Su2 Te U10-Revised PDF

UNIT
10 An Interconnected World
preview
A FRAME YOUR IDEAS B PAIR WORK
Suggested 10–15 Your actual Suggested 5 Your actual
teaching time: minutes teaching time: teaching time: minutes teaching time:
●
Have students scan the quiz. Ask What does this quiz test? ●
In pairs, have students discuss any answers that surprised
(knowledge about English in today’s world) Without them.
allowing them to read the quiz questions, ask students ●
Bring the class together and have them calculate how
What do you know about English in today’s world? (Possible many answers they had right. Ask Were you surprised at
answers: English is a global language. English is used how you performed on the quiz?
widely in technical communication.)
●
Tell students to complete the quiz. Then have them
compare answers with a partner, referring to the answer
key for any answers they don’t agree on.
UNIT 10 PREVIEW T110

C 5:17 SPOTLIGHT It’s bad enough that you lost your wallet. Now your keys?
Suggested 10–15 Your actual
6. Have you decided which phone you want? / Not yet.
teaching time: minutes teaching time: I’m still sitting on the fence. 7. I ran into my friend from
high school while studying abroad! / How do you like that!)
●
Have students look at the photo and read and listen to the
conversation. Challenge: [+5 minutes] Divide the class into pairs
and assign each pair one or two of the highlighted idioms
●
Elicit that a master’s degree is an academic degree that / expressions from Exercise C, Spotlight. Have them
a person can pursue at a college or university after create brief dialogues around them. Invite pairs to share
completing a bachelor’s degree. dialogues.
●
To check comprehension of the conversation, ask Where
is Hyo thinking about going for a master’s degree? (Los F THINK AND EXPLAIN
Angeles or London) Where does Paul recommend he study?
Suggested 5 Your actual
(in Paris) Why hasn’t Hyo considered Paris? (He assumed all teaching time: minutes teaching time:
coursework would be in French.) Why is the engineering
program in Paris offered in English? (to attract foreign
●
Have students discuss the questions in pairs.
students) Where is Paul from? (Paris) How do we know? (He ●
Then bring the class together to go over the answers.
refers to Paris as his hometown.) Answers to Exercise F
●
You can tell students that the Ecole Centrale Answers will vary but may include the following:
d’Electronique (ECE) was founded in 1919 and is a
1. Paul suggests that Hyo study in Paris since that is his
privately owned French Grande Ecole located in the heart
hometown, and ECE Paris has a top notch engineering
of Paris. From its inception, ECE Paris has been committed
program. A benefit would be picking up some French
to educating students in science and technology at the
while he lived there.
undergraduate and graduate levels.
2. When Hyo says money talks, he means that in order to
continue attracting students from abroad, the university
D UNDERSTAND IDIOMS AND EXPRESSIONS 1 had to accommodate their language needs.
teaching time: minutes teaching time:
SPEAKING
●
Focus students’ attention on the idioms and expressions Suggested 5–10 Your actual
in quotation marks. Call on volunteers to read them teaching time: minutes teaching time:
aloud.
●
Call on volunteers to read the opinions. Clarify vocabulary
●
In pairs, have students complete the exercise. as needed.
●
Bring the class together to go over the answers. ●
Have pairs discuss the questions and explain the answers.
LANGUAGE NOTE Point out that in addition to the Option: [+5 minutes] Invite students to choose one
expression sitting on the fence, it is also common to say to be of the opinions and write a paragraph rebutting the
on the fence about something, meaning to be undecided. argument. For example, for the first quote, one could
argue that it’s not necessary to know English perfectly to
be proficient. Point out that many people think they need
E UNDERSTAND IDIOMS AND EXPRESSIONS 2 to work on their accent to sound like a native speaker, but
Suggested 5 Your actual arguments have been made that having an accent makes
teaching time: minutes teaching time: you unique. The important thing is speaking correctly.
●
Focus on the a, b, c choices and ask a student to read
them. Explain that each expression in the exercise will be
matched to an explanation of how it is used.
●
Bring the class together to go over the answers. Have
volunteers read the full exchange in which the idiom
occurs to illustrate emphasizing a problem, offering an
explanation, or expressing surprise. If needed, model
putting stress on bad in it’s bad enough . . . and using
falling intonation for How do you like that.
Option: [+5 minutes] Read the following scenarios
to the class and call on volunteers to make responding
statements using idioms and expressions from Exercise C,
Spotlight. (Possible answers: 1. How do you like your new
job? / I hate it. I feel like a fish out of water there! 2. Why
don’t you speak Spanish with your kids? / It’s a losing
battle. They always answer me in English. 3. Did you
hear I won the lottery? / You’re pulling my leg, right?
4. Richard took the job after they offered him a higher
salary. / Money talks. 5. I can’t find my keys. / Seriously?
T111 UNIT 10 LESSON

