LEARNING

Pathways
Listening, Speaking, and Critical Thinking
THIRD
EDITION

BECKY TARVER CHASE

EE A
ARRN
NIIN
NGG
CHRISTIEN LEE
 Pathways CEFR IELTS Band TOEFL® Score
Level 4 C1 7.0–8.0 94–110
Level 3 B2 5.5–6.5 46–79
Level 2 B1–B2 4.5–6.0 32–60
Level 1 A2–B1
0–5.5 0–46
Foundations A1–A2

O N T H E C OV E R
NASA engineers working on Starshade
prototype, Louisville, Colorado, US.
© Craig Cutler
 Scope and Sequence
Unit Title & Theme Listenings & Videos Listening & Note Taking

1
Lesson A • Listen for Main Ideas and
How to Manage Stress* Details
VIDEO • Take Effective Notes
HEALTHY LIVES Positive Stress
page 1
Lesson B
ACADEMIC TRACK:
Living with Food Allergies
Health Science

2 Lesson A • Recognize Opinions

Artificial Intelligence • Write Key Words and
Phrases
TECHNOLOGY VIDEO
Robots of the Deep
TODAY AND
TOMORROW Lesson B
page 21 Tech for Good

ACADEMIC TRACK:
Technology

3 Lesson A • Ask Questions

A Mexican Tradition* • Use Abbreviations and
Symbols
CULTURE AND VIDEO
The People of the Horse
IDENTITY
page 41 Lesson B
Travel and Identity
ACADEMIC TRACK:
Sociology

4
Lesson A • Listen for Problems and
Food Psychology Solutions
VIDEO • Divide the Page into Parts
LET’S EAT Alex Sigrist: Small Changes
page 61
Lesson B
ACADEMIC TRACK:
Culinary Medicine
Natural Science

5
Lesson A • Listen for Reasons and
Making Memories Explanations
• Organize Notes by Speaker
INSIDE THE VIDEO
or Topic
3-D Brain Scans
BRAIN
page 81 Lesson B
The Exercise-Brain
ACADEMIC TRACK: Connection
Psychology
* With slideshow

With animation

ii
Speaking & Pronunciation Grammar & Vocabulary Critical Thinking Final Tasks
• Keep a Conversation Going • Gerunds as Subjects and • Interpret Visuals Option 1
• Suffixes and Syllable Stress Objects Play a Healthy-Habits Bingo
• Meaning from Context Game
• Participate in a Group
Discussion Option 2
Discuss Your Healthy Habits

• Give Reasons • Present Perfect • Synthesize Option 1

• Long and Short Vowels • Signal Words with the Discuss Human and
• Acknowledge Ideas and Present Perfect Machine Intelligence
Disagree Politely • Collocations Option 2
Present a Useful App

• Define Unfamiliar Terms • Adjective Clauses • Consider Different Option 1

• The Vowel Sound /ɜr/ • Noun and Adjective Perspectives Discuss Something Popular
Suffixes from Another Culture
• Repeat and Emphasize
Option 2
Present Your Identity

• Give and Ask for Opinions • Active vs. Passive Voice • Prioritize Option 1
• Spelling Patterns for Long • Parts of Speech Discuss How Grocery Stores
Vowel Sounds Affect Consumers
• Participate in a Debate Option 2
Debate whether Cooking
Should Be Taught in Schools

• Make Suggestions • Infinitives after Verbs • Evaluate Pros and Cons Option 1
• Recognize Linking • Words with Multiple Discuss Strategies for
Meanings Learning a Language
• Describe Images
Option 2
Present Advice to Future
Students

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

6
Lesson A • Recognize Transitions
Teaching Yourself*
VIDEO
KNOWLEDGE The World’s Oldest
IS POWER Programmer
page 101
Lesson B
ACADEMIC TRACK: Choosing a Major
Education

7
Lesson A • Understand the Purpose
Studying Earth Science of a Talk
VIDEO • Take Note of Steps in a
OUR CHANGING Earthquakes 101 Process
WORLD
page 121 Lesson B
A Revolution in Earth
ACADEMIC TRACK: Science
Earth Science

8
Lesson A • Recognize Examples
Preserving the Past* • Use Charts
VIDEO
LIVING HISTORY Secrets of Ancient Egypt
page 141
Lesson B
ACADEMIC TRACK:
Crowd Science
Anthropology /
Archaeology

