CENTURY

COMMUNICATION
LISTENING, SPEAKING, AND CRITICAL THINKING

TEACHERS GUIDE

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

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 ANSWER KEY  Unit 1
E LISTEN FOR MAIN IDEAS  (page 6)
THINK AND DISCUSS  (page 3) 1. T  2. F  3. T  4. T
1. Answers will vary. (E.g., The title is about
achieving dreams.)  2. Answers will vary. (E.g., F LISTEN FOR DETAILS  (page 7)
Danielle started six companies based on her Segment 1
business ideas/dreams.)
1. Facebook, 24, 42.5 billion  2. difficult,
rapid  3. television, investors  4. Bill Gates
PART 1 Segment 2

Would-Be-Entrepreneurs: Listen Up!!! 5. a café, seven  6. free time

Segment 3
A COMMUNICATE  (page 4)
1. Answers will vary. (E.g., Type of business: a 7. one third, (one) half  8. 30, bankruptcy
small gourmet food shop; a takeout restaurant;
Segment 4
a grocery store with specialty products. Cheap
or expensive products: Probably expensive 9. marriage/family life  10. divorced, chose
because it looks like they carry gourmet
products in small quantities (not like a large G (page 8)
supermarket). Also, the cheeses are in a
Main point #1: It is very hard work to have your
special case, which usually indicates that they
own business.
are expensive—often imported from other
countries.)  2. Answers will vary. (E.g., Types Main point #2: Answers will vary. (E.g., There is
of small businesses: private or family-owned no guarantee of becoming rich as a business
restaurants, boutiques/clothing stores, dry owner.)
cleaners, Laundromats, parking lots, car repair
Main point #3: Answers will vary. (E.g., You have
shops, software consulting, bakeries, and bed
to make difficult choices between family and
and breakfast inns. Qualities of small business
work.)
owners: hard working, good with money, willing
to take risks, independent, good leadership/
managerial skills, creative, practical, disciplined, H LISTEN AND TAKE NOTES  (pages 8–9)
and self-confident.  3. Answers will vary. Answers will vary. Possible answers:

WHO? WHAT WHAT

B THINK CRITICALLY  Predict.  (page 4) KIND OF ARE THE
Answers will vary. (E.g., “Would-be” implies that BUSINESS? PROBLEMS?
his listeners are not entrepreneurs (yet), and Example 1: Rob- Fr café, brkfst 100 hrs/wk,
“listen up” implies giving advice. He’s probably chef + lnch 7 days/wk
going to talk about the difficulties involved in clsd Sun,
starting your own business and perhaps advise but pprwrk
listeners against it, or give them advice about lng hrs = ×
how to avoid or deal with problems.) free time
Example 2: Gail H. + dssrt co– bad bus
C VOCABULARY  (page 5) hsbnd Just Dssrts decsns =
1. catch up on  2. constantly  3. settle bnkrpt
down  4. wealth  5. investor  6. runs the Example 3: Tony– TV show no $, 2 yng
business  7. overnight success  8. striking  sftwr chl, wife
9. estimate  10. bankruptcy + med made him
entrep choose fam
D COMMUNICATE  (page 6) or bus

Answers will vary.

UNIT 1 5

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 I THINK CRITICALLY  Interpret an Infographic. 
(page 9) PART 2 
1. The failure rate is up to 80%. They fail 5 ways to kill your dreams
because of poor management, tough
competition, and bad marketing.  2. 30% fail A COMMUNICATE  (page 13)
within the first year. Answers to why they fail will Answers will vary. (E.g., People do not usually
vary. (E.g., They might fail because the owners want to “kill their dreams.” It is unlikely that
don’t have enough time or money to put into the the speaker wants to teach people how to do
businesses.)  3. Answers will vary. that. The title is probably ironic; it means the
opposite of what it says.)
J (page 10)
Answers will vary. B THINK CRITICALLY  Predict.  (page 14)
Answers will vary.
K THINK CRITICALLY  Analyze.  (page 10)
1. Answers will vary. (E.g., 1. c or d; 2. d; 3. c C COLLABORATE (page 14)
or d; 4. d; 5. c or d; 6. c or d)  2. Answers will
Answers will vary.
vary.  3. Answers will vary.

D VOCABULARY  (pages 14–15)

L THINK CRITICALLY  Support Ideas.  (page 11)
1. c  2. b  3. a  4. b  5. a  6. b  7. a  8. a 
Answers will vary.
9. c  10. a

M COMMUNICATE  (page 11) E COMMUNICATE  (page 15)

See exercise L. Answers will vary.

N (page 12) F WATCH FOR MAIN IDEAS  (page 16)

3, 4, and 5
Warning: / This is not a reality TV show. /

It is just plain reality. / G WATCH FOR DETAILS  (pages 16–17)

Segment 1
First, running a business is hard work. / Really
1. Answers will vary. (E.g., By taking life and
hard work. / 100 hours a week of hard work. / education seriously for 17 years)

Segment 2
—At least. /
2. Answers will vary. (E.g., Choices you will have
Seven days a week of hard work. / No kidding. / to make)

Just ask Robert. / 3. Answers will vary. (E.g., Make mistakes)

4. Answers will vary. (E.g. Decision-making)

Robert is a French chef who owns a café
Segment 3
serving breakfast and lunch. / 5. Yes

6. Answers will vary. (E.g., To work hard for

O (page 12) more success)
See answers to exercise N. Segment 4

7. Yours
P THINK CRITICALLY  Analyze.  (page 12)
Answers will vary. 8. Answers will vary. (E.g., Celebrate your
achievement.)
6 UNIT 1

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 H IDENTIFY EXAMPLES  (page 17) Main points from the TED Talk: Answers will
Answers will vary. Possible answers: vary. (E.g., No one else has the perfect answers
for your life; Make your own decisions; Don’t
SIGNAL NOTES ON STORY settle; Take responsibility for the faults in your
You know the story, -tech guy, built mob app, ideas; Focus on the journey, not just the goals.)
right? sold fst for $$$ Main points from both: Answers will vary. (E.g.,
-30 apps, has mstrs/PhD, Don’t believe in overnight success; You have to
wrkd 20 yrs work hard to be successful; You have to make
I myself have a story -hmbl fam, 2 wks ddln decisions; There is always a risk of failure.)
MIT strtd app, got in
-17 yrs took lf + edu srsly B THINK CRITICALLY  Apply.  (page 18)
Answers will vary.
I COMMUNICATE  (page 17)
See answers to exercise H. C (page 20)
Answers may vary. Possible answers:
J EXPAND YOUR VOCABULARY  (page 17)
And one last tip,/and this one is really important
1. b  2. b  3. c  4. c  5. a  6. b
as well:/Believe that the only things that matter
are the dreams themselves./Once I saw an ad,/
K COMMUNICATE  (page 17)
and it was a lot of friends, they were going up
1. Answers will vary. (E.g., She presents the a mountain, it was a very high mountain, and it
information as a list of things NOT to do, rather was a lot of work, you could see that they were
than the more usual way of presenting advice by sweating and this was tough, and they were
telling people what to do.)  2. Answers will vary. going up, and they finally made it to the peak,/
3. Answers will vary.  4. Answers will vary. and of course, they decided to celebrate, right?
I’m going to celebrate, so, “Yes! We made it,
L THINK CRITICALLY  Reflect.  (page 17) we’re at the top!”/Two seconds later,/one looks
1. Answers will vary. (E.g., She uses obvious at each other and says, “Okay, let’s go down.”/
pauses and rising and falling intonation; she Life is never about the goals themselves./Life is
speaks slowly; she repeats her main points; about the journey.
she uses examples that are easy to understand
and relate to; she uses very clear signals; she D COLLABORATE  (page 20)
restates all of her main points at the end of her Answers will vary.
talk.)  2. Answers will vary.
E THINK CRITICALLY  Support Ideas.  (page 21)
PUT IT TOGETHER Answers will vary.