LESSON
1 GOAL React to news about global issues
A 5:18 VOCABULARY C VOCABULARY PRACTICE 1

Suggested 5 Your actual Suggested 5 Your actual
●
Have students skim the vocabulary and note phrasal verbs ●
Have students work individually to complete each
they are less familiar with. sentence. Tell them to refer to the Vocabulary in Exercise
●
After students listen and repeat, bring the class together A if they are not sure.
and answer any questions about the definitions. Read ●
Ask students to compare answers with a partner. Circulate
the Remember note. Point out that the following phrasal and assist as needed.
verbs are separable: lay off, wipe out, carry out, bring Challenge: [+5 minutes] Invite students to write a
about. The rest of the phrasal verbs in the vocabulary statement using the alternate answer. Tell students to try to
list are inseparable. If necessary, refer students to the connect the statement to the topic of the original sentence.
appendices (pages A3 and A4), for complete lists of For example, for item 1, The medical community has come
separable and inseparable phrasal verbs. up with a better way to calculate how much of a vaccine is
●
Have pairs use the phrasal verbs to create additional needed.
sentences about global issues. Assist as needed.
●
Have students listen and repeat.
Vocabulary-Buildling Strategies
B 5:19 LISTEN TO ACTIVATE VOCABULARY

●
Have students skim the statements. Then have them
listen to the conversations. Stop after each one to allow
students to answer the question.
●
Go over the answers as a class. Allow students to listen
again to identify the statement that supports the answer.
(1. I heard that relief groups are running out of food;
2. Have you heard about the polio epidemic in
Afghanistan? 3. The president has come up with a
plan. But the liberals and conservatives haven’t been
able to agree on how to pay for it.)
Challenge: [+5 minutes] Have students listen to each
conversation again while looking at the list of phrasal verbs
in the vocabulary items on page 112. Tell them to check
phrasal verbs they hear and indicate in which conversation:
1, 2, or 3. (conversation 1: running out of food, come up
with; conversation 2: wiped out; conversation 3: laid off,
come up with)
UNIT 10 LESSON 1 T112

D VOCABULARY PRACTICE 2 C CONVERSATION ACTIVATOR
●
Ask students What does UN stand for? (United Nations) Conversation Activator Video
●
Have students do the exercise individually. If necessary,
refer them to the Vocabulary on page 112 to review ●
Have students read the newspaper clippings. Point
phrasal verbs. Have students compare answers with a out how the conversation in Exercise A, Conversation
partner. Spotlight, reflects the information in the first clipping.
●
Divide the class into pairs. Instruct students that they will
CULTURE NOTE The United Nations (also called the UN) is
use the model in Exercise A, Conversation Spotlight, to
a global organization that includes most of the countries
role-play their own conversation with a partner. They can
in the world. Set up in 1945, following World War II, it
refer to the newspaper clippings or use current stories
promotes international peace and security as well as
they are familiar with as well.
economic development. Its headquarters are in New
York City.
●
Refer students to the list of phrasal verbs to discuss issues
and problems in Exercise A on page 112.
●
Ask a volunteer to read the words in the Recycle This
NOW YOU CAN React to news about global issues Language box. Encourage students to incorporate these
words into their conversation.
A 5:20 CONVERSATION SPOTLIGHT ●
Reinforce the use of the spotlighted conversation
strategies. For example, Can you believe; But on the bright
teaching time: minutes teaching time: side; You’d think.
●
Bring students’ attention to the Don’t Stop! note. Ask
These conversation strategies are implicit in the model: a volunteer to read the bulleted points. Explain that
●
Use Can you believe to introduce something students should continue talking after they have covered
incredulous. the points in the original Conversation Spotlight.
●
Use But on the bright side to emphasize the positive ●
Tell students to change roles, so each student gets a
aspects of a situation. chance to play A and B.
●
Use It just goes to show you when illustrating proof of For more support, play the Conversation Activator Video
something. before students do this activity themselves. After the video,
●
Use That’s another story to point out another side of an ask students how the model has been changed by the
argument. actors. Note: You can print the script or you can view it on
the video player on the ActiveTeach.
●
Use You’d think when it is surprising something isn’t
otherwise. Conversation Activator: Speaking Booster
PRONUNCIATION
Have students look at the photo and speculate what the
Option: BOOSTER
●
(Teaching notes p. T150)

