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Trang 3CONTENTS UNIT | UNIT 2 UNIT 3 UNIT 4 UNIT 3 UNIT 6 UNIT / UNIT 8 UNIT 9 unit 10
Welcome te NorthStar, Third Edition
Scope and Sequence Advertising on the Air I Identity Theft 19 Endurance Test 35
Separated hụ the 5ame Lanquage 53
Culture and Commerce 73
The Art of Storytelling 93
Voluntary Simplicity Vt
Before You Say “I Do” 131
Personal Carbon Footprint 151
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Trang 5
The NorthStar series is based on current research in language acquisition and on the experiences of teachers and curriculum designers Five
principles guide the NorthStar approach
The more profoundly students are stimulated intellectually and emotionally, the more language they will use and retain
The thematic organization of NorthStar promotes intellectual and emotional stimulation The 50 sophisticated themes in NorthStar present intriguing topics such as recycled fashion,
restorative justice, personal carbon footprints, and microfinance The authentic content engages students, links them to language use outside of the classroom, and encourages
personal expression and critical thinking
Students can learn both the form and content of the language
Grammar, vocabulary, and culture are inextricably woven into the units, providing students with
systematic and multiple exposures to language forms in a variety of contexts As the theme is
developed, students can express complex thoughts using a higher level of language Successful students are active learners
Tasks are designed to be creative, active, and varied Topics are interesting and up-to-date
Together these tasks and topics (1) allow teachers to bring the outside world into the
classroom and (2) motivate students to apply their classroom learning in the outside world
Students need feedback
This feedback comes naturally when students work together practicing language and
participating in open-ended opinion and inference tasks Whole class activities invite teachers’
feedback on the spot or via audio/video recordings or notes The innovative new
MyNorthStarLab gives students immediate feedback as they complete computer-graded language activities online; it also gives students the opportunity to submit writing or speaking assignments electronically to their instructor for feedback later
The quality of relationships in the language classroom is important because students are asked to express themselves on issues and ideas
The information and activities in NorthStar promote genuine interaction, acceptance of differences, and authentic communication By building skills and exploring ideas, the exercises help students participate in discussions and write essays of an increasingly complex and sophisticated nature
Trang 6_- JE3SU34O0N 02 9U102|SAA ỊA
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Trang 7
- This section focuses on understanding t two contrasting = °
listening selections " | en
LISTENING ONE is a radio report, interview, lecture, or other genre that addresses the unit topic In
levels | to 3, listenings are based on authentic materials In levels 4 and 5, all the listenings are authentic
| LISTEN FOR MAIN IDEAS and LISTEN FOR DETAILS are comprehension activities that lead students to an cố
ee understanding and appreciation of the first selection
The MAKE INFERENCES activity prompts students to “listen between the lines,” move beyond the literal meaning, exercise critical thinking skills, and understand the listening on a more academic level Students follow up with pair or group work to discuss topics in the EXPRESS OPINIONS section My ị @ YFOCUS ON LISTENING Be Q MAKE INFERENCES Listen ta excerpts from the interview and answer the questions c8ự a Excerpt One
What does the interviewer mean when he says, “OK, so you ended up marrying the winner of the race that you were filming”? <2? listen to the excerpt from an interview with runner Jay Batchen about his
@ experience running in the Marathon des Sables Why do you think Jay Batchen runs os
in the Marathon des Sables? Complete the sentence pg a, [think that you met your wife in an unusual way He runs in the thon because fie b Idon't believe that is how you met your wife
« Tam confused about how you met your wife
sks a Excerpt Two
đ LISTEN FOR MAIN IDEAS SẼ What does the interviewer mean when he says, "If you're able to stay 627 Listen to the whole interview All of the statements cantain some FALSE Pog Standing at that point, I guess"?
"2? information Cross aut the ports chat are untrue and write corrections Some fo 8 > Statements can be corrected in more than ane way ? a Can you stand up by the end of the race?