F —REFLECT  (page 21)

A THINK CRITICALLY  Synthesize.  (page 18)
Answers will vary.
Main points from the podcast: Answers will
vary. (E.g., More people today want to become
entrepreneurs; Running a business is hard work;
There is a huge risk of failure; You will have to
make difficult decisions that may negatively
affect your family.)

UNIT 1 7

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 ANSWER KEY  Unit 2
Segment 2
THINK AND DISCUSS  (page 23) 7. Facial expressions and gestures
1. Answers will vary. (E.g., I express myself more
Segment 3
easily in writing because I have time to think
first.) 8. Abbreviations  9. u for you
2. Answers will vary. (E.g., There are ways other
than speaking and writing to express yourself, I (page 29)
such as through art.) 1. Answers will vary. (E.g., we’re losing ablty to
commun cmplx ideas = step back)  2. Answers
will vary. (E.g., emoji + emot imprv lng = step
frwrd)
PART 1
Emoji and Emoticons: or ? J THINK CRITICALLY  Compare.  (page 30)
Answers will vary.
A COMMUNICATE  (page 24)
Answers will vary. K COLABORATE  (page 30)
1. Answers will vary. (E.g., Do you want to see a
B THINK CRITICALLY  Predict.  (page 24) horror movie at 8?)  2. Answers will vary. (E.g.,
Answers will vary. (E.g., the advantages and I’m nervous about the math exam.)  3. Answers
disadvantages of using emoji and emoticons) will vary. (E.g., Do you want to get some
pizza after class?)  4. Answers will vary.
C VOCABULARY (page 25) (E.g., I’m going to Canada with my family this
1. reductions  2. get across  3. ancestors  summer.)  5. Answers will vary. (E.g., Today is
4. gestures  5. compound  6. complex  my grandmother’s 70th birthday.)  6. Answers
7. universal  8. facial expressions  will vary. (E.g., I can’t play soccer because I hurt
9. symbols  10. spread my foot.)

D COMMUNICATE  (page 26) L (page 30)

Answers will vary. See answers to exercise K.

E LISTEN FOR MAIN IDEAS  (page 27) M (page 31)

2 and 4 See the Pronunciation Skill box.

F (page 27) N COMMUNICATE  (page 31)

Answers will vary. 1. Answers will vary. (E.g., A compound
word is formed from two words to make a
new word, such as basketball, heartbroken,
G LISTEN FOR DETAILS  (page 27)
and earrings.)  2. Answers will vary. (E.g.,
a. 4  b. 1  c. 3  d. 6  e. 5  f. 2 Watermelon is formed from two words: water
and melon. A watermelon is a melon that is
H (page 28) green on the outside and red on the inside. It
Segment 1 has a lot of water in it.)  3. Answers will vary.
(E.g., The purpose of a doghouse is to give dogs
1. Simple pictures  2. Punctuation or other a place to live outside and to get away from bad
non-letter symbols  3. A combination of two weather.)  4. Answers will vary. (E.g., Honeybee
words to make one word  4. Basketball/ is a combination of two words: honey and bee.
sunlight  5. Picture  6. Character A honeybee is a type of bee that makes honey.)

12 UNIT 2

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 G WATCH FOR DETAILS  (page 36)
PART 2  Segment 2
Go ahead, make up new words 1. T  2. F

A COMMUNICATE  (page 32) Segment 3

1. Make up a new word means to invent a new 3. T  4. F  5. T  6. F
word. Answers to the second question will
vary.  2. Someone who writes dictionaries.  H LISTEN FOR EXPLANATIONS OF WORDS
3. Answers will vary. (E.g., In English, new words AND TERMS  (page 36)
are invented constantly, probably because it has
Segment 1: c
become such a widely used language all over
the world. New words are created by a wide Segment 2: a
variety of people for many different reasons.
Scientists invent new words for things that Segment 3: b, d, e
they discover; people who engage in sports Segment 4: d, e
and hobbies invent new words to describe
various aspects of them; people invent words
I EXPLAIN WORDS AND TERMS  (page 37)
to describe new technological concepts and
objects that did not exist before; people adopt 1. Boutique (borrowed from French; means
words or versions of words from other languages “a small, usually fashionable, store”) 
into their own as they interact with people who 2. Thunderstorm (combined the words thunder
have different cultures and languages; teenagers and storm)  3. Camcorder (combined cam
invent new expressions, called slang, probably from camera and corder from recorder) 
to differentiate their language from that of their 4. To flame (The noun flame, which means “a
parents; people who use texting and other new fire or blaze,” became a verb, which means
modes of communication invent new words to “to attack someone by sending an electronic
fit the type of communication.)  4. Answers will message on the Internet.”)  5. LOL (combined
vary. (E.g., An example of a new word in English the first letters of the words laughing out loud)
is choss. It means “rock that is not good for
climbing because it falls apart easily.” It probably J EXPAND YOUR VOCABULARY  (page 37)
appeared in English because rock climbing has 1. c  2. c  3. a  4. c  5. a
become more popular as a sport over the past
10 years or so.)
L THINK CRITICALLY  Interpret an Infographic. 
(pages 38–39)
B THINK CRITICALLY  Predict.  (page 33)
1. Lexicographers, computers, dictionary
Answers will vary. users  2. Used in a wide variety of publications;
used for a significant period of time; used by
C VOCABULARY  (pages 33–34) several different writers. Answers to the next
1. c  2. b  3. b  4. c  5. c  6. b  7. a  part of the question will vary. (E.g., The editors
8. a  9. a  10. a want to make sure that the word has really
entered the language and that it is not just
D COMMUNICATE  (page 35) temporary and will disappear from use very
Answers will vary. quickly. Also, they want to make sure it is not
something that just one writer has created
E WATCH FOR MAIN IDEAS  (page 35) and only he or she uses as a part of his or her
style, as opposed to a widely used word.) 
4
3. Dictionary editors  4. A definition is written
for the new word.
F WATCH FOR DETAILS  (page 35)
Segment 1

1. a  2. b  3. b  4. c  5. b  6. c
UNIT 2 13

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 M THINK CRITICALLY  Infer.  (page 39) PUT IT TOGETHER
1. Answers will vary. (E.g., lexicographers
because they are word experts, and it’s a part
A THINK CRITICALLY  Synthesize.  (page 40)
of their job to research new words)  2. Answers
will vary. (E.g., It probably took years before 1. Answers will vary.  2. Answers will vary.
having the help of computers. Today, because (E.g., She would think they’re like “word-eating
of computers, it is probably much faster; it locusts” because they are replacing words in
might take only months.)  3. Answers will vary. communication. She would think they’re like
(E.g., McKean’s process relies more heavily on “honeybees” because more and more people
ordinary people to submit entries. Her rules for are using them, and so they are becoming more
entering words into the dictionary are probably accepted and understood.)
less strict than those used by traditional
dictionary writers because of her attitude toward B COLLABORATE  (page 40)
language; she encourages people to make Answers will vary.
up new words rather than wait for others to
do so. Also, she says in her talk that listeners C —REFLECT  (page 41)
should make up new words and submit them to
Answers will vary.
Wordnik and she will put them in the dictionary.
That implies that the process is very quick and
easy.)  4. Answers will vary. (E.g., because
she wanted to encourage the creation and
spreading of new words)