woman is talking about. Ask Do you think it’s a light-
hearted topic? (No, she looks pretty serious.) Pronunciation Pair Work
●
Ask students to read and listen to the conversation.
●
To check comprehension, ask What has just happened in
Northern Africa? (a drought) What is the bright side of the
horrendous situation? (People have been donating tons
of money for relief,) What can we infer about social media
and this tragedy? (that money is being raised via social
media) What second problem does the woman mention?
(corruption)
B 5:21 RHYTHM AND INTONATION

●
Have students repeat chorally. Make sure they:
use rising intonation for Can you believe what’s been
happening in Northern Africa? (line 1); You mean the
drought? (line 2); It makes you feel hopeless, doesn’t it?
(line 7)
use emphatic stress on believe in Can you believe (line 1)
stress that in Well, that’s another story (line 7) and think
in You’d think (line 8)
T113 UNIT 10 LESSON 1

LESSON
2 GOAL Describe the impact of foreign imports
A 5:22 GRAMMAR SPOTLIGHT this sentence? (website) Point out that the direct object
noun can appear before or after the particle.
teaching time: minutes teaching time: ●
Then have a volunteer read the next explanation about
●
To warm up, elicit that foreign imports are products direct object pronouns and the example sentence. Make
brought from one country into another so that they can sure students understand that when the direct object of a
be sold there. Point out that the focus in the lesson will be separable phrasal verb is a pronoun, it must come before
on the impact or influence foreign imports have on our the particle.
lives. ●
Tell students to skim the list of separable phrasal verbs
●
Ask students to look at the photos of the people. Call on a in the box. Elicit additional example sentences. Make
volunteer to read their names and where they are from. sure students place the direct object noun or pronoun
correctly.
●
Have students listen to the opinions as they read along.
●
Focus on inseparable phrasal verbs. Have students read
●
To check comprehension, ask Why does Gina think it’s the statement and the example sentence to themselves.
strange that there is a Starbucks in Bogotá? (Because Ask What is the direct object in the sentence? (customers)
Colombia is known for its own great coffee; it’s ironic to Help students notice that the direct object must appear
her that an American brand would be available there.) Is after the particle.
Gina’s final comment positive or negative? (Negative; by
saying everything is becoming the same, she is criticizing
●
Tell students to skim the list of inseparable phrasal verbs
how no place is truly unique any more.) What is Mehmet’s in the box. Elicit additional example sentences, making
problem? (He doesn’t like foreign games and websites for sure students place the direct object after the particle.
his kids.) Why not? (He doesn’t care for the values they ●
Finally, have students read the Be careful! note and
teach.) What three categories of items does Sophia mention the example sentence. Then elicit additional example
that have foreign labels? (food, clothes, electronics) Does sentences, making sure students place the direct object
she think foreign imports have a negative impact? (No; she noun or pronoun before the particle.
thinks we can enjoy both foreign things and our own.)
Option: GRAMMAR BOOSTER (Teaching notes p. T142)
CULTURE NOTE Hello! As used in Gina’s quote is a popular
colloquial way to suggest something is obvious. Inductive Grammar Activity
B ACTIVATE PRIOR KNOWLEDGE

