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NATIONAL
GEOGRAPHIC CENGAGE
LEARNING Learning*
KeynoteProficient ©2017NationalGeographicLearning,apartofengageLearning
Teacher'sBook
ALLRIGHTSRESERVED.Nopartofthisworkcoveredbythecopyrightherein
DianeHall maybereproduced,transmitted,storedorusedinanyformorbyanymeans
KarenRichardson graphie,electronic,ormechanical,includingbutnotlimitedtophotocopying,
recording,scanning,digitising,taping,Webdistribution,informationnetworks,
Publisher:GavinMcLean
orinformationstorageandretrievalsystems,exceptaspermittedunderSection
PublishingConsultant:KarenSpiller 107or108ofthe1976UnitedStatesCopyrightAct,orapplicablecopyrightlawof
ProjectManager:KarenWhite anotherjurisdiction,withoutthepriorwrittenpermissionofthepublisher.
DevelopmentEditor:ShonaRodger
EditonalManager:ScottNewport Forpermissiontousematerialfromthistextorproduct,
HeadofStrategicMarketingELT:CharlotteEllis submitallrequestsonlineatwwww.cengage.com/permissions
SeniorContentProjectManager:NickVentullo Furtherpermissionsquestionscanbeemalledto
permissionrequest@cengage.com
ManufacturingManager:EyvettDavis
Coverdesign:BrendaCarmichael
ISBN:978-1-305-57961-3
Textdesign:MPSNorthAmericaLLC
ComposRof:MPSNorthAmericaLLC NationalGeographicLearning
CheritonHouse,NorthWay,Andover,Hampshire,SPI0SBE
NationalGeographicLiaison:LeilaHishmeh UnitedKingdom
Audio:TomDickandDebbieProductionsLtd
DVD:TomDickandDebbieProductionsLtd
engageLearningisaleadingproviderofcustomizedlearningsolutions
withemployeesresidinginnearly40differentcountriesandsalesinmore
than125countriesaroundtheworld,Findyourlocalrepresentativeat
CoverPhotoCaption:MarkRonsonspeaksatTED2014, www.cengage.com.
SessionOne-Liftoff|-TheNextChapter,March17-21,
2014,VancouverConventionCenter,Vancouver,Canada. engageLearningproductsarerepresentedinCanadabyNelsonEducationLtd

Photo:@RyanLash/TED. VisitNationalGeographicLearning.onlineaung1.cengage.com

Visitourcorporatewebsiteatwww.cengage.com

CREDITS
Cover:@RyanLash/TED.
Photos:206@JGPhotography/AlamyStockPhoto;211()©Blui260/Shutterstock.com;211(r)©ShantIHesse/
Shutterstock.com;221()©iDevicesinc;221(r)8)epaeuropeanpressphotoagencyb.w./AlamyStockPhoto.
Illustrations:MPSNorthAmericaLLC
Text:pp194-195BengHuatSeefor'Artseducationmaybeimportant,buttheacademicbenefitsareunproven',

-unproven-50496

pp213-215MartinKlaffkeandRobynJohnsfor"'Managingacrossgenerationswilldelivermoreproductive
workplaces',TheConversation,www.theconversation.com/managing-across-generations-will-deliver-more-productive
•workplaces46987

pp218-220SalmaNoreenfor'Theinternetiseatingyourmemory,butsomethingbetteristakingitsplace',The
Corversation,http://theconversation.com/the-internet-ls-eating-your-memory-out-something-better-is-taking-its
•place-47590