14 UNIT 2

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 ANSWER KEY  Unit 3
F LISTEN FOR DETAILS (page 47)
THINK AND DISCUSS  (page 43) DOGS RATS RAVENS
1. Answers will vary. (E.g., The train derailed and   1. used for hundreds of
people were stuck. Firefighters are rescuing the years
passengers.)   2. rescue people who
2. Answers will vary. (E.g., It’s going to be about are buried
different ways to rescue people.)   3. find people
  4. find landmines
  5. are trainable
PART 1   6. have an excellent
sense of smell
Animal Heroes   7. have excellent
eyesight
A COMMUNICATE  (page 44)
  8. form relationships
1.
Answers will vary. (E.g., A dog trained in with people
avalanche rescue is finding survivors.)
  9. are faster than people
2.
Answers will vary. (E.g., Animals as heroes:
10. use technology
some animals, such as the dog in the picture,
can be trained to find people after natural Note: For #8, although the speaker refers to dogs
disasters.) as “man’s best friend,” the fact that dogs form
close relationships with people is implied, not
B THINK CRITICALLY  Predict. (page 44) directly stated.
1.
Answers will vary. (E.g., Search and rescue
means to find and save someone who is G (page 48)
in danger. Search and rescue missions are Segment 1: Answers will vary. (E.g., Who used
necessary when people get lost in a forest dogs for search and rescue in the 17th century?
or on a mountain, when a natural disaster How did the dogs help rescue people?)
occurs, during war, etc.)
Segment 2: Answers will vary. (E.g., What other
2.
Answers will vary. (E.g., Animals help humans
skill did the dogs have?)
in a variety of ways. For example, dogs help
find people using their excellent sense of Segment 3: Answers will vary. (E.g., What
smell.) kind of technology are they using? How is
3.
Answers will vary. (E.g., dogs) technology making them more effective?)

C VOCABULARY (page 45) H (page 49)

1. devastated  2. underestimate  Answers will vary.
3. innovative  4. survivors  5. sensors 
6. access  7. activate  8. responders 
I COMMUNICATE (page 49)
9. site  10. wilderness
Answers will vary.

D COMMUNICATE (page 46)

Answers will vary.

E LISTEN FOR MAIN IDEAS (page 46)

1, 3, 5, and 8

19

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 J COLLABORATE (page 49) L THINK CRITICALLY  Support Ideas. (page 50)
Answers will vary. Possible answers: Answers will vary.

CONTEXT HOW DO DOGS HELP PEOPLE?

M (page 50)
on farms Sheep dogs gather sheep together,
find lost sheep, and prevent sheep from 1. ac-cess  2. ac-ti-vate  3. av-a-lanche 
getting lost. They also warn farmers 4. de-va-stat-ed  5. dis-pro-ven 
(by barking) of strangers or animals 6. sen-sor  7. sur-vi-vor  8. wild-er-ness
approaching. For example, sheep dogs
will bark if a fox is trying to get into the N COLLABORATE (page 50)
hen house. They serve as guard dogs Answers will vary.
for families that live in isolated areas.
with the Trained dogs can sniff out illegal drugs,
O THINK CRITICALLY  Infer. (page 51)
police explosives, food, etc. at airports; help
capture suspects; protect police officers 1.
Answers will vary. (E.g., An assistance dog is
from violent suspects; help guard a dog who is trained to help people who have
suspects; help find people who are lost. some sort of disability or special condition.)

with Trained dogs can guide the blind; 2.

Answers will vary. (E.g., 1. Reading Assistance
people serve as the “ears” for the deaf, e.g. by Dog: helps children feel more comfortable
who are touching a deaf person with their nose reading by just listening and not judging. In
disabled or paw when the doorbell rings; serve the illustration, the child is reading while the
as companions and calm people down dog listens. 2. Hearing Assistance Dog: alerts
who have mental disorders. deaf people to important sounds such as fire
alarms. In the illustration, the dog is alerting
in They can visit sick people to raise their
the man to the doorbell ringing. 3. Guide Dog:
hospitals spirits.
guide people who are blind. In the illustration,
in the Trained dogs can sniff out bombs; track the dog is guiding a woman as she walks
military and find enemy fighters through sense outside. 4. Diabetes Assistance Dog: smells
of smell; protect troops. the breath of children with diabetes while the
other Puppies can visit college campuses children sleep to detect if the glucose (sugar)
during exam week to help students level in the blood rises too high or falls too
de-stress. low, and then alerts an adult in the house. In
the illustration, the dog is sitting at attention
K COMMUNICATE (page 50) next to the bed of the sleeping child. 5.
Mobility Assistance Dog: helps people who
Segment 1
are in wheelchairs to pick up things they drop
1.
Because it is very difficult to remove all of the or to hand things to others. In the illustration,
land mines after a war is over. (Some remain the dog is paying for something for the man in
and will explode if someone steps on them.) the wheelchair.)
Segment 2
P THINK CRITICALLY  Personalize. (page 51)
2.
Because rats do not weigh enough to set off
the mines. (They are lighter than humans, so Answers will vary.
if they step on a landmine it will not go off;
humans are heavier, and if they accidentally
step on a landmine when searching for them,
it will probably explode and kill them.) PART 2 
Segment 3 These robots come to the rescue after a
disaster
3.
Because birds’ brains are very small, people
assumed that they were not very smart.
A THINK CRITICALLY  Predict. (page 52)
Answers will vary.
20 UNIT 3

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 B COMMUNICATE (page 53) H (page 56)
Answers will vary. Answers will vary.

C THINK CRITICALLY  Predict. (page 53) I COMMUNICATE (page 56)

1.
Answers will vary. (E.g., Disasters with the Answers will vary.
most international media attention: 2005
Hurricane Katrina in the United States; 2010 J WATCH FOR DETAILS (page 57)
earthquake in Haiti; 2011 earthquake and 1.
Hummingbird: a, b, e, h, k
tsunami in Japan; 2011 Fukushima Daiichi
2.
Fixed Wing/Hawk: a, b, f, h, k
nuclear disaster in Japan; 2015 Mt. Everest
avalanche, etc.) 3.
Sarbot Dolphin: a, c, g, h, i

