMAN Brain Connections
BODY
page 121 Lesson B
The Benefits of Bacteria
ACADEMIC TRACK:
Health / Biology

8
Lesson A • Recognize Opinions
Temporary Art*
VIDEO
LEARN TO LOVE Making Art from Recycled
ART Glass
page 141
Lesson B
ACADEMIC TRACK: Jake Shimabukuro
Arts / Music

9
Lesson A • Recognize Cause and
The Penguins at Simon’s Effect
Town*
OUR VIDEO
RELATIONSHIP Falcon Farmers
WITH NATURE
page 161 Lesson B
Kariba Town, Zimbabwe
ACADEMIC TRACK:
Science / Anthropology

10
Lesson A • Listen for Key Words
Solving Communication
Problems
HOW WE VIDEO
COMMUNICATE A School for Communication
page 181
Lesson B
ACADEMIC TRACK: The Importance of
Communication / Gestures
Sociology
Appendix page 201 * With slideshow
iv

With animation
Speaking & Pronunciation Grammar & Vocabulary Critical Thinking Final Tasks
• Ask for and Give Opinions • Conjunctions and, but, • Rank Options Option 1
• Encourage Other People in or, so Present a house and sell it
a Discussion • Adjective Suffixes Option 2
• Sentence Stress Plan a new city

• Talk about Possibilities • Will for Predictions; • Question and Check What Option 1
• Participate in a Group Adverbs of Certainty You Hear Survey classmates about the
Discussion • Will and Be Going To future
• Recognize Reduced Forms • Choose the Correct Option 2
Meaning Discuss pros and cons of
future situations

• Express Degrees of • Modals of Present • Synthesize Option 1

Uncertainty Possibility Describe an image or book
• Debate an Idea • Modals and Questions for Option 2
• Recognize Connected Suggestions Have a class debate
Speech • Collocations with
Prepositions

• Compare and Contrast • Comparative Adjectives • Analyze Arguments Option 1

• Plan Your Presentation • Superlative Adjectives Play a vocabulary game
• Recognize Reduced Words • Collocations Option 2
Give a presentation about
the natural world

• Explain and Check • Present Perfect • Recognize Cultural Option 1

• Invite and Answer • Present Perfect and Differences Explain a piece of
Questions from the Simple Past technology
Audience • Phrasal Verbs Option 2
• Consonant Clusters Present a form of
communication

v
Welcome to Pathways Listening, Speaking,
and Critical Thinking, Third Edition
NEW AND UPDATED

EXPLORE THE THEME

Read the information. Then discuss
the questions.
1. Do any of the facts surprise you?
2. How many parts of the body can

Compelling photography and

you name?
3. Do you know or can you nd any other
interesting facts about the body?

infographics in Explore the Theme

draw students into the unit, develop
The
their visual and information literacy
Amazing
skills, and get them speaking.
Human
Body
1. You blink around 20 times 5. The word muscle comes from
a minute. That’s about ten a Latin word that means “little
million times a year. mouse.” The ancient Romans
thought a bicep muscle looked
like a mouse.

2. Scientists believe that the 6. Every year, you lose about 4 kg

nose can recognize a trillion of dead skin cells.
di erent scents!

3. Human teeth are as strong 7. If you live to age 70, your heart
as shark teeth. will beat around 2.5 billion times!

4. Earwax is a type of sweat. 8. Bodies give o a small amount

Your ears make more earwax of light. It is too weak for the
when you are afraid. eye to see.

