K E Y N OT E A N N OTAT E D U N I T

Talking TED
What is TED?
TED is a non-profit, global organization with a simple goal: to spread great ideas. Every
year, hundreds of presenters share ideas at TED events around the world. Millions of people
watch TED Talks online, inspiring many to change their attitudes and their lives.
10 Creative
Cities

Why use TED Talks in English Language Teaching?

TED speakers use authentic language, model best practices in presentation delivery, and
bring real and fascinating ideas to the classroom. These ideas inspire learners to form
opinions that they want to share. National Geographic Learning materials can help them
do that in English.

How does Keynote use TED Talks to teach English?

Learners develop English language skills, presentation literacy, and explore great ideas
through authentic TED Talks. Each unit helps learners build an understanding around a TED
speaker’s main idea.

How is using Keynote different than using a TED Talk “It was dirt. It was nothing.
It was nowhere. And so we just
started imagining, what else
found online?
National Geographic Learning is the only publisher able to curate TED Talks for English Theaster Gates
could happen in this building?

Social activist, TED speaker

”
language learners. The TED Talks selected for NGL materials are fascinating, language-level
appropriate, and supported by a one-of-a-kind curriculum. In Keynote, TED Talks are broken
into manageable segments that are used as springboards for language learning. UNIT GOALS WARM UP

In this unit, you will … 10.1 Watch part of Theaster Gates’s TED Talk.
• describe neighborhoods. Answer the questions with a partner.

• read about someone who is using art to improve 1 What do you think Gates did with the building?
neighborhoods. 2 Does your neighborhood have many empty old
• watch a TED Talk about making positive changes in a buildings? Why or why not?
neighborhood.

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Each unit develops appropriate language-learning goals supported by a carefully

segmented TED Talk. The unit opener uses a compelling excerpt to introduce the main
idea, engage learners, and encourage discussion.

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 K E Y N OT E A N N OTAT E D U N I T

LISTENING The neighborhood where I grew up Explicit listening strategies

Identifying pros and cons
help learners access the
Taking notes using a chart can help you understand the pros authentic listening input
(good points) and cons (bad points) of something.
that follows.
A 10.2 Listen to Craig Albrightson talking about his hometown in
South Africa. Circle the topics he mentions. ‘Listening’ sections feature
audio and video interviews
green space crime housing traffic
nightlife public transportation neighbors jobs with real people from
around the world including
B 10.2 Listen again. Complete the chart with words from A. musicians, students,
Add any extra details you hear.
journalists, and National
Pros Cons
Geographic explorers.

Young children playing in the colorful C CRITICAL THINKING

streets of Las Peñas, Ecuador Evaluating Does Albrightson generally like or dislike his neighborhood?

In the neighborhood
SPEAKING What’s your neighborhood like?
10A A 10.3 What doesn’t speaker B like about her new neighborhood?

A: I hear you moved to a new place. apartment / house

VOCABULARY Qualities of a neighborhood B: Yeah, I did. I moved last month.
A: So how do you like your neighborhood?
A Match the words in each set.
B: Well, it’s OK. The streets are really clean and there are
1 clean traffic 5 low buildings a lot of parks nearby, but the traffic is really heavy. stores / restaurants
‘Vocabulary’ sections
2 affordable streets 6 green crime rate A: Yeah? Maybe you should take the train.
teach key words and B: I thought about it, but I heard it’s not very reliable.
3 heavy housing 7 reliable space
phrases needed to talk 4 friendly neighbors 8 vacant public transportation A: So why don’t you buy a bike? It’s good exercise. how about buying / why not buy
about the main idea B: Yeah, that’s a good idea. I’ll think about it. not a bad idea / a great idea
presented in the unit. B Which of the phrases above describe positive qualities of a neighborhood? Which describe negative
B Practice the conversation with a partner. Practice again using the words on the right.
qualities? Compare with a partner. Are there any you disagree on?

C Think about your neighborhood. What are its pros and cons? Write notes in the chart.
Learners listen and watch
Each lesson guides C Work with a partner. What are some other qualities of a good neighborhood? A bad neighborhood?
Work with a partner. Share what you like and don’t like about your neighborhood. a model conversation in
learners to apply skills, I think a good neighborhood needs a lot of stores nearby. the ‘Speaking’ sections,
Pros Cons
vocabulary, or grammar in I agree. And there need to be nice places for young people to hang out. followed by a guided
a speaking opportunity. application activity.

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 K E Y N OT E A N N OTAT E D U N I T

10B Nice neighborhoods D Match the sentence parts to make suggestions.

1 You should walk alone at night. It’s not safe.

2 Why don’t you check out the local nightlife together sometime.
In the ‘Language Focus’ LANGUAGE FOCUS Giving advice and making suggestions 3 How about get a bike and use the bike lanes?

section, an engaging A 10.4 Read the information. Which things describe your neighborhood?
4 You shouldn’t planting some flowers to make your yard prettier?
5 Let’s use public transportation so that you can save money.
infographic provides
real-life context for WHAT MAKES What do people look for when choosing a neighborhood? A recent E 10.7 Circle the correct words in the conversation. Then listen and check your answers.

A GREAT NEIGHBORHOOD?
survey found that personal safety tops the list, but many other things
key grammar points. also help. A: I really like living in Ottawa, but I don’t like where we live now.