2.
Answers will vary. (E.g., A UAV could fly over 4.
Bujold: a, d, h, j
a nuclear disaster area to monitor it; a UMV
could search for survivors in floodwater; a K GIVE REASONS (page 57)
UGV could assess the damage to an area hit Answers will vary.
by an earthquake or a mudslide.)
L EXPAND YOUR VOCABULARY (page 57)
D VOCABULARY (pages 53–54) 1. c  2. c  3. a  4. a  5. b  6. a  7. a
1. b  2. a  3. b  4. a  5. b  6. c 
7. a  8. b  9. a  10. a
N THINK CRITICALLY  Analyze. (page 57)
1.
Answers will vary. (E.g., Some people worry
E COMMUNICATE (page 55)
that robots will take away humans’ jobs. Other
Answers will vary. people worry that robots will become smarter
than humans and take over the world, perhaps
F WATCH FOR MAIN IDEAS (page 55) getting rid of human beings. Murphy would
1 and 2 reassure people by explaining that robots are
not taking away humans’ jobs; rather, they are
G (page 56) doing things that humans aren’t able to do
because they (or the machines they’d need to
Answers will vary. Possible answers:
do the job, e.g. an airplane or a helicopter) are
Segment 1 too big or because the job is too dangerous.
She might have a harder time reassuring
Main Point: Disasters have a huge impact on the those who think robots will become more
world. intelligent than humans and then take over
more than 1M ppl killed/yr the world. She might argue that human (and
animal) intelligence is very different from
2.5M disabled/displaced “machine intelligence” and that robots will
community takes 20–30 yrs to recovr never be able to do many of the things that
humans do easily, such as feel emotions and
Segment 2 form relationships with other humans.)
Main Point: Why reducing response time is so 2.
Answers will vary. (E.g., She means that it is
important in a disaster. not the robots themselves that are actually
rescuing people or helping in recovery after
reduce 1st respns time by 1 day, reduce recvry disasters; in fact, it is the data that the robots
time by 1000 days (3 yrs) provide that give humans the information they
insur. co. – if homeownrs’ claims procssd 1 day need to do the actual rescue and recovery.)
earlier, home rebuilt 6 mths faster

UNIT 3 21

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 PUT IT TOGETHER C (page 59)
The problem becomes: who gets what data
when? One thing to do is to ship all the
A THINK CRITICALLY  Synthesize. (page 58) information to everybody and let them sort it
CAPABILITIES ANIMALS ROBOTS out. Well, the problem with that is it overwhelms
1. find missing people the networks, and worse yet, it overwhelms the
cognitive abilities of each of the people trying
2. find people who are buried
to get that one nugget of information they need
3. prevent disasters to make the decision that’s going to make the
4. can be controlled remotely difference.
(from a distance)
5. save money D COMMUNICATE (page 59)
6. give us a lot of data Answers will vary.
7. form relationships with
people E COLLABORATE – REFLECT (pages 60–61)
8. have excellent visual abilities
Answers will vary.
9. have an excellent sense of
smell

B THINK CRITICALLY  Apply. (page 58)

Answers will vary.

22 UNIT 3

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 ANSWER KEY  Unit 4
C VOCABULARY (pages 65–66)
THINK AND DISCUSS  (page 63) 1. b  2. a  3. c  4. b  5. c  6. c  7. b 
1. Answers will vary. (E.g., The title is about 8. c  9. a  10. a
breaking barriers to reach your goals.)
2. Answers will vary. (E.g., Kelvin Doe exceeded D COMMUNICATE (page 66)
the limits of his situation by creating a successful Answers will vary.
radio station despite starting with only spare
electronic parts that he found in the trash.) E LISTEN FOR MAIN IDEAS (page 67)
1. N  2. T  3. F  4. F  5. T  6. F

PART 1 F LISTEN FOR DETAILS (pages 68–69)

Segment 1
Different Brains, Different Ways of Learning
1.
difficult
A COMMUNICATE (page 64) 2.
difficulty
1.
Answers will vary. (E.g., Temple Grandin’s 3.
difficulties
visual output area appears much larger in the
brain scan than a typical person’s. This relates 1.
Repeated word: difficult/difficulty
to the title because it could make her a better 2.
Key point: how Dr. Grandin has faced many
visual learner–learning by seeing images and difficulties
techniques.)
Segment 2
2.
Answers will vary. (E.g., Challenges include
making sure that children with autism get an 1.
brain
education that will help them to realize their 2.
brain
potential. Research on autism is revealing 3.
handles
more and more about the potential that
4.
processes
people with autism have to contribute to
society, but public (and private) services
1.
Repeated word: brain
and programs for people with autism are
often not up-to-date with the latest research. 2.
Synonyms: handles, processes
Thus, families struggle to find the funding 3.
Key point: how Dr. Grandin’s brain handles (or
and programs that have the most hope of processes) information
helping their loved ones. Children with autism
sometimes have trouble caring for themselves G THINK CRITICALLY  Reflect. (page 69)
physically, so this is also a challenge for 1.
Answers will vary.
their families. Some people with autism have
2.
Answers will vary. (E.g., Success because of
special visual and spatial abilities, for example
differences and limitations means that the
an extraordinary ability to recognize patterns
differences and limitations directly caused the
in data or visual information; others have
success. Success in spite of differences and
extraordinary talent in music or art; still others
limitations means that the differences and
have extraordinary memories. These are just
limitations did not affect (hurt) the outcome of
a few of the abilities that have been found in
success.)
people with autism.)
H COMMUNICATE (page 69)
B THINK CRITICALLY  Predict. (page 65)
Answers will vary.
1.
Answers will vary. The host actually interviews
a graduate student who studies the brain.
I (page 71)
2.
Answers will vary. The host and the guest
1. [t]  2. [d]  3. [d]  4. [d]  5. [t]  6. [d]  7. [ d] 
e
actually discuss research on people with
8. [d]  9. [ d]  10. [t]
e
unusual brains and the achievements of
people with unusual brains.
UNIT 4 27

55523_unit04.indd 27 20/10/16 11:32 AM

 J (page 71) C COMMUNICATE (page 74)
Abbreviations will vary. (E.g., One time prblm 1.
Answers will vary. (E.g., find inspiration;
in cattl facil; when suddenly 1 of cattl wld continuously create new art; sell enough art
becm prlyzd + stp moving. Alwys same plc, but to make money)
nb knew why; It was then that contctd Dr. G; 2.
Answers will vary. (E.g., A limitation is a
As soon as Dr. G saw facil, IDed prblm—hole restriction or barrier. Limitations that would
in roof–lght came in; Once hole coverd, cattl make it difficult for someone to be an artist
calm) would be physical disabilities (such as limited or
no vision or hearing), and financial restrictions
K COMMUNICATE (page 71) (not having enough money to buy supplies).)
Answers will vary. 3.
Answers will vary.

D VOCABULARY (page 75)

L THINK CRITICALLY  Analyze. (page 72)
1. T  2. F; Answers will vary. (E.g., Ultimately
1.
The cerebellum is responsible for
means “finally, in the end.”)  3. T  4. T  5. T 
coordination. The frontal lobe for memory.
6. F; Answers will vary. (E.g., Some examples of
2.
Language and touch art supplies are paint and brushes.)  7. T 
3.
Answers will vary. 8. F; Answers will vary. (E.g., When you display
4.
Answers will vary. (E.g., The occipital your art, you usually show it.)  9. T  10. F;
lobe, because her visual sense is very well Answers will vary. (E.g., When we do things
developed. Possibly the temporal lobe as collectively, we are usually working together.)
well, since she seems to be a good learner.)
E COMMUNICATE (page 76)
5.
Answers will vary. (E.g., The cerebellum,
because a soccer player needs good balance Answers will vary.
and coordination. And the occipital lobe,
because a soccer player needs good visual F WATCH FOR MAIN IDEAS (page 76)
processing.) 1.
Everyone has limitations.
6.
Answers will vary. (E.g., The occipital lobe and/ 2.
Individual limitations can be opportunities to
or temporal lobe and the cerebellum, because find creative solutions.
an artist needs to have good visual processing 3.
Having the complete freedom to do whatever
or hearing, and the coordination to translate you want to do can be paralyzing.
sights or sounds into visual art or music.)
7.
Answers will vary. G WATCH FOR DETAILS (page 77)
1. 5  2. 6  3. 7  4. 1  5. 4  6. 3  7. 2

PART 2  H (page 77)

