UNIT 1

Our Clothes
Page 14
Narrator: Ade Adepitan is on an adventure. He’s traveling to Ghana to find out what
happens to all the secondhand1 clothes people from Europe don’t want.
Ade: Oh my word. That shirt that you gave away2 last week, or those trousers or
those unwanted shoes have ended up here.
Is it good stuff?
Woman 1: This is the best quality.
Narrator: Ade travels to the countryside, where he speaks to an historian3 about the
cultural importance of traditional4 clothing in Ghana.
Historian: There were times that we could not read and write, and so we were keeping
our history in the clothes that we wear.
Ade: So, are traditional prints still as popular, not just kente5, but the traditional
clothing?
Historian: Secondhand clothing brought in from Europe and America . . . it’s cheaper, far
cheaper. If we are not very careful, sometime, somewhere, someday we will
have to . . . we will not see some of our own things anymore.
Narrator: Ade travels to the city to find out what people there think about traditional
clothing.
Ade: Can we have a show of hands, right, if you were going out on a Saturday night
. . . how many of you here would wear traditional clothing? On a Saturday
night?
Woman 2: To impress, definitely. A couple of years back it was cool to be only European.
Now, it’s cooler to be African.
Narrator: Ade discovers that even if secondhand European clothes are popular, it’s
much cooler to be African.

1 secondhand: adjective not new; already used or owned by somebody else

2 give away: verb to give something to someone without asking for or receiving money in return
3 historian: noun a person who is an expert in history
4 traditional: adjective following older methods or ideas rather than modern ones
5 kente: noun a handmade cloth from Ghana, famous for its bright colors and original designs
UNIT 2
Color Branding
Page 38
Lisa Herbert: Color defines an image1 of a company. It’s the single most important
ingredient that will let a company update2 their image or their collections.
Reporter: Lisa Herbert is Executive Vice President at Pantone, the company that defines
the color standard for most of the world’s corporations.
Whether it’s UPS brown or Home Depot orange, companies use color to
connect with consumers, and it’s Pantone’s job to keep it consistent3.
Herbert: If you see a product on a shelf and that color appears faded4 or not true to the
original color, you’re going to think that that’s an older product and,
therefore, it’s not going to sell.
Reporter: I can’t tell that there’s a difference between these two colors, but one is dark
red-brown, and one is port. If a product is the port color and not the dark
red-brown, might that ruin business?
Herbert: Well, absolutely. While they look very similar, port may be the hot seller, and
dark red-brown just isn’t going to make it.
Reporter: Helping clients select their defining shade5 is Pantone’s very own color guru.
Leatrice Eiseman: It’s extremely important for companies to get the color right on.
Reporter: Leatrice Eiseman is a color psychologist and author of several books about
using and communicating with color.
Eiseman: Blue is a color that we see used corporately6 a lot and, of course, blue says to
most people it’s something that is very dependable, very trustworthy7. Why
is that? It’s because in the human mind, we always connect blue with the
color of the sky on a good day.
Reporter: To see how well consumers are connecting with the colors of corporate
America, we headed to this mall in Paramus, New Jersey, for a color quiz.