●
In pairs, have students discuss with whom people in their
country might agree. Circulate and assist. If students need
more direction, ask specifically Is the view in your country
that all cities in the world are starting to look the same? Is
there concern over influence of foreign games on children in
your country? Do people in your culture see value in having
imported items in addition to their own products?
●
Bring the class together and have students share.
C GRAMMAR
●
To review, ask a volunteer to read the Remember note.
Write these examples on the board:
Could you please turn down the TV? (transitive: can
take a direct object)
Have they checked in yet? (intransitive: doesn’t
take a direct object)
●
Explain that a transitive verb needs a direct object to
complete its meaning.
●
Focus on separable phrasal verbs. Have a volunteer
read the statement about direct object nouns and the
example sentence. Ask What is the direct object noun in

D UNDERSTAND THE GRAMMAR Challenge: [+5 minutes] Ask Which item has an
additional phrasal verb within the sentence? (3, laid off) Is
teaching time: minutes teaching time: lay off usually a separable or inseparable verb? (separable) Is
it separable here? (no) Explain that in the passive, a phrasal
●
Create a chart on the or print it out from the ActiveTeach verb that is normally separable has to stay together.
and distribute it to students.
Phrasal Verbs NOW YOU CAN Describe the impact of foreign imports
Separable Inseparable Always
separated A NOTEPADDING
●
Call on students to fill it in with phrasal verbs from
Exercise A, Grammar Spotlight, on page 114. ●
Review that in Exercise A on the previous page, the
various people gave their opinions on the impact of
●
Then have students work individually to change the
foreign imports. Explain that here students will voice their
sentences with separable phrasal verbs to the opposite
opinions on foreign imports.
format.
●
Have students work individually to list examples on their
●
Bring the class together to go over the answers.
notepad. Then ask Who wrote something in the other
Answers to Exercise D category? What categories did you add? Tell students they
Separable: take up, turn on, give up, throw away, try on, try can add any ideas if they come across these imports
out, wipe out regularly.
In any city, people can take tai chi up from China, yoga
from India, or capoeira from Brazil. B DISCUSSION ACTIVATOR
Every time my kids turn on their tablets or smartphones, Suggested 5–10 Your actual
I worry. teaching time: minutes teaching time:
If I were to ask my kids to give up their gadgets, I’d never

Discussion Activator Video
hear the end of it.
Before you throw away the packaging from a food item,
read the label—it might say it comes from the U.S. or
●
Divide the class into pairs and have students use their
Mexico. descriptions from Exercise A, Notepadding, to discuss
Try on a blouse at the store—nine times out of ten, it’ll have if the imports have had a positive or negative impact.
come from China, Vietnam, or Bangladesh. Encourage the pairs to ask each other questions and
Or try out some new product at the electronics store and provide details and examples. The goal is to say as much
there’s a good chance it’s imported from Korea. as they can about them.
Some people worry that imports will wipe our local For more support, play the Discussion Activator Video
products out. before students do this activity. After each video, ask if the
students in the video included sufficient details. Note: You
Extra Grammar Exercises can print the script or you can view it on the video player
Graphic Organizer on the ActiveTeach.
Option: [+5 minutes] Ask students to name products or
E GRAMMAR PRACTICE traditions from their country that they think would have a
positive impact on other countries.
●
Before students do the exercise, have them skim the
C PAIR WORK
phrasal verbs and determine if they are separable or Suggested 5–10 Your actual
inseparable. (separable: 1, 5, and 6; inseparable: 1, 2, 3,
and 4) Remind students that with separable phrasal ●
Have students look at the photos. Call on volunteers to
verbs, the direct object pronoun must come before the read the captions. Point out that to go international is an
particle. Tell students to use the correct verb form in each expression that means to become available and popular
sentence. internationally.
●
Have students complete the exercise individually and then ●
Have students read the model statements in pairs and
compare answers with a partner. respond, agreeing or disagreeing. Encourage students to
●
Bring the class together and go over the answers. provide examples and use phrasal verbs where possible.