byspeakersfromacrosstheworld,rangingfromhighly thefourthlessonisbasedonareadingtext,drawnfrom
respectedbusinessleaderstoschoolstudents,allofwhom thethemeoftheunitandaddressingreal-lifetopics,with
haveanideaworthspreading.Thetalkscanlastaslong avarietyofcomprehension,readingskillsandvocabulary
as18minutesbutaregenerallymuchshorter.Byproviding exercises
thisplatform,TEDaimsto'makegreatideasaccessibleand •thelastlessonineachunitfocusesonfunctionallanguage,
sparkconversation'.FormoreonTED,seewww.TED.com. andcompriseslisteningandspeakingwithaccompanying
vocabularywork,aswellasasectiononwriting,focusingon
WhyareTEDTalksgreatforlearningEnglish? texttypeandwritingskills
TEDTalksfeatureremarkablepeoplecommunicating Thegrammar,readingandfunctionallessonsineachunit
passionatelyandpersuasively,andareauniquesourceof have21stcenturyoutcomes,i.e.thelessonsprovideand
engagingandoftenamusingreallanguage.Thetalksare practisetheskillsandknowledgeneededbystudentsto
intrinsicallyinteresting,andarewatchedbymillions succeedintheirprofessionalandpersonallivesinthe21st
ofpeoplearoundtheworld.IntheELTclassroomthey century.
provide:
Thegrammar,vocabularyandskillspresentedineachunit
motivatingcontentthatlearnerschoosetowatchintheir arepractisedfurtherintheReviewlessonsaftereverytwo
leisuretimeforentertainmentandedification units.(SeeTeachingtip3onpage7.)
educationalcontent,i.e,studentslearnabouttheworldas
wellaslearningEnglish Grammar
authenticlisteninginput Grammarispresentedinanaturalandclearcontext
exposuretodifferentlanguagevarieties:Keynotehasamix usinganinfographic,whichmeansthatthereisnota
oftalksgivenbyBritishEnglish,AmericanEnglish,Australian hugeamountofreadingforthestudentstodoinorder
speakersandincludesaglossaryineachTEDTalklessonto tofindtheexamplesofthegrammar.Studentsareledto
compareandcontrastlanguage(SeeTeachingtip1onpage6.)understandingofthegrammaticalpointsthroughguided
exposuretodifferentaccents(native,suchasBritishand discovery,focusingonlanguagefromtheinfographicpicked
US,aswellasnon-native) outinoneortwogrammarboxes,andstudiedthrough
theuseofconceptcheckquestions.Studentsarethen
up-to-datelanguage
directedtotheGrammarsummaryatthebackofthebook
idealmaterialfordevelopingcriticalthinkingskills
toreadaboutthegrammarinmoredetail.Theexercises
probablythebestmodelsinexistenceforpresentation accompanyingtheGrammarsummariesfocusmainlyon
skills formandcanbedoneatthispointbeforestudentstackle
theexercisesintheunit,whichfocusmoreonmeaningand
use,ortheycanbedoneforhomework.

3HowdoIteachwith TheWorkbookconsolidatesthegrammarpresentedin
theStudent'sBookandextendsit(oftenlookingatmore
Keynote? idiomaticgrammar)inthe'GrammarExtra'exercises.

Unitstructure Vocabulary
EachunitintheStudent'sBookcontainsfivelessonsaround Therearethreedifferentcategoriesofvocabulary
anoverarchingtheme: presentationandpracticeinKeynote:
•thefirstprovidesanintroductiontotheTEDTalkforthe
Keywords
unit,includingpreparationbypre-teachingkeyvocabulary
andpractisingskillsthatwillhelpstudentswhenlisteningto
TheKeywordssectionalwaysappearsinthefirstlesson.In
thissectionsomeofthewordsandphrasesthatarecentral
authenticEnglish
totheTEDTalkarematchedwithdefinitionsinorderto
thesecondistheTEDTalklessonwherestudentswatch enablestudentstounderstandthetalkmoreeasily.Note
andlistentothetalk,bothinitsentiretyandinshortsections,
thatthesewordsaresometimesabovetherelevantCEFR
anddofurthervocabularywork(miningthetalkforinteresting level.(SeeTeachingtip4onpage7.)
vocabularyandcollocations)aswellasworkoncritical
thinkingandpresentationskills(SeeTeachingtip2onpage6.) Vocabularyincontext
thethirdisthegrammarlesson,withrealinputintheform TheVocabularyincontextsectionalwaysappearsinthe
ofaninfographicthatprovidesacontextforthepresentation secondlesson,afterstudentshavewatchedtheTEDTalk.
ofthegrammarandpractice,andendsinaspokenoutput Here,shortexcerptswhichcontainusefulwords,phrasesor
usingthenewlanguage collocationsarerepeatedandthelexicalitemsarematched
withsynonymsandthenpractisedinapersonalizationactivity.