1 image: noun the general impression that a person, an organization, a product, etc., gives to the
public
2 update: verb to make something more modern
3 consistent: adjective not changing
4 faded: adjective lighter or less strong in color than the original
5 shade: noun a type of a particular color, e.g., a shade of green
6 corporately: adverb relating to a large business or a company
7 trustworthy: adjective that you can trust, believe in, or depend on
 I need you to tell me when you see the color, does it remind you of a certain
store or product? Starting with . . . blue. What comes to mind?
Shopper 1: The Gap.
Reporter: Some were easy.
Shopper 2: Gap.
Reporter: Others required some coaching.
You’re really thirsty.
Shopper 3: Coke.
Reporter: Yay! Ding ding ding ding!
Still, most were pretty color-coordinated.
Shopper 4: Tiffany!
Reporter: Thank you, thank you!
Shopper 4: Duh! I love Tiffany.
Reporter: But with brand identity being so important, why would a company, even a
successful one, change their color?
H&R Employee: We wanted a new color and a refreshed look that demonstrated the
changes that H&R Block was making as a company.
Reporter: But before they picked Pantone 376, a kind of Granny-Smith-apple green,
they brought in a focus group.
Employee: We asked them, “What does it mean to you?” And of course, you hear things
about spring, growth, money came up. And those are wonderful things for
the business that we’re in. That green block with the color is sort of our
version of McDonald’s arches.
Reporter: It’s one thing for a business to change its image through color, but how would
we feel if the everyday colors of our lives were not the same? If a red traffic
light no longer meant stop? If a New York City taxicab suddenly wasn’t
yellow?
What does yellow do for us? Why do we like yellow cabs?
Eiseman: Well, in addition to it being a high-visibility color which is important and a
safety color, it’s also a friendly color. It’s a color that says, “Look at me. Pay
attention to me.”
Reporter: Which isn’t necessarily true for the traditionally red fire engine.
Eiseman: Red does have a problem at twilight. It goes a muddy brown. So from a safety
factor, yellow-green is a much better choice.
Reporter: While no one can predict if and when fire engines or taxicabs will change
their hue, Pantone does forecast which colors will dominate your wardrobe
18 months in advance.
Reporter: So right now, in spring 2004, we’re seeing pinks and purples and orange, but
next year we’re seeing more of . . . these are kind of some sea-blues and
greens.
Herbert: Yes. Blues have always been a very popular color. In fact, blue is America’s
favorite color.
Reporter: Is it?
Herbert: The whole blue family. But what you’re seeing is blues moving into greens
and turquoises. That will be an important trend for next year.
UNIT 3
Making Small Talk
Page 58
Reporter: Stephanie Reitman is a student at MIT in Boston. She’s majoring in chemical
engineering and has no trouble handling academic challenges. But she says
she’s an introvert, and that social challenges are a problem.
Reitman: I don’t like talking to people I don’t know. It’s just like a phobia with me, I
guess.
Reporter: And she’s not alone.
Reitman: I have a lot of friends who feel the same way. They’re all shy. They don’t like
talking to people that they don’t know.
Reporter: But even being smart, like students here at MIT, doesn’t guarantee savvy
social skills. In fact, many of us are uncomfortable in a room full of people we
don’t know. But according to one expert, knowing how to small-talk is a big
deal.
Jodi Smith: I want you to think about what are some of the things that we can do that I
can walk into the room feeling more comfortable.
Reporter: Jodi Smith is an etiquette expert. She’s been hired by MIT to give this seminar
on the art of small talk.
Smith: People need to understand that you need all the small talk to step up into the
big talk. You have to establish that rapport1, and that rapport comes from a
number of small-talk situations. You have to get a relationship going.
Reporter: The seminar provides tips, such as how to initiate2 a conversation by using
something called a tagline.
Smith: The tagline is a snippet3 of information about yourself that forces the other
person to ask you a question. If I say, “Hi, I’m Jodi Smith. I teach confidence4,”
what are you forced to do?
Student: (in audience) Ask a question.
Smith: Yeah, how do you do that? Who do you teach confidence to?