1.
Answers will vary. (E.g., art)
Embrace the shake
2.
Answers will vary. (E.g., creat)
A COMMUNICATE (page 73) 3.
Answers will vary. (E.g., lim)
Meaning 2 is used in the title. A shake is a tremor 4.
Answers will vary. (E.g., destr)
or vibration in your body, or a part of your body, 5.
Answers will vary. (E.g., img)
that you can’t control. The title means that 6.
Answers will vary. (E.g., appr)
Hansen accepted the shake in his hand.
I WATCH AND TAKE NOTES (pages 77–78)
B THINK CRITICALLY  Predict. (page 74) Segment 1: Hansen’s Hand
Answers will vary. 1.
Answers will vary. (E.g., dev shk in hnd)

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 2.
Answers will vary. (E.g., fr “pointillism”–yrs of PUT IT TOGETHER
mking tiny dots + hlding pen too tght)
3.
Answers will vary. (E.g., pain + jnt iss–lft art
sch + art) A THINK CRITICALLY  Synthesize. (page 79)
Segment 2: The First Change in Hansen’s Answers will vary. (E.g., 1: They both faced a lot
Approach to Creating Art of difficulties in their lives, but they overcame
them and became quite successful. 3: Grandin
4. Answers will vary. (E.g., embrcd the shk) used her limitation to be productive in her
5. Answers will vary. (E.g., exprmt w diff ways to career, and Hansen used his limitation to be
frag img; wrkd on lrgr scl w bggr mats) creative and productive. 4: Grandin finds certain
6. Answers will vary. (E.g., pnt w ft, 3D strctr of types of things impossible to do that most
2x4s, 2D img w blwtrch) people can do, such as remembering directions,
and it may not always easy for her to accept
Segment 3: The Second Change in Hansen’s
this. Hansen was so upset by his difficulties with
Approach to Creating Art
his hand that he gave up art for several years.
7. Answers will vary. (E.g., prlyzd by choices, 6: Grandin does not see her autism as a brain
had to quit thnking outsd bx) disability, but rather as a brain difference. She
8. Answers will vary. (E.g., pnt w karate chps, believes that although autistic people cannot
Goodbye Art–img Jimi Hndrx md w mtchs) do everything that people with “normal” brains
can do, those “normal” people are unable to do
J EXPLAIN A SEQUENCE OF EVENTS (page 78) some very important things that autistic people
can do easily. Hansen would probably agree
Answers will vary.
because his “limitation” has not DISabled him.
In fact, it has ENabled him to create art that he
K EXPAND YOUR VOCABULARY (page 78) would probably never have created without his
1. a  2. a  3. b  4. a  5. b limitation.)

M COLLABORATE (page 78) B —REFLECT (pages 80–81)

Answers will vary. Answers will vary.

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 ANSWER KEY  Unit 5
G THINK CRITICALLY  Apply.  (page 88)
THINK AND DISCUSS  (page 83) 1.
Answers will vary. (E.g., P: getting bad
1. Answers will vary. (E.g., Foe means “enemy.” grades; falling from a great height (if unlikely
This unit might be about whether stress helps or to happen in everyday life); giving a speech/
hurts you.) speaking in front of an audience; the dark;
spiders (if poisonous spiders are not present);
2. Answers will vary. (E.g., Stress can be positive
snakes (if poisonous snakes are not present);
for performers if it gives them energy. It can be
losing your cell phone; someone breaking into
negative if it gives them stage fright.)
your apartment (if not in a high-crime area). D:
falling from a great height (if likely to happen
because of job, etc.); spiders (if poisonous
PART 1 spiders present); getting into a car accident;
snakes (if poisonous snakes present);
How Stress Affects the Body someone breaking into your apartment (if live
in a high-crime area))
A COMMUNICATE  (page 84)
2.
Answers will vary.
Answers will vary.
3.
Answers will vary.
B THINK CRITICALLY  Predict.  (page 84) H COMMUNICATE  (page 89)
1.
Answers will vary.
1.
Answers will vary. (E.g., What causes chronic
2.
Answers will vary. (E.g., The lecturer describes stress? Psychological fear or worry about the
“fight or flight” in this way: “[I]magine you’re future that last a long time)
walking home when a big scary dog jumps
2.
Answers will vary. (E.g., What are results of
out at you. What happens? You are suddenly
too much stress? Thick heart muscles and
full of energy, ready to run away or fight. This
high blood pressure that can lead to heart
is called the ‘fight or flight’ reaction.”)
disease)
3.
Answers will vary. (E.g., Effects of stress on
3.
Answers will vary. (E.g., What are the effects
the heart are high blood pressure and thicker
of stress on your everyday life?)
heart muscles, which can lead to an increased
risk of heart disease.) I COMMUNICATE  (page 89)
C VOCABULARY  (page 85) Answers will vary.
1. mechanism  2. inevitably  3. be associated
with  4. releases  5. strengthens  6. revealed  J THINK CRITICALLY  Interpret an Infographic. 
7. enhance  8. crisis  9. muscles  10. chronic (pages 90–91)
1.
Answers will vary. (E.g., It was designed for
D COMMUNICATE  (page 86) employers and their employees because
Answers will vary. it refers to work-related stress and how
organizations can help their employees.)
E LISTEN FOR MAIN IDEAS  (pages 86–87) 2.
Answers will vary.
1. c  2. b  3. a  4. b  5. b 3.
Answers will vary.
4.
Questions that should be checked with their
F LISTEN FOR DETAILS  (page 88) answers in parentheses: a. What can people
Segment 1 do to deal with stress? (go on the Internet,
watch TV, sleep, read a book, listen to music,
1. heart 2. blood 3. rate 4. brain  talk to others, face their problems, set realistic
5. muscles 6. fast/faster goals, take action, think positively and accept
Segment 2 change, exercise regularly, do activities they
enjoy) b. How can employers create a better
7. releasing 8. stress 9. high 10. relax  work environment for their workers? (give
11. kill
34 UNIT 5

55523_unit05.indd 34 20/10/16 11:32 AM

 employees control and support) c. Which is B THINK CRITICALLY  Predict.  (page 94)
more effective in dealing with stress, talking to Answers will vary.
someone or listening to music alone? (talking
to someone) Answers to the other questions
C VOCABULARY  (pages 94–95)
will vary. (E.g., A feeling of control makes
someone feel less stressed out because it 1. a  2. a, a  3. b  4. b, b  5. a, b, c  6. b
means they have power over their situation
and there are fewer unknowns to worry about. D COMMUNICATE  (page 95)
Exercising is a better way to deal with stress Answers will vary.
than reading because it helps to get out the
nervous or negative energy, and it strengthens E WATCH FOR MAIN IDEAS  (page 96)
your body to protect it against the negative
1. b  2. c  3. a  4. a  5. a
effects of stress.)
5.
a. (E.g., The administrative assistant (a.) would
F WATCH FOR DETAILS  (page 97)
be least likely to suffer from stress because
he works less than the others and probably Segment 1: Study 1
doesn’t have as many work-related stressors, 1.   2.   3. =  4. >
such as making important decisions.)
Segment 2: Built-In Mechanism for Stress
6.
Answers will vary.
Resilience = Human Connection
7.
Answers will vary.
5.   6.   7.
K (page 92)
1.
For example,/imagine you’re walking home/ G TALK ABOUT CAUSE AND EFFECT  (page 97)
when a big scary dog jumps out at you./What Answers will vary.
happens?/
2.
You are suddenly full of energy,/ready to run H EXPAND YOUR VOCABULARY  (page 97)
away or fight./This is called/the “fight or flight” 1. b  2. c  3. c  4. b  5. a  6. a
reaction./
3.
Where does all that energy come from?/It J COMMUNICATE  (page 98)
starts with your brain/releasing the powerful
Answers will vary.
stress hormones/adrenaline and cortisol./