Introduction

Grammar
Grammarispresentedinreal-worldcontextsandpractisedforreal-worldoutcomes

2.2Optimistorpessimist?

INMYGENERATIONWALLHAVEABETTER
LIFETHANMYPARENTS'GENERATION,L

Readingandvocabulary
Contemporary,
real-worldtexts 2.3Expandingyourhorizons
areexploitedfor Outside
readingskills, THE
vocabularyand COMFORT
interest ZONE

Introduction

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butsoisdance.Childrendanceallthetimeifthey're AndIdidn'twantone,frankly,so...(Laughter)But
allowedto,wealldo.Weallhavebodies,don'twe? nowkidswithdegreesareoftenheadinghometo
DidImissameeting?Imean...(Laughter)Truthfully, carryonplayingvideogames,becauseyouneed
whathappensis,aschildrengrowup,westartto anMAwherethepreviousjobrequiredaBA,and
educatethemprogressivelyfromthewaistup.And nowyouneedaPhDfortheother.It'saprocessof
thenwefocusontheirheads.Andslightlytooneside. academicinflation.Anditindicatesthewholestructure
6,20Ifyouweretovisiteducation,asanalien,andsay ofeducationisshittingbeneathourfeet.Weneedto
'What'sitfor,publiceducation?"Ithinkyou'dhave radicallyrethinkourviewofintelligence.
toconclude,ifyoulookattheoutput,youknow,who 9.18Weknowthreethingsaboutintelligence.One,it's
reallysucceedsbythis,whodoeseverythingthatthey diverse.Wethinkabouttheworldinallthewaysthatwe
should,whogetsallthebrowniepoints,youknow, experienceit.Wethinkvisually,wethinkinsound,we
whoarethewinners-Ithinkyou'dhavetoconclude thinkkinesthetically.Wethinkinabstractterms,wethink
thewholepurposeofpubliceducationthroughout inmovement.Secondly,intelligenceisdynamic.Ifyou
theworldistoproduceuniversityprofessors.Isn't lookattheinteractionsofahumanbrain,asweheard
it?They'rethepeoplewhocomeoutthetop.AndI yesterdayfromanumberofpresentations,intelligence
usedtobeone,sothere.Youknow,(Laughter)andI iswonderfullyinteractive.Thebrainisn'tdividedinto
likeuniversityprofessors,butyouknow,weshouldn't compartments.Infact,creativity-whichIdefineasthe
holdthemupasthehigh-watermarkofallhuman processofhavingoriginalideasthathavevalue-more
achievement.They'rejustaformoflife,youknow, oftenthannotcomesaboutthroughtheinteractionof
anotherformoflife.Butthey'rerathercurious,and/ differentdisciplinarywaysofseeingthings.Andthe
saythisoutofaffectionforthem.There'ssomething thirdthingaboutintelligenceis,it'sdistinct.
curiousaboutprofessors.Inmyexperience-not
10.00I'mdoinganewbookatthemomentcalled
allofthem,buttypically,theyliveintheirheads. 'Epiphany',whichisbasedonaseriesofinterviews
Theyliveupthere,andslightlytooneside.They're withpeopleabouthowtheydiscoveredtheirtalent.
disembodied,youknow,inakindofliteralway.They I'mfascinatedbyhowpeoplegottobethere.It's
lookupontheirbodyasaformoftransportfortheir reallypromptedbyaconversationIhadwitha