122 U NI T  T H E H UM A N B O D Y 123

A Listening Remembering the Past

Critical Thinking A PREDICT You are going to hear a lecture about nostalgia. What questions do you think the
lecture will answer?
A multimedia approach
1.
2.
What does nostalgia mean?
How can nostalgia make us happy?
3.
4.
Why is nostalgia bad for us?
How does nostalgia help your memory? featuring videos, slideshows,
and animations supports
B MAIN IDEAS Watch or listen to the lecture. Choose the correct word.
1. Nostalgia includes a memory from the past and an (emotion / object).
2. In the past, the meaning of nostalgia was about (happiness / sadness).
3. These days, many doctors think nostalgia can be (helpful / dangerous).
4. We can use nostalgia in (difficult / boring) situations.
listening comprehension
5. Some doctors think music can help older people with their (emotions / memories).

C Which answers in exercise A are correct? Were your answers correct? while making content
A man enjoys a childhood
experience.
accessible and engaging.

26 U N IT  L E S SO N A

B Complete the chart with your answers and reasons.

> Favorite season: autumn Reason: I prefer cooler weather. I like the color of the leaves.

Your answer Your reason(s)

1. Favorite month or season

2. Favorite smell

3. Favorite old object or photo

Updated Speaking Activities 4. Favorite song or piece of music

give more guided instruction 5. An old film you like or don’t like

and language support, building 6. Best or worst holiday

fluency, accuracy, and learner C Work with a partner. Take turns sharing your information from exercise B.

independence. Say an answer:

Ask for the reason:
A: My favorite month is January.
B: Why’s that?
Give the reason: A: In my country, it’s the middle of summer!

vi
Academic competency skills like collaboration,
communication, and problem-solving help students
develop the skills and behaviors needed to succeed
in school and their lives.

CRITICAL THINKING Make Inferences

Sometimes when people speak, they don’t say exactly what they mean. So when you listen,
you need to make inferences and guess a speaker‘s meaning.
Statement: “I studied biology for six years, and now I study lions in Zambia.”
We can infer: This person knows a lot about biology and lions.

Assessment
Pathways Listening, Speaking, and Critical Thinking supports teachers and learners with various forms of
assessment, with the goal of helping students achieve real-world success.
The Final Tasks section with two
options provides flexibility for various
learning environments and another
Review
opportunity for formative assessment.
A new Review section SE LF AS S E SS

provides additional How well can you . . . ?

use the key vocabulary
Very well. OK. I need improvement.

Final Tasks
recognize reduced forms

opportunities for formative use will and be going to

talk about possibilities

OPTION 1 Survey classmates about the future

assessment and encourages A VOCABULARY Choose the correct word in each sentence.

1. I always (feed / cause) my cat at eight o’clock.

A Interview your classmates about their futures. Use the words in the survey. If they answer,
“De nitely / probably / possibly . . . ,” ask for a reason and write your classmate’s name.

students to take control 2.

3.
4.
There’s (bone / blood) on your face. Did you cut yourself?
You have a very healthy (lifestyle / disease).
Regular physical exercise can (improve / lead to) your health.
A: Do you think you’ll start a new kind of exercise this year?
B: Probably, because I want to get in better shape.
If they answer, “No, I (de nitely / probably / possibly) won’t,” ask another person. You have ten

of their learning journey

5. What’s the main (period / bene t) of good bacteria? minutes. Try to write names in every square.

B PRONUNCIATION Listen to sentences using reduced and full forms. Check () the sentence start a new kind of go to college learn to drive a car move to a new home in
you hear. exercise this year the next ve years

through guided self- 1. a.

b.
English lessons’ll start tomorrow.
English lessons will start tomorrow.
3. a.
b.
What’ll you do after school?
What will you do after school? pass your exams go camping for a learn another do some volunteer
this year vacation language someday work this year

assessment.
2. a. We’re gonna pass this exam. 4. a. My daughter’s gonna study biology.
b. We’re going to pass this exam. b. My daughter’s going to study biology.
write a book become famous learn to make a new travel to another
C GRAMMAR Find and correct the mistake in each sentence. someday someday dish this week country in the next year

1. I’ll to visit the doctor tomorrow. 4. I promise I’ll calling you back later.
2. We won’t probably go out tonight. 5. What you going to do when you leave college? go out with friends try a new musical become a vegetarian run a marathon
this weekend instrument someday
3. She going to be a doctor.