LESSON
3 GOAL Discuss the pros and cons of globalization
A READING WARM-UP Challenge: [+5 minutes] On the board, write Do you

Suggested 5 Your actual think that it is possible for everyone to benefit in
teaching time: minutes teaching time: the competitive global world? Why? Why not? Have
students discuss. Then have students speculate about what
●
To warm up, focus on the title of the lesson. Elicit
can be done to ensure that globalization works for the
that globalization refers to the process of extending
benefit of the most people possible.
something, for example a business, to other parts of the
world. Reading Strategies
●
Ask a volunteer to read the question in the direction line.
Call on students to answer.
B 5:23 READING
●
Ask a student to read the title, including the question.
Make sure students understand that to live up to
expectations means that something is as good as
one anticipates it will be. Ask What do you think the
expectations are? (Possible answers: that the world
will become smaller, people will become more aware,
societies will become more developed, equality will
increase) Ask Do you think globalization lives up to
expectations?
●
As students read and listen, tell them to underline
information in the article that will help them answer the
focus questions in the direction line.
●
Have volunteers share their answers to the focus question
with the class.
Answers to Exercise A
Answers will vary but may include the following:
I share the concerns related to globalization. There is
a widening gap between the rich and the poor, giving
an advantage to more developed and more globalized
countries. Poorer countries can’t be left behind, and the
environment needs to be given more attention.

C UNDERSTAND MEANING FROM CONTEXT CULTURE NOTE Apple™ is a prominent American hardware
Suggested 5–10 Your actual and software company headquartered in the United States.
British Petroleum (BP™) is one of the top four oil companies
●
Before doing the exercise, have students number the in the world. IKEA™ is a Swedish retailer that specializes
paragraphs in the article, 1 to 8. in affordable home furnishings. Nestle™, headquartered
●
Have students work individually or in pairs to complete in Switzerland, is the world’s largest food and beverage
the exercise. Encourage them to utilize context to help company. Samsung™, headquartered in South Korea,
determine the meanings. manufactures mobile phones and related devices, in
addition to other electronics. The Gap™ is a popular U.S.
●
Circulate and assist as needed. Assist if students need
clothing store.
help finding the words ( globalization is in paragraph 1,
exports is in paragraph 3, investment is in paragraph 3,
infrastructure is in paragraph 3, prosperity is in paragraphs B DISCUSSION
3 and 5, outsource is in paragraph 4, homogenization is in Suggested 5 Your actual
paragraph 6). teaching time: minutes teaching time:
Extra Reading Comprehension Questions ●

Ask a student to read the direction line. Then call on a
volunteer to read the model answer.
D IDENTIFY SUPPORTING IDEAS ●
Have students discuss in pairs or small groups.
●
Poll the class by asking Overall, do you think globalization
is good or bad for your country?
●
Students will likely need assistance navigating the article.
Option: [+5 minutes] Have students think of the most
Note that answers to individual questions often appear
popular foreign product or company in their country. Tell
in different paragraphs (1. improved standard of living in
them to write a paragraph describing the impact it has had
paragraph 3, decreased standard of living in paragraph 4; 2.
on the country’s economy. Then have students read their
paragraph 5; 3. workers who lose income in paragraph 3,
paragraphs to the class. On the board, write the name of
workers who are denied income in paragraph 5; 4. pros of
each product or company that students discuss. Encourage
foreign imports in paragraph 2, cons of foreign imports in
students to comment on each other’s choices. Then take a
paragraph 6).
vote to see which is the most popular product or company.
●
Go over the answers as a class.
Challenge: [+5 minutes] Conduct a globalization
debate. Divide the class in half. Assign one group to
E INTERPRET INFORMATION IN A GRAPH be for globalization and the other group to be against
Suggested 5 Your actual globalization. Tell groups to compile their arguments,
referring to the article on page 116 as well as to Exercise
●
Have students study the graph in pairs and answer the A, Notepadding, and the discussion they had in Exercise B.
questions. Give each group an opportunity to present their argument.
Then give groups an opportunity to rebut the opposing
●
Bring the class together to discuss. Invite students to
argument and defend their point of view. Judge the most
discuss which countries mentioned in the article would
solid argument and declare the winner of the debate.
fall into the categories less globalized, more developed,
and more globalized. Discussion: Speaking Booster
Extra Challenge Reading Activity
NOW YOU CAN Discuss the pros and cons of globalization
A NOTEPADDING
●
Call on volunteers to read the heads on the notepad. Point
out that the word impact can be positive or negative.
For example, a company could be very environmentally
conscious (positive impact) or carelessly pollute the
environment (negative impact). Tell students be specific
with details.
●
Have a volunteer read the list of international companies.
Ask Are there any companies you’ve never heard of? Have
students explain what each company does.
●
Then have students list companies that have had a specific
impact on their country. If students don’t know, tell them
they can look up companies online.