heads.(Laughter)Youknow.Don'tthey?It'sawayof wonderfulwomanwhomaybemostpeoplehave
gettingtheirheadtomeetings.(Laughter) neverheardof,she'scalledGillianLynne,Haveyou
7.31Oureducationsystemispredicatedontheideaof heardofher?Somehave.She'sachoreographer,
academicabitity.Andthere'sareason.Thewhole andeverybodyknowsherwork.Shedid'Cats'and
systemwasinvented,roundtheworld,thereworeno "PhantomoftheOpera',She'swonderful,Iusedto
publicsystemsofeducation,really,beforethe19th beontheboardofTheRoyalBallet,inEngland,as
century.Theyallcameintobeingtomeettheneedsof youcansee.Anyway,GillianandIhadlunchoneday
industrialism.Sothehierarchyisrootedontwoideas. andIsaid,'Howdidyougettobeadancer?'And
Numberone,thatthemostusefulsubjectsforworkare shesaiditwasinteresting.Whenshewasatschool,
atthetop.Soyouwereprobablysteeredbenignlyaway shewasreallyhopeless.Andtheschool,inthe'30s,
fromthingsatschoolwhenyouwereakid,thingsyou wrotetoherparentsandsaid,'WethinkGillianhas
liked,onthegroundsyouwouldnevergetajobdoing alearningdisorder.'Shecouldn'tconcentrate;she
that.Isthatright?Don'tdomusic,you'renotgoingtobe wasfidgeting.Ithinknowthey'dsayshehadADHD.
amusician;don'tdoart,youwon'tbeanartist.Benign Wouldn'tyou?Butthiswasthe1930s,andADHD
advice-now,profoundlymistaken.Thewholeworldis hadn'tbeeninvented,youknow,atthispoint.It
engulfedinarevolution.Andthesecondisacademic wasn'tanavailablecondition.(Laughter)Youknow,
ability,whichhasreallycometodominateourview peopleweren'tawaretheycouldhavethat.(Laughter)
ofintelligence,becausetheuniversitiesdesignedthe Anyway,shewenttoseethisspecialist.
systemintheirimage.Ifyouthinkofit,thewholesystem 11.03So,thisoak-panelledroom,andshewastherewith
ofpubliceducationaroundtheworldisaprotracted hermother,andshewasledandsatonthischair
processofuniversityentrance.Andtheconsequence attheend,andshesatonherhandsfor20minutes
isthatmanyhighlytalented,brilliant,creativepeople whilethismantalkedtohermotheraboutallthe
thinkthey'renot,becausethethingtheyweregoodatat problemsGillianwashavingatschool.Andatthe
schoolwasn'tvalued,orwasactuallystigmatized.And endofit,becauseshewasdisturbingpeople;her
Ithinkwecan'taffordtogoonthatway.
homeworkwasahwayslate;andsoon,littlekidof
8,36Inthenext30years,accordingtoUNESCO,more eight.Intheend,thedoctorwentandsatnextto
peopleworichvidewillbegraduatingthrougheducation Gillian,andsaid,'Gillian,I'velistenedtoallthese
thansincethebeginningofhistory.Suddenly,degrees thingsthatyourmother'stoldme,Ineedtospeakto
aren'tworthanything.Isn'tthattrue?WhenIwasa herprivately.'Sohesaid,'Waithere.We'llbeback;
student,ifyouhadadegree,youhadajob.Ifyou wewon'tbeverylong,'andtheywentandlefther.
didn'thaveajob,it'sbecauseyoudidn'twantone. Butastheywentoutoftheroom,hetumedonthe