D SPEAKING SKILL Say answers to these questions. Use expressions from the box and include ▼ Yoga is good physical exercise,
reasons. and it helps decrease stress.

I’m very certain that . . . Probably. I’m fairly sure that . . . I doubt that . . . Maybe.

1. How certain are you that you’ll pass all your exams this year?
2. Is it likely that you’ll have more than one career in the future?

RE AS SE SS What skills or language do you still need help with?

138 U N IT  R EV IEW

T H E H UM A N B OD Y 139

Opportunities for online assessment on the new Spark platform include:

• The National Geographic Learning Online Placement Test, which places students into the
correct level of Pathways
• Interactive Online Practice activities and online tests from the Assessment Suite, for formative
and summative assessment
• A Course Gradebook that tracks student and class performance against learning objectives,
providing teachers with actionable insights to support student’s progress
vii
Bring the world to the classroom and the classroom
to life with the Spark platform — where you can prepare,
teach and assess your classes all in one place!

Manage your course Track student and class Set up classes and roster students
and teach great classes with performance on independent quickly and easily on Spark.
integrated digital teaching online practice and assessment. Seamless integration options and
and learning tools. Spark The Course Gradebook helps point-of-use support helps you
brings together everything you turn information into focus on what matters most:
you need on an all-in-one insights to make the most of student success.
platform with a single log-in. valuable classroom time.

Photo credit:
©Brian Yen

Visit ELTNGL.com/spark
to learn more
 EXPLORING WORK

A zookeeper at the Tennoji Zoo

in Osaka, Japan, works with a
hippo named Tetsuo.

IN THIS UNIT, YOU WILL: THINK AND DISCUSS:

• Listen to an interview with a National Geographic Explorer 1. What is the man in the photo doing?
• Watch a video about working in the wild Where does he work?
• Watch or listen to a presentation about how to become 2. Do you want a job like this? Explain.
an explorer 3. Is it important to have a good job? Explain.
• Role-play a conversation about dream jobs
OR Discuss what makes a good job 1
EXPLORE THE THEME
Read the information. Then discuss
the questions.
1. Which three job pros do Gen Z
employees talk about the most?
2. Do you agree? What are your top three
job pros?
3. What other things do you think are
important in a job?

A job pro is something you like about

a job. These are the most common
job pros that Gen Zers talked about in
reviews of their jobs.

Work environment 4.3%

Flexible hours 4.2%
Good pay 3.5%
Great people 2.9%
Flexible schedule 2.5%
Great work 1.6%
Easy job 1.6%
Employee discount 1.5%
Free food 1.4%

MOST COMMON
JOB PROS
FOR GEN Z*

* Gen Z are people born between

1997 and 2012.
Source: Glassdoor Economic
Research
2 UNIT 
This is the office for Selgascano Architecture
in Mallorca, Spain. Studies say that workers
are happier in offices with plants and sunlight.

IENXSPI LDOE RTI N

HGE BWROARI N
K 3
 A Vocabulary
A Listen and repeat. Check (P) any words you already know.

adventure (n) creative (adj) experience (n) opportunity (n) skill (n)
communicate (v) dangerous (adj) explore (v) ordinary (adj) view (n)

B MEANING FROM CONTEXT Read and listen to the article. Think about the meaning of the
words in blue. Write each word next to its definition below.