9
Lesson A • Recognize Opinions and
Protecting Endangered Facts
Creatures • Review Your Notes
SPECIES VIDEO
SURVIVAL Amazing Chameleons
page 161
Lesson B
ACADEMIC TRACK: Solving the Mosquito
Life Science Problem

10
Lesson A • Recognize Humor
Five Things You Need to
Succeed
FINDING VIDEO
SUCCESS Eco-Fuel Africa
page 181
Need HR
Lesson B
ACADEMIC TRACK: Rule Breakers
Business
Appendix page 201 * With slideshow

With animation

iv
Speaking & Pronunciation Grammar & Vocabulary Critical Thinking Final Tasks
• Relate to What Your • Comparative and • Apply Previous Knowledge Option 1
Audience Knows Superlative Adjectives Discuss Sayings about
• Silent Consonants • Phrasal Verbs Education
• Check Understanding Option 2
Present on Something You
Want to Study

• Use Linking Words • Time Words and • Make Inferences Option 1

• Dropped Consonants Expressions Create a List for a Disaster
• Commonly Confused Supplies Kit
• Give a Joint Presentation
Words Option 2
Talk about a Change in
Our World

• Summarize • Infinitives of Purpose • Compare and Contrast Option 1

• Sentence Stress • Negative Prefixes and Discuss Special Objects
Suffixes from Your Past
• Consider What Your
Listeners Need to Know Option 2
Present a Historical Object,
Site, or Person

• Express Cause and Effect • Adverbs and Modals of • Evaluate the Strength of Option 1
• Thought Groups Possibility and Necessity Ideas Design a Poster to Protect a
• Antonyms Plant or Animal
• Mention Your Sources
Option 2
Present on an Endangered
Species

• Paraphrase • Adverbs of Degree • Categorize Option 1

• Stress for Contrast • Word Blends Discuss Different Kinds of
Success
• Organize Your Talk
Option 2
Describe a Failure that
Became a Success

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

EXPLORE THE THEME

Read the information. Then discuss
the questions.
1. Do any of the facts surprise you?

Compelling photography and

2. When might this information be useful?
For example, if you are having a terrible
day, you might tell yourself you‘re not
likely to remember it tomorrow.

infographics in Explore the Theme 3. What would you like to learn about
the brain?

draw students into the unit, develop

their visual and information literacy Did You
skills, and get them speaking. Know…?
There is a lot we know about the brain,
but so much more that we don’t. We
know that there are billions of neurons
(cells) in our brains making trillions
of connections. These connections
allow us to remember and learn
information, among other things.
However, scientists still have many
questions, such as: How many different
types of neurons are there? How do
they communicate with each other?
And how do all the parts of the brain
work together? As scientists work to
answer these questions, consider these
amazing facts that we do know.
The brain is We often Brain information People have Human brains have Stress kills neurons,
80% water. remember songs travels at more than 6,000 enough memory which affects learning,
better than speech. 268 mph. thoughts a day. to store all reasoning, and memory.
of the Internet.

The brain is the The average When you think hard, your 70% of our Napping can improve We’ve already forgotten
hottest part of attention span is brain uses more oxygen and thoughts your memory. 40% of what happened
the body. 20 minutes. fuel from your blood. are negative. to us yesterday.

82 UNIT 5 INSIDE THE BRAIN 83

A Listening Protecting Endangered Creatures

A multimedia approach featuring

Critical Thinking A ACTIVATE Work in a group. Look at the photo and read the caption. Then discuss the
questions.
1. Why does the sign say “Missing” and “Have you seen me?”

videos, slideshows, and animations

2. What does “Reward: Survival” mean?
3. How likely is it that the sign will get people’s attention?

B MAIN IDEAS Watch or listen and take notes. Then decide whether each statement is about
Lucy Cooke or Joel Sartore. Write L for Lucy, J for Joel, or B for both.

1. Became interested in animals as a child

supports listening comprehension
while making content accessible
2. Feels people need to understand unusual animals
3. Feels photos are a way to help species
4. Started a project to photograph wild animals in human care (i.e., at zoos, aquariums,

5.
and wildlife parks)
Wants to teach people about wild animals
▼ An informative sign at the preview
of Missing, an exhibition by artist
and environmentalist Louis Masai
and engaging.
in London, England

Part of the Maya murals

discovered by William
Saturno in San Bartolo,
Guatemala

166 UNIT 9 LESSON A

D Think about something you discovered. It could be an object, information, or something else.
Prepare to talk about your discovery by making notes in the chart.