3s b You must be really tired by the end of the race
Example ¢, I doubt that most people can stand up at the end of the race an endurance runner Tim Borquin ed obs
Jay Batchen is a-cports-reperten OR 4ap-Batchen is a sports reporter sả €3 Excerpt Three
What does the interviewer mean when he says, “Well, you know Jay, it doesn't sound like a whole lot of fun "?
a Mast people say they didn’t have fun 1 Jay Batchen ran in the Marathon des Sables for the first time in 1999
2 During the 1999 race, Jay be ed to his wife
meng ine ace, Jay became engaged to his wife, b understand why you enjoyed the race 3 The Marathon des Sables has one stage c It seems like it was a very difficult experience
@ EXPRESS OPINIONS
Discuss the questions in a small group 4, Runners have to carry water with them
5 Rt | ide under the sta
3 Runners sleep outside under the stars 1 What's your opinion of Jay Batchen and the other nunners in the Marathon des 2 i di think they z i 6 Jay feels that the race was a tersible experience Sables? Do you admire them or do you tl ey are crazy? Explain
2 What do you think is more important in an endurance race: physical strength (LISTEN FOR DETAILS : ũ or emotional strength? Or are they equally important? Explain
2
Đi Liten again Circle the best answer to complete each statement
1, In 1999, Jay Batchen was for a TV station called the Discovery Channel
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Trang 9
This section emphasizes development of productive skills for speaking
It includes sections on vocabulary, grammar, pronunciation, functional language, and an “extended speaking task
The VOCABULARY section leads students from reviewing the unit vocabulary,
to practicing and expanding their use of it, and then working with it—using
it creatively in both this section and in the final speaking task
Students learn useful structures for speaking in the GRAMMAR section, which offers a concise presentation and targeted practice Vocabulary items are
recycled here, providing multiple exposures leading to mastery For additional practice with the grammar presented, students and teachers can consult the GRAMMAR BOOK REFERENCES at the end of the book for corresponding material in the Focus on Grammar and Azar series J1 đ } FOCUS ON SPEAKING @ REVIEW Crass out the word that doesn't belong in each group Consult a dictionary if necessary Example
zoo Re animal park wildlife center 1, afford have money for — pay for borrow from 2, controversy argument debate agreement 3 depend on rely on need choose 4, degrading polite embarrassing —_ painful 5, make a living earn money enjoy life get paid 6 preserve destroy save care for 7 season days ofthe week time of year period of time 8 souvenir reminder keepsake equipment 9 stretch enlarge make longer reduce 10 tourist attraction — place to see guidebook point of interest 11 tradition habit change belief 12 village “mail tovn community city 13 wrap open cover surround
@ EXPAND
1 Read the fetter to the editor about the effects of tourism in Cope Cod
_ TO THE EDITOR: KEEEECHIEIEEEHGEEZTCEROSE2GEGTU
Effects of Tourism of the Cape that most tourists don’t
Millions of tourists visit Cape Cod each year Most tourists come here to relax at the beach and enjoy our delicious seafood Others like to get aff the beaten path and explore parts
see Whatever they do here, we Appreciate the tourists because most Tocats have jobs that depend on tourism, such as shop owners and restaurant workers (continued on next page) Culture and Commerce 8Ì
A Work with a partes Read the conversation between two residents of Cape Cod Then
switch roles and repeat
A: Did you see the weather report today? They say it’ll keep raining all week Bị Really? That's bad If it keeps raining, the tourists won't come They'll stay
home
A: Tknow Fil Probably lose money this week
1, Use will + base form and will not {want's} + base form to make predictions
about the future Tourists wan't come to the shops and restaurants ic will rain again next week,
Willis usually contracted in speech They'll stay home
2 Use probably with will
Probably comes between will and the Business will probably be slow all week main verb
in a negative sentence, probably comes I probably won'r make enaugh maney
before won't,
w Use if-clauses to talk about possible ifthe rain continues, we'll have a fot of problems
results in the future
if-clause main clause Jn the main clause, use will + base form
In the if-clause, use simple present ‘We'll have a lot af problems if the rain continues
The if-clause can come before or afer main cause if-clause she main clause When it comes first, use
a comma between the clauses 2 Complete the sentences using the words in parentheses Use contractions of will where possible 1 if it ins alot this summer, fewer tourists _ will visit (rain) tín)
Businesscs PPobably worit mak# _ enouph money Some shops (prababiy Trot Prake}
will probably close
{prabably 7 clase)
Cutcure and Commerce B3
Trang 10
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