MEET THE EXPLORERS ▼ Thandiwe Mweetwa

Different people have different views
about “big cats,” such as lions and jaguars.
Some people think the animals are beautiful,
but other people are afraid of them because
they can be dangerous. Thandiwe Mweetwa
and Ricardo Samuel Moreno are biologists,
and they love to explore the natural world.
They both work with big cats and teach
ordinary people about them.
Thandiwe is from Zambia, and she
helps lions in her country. Sometimes people
kill these animals because they want to
protect their farm animals. So Thandiwe ▼ Ricardo Samuel Moreno
communicates with people in the villages
and shares her experiences so they learn
about the lions. She also works to give more
opportunities to other women scientists.
Ricardo is from Panama, and he
often goes on adventures in the jungle.
Sometimes he tries to photograph jaguars.
It’s difficult, and it takes special skills. He has
to find creative ways to photograph them.
For example, he uses special cameras in the
trees; when a jaguar walks past the cameras,
the cameras take photos of the animal.

1. (n) a chance to do something

2. (adj) having the ability to make things or think of new ideas

3. (adj) likely to cause harm or injury

4. (v) to travel to different places and learn about things

5. (n) an opinion or a way of seeing things

4 UNIT  LE SSON A
 6. (n) an exciting time or event
7. (n) something that happens to you

8. (v) to share information with others

9. (n) something you are able to do well

10. (adj) not different or unusual

VOCABULARY SKILL Word Families

A word family is a group of words with the same base word. We add prefixes and suffixes to
make word forms in the family.
create (v) creative (adj) creatively (adv) creation (n)
When you learn a new word, try to learn the other forms as well. You can write down the
form after the word using these abbreviations: (v) for verb, (adj) for adjective, (adv) for
adverb, and (n) for noun.

C Work with a partner. Write the different forms of these words. Use a dictionary to help you.

1. communicate (v) (n)

2. (n) dangerous (adj)

3. (v) photographer (n)

4. adventure (n) (adj)

5. (v) explorer (n)

6. skillful (adj) (n)

D Choose the correct form of the word to complete these conversations. Then listen and check
your answers.
1. A: Do you like to do (danger / dangerous) things?
B: Sure! I like surfing and skydiving!
2. A: Do you take a lot of (photographs / photographers)?
B: Yes, I do. I have thousands on my phone.
3. A: What (skillful / skills) do you have?
B: I speak two languages, and I can play the guitar.
4. A: Who do you (communicate / communication) with every day?
B: My family and also my teachers at school.
5. A: When you go on vacation, do you prefer to have (adventurous / adventures) someplace
or to relax on the beach?
B: I like to relax on the beach!

E PERSONALIZE Work with a partner and take turns. Ask the questions in exercise D. Answer
the questions so they are true for you.
E X PLORIN G WOR K 5
 A Listening An Interview with Annie Griffiths
Critical Thinking A BRAINSTORM Look at the photo by Annie Griffiths and read about her. With a partner, think
of two questions to ask Annie.

Women from the UAE Cycling

Girls club, Dubai, UAE

Annie Griffiths is a National Geographic Explorer and photographer. She

travels around the world and takes photographs of people and wildlife.

LISTENING SKILL Listen for Repeated Words and Ideas

Speakers often repeat certain words (and their word forms) when they talk about a topic.
They sometimes use synonyms or similar phrases for the key words and ideas. These
repeated words help you identify the main idea and the most important information.
Some people think “big cats,” such as lions and jaguars, are beautiful, but other people
believe the cats are dangerous. Thandiwe Mweetwa works with big cats. . . .

B Listen to the interview with Annie Griffiths. You will hear these nine words. Check (P) a word
each time you hear it. Which FIVE words are repeated several times?
photographer places travel
wildlife world communicate

dangerous people friends

6 UNIT  LE SSON A
C MAIN IDEAS Think about the repeated words in exercise B. Check (P) the main idea of the
interview.
1. Annie Griffiths’ work is dangerous sometimes.
2. Annie Griffiths travels around the world as a photographer.
3. Annie Griffiths knows how to communicate with the people she meets.

D DETAILS Listen again and complete these sentences with ONE or TWO words.
1. Annie travels to places such as Africa, Australia, the Middle East, and North and South
.
2. Annie loves many places, so it’s hard to choose a .