1 rapport: noun a friendly situation in which people understand each other

2 initiate: verb to start something
3 snippet: noun a small piece of something
4 confidence: noun trust or belief in someone or something
Smith: By forcing you to ask me a question, I’ve taken you from being a passive
participant in the conversation to being an active participant in the
conversation.
Reporter: But the class is more than just a lecture. Students also attend a mock cocktail
party, where they put their new chit-chat techniques into practice.
Smith: I teach people how to start a conversation with someone they don’t know—
not about the weather. I teach people to start a conversation about
something they enjoy talking about.
Reporter: Are there some things you should not bring up in small talk?
Smith: Well, what I tell people is that, in fact, there’s only really one thing you’re
never allowed to talk about, and that’s your own personal failing health. The
other things you’re allowed to talk about, but, what the real guideline is, is
that you’re not allowed to get into a contentious debate5 with someone
you’ve just met.
Reporter: Students also learn how to read body language, how to prepare for a social
event, and how to work a room.
Smith: I tell people that what I teach is not rocket science. In fact, I expect that as I’m
talking to people that they’ll say, “Oh yeah, I knew that.” But what happens is
that sometimes we need just a little reminder.
Reporter: So what does a person who becomes good at small talk get out of life, that
maybe someone who’s not good at it doesn’t get?
Smith: A couple of things. First, when they’re actually having those small-talk
conversations, they enjoy them more. But also, people that are good at small
talk find that they make better connections. And the more people interact
with you and enjoy interacting with you, the more they’re going to want to
help you.
Reporter: Stephanie says that the seminar didn’t cure her shyness, but she feels that
she now has the tools and motivation needed to become more socially
confident.
Reitman: Just knowing about the tagline and being able to start a conversation is
something I didn’t know before and that I can now use any other time I need
to talk to someone I don’t know. And then also, it’s practicing. The best way
to get better at something is just to keep on doing it.

5 contentious debate: noun angry argument

UNIT 4
Living in 1927
Page 79
Narrator: What was it really like to live in the past? No phones, no Netflix, no washing
machines. These people are going to live in the past for a TV show.
Reporter: What d’you think you’re gonna miss the most?
Child: TV.
Reporter: TV. Are you a big TV fan?
Narrator: Their first morning living in the past. And it’s Deborah Griffiths’ birthday as
well.
Richie: Hello, Mrs. Griffiths. Happy birthday.
Deborah: Ah, thank you, darling.
Narrator: There is no electricity or gas. Only a fire in the kitchen. It’s used for cooking
and heating.
Deborah: It’s a really nice fire there now.
Narrator: The fire also heats1 water for washing. There is no bathroom in the house.
They wash in the kitchen. They don’t have cars and there is no bus, so the
men have to walk to work. It takes an hour and a half.
Back at home, it’s time for shopping. Here, the shop comes to them.
Grocer: Sweets are twopence a bag, or if you want a nice bar of chocolate, five
pennies.
Narrator: For eggs, they keep chickens. The chickens are fun to play with, but they are
not really pets.
Narrator: It’s time to prepare for Deborah’s birthday. It is not easy to buy presents,
cards, or cakes, so they have to make them. People in the past needed to be
good at making things themselves.
Their first day comes to an end. Work is finished, so they think about having
fun. The men go out together. Not to the cinema, or a cafe . . . but to sing.
Narrator: At home, it’s Deborah’s birthday party.
Various: Happy birthday!
Narrator: With no electricity, they have only candles2 to light up the night. And with no
phones or computers, they make their own music.

1 heat: verb to become or to make something hot or warm

Deborah: Brilliant. Absolutely brilliant!
Narrator: Living in the past is not always easy. But the families learn that sometimes,
life without technology can bring people closer together.

2 candle: noun a stick of solid wax with a string through the middle, which you can burn to give
light
UNIT 5
Nadiya’s Family
Page 102
Narrator: Nadiya is a famous cook. She won The Great British Bake Off, a TV
competition. She’s British and lives in the UK with her husband and her
children. Her parents are from Bangladesh, but she grew up in the UK, so she
doesn’t know Bangladesh well.
Nadiya’s son: Where’s Bangladesh?
Nadiya: I think I feel very British and sometimes I feel like I don’t know the
Bangladeshi side of me that much.
Narrator: But her Bangladeshi side is an important part of her family life as well as her
work as a chef1.
Nadiya has three sisters and two brothers. They all live nearby.
Nadiya: Knock2 again!
Nadiya’s husband: Louder!
Narrator: They meet for important family celebrations. Nadiya is the chef in the family,
but for family meals, everyone cooks.
Nadiya: That is a mutton3 and potato curry4 that my big sister made.
Narrator: This celebration is for Nadiya, who is going to Bangladesh. She wants to visit
her family there and learn more about the culture and the food.
Her parents live in Bangladesh now, in a small village near Sylhet. At the
airport, her dad picks her up.
Nadiya’s father: How are you?
Narrator: Together, they drive to the family village. Her mum is there to meet her.
Nadiya: In Bengali: Come over here, come closer!
Narrator: So are her and uncles and aunts. And her cousins. And their children. They
know she is a famous chef in the UK now, and they’re very happy for her.
Father: Nadiya, you’ve got lot of other guests here.