L (page 92) K THINK CRITICALLY  Analyze.  (page 98)

See answers to exercise J. 1. Answers will vary. (E.g., This quote is
related to McGonigal’s idea that the way
you look at a situation (for example, a
stressful event) affects the way the event
PART 2  impacts you. For example, if you look at
stress as something negative, it will have
How to make stress your friend
a negative impact on your health. If you
look at it positively, it will not affect you
A THINK CRITICALLY  Predict.  (page 93)
negatively, and might even have a positive
Answers will vary. (E.g., Different: She will effect on your health.)
probably talk about the benefits of stress,
2. Answers will vary. (E.g., This quote is
whereas the lecturer discussed mainly the
related to McGonigal’s argument that
harmful effects of chronic stress on the
helping others causes our brains to release
body. She might discuss more about the
oxytocin, which has a positive effect on our
psychological aspects of stress than the
overall health.)
lecturer did, as well as how to use stress to your
advantage. Similarities: Like the lecturer, she
might discuss the benefits of acute stress.)
UNIT 5 35

55523_unit05.indd 35 20/10/16 11:32 AM

 3. Answers will vary. (E.g., McGonigal talks B (page 100)
about a “biology of courage” when she talks And when you choose to view stress in this
about the human stress response and how way/you’re not just getting better at stress/
it can help people to develop resilience to you’re actually making a pretty profound
difficulties in life. Resilience in the face of statement./ You’re saying that you can trust
difficulty is a component of courage, and yourself/to handle life’s challenges./ And/
the more you practice it, the stronger it you’re remembering that/you don’t have to
gets.) face them alone.

C —REFLECT  (pages 100–101)

PUT IT TOGETHER

A THINK CRITICALLY  Synthesize.  (page 99)

2, 3, 4, and 5

36 UNIT 5

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 ANSWER KEY  Unit 6
F LISTEN FOR DETAILS  (page 107)
THINK AND DISCUSS  (page 103) 1. e, g  2. c, h  3. a, b, d, f, i
1. Answers will vary. (E.g., Maybe. I would like to
see an important part of history, but it looks G LISTEN AND TAKE NOTES  (page 108)
really crowded.) 1. (coral) reefs to human life  2. Fishing 
2. Answers will vary. (E.g., Treasured means 3. >500M  4. food  5. work  6. Protect 
"valued.” The title is related to the photo 7. barrier  8. coast  9. prevent/reduce 
because museums are treasured places that 10. Tourism  11. scuba diving  12. Scientific 
protect highly valuable historical artifacts. This 13. medicines for  14. Contribute 
unit is going to be about places we value.) 15. 30–172B

H REWRITE YOUR NOTES  (page 108)

PART 1 A.
Answers will vary. (E.g., Fishing indus:
>500M ppl dep on reefs for food + work)
A Precious Resource
B.
Answers will vary. (E.g., Protect shore: barrier
btw ocean + lnd, protect/reduce damage
A COMMUNICATE  (page 104)
during storms)
1.
Answers will vary. (E.g., water, reefs)
C.
Answers will vary. (E.g., Tourism indus: snorkl
2.
Answers will vary. + scuba dv)
D.
Answers will vary. (E.g., Sci resrch: drugs, for
B THINK CRITICALLY  Predict. (page 104) ex cancer & HIV, devlp fr plnts + animals on
1.
Answers will vary. (E.g., Coral reefs are walls reef)
of rocks in the sea formed by the skeletons E.
Answers will vary. (E.g., Contrib to wrld econ
of a kind of organism that lives in oceans. = $30–172B/yr)
They are important to the health of the ocean
because they protect coastlines from the I (page 109)
damaging effects of waves and storms,
1. reefs  2. so  3. to  4. ocean  5. health 
and they support a diverse range of ocean
6. habitats  7. lots  8. of  9. species  10. can 
organisms.)
11. you  12. link  13. directly  14. to 
2.
Answers will vary. (E.g., Reefs today are being 15. ocean  16. health
damaged and destroyed by some fishing
practices (such as overfishing), some tourism
J (page 109)
practices (such as touching coral when
snorkeling), pollution, and climate change.) 1.
OK, now let’s talk about what’s happening to
the reefs.
3.
Answers will vary. (E.g., They benefit humans
by protecting coastlines, gaining money from 2.
About 20 percent are badly damaged and
tourism, and providing food for people who can’t recover.
live near them.) 3.
About one half are at risk, but can be saved.

C VOCABULARY  (page 105) K THINK CRITICALLY  Analyze. (page 109)

1. cement  2. barrier  3. habitats  Answers will vary.
4. instrumental  5. species  6. fragile  7. thrive 
8. precious  9. massive  10. preservation
L THINK CRITICALLY  Interpret an Infographic.
(page 110)
D COMMUNICATE  (page 106)
1.
Answers will vary. (E.g., a general audience,
Answers will vary. as the advice seems to cover a wide range
of activities, from everyday things such as
E LISTEN FOR MAIN IDEAS  (page 106) saving water to specific advice for people who
2 own boats)

55523_unit06.indd 41 20/10/16 11:32 AM

 2.
See “Problems” column in chart below. P THINK CRITICALLY  Apply. (page 112)
3.
See “Tips on How You Can Help” column in Answers will vary.
chart below.
4.
Answers will vary.
PROBLEMS TIPS ON HOW YOU CAN HELP
PART 2 
1. pollution 7, 8, 9
2. overfishing 2, 4 An underwater art museum, teeming with life
3.  global warming 3
A (page 113)
4.  ocean recreation 5, 10
Answers will vary. (E.g., If something is “teeming
with life,” it means that it is full of life, or that
M COMMUNICATE (page 111) there are a lot of living things in it. Sacred
Answers will vary. (E.g., Other problems include means “worthy of great respect,” so the speaker
climate change, water shortage, air pollution, etc.) probably thinks the oceans are valuable and we
need to respect them.)
N (page 112)
1.
Information question B COMMUNICATE (page 114)
2.
Yes/No question 1.
Answers will vary. (E.g., underwater, in the
ocean)
3.
Statement question
2.
Answers will vary. (E.g., the edges would
O COMMUNICATE (page 112) become soft, the color would change, coral
1.
Answers will vary. (E.g., Corals are not might attach to it, algae might grow on it)
plants. Coral polyps float through the water
C (page 114)
and attach to a hard surface. They release a
chemical that cements them to each other 1. b  2. c  3. b
and to the surface they are on. When a lot of
polyps are cemented together, they form a D THINK CRITICALLY  Predict. (page 114)
reef. Have you got it?) Answers will vary.
2.
Answers will vary. (E.g., The reefs provide
a habitat for a wide variety of plants and E VOCABULARY (page 115)
animals. These plants and animals rely on the
1. F; you put all of it under the water  2. F;
reefs for food and shelter and many would die
certain and does not change easily  3. F;
without them. Do you see how the reefs are
rough, not smooth  4. T  5. T  6. T  7. F more
extremely important to the biodiversity and
likely  8. F very large; T  9. T
health of the oceans?)
3.
Answers will vary. (E.g., They are dying off at F COMMUNICATE (page 116)
a rapid rate due to pollution, global warming, Answers will vary.
overfishing, and ocean recreation. Twenty
percent are so badly damaged that they can’t
G WATCH FOR MAIN IDEAS (page 116)
recover, and half of the remaining reefs are
also at risk. Are you with me?) 1, 2, 4