3. She takes photos of ordinary people, and she also loves taking pictures of
and landscapes.

4. When Annie talks to people or acts a little silly, they feel more .
5. It’s important for photographers to be creative and see things in .

CRITICAL THINKING Make Inferences

Sometimes when people speak, they don’t say exactly what they mean. So when you listen,
you need to make inferences and guess a speaker‘s meaning.
Statement: “I studied biology for six years, and now I study lions in Zambia.”
We can infer: This person knows a lot about biology and lions.

E Think about the interview with Annie. Can you infer these statements? Choose Y for Yes or N for No. Critical Thinking

1. Annie prefers to visit dangerous places. Y N

2. Annie likes her life of adventure. Y N
3. Annie knows how to make friends with strangers. Y N
4. Annie thinks everyone has the skills to be a photographer. Y N

F FOCUSED LISTENING Listen to part of the interview with Annie Griffiths. Complete the
questions with the words you hear.

1. favorite part of the world?

2. And like to travel and explore the world so much?

3. But communicate with people in so many places?

4. So advice for someone who wants to
become a photographer?

G RECALL Work with a partner. Role-play an interview between a journalist and Annie. Critical Thinking

Journalist: You can use the questions in exercise F and also think of some new questions.
Annie: Use the information from the interview to answer the questions in your own words.
E X PLORIN G WOR K 7
 A Speaking
GRAMMAR FOR SPEAKING Simple Present Statements

For spelling of We use the simple present to express: • habits or routines: They work with animals.
verbs ending • things that are always true: She enjoys her job.
in -s/-es, see I /You/We/They live
the Appendix. Affirmative
He/She/It lives
in Zambia.
I/You/We/They don’t live
Negative
He/She/It doesn’t live
Note the verbs be and have are irregular: I am You/We/They are He/She/It is
I/You/We/They have He/She/It has

A Complete these sentences about work. Use the simple present and contractions.
1. Explorers often to different places around the world. (travel)
2. My father is a doctor. He very long hours. (work)

3. I a lot of work, and I get long breaks. (not have)

4. My brother is a soldier. He much vacation time in the army. (not get)

5. Waiters good pay, but they sometimes get big tips. (not receive)
6. My aunt is an artist. She works long hours, but every day different! (be)

B Take turns reading the sentences in exercise A with a partner. Then describe each job using an
adjective in the box.

badly paid creative dangerous exciting easy hard

> Explorers often travel to different places around the world. I think it’s an exciting job!

Critical Thinking C EVALUATE Work with a group. Choose FOUR jobs. Discuss the pros (good things) and cons
(bad things) of each job.

Jobs Pros and Cons

artist engineer boring / interesting normal / long hours
builder photographer creative opportunities to learn / travel
businessperson scientist dangerous well paid / badly paid
chef teacher difficult / easy
doctor veterinarian exciting

A: I think a doctor works long hours.

B: That’s true, but a doctor is well paid, so that’s good.

8 UNIT  LE SSON A
 PRONUNCIATION Final -s/-es Sounds
For most verbs ending in -s/-es and plural nouns, the -s/-es ending doesn’t add an extra
syllable.
work works re•ceive re•ceives opp•or•tun•i•ty opp•or•tun•i•ties
When a noun or verb ends with a /s/, /∫/, /z/, /dʒ /, or /t∫/ sound, you pronounce the -s or -es
ending with the sound /əz/ or /ɪz/. This adds an extra syllable.
dance danc•es ex•er•cise ex•er•cis•es watch watch•es

D Read the sentences and underline any verbs and nouns ending with -s or -es. Write the number
of syllables above each word. Then listen and check your answers.
4
1. Annie communicates with other photographers.
2. My son watches animals in the park.
3. She goes to different places and has amazing experiences.
4. My uncle drives buses for a living.
5. There are 16 doctors and 37 nurses at the hospital.
6. The students have three exercises.