1 chef: noun a person who works as the chief cook in a restaurant

2 knock: verb to make a noise by hitting something
3 mutton: noun the meat from an adult sheep
4 curry: noun a dish with meat, vegetables, and many spices popular in India and other Asian
countries
Nadiya: I did not think I was gonna cry. I thought I didn’t miss them. It turns out I do.
Narrator: Next, she goes to see her grandmother. She is very important to Nadiya.
Nadiya: In Bengali: Let me see you.
Narrator: Nadiya stays in the village with her family for one week. She cooks with them
and learns from them and is sad when it’s time to say goodbye. She leaves
her family but continues her travels in Bangladesh. She will meet new people,
try new things, and learn all about her family’s country.
UNIT 6
Is Gaming the Future of Education?
Page 125
Lindl: My vision of the future is that we’re preparing kids for 21st-century success
by bringing tools into the classroom like video games that engage1 them at
the level they’re used to being engaged outside of the classroom. And that
we’re continuously assessing2 them in real-world, real-life experiences.
The conventional education system is the same system we’ve been using for
hundreds of years and hasn’t adapted to the new technology that we have at
our disposal.
Our focus is really around how do we understand how to use games for both
engaging kids and assessing them in a way that just hasn’t been done before.
What we find through gameplay is that you have a huge amount of gameplay
data that you just don’t have access to in a traditional assessment. And when
you access that gameplay data and make inferences around the competency
and skills of these kids, the future is endless in what we can achieve.
And I think when you look at the gameplay that is happening with teachers
playing games on their mobile phones, and just the whole impact3 of games
becoming part of our mainstream society, it’s much easier now for everyone
to imagine games at home and in the classroom.
So one example is the new SimCity game that we’re working on. So we’ve
actually taken the new game that came out from Electronic Arts, which is the
world-leading simulation game on how to actually simulate4 a city and live in
a city.
We’ve taken that code base and created an educational version of that game,
and as kids are playing that game, they’re being assessed in next-generation
science standards of systems thinking, human impact on the environment,
and some of the English language arts standards.
So, game-based assessment means that within the gameplay, you’re assessing
how the player is doing. When you think of games, they are already a series
of choices and a series of assessments around how a player is doing. You
can’t move to the next level unless you have learned what you are supposed
to learn from the game, and that we’ve assessed what you’ve learned from
the game and you’re able to move on to the next level.

1 engage: verb to interest or attract someone to something

2 assess: verb to judge or form an opinion about something
3 impact: noun an effect or impression made on someone or something
4 simulate: verb to imitate the appearance or character of something
 So if you’re a kid in a classroom, you’re presented with this scenario which
tells you that you have a major pollution problem in your city. And you’ve got
to do what many mayors have to do, which is how do you lower that
pollution while maintaining economic job growth? Most of our kids, when
they first are faced with that challenge, end up turning off the power plants5
or bulldozing the power plants, and ultimately the power goes out right away
and they’ve failed. So they realize very quickly that, in order to lower that
pollution, they’ve got to manage that pollution while rezoning6 for different
job areas and different job growth opportunities, and that really is at the
essence of systems thinking and systems modeling, which is what we’re
trying to teach. So you actually create the road infrastructure, you select
where the buildings go, what the zoning opportunities are for commercial
industrial zoning, and then you’re able to actually determine where the
power plants go, how you power your city. And the city frankly takes on a life
of its own as you continue to manage and grow it.
When we look at the big picture of education globally, we’re really not at a
point where we’re preparing our kids for 21st-century success. They’ve got
jobs 20, 30 years from now that we can’t even predict. And these are skills
that we’ve got to cultivate with the right technology and the right innovation
that we have right now at their disposal and bring it into the classroom. We
want kids to be just as excited about learning and doing exams as they are
about the next video game that comes out.