4.
Answers will vary. (E.g., Because they are H WATCH FOR DETAILS (page 117)
critical to several major industries: tourism,
Segment 1
fishing, and drug research. Let me clarify.
They contribute $30–172 billion every year to 1. a  2. b
the world economy through these industries,
Segment 2
and more than 500 million people around the
world rely on coral reefs for food and jobs.) 3. c  4. b

55523_unit06.indd 42 20/10/16 11:32 AM

 Segment 3 PUT IT TOGETHER
5. b
Segment 4 A THINK CRITICALLY  Synthesize. (page 119)
Answers will vary. (E.g., Similarities: they
6. a
educate people; they believe oceans are
I EXPAND YOUR VOCABULARY (page 117) valuable resources; they’re passionate and
upbeat; they’re both male. Differences: one is
1. a  2. c  3. a  4. a  5. a  6. a
a teaching assistant and one is an artist; the
teaching assistant talks about the problems
K THINK CRITICALLY  Analyze and Reflect. coral reefs face, while the speaker talks about a
(page 118) solution to the problem; the teaching assistant
1.
Answers will vary. (E.g., It represents a seems to be very interested in many animals,
banker. It relates to his idea worth spreading while the artist is interested in sea animals.)
because it is stunning to look at, it shows a lot
of fish swimming around it, and the banker’s B —REFLECT (pages 120–121)
head is under the sand so it looks like he’s
Answers will vary.
looking for something valuable under the sand
(and water).)
2.
Answers will vary.
3.
Answers will vary.
4.
Answers will vary.

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 ANSWER KEY  Unit 7
The Effect of the Internet on Students’ Reading
THINK AND DISCUSS  (page 123) POSITIVE NEGATIVE
1. Answers will vary. (E.g., They are learning how rd all the time: artcls on children non-readers
to be pilots. Yes, I’d like to be one of Barrington intrnt, not books (outdtd) can’t concntrt, can’t
Irving’s students because he seems like he would Artcls—up-to-date info rembr
be inspiring.)  2. Answers will vary. (E.g., The unit rd on intrnt = fun (rd +
will be about how learning fits into our lives.) watch videos)
Visual lrner = videos and
pics help lrn
PART 1 H (page 128)
Is the Internet Making Us Bad Readers? Segment 1: a
Segment 2: a
A COMMUNICATE  (page 124)
Segment 3: c
Answers will vary.
Segment 4: b

B THINK CRITICALLY  Predict.  (page 124) I (page 128)

Answers will vary. Professionals and members See answers for exercise H.
of the community who do participate in the
J (page 129)
roundtable discussion on this topic are a
reporter, a parent, a teacher, and a student. Answers will vary.

C VOCABULARY (page 125) K THINK CRITICALLY  Evaluate.  (page 129)

Answers will vary.
1. wonder  2. extended  3. gifted 
4. impacted  5. decades  6. up-to-date 
7. absurd  8. outdated  9. there is no L (page 130)
doubt  10. on balance That said, research suggests that the Internet
impacts our ability to concentrate on one
D COMMUNICATE  (page 126) thing over an extended period of time, say
30 minutes. This makes “deep reading”—that is,
Answers will vary.
concentrated reading, not just skimming quickly
for information—more difficult.
E LISTEN FOR MAIN IDEAS  (page 126)
1, 3, 4, 5, 6, 8 M COMMUNICATE  (page 131)
Answers will vary.
F (page 126)
James Hall (reporter): 1, 6 N THINK CRITICALLY  Interpret an
Melanie White (parent): 3, 8, 6* Infographic.  (page 132)

Pedro Martinez (teacher): 3, 4, 6* 1.

2%

Katie Wang (student): 5, 6 2.

20 minutes

*Note: Not expressed directly, but can be 3.

They both use the prefrontal cortex. Answers
inferred. to the second question will vary. (E.g., This
might impact learning because if someone is
G LISTEN FOR DETAILS  (page 127) studying while using social media, their brain
may tire more easily.)
Answers will vary. Possible answers:
4.
It can lower them.

O THINK CRITICALLY  Personalize.  (page 133)