GRAMMAR FOR SPEAKING Adverbs and Expressions of Frequency ▼ Construction

workers work
We often use adverbs of frequency with the simple present. Notice the word order. on a new
• After the verb be: He’s always late. building.

• Before all other verbs: She always carries a camera.

always usually often sometimes not often never
100% 0%
We also use expressions of frequency with the simple present. An expression of frequency
answers the question How often?
A: How often do you go to school? once/twice/three times a week/month/year
B: I have class five days a week. every day/week/year/afternoon

E X PLORIN G WOR K 9
 E Write SIX true sentences about people you know. Use ideas from the chart or your own ideas.
Remember to change the verb and use the correct word order.

Person Adverb Verb phrase

My mother / father always watch TV at (+ time)
usually exercise at the gym in the morning / afternoon /
My brother / sister
wake up evening
often
My best friend do homework at night
sometimes
finish work on the weekends
My teacher not often play sports during the week
My friend [name] never work in an office after work / school / class

> My mother always wakes up at seven o’clock during the week.

F Share your sentences from exercise E with a partner. Pronounce the -s ending with an extra
syllable where necessary.

G Work with a partner and take turns. Ask questions with How often do you . . . ? and a verb phrase
from exercise E (or your own ideas). Answer the question with an expression of frequency.

A: How often do you watch TV?

B: About three times a week.

H Read the short description of a job. Then choose the correct adverbs and expressions of
frequency in the sentences below.

A DAY IN THE LIFE OF A “DIGITAL NOMAD”

My name is Henry, and I work for a software company. Every day, I start work
at eight. I design and write computer programs. I can work from anywhere in the world,
so this month I’m in Seoul. Every four or five weeks, I move to a new city or country.
My boss lives in Montreal, but as long as we talk on Mondays and Fridays, she’s happy.

1. He always / never starts works at eight.

2. He moves to a new country about once a month / twice a year.
3. He speaks to his boss every week / twice a week.

Critical Thinking I CREATE Follow these steps.

1. Choose a job and write a similar “day in the life” description (four or five sentences).
Describe what you do, but don’t write the name of the job.
2. Work with a group. Take turns reading your job descriptions. Try to guess everyone’s jobs.

10 UNIT  LESSON A
 Video

Working in the Wild

in the field (expression) in nature or the real world increase (v) to go up; to rise
▲ Holly Akello at the CTC
look after (v phr) to take care of something / someone population (n) the number of animals in a group Conservation Center in the
Butambala District, Uganda

A Watch the video about Holly Akello and an organization called Gorilla Doctors. Are these things
true for Holly, the Gorilla Doctors, or both? Write the letters in the chart.
a. want to help animals
b. look after different kinds of animals Holly
Both Gorilla
c. look after one kind of animal Doctors
d. feed the animals
e. want to increase the number of animals
f. need special skills

B Watch again. Choose the correct answers. For some questions, both answers are correct.

1. Where does Holly work? a. In Uganda. b. At a conservation center.

2. Which animal(s) does she look after? a. Lions. b. Snakes.
3. Why isn’t she afraid of the animals? a. She feeds them. b. She understands them.
4. What do the Gorilla Doctors do? a. Study the gorillas. b. Count the gorillas.
5. What do they give names to? a. The babies. b. The gorilla families.
6. Who do the Gorilla Doctors teach a. Other doctors. b. Schoolchildren.
about the animals?

C PERSONALIZE Discuss these questions with a partner.

1. In the future, do you want to work with animals? Why? Why not?
2. Imagine you are going to interview a person for a job at the conservation center in Uganda.
What can you ask at the interview? Write down three questions.

E X PLORING WOR K 11
 B Vocabulary
A Listen and repeat. Check (P) any words you already know.

apply (v) enthusiastic (adj) interview (n) perfect (adj) responsible for (adj phr)
candidate (n) equipment (n) manage (v) positive (adj) training (n)

B MEANING FROM CONTEXT Listen and write the words you hear. Then think about each
word’s meaning.