Creativity

radiothatwassittingonhisdesk.Andwhentheygot
Answers
outtheroom,hesaidtohermother,'Juststandand
1S2WA3WA4S5S6S7JA8JA
watchher.'Andtheminutetheylefttheroom,she
said,shewasonherfeet,movingtothemusic.And In2,thehumouristhelittlegirl'sresponse,i.e.thatshe
theywatchedforafewminutesandheturnedtoher believesshehasreallydrawnGod.
motherandhesaid,'Youknow,MrsLynne,Gillian In3,thejokeisapunonthewordfrankincense;seethe
isn'tsick;she'sadancer.Takehertoadanceschool.' Extraactivityonpage13.
11.57Isaid,Whathappened?'Shesaid,'Shedid.Ican'ttell In7,thehumourisinimaginingShakespeareasachild
you,'shesaid,'howwonderfulitwas.Wewalkedin heissuchatoweringliteraryfigurethattheideaofhis
thisroomanditwasfullofpeoplelikeme.Peoplewho beingatschoolinanEnglishclassisalittleridiculous.
couldn'tsitstill.Peoplewhohadtomovetothink.'Who
In8,theunintendedjuxtapositionofthefamilymoving
hadtomovetothink.Theydidballet;theydidtap;they
toLosAngelesjustafterthesonhadgottogetherwith
didjazz;theydidmodern;theydidcontemporary,She
hisgirlfriendpromptsthesuggestionthatshewas
waseventuallyauditionedfortheRoyalBalletSchool;
shebecameasoloist;shehadawonderfulcareerat
responsibleforthemove,whichisclearlynotthecase
theRoyalBallet.Sheeventuallygraduatedfromthe 3
RoyalBalletSchool,foundedherowncompany,the
Askstudentstotakenoteswhiletheylister/watchto
GillianLynneDanceCompany,metAndrewLloyd
answerthequestions.
Webber.She'sbeenresponsibleforsomeofthemost
successfulmusicaltheatreproductionsinhistory,she's DItPlaythesecondpartofthetalkfrom5.25-7.31.
givenpleasuretomillions,andshe'samulti-millionaire, •Givestudentsafewminutesafterthey'vewatchedto
Somebodyelsemighthaveputheronmedicationand expandontheirnotes,thenaskthemtodiscusstheirideas
toldhertocalmdown.(Applause) inpairs.
12.37WhatTEDcelebratesisthegiftofthehuman •Askpairstosharetheiranswerswiththeclass.
imagination.Wehavetobecarefulnowthatweuse
thisgiftwiselyandthatweavertsomeofthescenarios Suggestedanswers
thatwe'vetalkedabout.Andtheonlywaywe'lldoitis
1Theyallhavethesame'hierarchyofsubjects'
byseeingourcreativecapacitiesfortherichnessthey (mathematicsandlanguagesareatthetop,then
areandseeingourchildrenforthehopethattheyare. humanities,thenthearts).
Andourtaskistoeducatetheirwholebeing,sothey
canfacethisfuture.Bytheway-wemaynotseethis
2Mathematicsandlanguagesareatthetop;arts
subjectsareatthebottom,andwithintheartssubjects,
future,buttheywill.Andourjobistohelpthemmake dramaanddanceare'below'artandmusic.
somethingofit.Thankyouverymuch.(Applause)
3Hethinksthere'snologictothehierarchy/orderof
Backgroundinformation subjects,e.g.dancebeingbelowmathsinthehierarchy,
andthatthere'stoomuchfocusonthesubjectsatthe'top'
Nativityplays
4Toproduceuniversityprotessors.
KenRobinsontalksaboutanativityplaythathissonwas
in.Thisisaverycommonpre-Christmaseventatprimary 5Theyliveintheirheads.Bythis,KenRobinsonmeans
thattheirworkiscerebralandacademic,ratherthan
schoolsthroughouttheUnitedKingdom.Thechildrenput
physical.Healsosaysthattheylive'slightlytooneside'
onaplayrecountingthestoryofJosephofNazarethand
suggestingtheytavourthesideofthebrainresponsible
MarygoingtoBethlehemforacensus,andthebirthof
formaths,logic,etc.ratherthanthatresponsiblefor
Jesus.Theplayisusuallyperformedforparents.
emotionandcreativity.

NotethedifferencesinBritishEnglishandNorthAmerican
Englishshownatthefootofthespread.Inthisunit,these
Askstudentstoreadthesentencesandselectthecorrect
focusonvocabularyandspellingdifferences.SeeTeaching
optionbeforetheywatch,iftheycan.
tip1onpage6oftheIntroductionforideasonhowtopresent
andpractisethesedifferences. •DIEPlaythetalkfrom7.31-9.18forstudentstocheck
theiranswers.

CheckthatstudentshaveappreciatedthatalotofKen Answers
Robinson'spresentationwashumorous,andaskthemtogo 1industrialism2music3talented4ajob5inflation
throughthepointsinExercise1,classifyingthemintoserious
pointsandjokes/anecdotes.
Checkanswers,andaskifstudentscanexplainthe Tellstudentsthattheyshouldidentifythethreeadjectives
humourinthejokes. thatKenRobinsonusestodescribeintelligence.