What did you discover?

Where or how did you discover it?

Updated Speaking Activities

give more guided instruction What did you do or what happened after
you discovered it?

and language support, building

Work with a partner. Take turns talking about the thing you found using your notes from
fluency, accuracy, and learner
E
exercise D. When it is your turn to listen, take notes about what you hear.

independence. F SUMMARIZE Work with a different partner. Summarize the talk you heard in exercise E using Critical Thinking
your notes.

LIVING HISTORY 15 7

vi
 Academic competency skills like collaboration,
B Speaking
communication, and problem-solving help students
develop the skills and behaviors needed to succeed
Critical Thinking COMPARE Work with a partner. How are these customs similar to or different from customs
A
inin your
school and their lives.
country or culture? Explain.

• Being punctual, or on time, is valued in Japan and Germany.

• In China and Korea, shoes are removed before you enter someone’s house.
• In India, you should eat everything on your plate to show that you enjoyed the food.

CRITICAL THINKING Consider Different Perspectives

People bring their own perspective to a topic. Notice how these speakers differ in how they
see the same situation.
Speaker A: Our dinner guests were rather impolite. They left some food on their plates.
Speaker B: Our dinner guests were very polite. They left a little food on their plates.
For Speaker A, leaving some food on a plate could mean they did not like the food. For
Speaker B, it could mean they had plenty to eat.

Critical Thinking B Work with a partner. For each conversation, discuss the possible perspective of Speaker A. Then
match each conversation to a type of custom.

1. A: I can’t believe the teacher called on me in class! I didn’t even raise my hand.
B: I am used to that. Teachers here do it all the time.

Assessment
2. A: I feel terrible. Everyone else at the wedding gave money to the bride.
B: But you gave the couple a nice gift. Don’t feel bad.
3. A: The waiter doesn’t look happy. Were we supposed to leave him a tip?

Pathways
4.
Listening, Speaking, and Critical Thinking supports teachers and learners with various forms of
B: No, most people don’t tip here. He was probably unhappy about something else.
A: She isn’t late for class. Class only started 15 minutes ago.

assessment,
5.
with the goal of helping students achieve real-world success.
B: Fifteen minutes is pretty late! I usually arrive a few minutes early.
A: That was odd. Charlie sat in the front seat with the taxi driver!
B: True, but there were three of us. He probably felt more comfortable in the front.
a. classroom culture c. giving gifts e. being on time
The Final Tasks section with two
b. personal space d. leaving a tip options provides flexibility for various
PRONUNCIATION The Vowel Sound /ɜː/ learning environments and another
Review
A new Review section
The vowel sound /ɜː/ is the same as the -ir in bird. The sound is spelled in several ways. opportunity for formative assessment.
her word hurt learn shirt SELF-ASSESS

provides additional
Notice how the vowel sound in each pair of words is different.
We should turn left at the corner. This piece of paper is torn.
How well can you . . . ?
use the key vocabulary
Very well. OK. I need improvement.

Final Tasks
stress the content words in sentences

opportunities for formative

You need to stir the soup.
I work in that office building.
That star is bright.
Let’s walk another block.
summarize
use infinitives of purpose

assessment and encourages A VOCABULARY Complete the sentences with the correct form of the words from the box. TWO
words are extra.
OPTION 1 Discuss special objects from your past

A Look at the photo and read the caption. Discuss with a partner what you can infer about Emma
56 UNIT 3 LESSON B from the objects that are special to her?

students to take control ancient

civilization
demonstration
imagine

Uxmal is an archaeological 1
interpret
preserve
purpose
sign up

in Mexico. It is an important and

site
volunteer
B BRAINSTORM Make a list of objects that are special to you. They could be objects from your
past that you have special memories of or objects that have been useful or important to you

of their learning journey

over the years.
2
Maya city. The Maya 3 survived for thousands of years.
Visitors to Uxmal can 4 to take a tour. The tour guide’s job is to C Work in a group. Take turns sharing objects from your list in exercise B. When it is your turn to
5
things for them. The buildings at Uxmal are beautiful. Many have been speak, say what objects you have chosen and why they are special to you. When it is your turn

through guided self-

to listen, ask questions to find out more about the special objects.
6
well. There is also a large open court there. The 7 of this
court was to play ball games. Visiting Uxmal is interesting. You can 8 what
D Share the most memorable objects you heard about with the class. Discuss what future
life was like in Maya times. generations might learn if they discovered your objects.

assessment. B GRAMMAR Rewrite these sentences about Uxmal using infinitives of purpose. An image, titled
“Emma,” from
1. People go to Uxmal because they are interested in seeing an ancient Maya city. artist Regina
Tremmel’s
“Memento” series
2. Some visitors to Uxmal hire a tour guide. They want to learn more about the site. about things that
are special to
people
3. Uxmal had a large open court that the Maya used for playing ball games.