PAR TTI ME BAR I STA S N E ED E D

The university café needs an ¹ student to work part-time. Are

you the ² person for the job? Baristas are ³
making drinks and cleaning the ⁴ , tables, and chairs. Sometimes
you will also need to ⁵ the café on your own. Anyone can
⁶ because we provide ⁷ . The successful
⁸ is ⁹ and wants to learn new skills. Find out
more about the job and ask for an ¹⁰ by email: info@unicafe.edu.

▲ A barista makes coffee

for customers in his café.

12 UNIT  LESSON B
C Read comments about working at the university café. Cross out the bold words in each
sentence and write a word from exercise A.
1. “Builders use a lot of tools and machines for their jobs.”

2. “Only one person has emailed about the job so far.”

3. “I think I’m the best person for the job.”

4. “Why did you ask for this job?”

5. “I’m so excited and happy about my new job. I can’t wait to start!”

D Read and complete part of a conversation with the OTHER five words from exercise A. Listen
and check. Then practice the conversation with a partner.

INTERVIEWER: Thank you for coming to this job ¹ . I have a few questions. Do
you have any experience working in a café?

CANDIDATE: No, I don’t. But the job advertisement says you provide ² .
INTERVIEWER: That’s true. We can train you to use the equipment and make coffee, but it’s harder
to train people to be friendly! We want to hire very
³ people.

CANDIDATE: Oh well, I’m very friendly, and I love to learn new skills.
INTERVIEWER: That’s good to know.
CANDIDATE: In my last job in a shop, I was ⁴ helping customers.
And sometimes I had to ⁵ the shop when my manager was away.

INTERVIEWER: That’s very interesting. Do you have any questions for me?

E CREATE Work with a partner and prepare for a job interview. Then do the interview. Critical Thinking
Student A: You are a candidate for the job in the advertisement. Make notes about:
• your work experience and skills (e.g., do you know how to make coffee?)
• your personality (e.g., are you positive and enthusiastic?)

Student B: You are the interviewer. Prepare five questions for the candidate. Find out about:
• the person’s work experience and skills
• the person’s personality

EXPLORING WOR K 13
 B Listening What Does It Take to Be an Explorer?
Critical Thinking A PREDICT You are going to hear part of a presentation about how to become an explorer.
Write down FIVE words you think you will hear. Then compare your words with a partner.

B MAIN IDEAS Watch or listen to the presentation. How can you prepare to be an explorer?
Check (P) the speaker’s four main ideas.
1. Study and explore wildlife. 5. Learn other languages.
2. Study your main interests. 6. Find out about new things and ask questions.
3. Learn about photography. 7. Try some dangerous activities.
4. Buy an expensive camera.

C Did you hear any of your words from exercise A?

D DETAILS Read the statements. Then watch or listen again and choose T for True or F for
False.
1. The presenter is talking about this topic for the first time. T F
2. People often don’t know how to become explorers. T F
3. Most explorers climb mountains and dive in oceans. T F
4. Andrea Hernandez is an explorer and a filmmaker. T F
5. Many explorers know how to take good photographs of their adventures. T F
6. Explorers shouldn’t make mistakes when they speak a local language. T F
7. Explorers usually travel to dangerous places. T F
8. You can prepare and get experience in your town or city. T F

NOTETAKING SKILL Use Linear Notes and Mind Maps

When you take notes, it’s important to write down key words; these are often repeated
words. You also need to organize your notes.

You can write notes in a list with subheads, Or you can write notes using a mind map.
numbers, and bullet points.
history?
How to become an explorer (topic)
how to Choose
1. Choose your interest. (subtopic) become an your
explorer interest.
- history?
wildlife?
- wildlife?

Some people also draw little pictures or use symbols in their notes. There is no correct way
to take notes. Use a strategy that works for you.

14 UNIT  LESSON B