Answers will vary.
48 UNIT 7

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 use the computer; the poorest schools caught
PART 2  up with the level of the richest schools in a very
short period of time by using his method; his
Build a school in the cloud
SOLES are having excellent success in putting
the learning into the hands of the students.)
A (page 134)
2.
Answers will vary. (E.g., See T-chart below.)
Answers will vary. (E.g., “In the cloud” means
online or on the Internet. Mitra wants to build an Mitra’s School in the Cloud
online school.) ADVANTAGES DISADVANTAGES
• Children are more • Children’s learning
B COMMUNICATE  (page 135) interested and is more difficult to
Answers will vary. engaged in school. control.
• Children learn skills • Children don’t learn
C THINK CRITICALLY  Predict.  (page 135) more relevant to basic reading, writing,
their future lives and and math skills.
1.
Answers will vary. (E.g., Obsolete means “no
careers. • It might be hard to
longer used, out-of-date.” Things that are now
• Children from poorer find and train teachers
obsolete include pagers, typewriters, movie
communities can have who are willing to
rental stores, paper phone books, VCRs,
the same educational use these very new
public pay phones, etc.)
opportunities as methods of education.
2.
Answers will vary. (E.g., All of the answers are children from wealthier
plausible, but not all will be mentioned in the communities.
talk.)
3.
Answers will vary.
D VOCABULARY (page 136)
1. a  2. c  3. a  4. c  5. c  6. a  7. b 
8. a  9. b  10. b
PUT IT TOGETHER
E COMMUNICATE  (page 137)
Answers will vary. A THINK CRITICALLY  Synthesize.  (page 140)
1. Answers will vary. (E.g., Mitra would probably
F WATCH FOR MAIN IDEAS  (pages 137–138) not agree that the Internet is making us stupid,
Segment 1: 2 or bad readers, as he appears to believe that
Segment 2: 6 technology and computers have more potential
Segment 3: 9 for good than harm, especially in regards to
Segment 4: 11 education.)  2. Answers will vary. (E.g., Mitra
Segment 5: 13 would probably disagree that it’s absurd that
kids don’t want to remember information they
G WATCH FOR DETAILS  (page 139) can look up on the Internet. He believes the
current methods of education are out-of-date,
a. 3  b. 4  c. 1  d. 6  e. 7  f. 2  g. 8  h. 5
and that students don’t all need to learn and
know identical information.)  3. Answers will
H EXPAND YOUR VOCABULARY  (page 139) vary. (E.g., Mitra would almost definitely agree
1. a  2. c  3. b  4. c  5. b  6. a that reading on the Internet is fun, and that
videos and pictures help with learning. He
J THINK CRITICALLY  Analyze and stresses the importance of children learning
Reflect.  (page 139) what they want to learn online, and illustrates
1. Answers will vary. (E.g., Examples of data he how they can learn complex information through
gives to support his ideas are: children who using tools on the Internet.)
didn’t know how to use a computer or speak
English were motivated enough to learn enough B —REFLECT  (pages 140–141)
English in order to be able to figure out how to Answers will vary.
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 ANSWER KEY  Unit 8
point in doing that.)  2. Answers will vary. (E.g.,
THINK AND DISCUSS  (page 143) Results: most people in Group 2 worked on the
bracelet. They did so because they had a reason
1. Answers will vary. (E.g., I have heard of DIY—it’s
to do it—to change the bracelet’s design.)
become very popular. Projects such as home
decorating or renovation are typically DIY.) Segment 2
2. Answers will vary. (E.g., Open Source Ecology 3. Answers will vary. (E.g., Results: they put a
encourages DIY construction of machines that higher value on their own frogs, because people
help people build places to live.) have a strong tendency to overvalue things that
they do or make themselves.)  4. Answers will
vary. (E.g., Results: they put a higher value on
PART 1 the expert-made frogs. They did not make the
frogs themselves, so they were able to see that
The Psychology behind DIY the expert-made frogs were of a higher quality
and thus worth more than the ones made by the
A COMMUNICATE  (page 144) experiment participants.)
1. Answers will vary. (E.g., They are remodeling,
or fixing up, an old home. They might feel F LISTEN FOR DETAILS  (page 147)
excited, nervous, tired, etc.)  2. Answers
a. 2  b. 4  c. 3  d. 1  e. 7  f. 6  g. 8  h. 5
will vary. (E.g., Some people might like to do
DIY projects because it’s cheaper than hiring
someone, it gives them a way to be creative, G LISTEN FOR DETAILS  (page 148)
they can work with their hands, it challenges a. 2  b. 1  c. 4  d. 3
them, and they enjoy the final product more
because of their hard work.)  3. Answers will H COMMUNICATE  (page 148)
vary. (E.g., For all of the reasons listed in number Answers will vary.
2, and also because they can personalize the
things they make.)  4. Answers will vary.
I THINK CRITICALLY  Interpret an
Infographic.  (page 149)
B THINK CRITICALLY  Predict.  (page 144)
1.
Home improvement TV shows. Answers to the
Answers will vary. (E.g., What is the psychology
second question will vary.
behind DIY? How can businesses use psychology
to understand if DIY will remain popular?) 2.
Answers will vary.
3.
Answers will vary.
C VOCABULARY (page 145) 4.
Answers will vary.
1. c  2. c  3. b  4. a  5. a  6. b  7. b  5.
Answers will vary. (E.g., Other explanations
8. c  9. b  10. b could be cultural—Americans are very
individualistic and value doing work without
D COMMUNICATE  (page 146) the help of others—or financial—it’s cheaper
to make and do things yourself.)
Answers will vary.
J COLLABORATE  (page 150)
E LISTEN FOR MAIN IDEAS  (pages 146–147)
Step 1: Answers will vary. (E.g., First, the
Segment 1 researchers divided the participants into two
1. Answers will vary. (E.g., Results: most people groups. They put each participant in a separate
in Group 1 did nothing. They did not work on the room with a bracelet in it, and they did not let
bracelet because there was no real reason to do the participants take anything into the room
so; they would just be taking the bracelet apart with them. Then, they told the participants to
and putting it back together again in exactly stay in the room for 15 minutes. They gave each
the same way. They probably could not see the participant a choice. They could take the bracelet
apart and put it back together, or they could
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 do nothing. Next, they gave each participant a
different version of the instructions. They told PART 2 
the participants in group one that if they took the
Open-sourced blueprints for civilization
bracelet apart, they had to put it back together
in exactly the same way. They gave half of the
A (page 153)
participants instructions on how to take the
bracelet apart and create a new design. Finally, Answers will vary.
they left the participants alone for 15 minutes.)
Step 2: Answers will vary. (E.g., First, divide the B COMMUNICATE  (page 153)
participants into two groups. Second, put each 1.
Answers will vary. (E.g., to help people who
participant into a separate room with a bracelet live in isolated areas, or in very poor areas)
in it. Do not let the participants take anything into 2.
Answers will vary. (E.g., for houses, schools,
the room with them. Next, tell the participants barns, crop fields, energy sources (such as
to stay in the room for 15 minutes. Then, give water or solar power), etc.)
each participant a choice: take the bracelet apart
3.
Answers will vary. (E.g., blueprints for simple
and put it back together again, or do nothing.
construction of everything needed to start a
Give each participant a different version of
self-sustaining village)
instructions. Tell half of the participants that if
they take the bracelet apart, they have to put it 4.
Answers will vary. (E.g., blueprints, or
back together in exactly the same way. Give half instructions, for how to set up a new town
of the participants instructions on how to take the where people can live and govern themselves)
bracelet apart and create a new design. Finally,
leave the participants alone for 15 minutes.) C THINK CRITICALLY  Predict.  (page 154)
Step 3: Answers will vary. Answers will vary.

K (page 151) D VOCABULARY  (pages 154–155)

1.
There are many Web sites where you can 1. set out  2. supply  3. scarcity  4. settlement 
design your own products; for example 5. productivity  6. scale  7. means 
8. distribution  9. sound  10. transcend
T-shirts, sneakers, jeans, or cell-phone cover.
E COMMUNICATE  (page 155)
2.
DIY projects include cooking, gardening,
Answers will vary.
knitting, and sewing.
3.
There are DIY projects for all age groups: F WATCH FOR MAIN IDEAS  (page 155)
2, 4, and 5
children, teenagers, adults, and the elderly.
4.
People enjoy making origami of animals such
G WATCH FOR DETAILS  (pages 156–157)
as birds, fish, or insects. Segment 1: Answers will vary. (E.g.,
5.
Researchers have conducted many Background: Farmer, technologist, fr. Poland,
experiments to test the effects of idleness now in U.S.; Important machines: Tractors,
bread ovns, circuit mkers)
on people’s mental, emotional, and Segment 2: Answers will vary. (E.g., Robust,
modular, efficient + optimized, cost, made
physical health.
fr local + recycle matrls—last lifetime, NOT
become obsolete)
L (page 151)
Segment 3: Answers will vary. (E.g., 3D desgns,
See answers for exercise K.
schematics, instruct videos, budgets)
Segment 4: Answers will vary. (E.g., Farming,
M COMMUNICATE  (page 151)
building, manufacturing)
Answers will vary.
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 Segment 5: Answers will vary. (E.g., Who: N COMMUNICATE  (page 158)
developing wrld, Amer farmer, builder, entrepr, Answers will vary.
maker; What: strt construc bus, parts manufact,
orgnc CSA, sell power back to grid)

H COMMUNICATE  (page 157) PUT IT TOGETHER

See answers to exercise G.
A THINK CRITICALLY  Synthesize. (page 159)
I (page 157)
1.
Answers will vary. (E.g., people are happier
Segment 1 when they’re busy; they would rather be
1. a busy if there is a reason (such as needing
something that they have to build or make);
Segment 2 they feel more pride in the things that they do
2. b or make themselves; they believe they can
Segment 3 do or make things better than what already
exists; they believe they can do or make
3. b
things for less money than hiring someone)
2.
Answers will vary. (E.g., people are happier;
J COMMUNICATE  (page 157)
they stay busy; they have things they value
See answers to exercise I. more; they have better things than what’s
universally available; they get to use their
K EXPAND YOUR VOCABULARY  (page 157) creativity; they can possibly help other
1. a  2. c  3. a  4. c  5. b people; they can save money)

B (page 160)
L THINK CRITICALLY  Evaluate.  (page 158)
a. 4  b. 9  c. 7  d. 1  e. 6  f. 2  g. 5 
Answers will vary. h. 3  i. 8

M THINK CRITICALLY  Compare.  (page 158) C —REFLECT  (pages 160–161)

Answers will vary. Answers will vary.

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