LESSON
4 GOAL Suggest ways to avoid culture shock
A LISTENING WARM-UP C 5:25 LISTEN TO CONFIRM INFORMATION

Suggested 5 Your actual Suggested 10 Your actual
●
Write culture shock on the board. Invite a volunteer to ●
Pre-listening: Have volunteers read each question thinking
read the definition in the book. Say I had major culture carefully about meaning.
shock when I moved to New York from a small town in ●
Listening: Have students listen and adjust any answers.
Maine. There was so much noise and activity! I couldn’t hear ●
Go over the answers as a class.
myself think. Then invite students to share how someone
with culture shock might feel and also if they or someone Option: [+5 minutes] In pairs, have students look at the
they know has experienced culture shock. topics in items 1 and 2. Ask Which disorienting experiences
from item 1 have you experienced or do you think you might
B 5:24 LISTEN TO SUMMARIZE experience in a foreign culture? Which symptoms of culture
shock from item 2 have you experienced or do you think you
teaching time: minutes teaching time: might experience if you traveled to a foreign culture?
●
Pre-listening: Have students look at the two photos.
Ask What will the format of this conversation be? (a radio
interview) Where do you think Berat is from? Tell students
they will hear about the four stages of culture shock. Ask
students if they can guess what these might be. Write
student guesses on the board.
●
First listening: Have students listen once to the interview,
writing down the names of the stages as they hear them.
●
Second listening: Have students listen again and then
summarize each stage.
Option: [+5 minutes] Ask students to name topics that
contributed to Berat’s culture shock. (Possible answers:
weather, food, money, people’s behavior, traffic) Tell
students to imagine they are moving to London for a year
to study. With a partner, have them discuss which things
they think would be hardest to get used to.
Challenge: [+5 minutes] In pairs, have students role-
play a radio interview following the model in the listening.
One student will play the role of the interviewer, and
the other student will play the role of the person who
experienced culture shock. Have students prepare scenarios
related to the various stages of culture shock, referring to
the notes they took in Exercise B. Invite students to use
a culture they know something about and to be creative
about what caused the culture shock.
Listening Strategies

D 5:26 LISTEN
TO UNDERSTAND MEANING B PAIR WORK
FROM CONTEXT Suggested 5 Your actual
teaching time: minutes teaching time: ●
Divide the class into pairs. If a class consists of students of
●
Have students listen to the excerpts. Stop after each one different cultures, you can pair up students from the same
to let them answer the questions. cultures to allow comparison, but this is not necessary.
●
Go over the answers as a class. For each item, ask What Have pairs discuss the topics presented in the direction
in the context helped direct your answer? (1. Let’s listen line.
as Berat describes what it was like during his first month ●
Then bring the class together and call on pairs to share.
here; 2. it had long been a dream of mine to study here; Which topics were mentioned the most?
3. In Turkey we drive on the right, but as everyone knows
drivers in London drive on the left; In item 4, various OPTIONAL WRITING [+15–20 minutes]
negative symptoms are listed, followed by Fortunately ●
Students can do this assignment individually or in pairs if
which introduces an improvement; 5. I had gotten used to they are from the same culture. Have them refer to ideas
the weather . . . crossing the street was a piece of cake by on their notepads and then write the article.
then . . . I made friends.) ●
Offer an opportunity for peer review in class, or collect
students’ work and provide individual feedback.
NOW YOU CAN Suggest ways to avoid culture shock
A NOTEPADDING
●
Bring students’ attention to the cartoon at the bottom
of the page. Ask Do you know a country where people eat
frogs? (Frog legs are delicacies in French and Chinese
cuisine.) How would you feel if you were that man?
●
Call on students to read the topics in the list. Explain and
provide or elicit examples as needed. For example, for
traditional leisure activities, in a country that has beautiful
mountains and a lot of snow in the winter, it could be
common to go skiing every chance one gets. If a visitor to
this country doesn’t know how to ski, or does not enjoy
winter sports, it could lead to culture shock.
●
Then have students work individually to check off the
topics that could cause culture shock to a visitor in their
country. Have students add to the other category if they
have other ideas.
●
Next, have students choose three of the checked topics
that they think might be the most surprising and write
notes suggesting ways to avoid surprise and culture
shock. (Possible answers: for formality and informality: In
the United States children often call adults by their first
names; for public transportation: A young person might
not give up a seat to an elderly person)
●
Point out that often there isn’t something one can
physically do to avoid culture shock related to a particular
topic. However, being informed can help prevent surprise
and helps a person to fit in faster and avoid making
cultural mistakes.