Creativity 15

DPlaythetourthpartofthetalkfrom9.18-10.00,thenTranscriptandsubtitles
askstudentswhichadjectiveswereused.
1Iftheydon'tknow,they'haveago.
Ifmoststudentshaveidentifiedthecorrectadjectives,play abecomeupset
theextractasecondtimeforthemtomatchtheadjectives bmakeanattempt
withthedefinitions.Iftheyhavehaddifficultyidentifying ¢dosomethingdifferent
theadjectives,tellthemtolistenspecificallyforadjectives 2ButsomethingstrikesyouwhenyoumovetoAmericaand
beginningwithd-/dy-andplaytheextractagain, whenyoutravelaroundtheworld.
Askstudentstomatchtheadjectivesanddefinitionsinpairs. amakesastrongimpressiononyou
bmakesyoufeelconfused
Answers cincreasesyourunderstanding
1diverse-c2dynamic-a3distinct-b 3…..whodoeseverythingthattheyshould,whogetsallthe
browniepoints
agetsthecredit
AskstudentstoreadthroughthenotesaboutGillianLynne bgetsgoodresults
quicklybeforetheywatch,andencouragethemtofillinany cgetsthebenefitslateron
answerstheythinktheyknow.Thefirstlettersofthemissing 4Butthey'rerathercurious,andIsaythisoutofaffection
wordsshouldhelp. forthom.
•DIEPlaythefifthpartofthetalkfrom10.00totheend, abecauseIrespectthem
allowingstudentsacoupleofminutestocompletetheiranswers. bbecauseIfeelsorryforthem
cbecauseIlikethem
Answers
5Oureducationsystemispredicatedontheideaof
1Cats2concentrate3ADHD4specialist academicability,
5Sat6radio7dancing8think9Royal aistraditionallyconcernedwith
10founded11multimillionaire12calm13down bgivespreferenceto
cisbasedon
•Askstudentswhatthe'moral'ofthestoryis,i.o,whyKon
6Anditindicatesthewholestructureofeducationis
Robinsonfeltitwasausefulillustration.(Itshowsthatsome
shittingbeneathourfeet.
kindsofintelligencedonotrespondtothetypicalschool
amoving
modelofsittingquietlyandworking.)
bcollapsing
Optionalstep.Askstudentstoworkinpairsand cbecominqmorerigid
reconstructthestoryofGillianLynnefromthenotes,taking
threeorfourheadingseach.
7It'sreallypromptodbyaconversationIhadwitha
wonderfulwoman..GillianLynne.
aconnectedto
VOCABULARYINCONTEXT baresultof
capartof
TheapproachofthisVocabularyinContextmaybenow 8Shecouldn'tconcontrate;shewasfidgoting.
toyourstudents(andalsotoyou)soexplainhowitworks: amakingsmall,impatientmovements
youaregoingtoplayextractsfromtheTEDTalk.Whenthe bmakingdancingmovements
videoreachesaparticularword,amultiple-choicequestion cmakingmovementswithherhands
willappearonthescreenandstudentsshouldchoosethe
correctmeaningofthewordfromachoiceofthreedefinitions. Answers
Therearedifferentwaysinwhichtodealwiththeanswersto 1b2a3a4c5c6a7b8a
thequestionsandyoumayvaryyourapproachfromunitto
unit.Onewayistoaskstudentstocallouttheiranswersas
Backgroundinformation
thequestionsappear;theonlydangerwiththisisthatmore
Browniepoints
confidentstudentsmaydominatethequestionandanswer
session.Anotheralternativeisforstudentstoworkaloneand Theexpressionget(allthe)browniepointsmeanstoget
writedownthefiveanswers.Thentheycancomparetheir creditfordoingsomething;similarlylosebrowniepoints
answerswithapartnerbeforeyouplaythetalkagainand meanstolosemeritinsomeone'seyes.Itisgenerally
checktheanswersasawholeclass. thoughtthatthetermbrowniepointsoriginatesfrom
DIKePlaytheclipsfromthetalk.Wheneachmultiple- pointsaccruedforachievementsintheorganizationThe
choicequestionappears,pausethevideosostudentscan Brownies,whichintheUKisayoungerversionofGirl
choosethecorrectdefinition. Guides(thefemaleequivalentofScouts).

16 1Creativity

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