5 power plant: noun a place where electricity is generated

6 zone: noun an area with a particular use, for example, for homes or businesses
UNIT 7
The Nomads of Outer Mongolia
Page 141
Narrator: In cities, towns, and villages, people tend to stay in the same home all year-
round.
But this life isn’t for everyone.
In the remote Darhad valley of Outer Mongolia, just south of Siberia, lives a
population whose way of life is very different.
They are the Darhad tribe.
The Darhad spend most of the year traveling. They have no permanent
settlements1 and supply nearly all the goods they need themselves.
Their most important possessions are their animals, which provide them
with food and clothing.
The greatest threat to the Darhad is animals dying in bad weather or being
attacked by packs of wolves.
The Darhad spend almost the entire year herding2 these animals to suitable
pastures3.
People who have no permanent home but are always on the move, often in
time with the seasons, are called nomads.
This is their autumn camp, consisting of two gers—felt-lined tents, which can
be put up in under an hour—and a wooden storehouse, which will stay here
all year-round.
One of the tents will often have a gas stove4, and even a television.
They sometimes buy extra goods, such as warm clothes, from traders who
pass through their valley.
Soon they will be on the move for winter, traveling over mountains that are
over 3,000 meters high, in freezing temperatures, which can drop as low as
minus 40 degrees Celsius.

1 settlement: (noun) a place that a group of people have built and live in, where few or no
people lived before
2 herd: (verb) to move groups of animals from one place to another
3 pasture: (noun) a field or land covered with grass, where animals can eat
4 stove: (noun) a piece of equipment in a home that is used to heat and cook food or to heat the
room
 Women prepare the food for the trek5. Milk is processed to make up
different foodstuffs.
Yogurt and cheese are important parts of the Darhad diet.
After a month-long trek through the wind and snow, they’ll make it to winter
camp.
They’ll remain here until spring, before retracing6 their steps back over the
mountains.

5 trek: (noun) a long or difficult journey, usually on foot

6 retracing one’s steps: (idiom) going back along the same way one has come
UNIT 8
Water for Life
Page 162
Narrator: There are over 300 million trillion gallons of water on Earth.
We think of water as an endless1 resource, but only a small amount of Earth’s
water is usable.
Over one billion people do not have clean drinking water.
And as well as drinking, we need water for agriculture, energy, industry, and
transport.
But most people don’t realize just how much water they use.
Brian Richter: We may know where the water out of our tap comes from, but we very
seldom2 know where the water that went into our can of cola or into the shirt
that we’re wearing on our back, where those goods were produced and how
much water it required and what the consequences were for the natural
systems in those areas and for the local communities that are dependent
upon that same water.
So, for example, the cup of coffee that you may have in the morning requires
on the order of 120 liters just to produce the coffee and bring it to your table.
A hamburger, 8,000 liters of water. To produce enough water to grow the
cotton in my shirt is 3,000 liters as well.
Narrator: A growing world population means we are using more water. We already use
six times as much water as 100 years ago.
Dr. Sandra Postel: We’ve gone about meeting these human needs in a very simple way,
which is every time we need more water, we go out and find it. We tap
another river, we build another dam3, we tap more groundwater4, and take
more out of the natural world.
Narrator: Human demand has a big impact on global water supplies.
Lake Chad has shrunk by more than 90 percent since the 1960s, due to
overuse and climate change.
Water shortages could become a global problem and could lead to wars over
resources.

1 endless: adjective lasting for a long time and seeming to have no end
2 seldom: adverb not often
3 dam: noun a wall built across a river to hold back the water and form a lake
4 groundwater: noun water held underground in the soil or rock
We need to protect water supplies and reduce demand for water in order to
prevent shortages. So, we should all consider our water footprint.