WRITING Rebutting an opposing point of view
A WRITING SKILL C PRACTICE

●
Elicit that to rebut an argument means to prove that an ●
Tell students they will now rebut the arguments from
argument someone else has made is false. Exercise B, using the transitions and subordinating
●
Ask a student to read the writing skill introduction. conjunctions from the box.
Explain that opposing argument or point of view refers ●
If students wrote the initial arguments in Exercise B
to someone else’s “take,” or opinion, on a topic that is on a folded piece of paper, encourage students to use
different from what you believe. the space on the other side of the fold to write the
●
Call on a volunteer to read the introductory paragraph counterargument.
in the writing model. Ask What is the thesis statement? Answers to Exercise C
(Overall, globalization has contributed to a better world.)
What is the opposing view? (Globalization is causing more
problems than it is solving.) Bring students’ attention 1. All the same, not all cultures and economies enjoyed the
to the expressions for introducing others’ arguments. same growth and benefits.
Invite students to experiment restating the first sentence 2. However, not all people have access to this technology.
of the writing model using a different expression. 3. In spite of this, criminal activities have flourished as free
(Possible answer: It has been argued that globalization trade has made the world so competitive.
is causing more problems than it is solving.) Then bring 4. Nevertheless, even in developed countries workers suffer
students’ attention to the transitions and subordinating as their jobs get outsourced to other countries where the
conjunctions. Ask Which one is used in the thesis statement? jobs will be performed for a fraction of the cost.
(Nevertheless) What other transition could be used here? (In 5. Even so, people appear to enjoy the wider variety of
spite of this) choices available to them when they shop.
●
Have students work in pairs to read about supporting
and concluding paragraphs and analyze them in the
writing model. Ask students to notice transitions used D APPLY THE WRITING SKILL
in the supporting and concluding paragraphs (All the Suggested 10–15 Your actual
same; In spite of this) and to suggest other ones from teaching time: minutes teaching time:
the box to replace them. (Even so to replace All the same; ●
Tell students to use their notes from Exercises B and C
Nevertheless, to replace In spite of this) to write an essay. Tell them that the essay should have
an introduction, a conclusion, and two supporting
B PRACTICE paragraphs. Tell students to follow the model to present
Suggested 5 Your actual their point of view and rebut the opposing point of view.
teaching time: minutes teaching time: Remind students to use the expressions for introducing
●
Have students refer to the expressions for introducing others’ arguments and the transitions and subordinating
others’ arguments to make five statements that introduce conjunctions for rebuttal.
arguments supporting or opposing globalization. Tell ●
Refer students to the Writing Process Worksheet in
students they can refer to the article on page 116 and ActiveTeach for guidance with pre-writing and peer
other exercises, notes, and discussions from the unit for feedback.
ideas. ●
Encourage students to use the Self-Check in the Student’s
●
You may want to tell students to fold a piece of paper Book to go over the essays they wrote.
vertically and write each argument in this exercise and Option: [+5 minutes] Time permitting, students can
rebuttal in the next exercise side by side. exchange papers with a partner and offer feedback using
Answers to Exercise B the topics in the Self-Check list. Encourage partners to also
check for examples.
1. According to the article, globalization has brought the Writing Process
world’s cultures and economies together.
2. People on opposites sides of the world can easily get in
touch via phone or internet.
3. It may be true that increased imports and exports have
brought about economic benefits.
4. It has been argued that the developed countries enjoy
the most benefits of globalization.
5. Critics complain that globalization has led to a
homogenization of culture.
UNIT 10 WRITING T120