C PRONUNCIATION Practice reading aloud the information in exercise A. Use natural

sentence stress.

D SPEAKING SKILL Choose ONE of these topics. Summarize what you remember about it.

• Minseok Folk Village • Colonial Williamsburg • Doggerland

RE-ASSESS What skills or language still need improvement?

158 UNIT 8 REVIEW

LIVING HISTORY 159

Opportunities for online assessment on the new Spark platform include:

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

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

Photo credit:
©Brian Yen
Visit ELTNGL.com/spark
viii to learn more
 HEALTHY LIVES
1

A subway train with a

healthy and happy theme
in Hangzhou, Zhejiang
province, China

IN THIS UNIT, YOU WILL: THINK AND DISCUSS:

• Watch or listen to a talk about managing stress 1. How does the subway train encourage health and
• Watch a video on positive stress happiness?
• Listen to a conversation about food allergies 2. Would riding on this subway train to or from work
• Play a healthy-habits bingo game make you feel less stress?
or Discuss your healthy habits 3. What does “a healthy life” mean to you?
1
EXPLORE THE THEME
Look at the information. Then discuss
the questions.
1. What three things add the most years
to your life? What do you think the
reasons are?
2. Would cyclist Robert Marchand agree
with the science in the infographic?
3. What other things do you think help
people to live a long life?

2 UNIT 1
 What Makes You
Live Longer?
+20
Combine diet
and exercise

+15
+10 if quit by age 25
+ 5 if quit between ages 45–59
+10
When aged
YEARS

30–49 years ~ 2 hours fast

walking every week
+5
Even if you exercise, Have a
sitting too much is Get health Get Quit Eat Live long-lived Exercise Live at high
bad for your health. checks married smoking healthy healthy sibling more altitude
0
Sit down Eat red Keep
smoking If your siblings live for a long
meat time, you probably will, too.
-5
Eat Mediterranean- and
Japanese-style diets.

STRENGTH OF SCIENCE: Good Strong

Source: https://informationisbeautiful.net/visualizations/what-could-really-increase-life-expectancy-lifespan-and-longevity/

At age 105, cyclist Robert Marchand tries to break the world

record in the senior endurance race in Saint-Quentin-en-Yvelines,
France. He said his long and active life was thanks to a diet of
mainly fruits and vegetables, a little meat and coffee, and an hour
of cycling a day.

H E A LT H Y L I V E S 3
 A Vocabulary
A Listen and repeat. Check (P) the words you know.

attitude (n) develop (v) harmful (adj) manage (v) prevent (v)
cause (v) habit (n) likely (adj) positive (adj) provide (v)

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

LIVING TO 100

How old is the oldest person you know? 80 years old? 90 years old? In some parts of
the world, it’s not unusual for people to live 100 years or even longer. Scientists looked at
two of these places—Sardinia, Italy, and Okinawa, Japan—and learned that people there
1 fewer health problems than in other parts of the world. They are also
more 2 to live to be 100 or older.

In Sardinia, scientists were surprised to find as many men as women who were
100 years old or older. This is unusual because, in general, women live longer than men.
One reason for this may be that men in Sardinia don’t have a lot of stress in their lives,
and stress can be 3 . It can 4 health problems. The
men there work outdoors, which 5 daily exercise, while the women
6 the house and money. According to one Sardinian man, he does the
work, but his wife does the worrying.