review
Digital Game Answers to Exercise C
2. We’re trying to go without them.
A 5:27 3. They voted to give them up.
Suggested 5–10 Your actual 4. Falling profits forced the factory owner to lay them off.
teaching time: minutes teaching time: 5. Just turn it on and you’ll see news and films from all over
●
Have students listen to the three reports. Then have the world.
students listen again. Stop after each report and have 6. I talked them into buying tickets for the U2 concert.
students complete the statement. 7. Manufacturers of luxury products cater to them.
8. If you take it up, you’ll probably be in great shape.
●
Tell pairs to compare answers. Then bring the class
together and ask individual students Do you think that Option: TEST-TAKING SKILLS BOOSTER (p. 160)
improving living standards in developing countries will cause
natural resources to run out? Why? Why not? Do you think EXTRA
globalization is causing social and economic problems?
Why? Why not? What is your opinion of Starbucks stores?
●
Workbook
●
MyEnglishLab
●
Online Student Resources (www.english.com/
B summit3e)
Suggested 5 Your actual – Classroom Audio Program
teaching time: minutes teaching time: – Extra Practice Activities
– Summit GO App
●
Have students review the phrasal verbs in the grammar – Web Projects
box on page 112 and in the vocabulary on page 114. ●
ActiveTeach
Then have students work individually to complete the – Assessment
sentences with the correct particles. For less advanced – Additional Printable Resources
classes you may opt to put a word bank on the board: Audioscripts and Answer Keys
about, off, on, out, up. Some particles are used more than “Can-Do” Self-Assessment Charts
once. You may want to hint that out is used four times. Conversation and Discussion Activator Video Scripts
●
Go over the answers as a class. Oral Progress Assessment Charts
Reading Speed Calculator
Option: [+5 minutes] Invite students to determine if
– Summit TV Video Program
the phrasal verbs are separable. (All are separable except
Activity Worksheets
for the second verb in item 4 (catch on).) In pairs, have
Teaching Notes
students experiment restating the sentences with verbs
Video Scripts
separated. For example, A lot of families have been putting
large purchases off. Tell students to shorten sentences or
use pronouns to avoid having long phrases break up the
phrasal words
C
●
Tell students to circle the phrasal verb in each sentence.
(1. check out; 2. go without; 3. give up; 4. lay off; 5. turn
on; 6. talk into; 7. Cater to; 8. Take up) Then tell them to
identify which phrasal verbs are separable and which are
inseparable (separable: 1, 3, 4, 5, 8; inseparable: 2, 6, and 7).
Remind students that with separable phrasal verbs, the
direct object pronoun must come before the particle.
●
Have students complete the exercise individually and then
compare answers with a partner.
●
Go over any outstanding questions as a class.
T121 UNIT 1 REVIEW

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UNIT

UNIT 10 PREVIEW T110

T111 UNIT 10 LESSON ﻿

A 5:18 VOCABULARY C VOCABULARY PRACTICE 1

B 5:19 LISTEN TO ACTIVATE VOCABULARY

UNIT 10 LESSON 1 T112

(Teaching notes p. T150)

B 5:21 RHYTHM AND INTONATION

T113 UNIT 10 LESSON 1

B ACTIVATE PRIOR KNOWLEDGE

UNIT 10 LESSON 2 T114

If I were to ask my kids to give up their gadgets, I’d never

T115 UNIT 10 LESSON 2

A READING WARM-UP Challenge: [+5 minutes] On the board, write Do you

UNIT 10 LESSON 3 T116

Extra Reading Comprehension Questions ●

NOW YOU CAN Discuss the pros and cons of globalization

T117 UNIT 10 LESSON 3

A LISTENING WARM-UP C 5:25 LISTEN TO CONFIRM INFORMATION

UNIT 10 LESSON 4 T118

T119 UNIT 10 LESSON 4

A WRITING SKILL C PRACTICE

UNIT 10 WRITING T120

T121 UNIT 1 REVIEW

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T111 UNIT 10 LESSON