In Okinawa, people have very little cancer and heart disease. One of the reasons
could be their 7 8 toward life.
That might 9 stress. In addition, Okinawans
eat a healthy diet that includes a lot of fresh vegetables
and a little meat and fish. They also have healthy
10 , such as taking care of a
garden and spending time with family. In other
words, a positive attitude and good food seem
to prevent many of the health problems
found in other parts of the world. A man from
Sardinia, Italy
▼

4 UNIT 1 LESSON A
C Write each word from exercise A next to its definition.

1. (v) to control or deal with something

2. (v) to start to have
3. (adj) possible or probable
4. (v) to make something happen
5. (adj) causing negative effects or damage
6. (v) to give something or make it available
7. (v) to stop something from happening
8. (n) something you do often and regularly
9. (n) a feeling about someone or something
10. (adj) good or helpful

D Complete the sentences with the correct form of a word from exercise C.

1. In Okinawa, good food and healthy may health

problems.
2. My father always thinks he’s going to get sick, but I have a better . I tell
myself I’m going to stay healthy!
3. My grandmother is 90 and very healthy. I think she is to live to be 100.
4. Stella made several changes to her diet and she feels great!
5. Using the calendar app on my phone helps me to my schedule.
6. When the weather changes, many people colds.
7. Eating too much fried food can health problems.
8. Some schools free lunch to all students.
9. The sugar in candy can be to your teeth. Don’t eat too much of it.

E PERSONALIZE Check Yes or No for each question. Take turns asking and answering the
questions with a partner. Explain your answers.

QUESTIONNAIRE: How likely are you to live to be 100?*

YES NO
1. Do you manage stress well?
2. Does your diet include a lot of fruits and vegetables?
3. Do you exercise for 30 minutes a day or more?
4. Is anyone in your family 90 or older?
5. In general, do you have a positive attitude toward life?
*The more questions you answered with yes, the more likely you are to live to be 100.

H E A LT H Y L I V E S 5
 A Listening How to Manage Stress
Critical Thinking A PREDICT You will hear a talk about stress and how to manage it. Discuss these questions.

1. What is stress? What causes it? What do you do to manage stress?

2. How do you think the speaker will organize the talk?
a. Explain what stress is and then talk about one way to manage it
b. Talk about ways to manage stress and then explain what it is
c. Explain what stress is and then talk about different ways to manage it

3. Which topics do you expect to hear about in the talk?

a. diet c. sleep e. social life
b. exercise d. smoking   f. taking breaks

LISTENING SKILL Listen for Main Ideas and Details

When listening to a talk, you need to be able to identify the main ideas and details.
Main ideas are the speaker’s most important ideas. Here are some techniques to help you
identify main ideas:
• Listen carefully to the beginning of a talk. Most speakers will mention the main ideas
in their introduction.
• Listen for repetition. Speakers often repeat key words and phrases or use synonyms to
emphasize their main ideas.
Details give more information about the main ideas. They include facts, examples, reasons,
stories, and other information that makes the main ideas clearer and more interesting.
Another country with very healthy people is Switzerland. Many people there live
to be 84 years old. Reasons for this might be their busy lives and the clean
mountain air.

B MAIN IDEAS Read the statements from the talk. Then watch or listen to the talk and
complete each statement with the words you hear.

1. Tonight, I’m going to talk with you about and how to

it.

2. . . . let’s think about what and also about the way

.

3. Another important topic is the . It certainly can be

harmful to our health.

4. On the other hand, , too.

6 UNIT 1 LESSON A
Being by blue spaces (the sea,
rivers, lakes, etc.) is good for
people’s mental health.

C DETAILS Listen again. Complete the notes on the talk with the details from the box.
Write one letter for each detail.

Stress How to Manage Stress

• Causes of stress • Get enough exercise
Detail: 1 Detail: 5
• Feelings of stress • Get enough sleep; be social; try yoga or
music
Detail: 2
• Have a positive attitude about stress
• Effects of stress
Detail: 6
� Harmful effects
Detail: 3
� Helpful effects
Detail: 4

a. heart beats faster; breathing changes; headache or stomach problems

b. walk, run, or play a sport at least four or five days a week
c. high blood pressure or other health problems
d. extra energy to do difficult or challenging things
e. think of stress as something that can be helpful
f. busy lives, including schoolwork, jobs, and raising children

D FOCUSED LISTENING Listen to an excerpt from the talk and write the words you hear. What
important idea is the speaker emphasizing?

  I’m Tara Sorenson, and I’m a public 1 nurse. Public 2

nurses are like other nurses, but we take care of more than one person. Our job is to keep
everyone in the community 3 . [. . .] I hope to provide information that will
help all of you to live longer, 4 lives.

H E A LT H Y L I V E S 7