Students then listen to B: I know what you mean. Well, how about 1(find / finding) a
new neighborhood?
the grammar presented 1 SAFETY AND LOW CRIME
A: Yeah. We could 2(move / moving) downtown.
in context. The shopping is great there.
2 GREEN SPACE AND PARKS 4 AIR QUALITY 7 GOOD ROADS
B: Yeah, but housing isn’t very affordable. Maybe we
could 3(move / moving) near the Greenbelt.
A: That’s not a bad idea. I have a few friends in that area.
8 GOOD SCHOOLS B: Great. Why don’t you 4(ask / asking) them what it’s like?

F Complete each suggestion with your own ideas.

3 AVAILABILITY OF JOBS 6 WATER QUALITY 1 A: I want to live in a fun, exciting part of the city.
B: You should . The Greenbelt surrounding Ottawa’s
5 ENTERTAINMENT AND NIGHTLIFE 2 A: I’d love to move to an area with a lot of green space.
downtown area

B: Maybe you could .

The grammar from the B 10.5 Listen to a couple talking about where to move. Check [✓] the neighborhoods that 3 A: I want to find a cheap apartment downtown as quickly as possible.
each person likes. B: Why don’t you ?
‘Language Focus’ is then
Brentwood Crestview Woodlands
embedded within a SPEAKING The right neighborhood In the ‘Speaking’ section,
The man
scripted listening activity. learners practice grammar
The woman A Read the descriptions below. Three people are moving to your city and are looking
for a suitable neighborhood. communicatively through
C 10.6 Listen and study the language in the chart. John Makiko Miguel a controlled task.
“I’m a student, and I’d like a quiet “I just started a job in the “I’m an artist and would like to
Offering suggestions
neighborhood with affordable city, so I’d like to live in a fun live in an older part of the city.
Let’s housing. I want to live near the neighborhood close to downtown I’d love to find a place with huge
Maybe (we/you) can university. It would be nice to with good public transportation. rooms for my studio. I don’t have
move to a new neighborhood.
(We/You) could have some green space or a park I want to be close to nice cafés much money, so it needs to be
One thing (we/you) could do is nearby.” and restaurants.” affordable.”

Why don’t (we/you) move to a new neighborhood?

How about moving to a new neighborhood? B Work with a partner. Recommend a neighborhood in your city that would be suitable for
each of the people above. Give reasons for your recommendations.
We/You should live in Crestview.
What should (I/we) do? I think John should live in Rochworth. It’s quiet, cheap, and near the university.
We/You shouldn’t move to Woodlands.
Good idea. Or maybe he could live in Whitdale. There are a lot of parks.
The ‘Grammar Summary’ For more information on should/shouldn’t, see Grammar Summary 10 on page 158.

section in the appendix 112 113

provides additional
grammar support
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introduced in the lesson.

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UNDERSTANDING PURPOSE
Theaster Gates’s first art project Read the passage. Match each paragraph with its purpose.
in the UK saw nonstop musical Paragraph 1 explains why Gates started his first renovation project.
performances held in the ruins of
an old church for 24 days. Paragraph 2 describes how Gates’s first project led to more.
Paragraph 3 introduces and describes Chicago’s South Side.
Paragraph 4 gives examples of two of Gates’s projects in Chicago.
Paragraph 5 describes how Gates continues to work in Chicago
despite international fame.

UNDERSTANDING DETAILS
Are the following statements true, false, or not given according to the passage?
Circle T for true, F for false, or NG for not given.

1 Theaster Gates grew up in Chicago. T F NG

Reshaping a city
2 The first house Gates renovated was near his home. T F NG
10C 3 Listening House is much bigger than Black Cinema House. T F NG
4 Few people visited Black Cinema House. T F NG
5 Gates has had art shows in Europe. T F NG
PRE-READING Previewing
6 Gates continues to work in Chicago. T F NG
Read the first paragraph. What problems on the South Side of Chicago are mentioned?
Discuss with a partner.
BUILDING VOCABULARY

10.8 A Match the words in blue from the passage to their definitions.

T
1 he South Side of Chicago is a part of the starting to reshape how people imagined the South 1 block to produce a play, performance, musical, etc.
Reading passages prepare city that has seen better days. Crime is Side of the city.” 2 resident to make repairs to improve a place’s condition
learners to access the a problem, and there are few jobs. Many 4 One building, named Listening House, has 3 renovate someone who lives in a particular place
blocks contain vacant buildings. But one resident a collection of old books that were donated by
topic and vocabulary is using his art to bring new life to the place. publishing companies5 and bookstores. Another
4 stage an area of land with streets on all its sides
5 location a decrease in quality or importance
they will encounter later 2 Theaster Gates saw the decline of his building was turned into a movie theater and named
6 decline a place where something happens
in the TED Talk, while neighborhood firsthand. As he grew up, he Black Cinema House. It became so popular that

developing useful reading

watched as buildings were demolished1 by the local soon there wasn’t enough room for all the visitors
B CRITICAL THINKING ’Critical Thinking’ sections
government or abandoned2 by their owners. But as and a new location needed to be found.
skills and strategies. Applying In what other ways could you renovate develop skills like
a potter,3 Gates knew how to make beautiful things 5 Gates is now a well-known international artist.
a vacant building to create community gatherings?
from very little. In 2008, he decided to buy a vacant He has taken part in art shows in Germany and the Discuss with a partner.
applying, evaluating, and
house not far from his own home, and he started to United Kingdom, and in 2014, he was named as interpreting information
renovate it. one of the most powerful people in contemporary
to help learners achieve a
3 He used the house to stage exhibitions4 and art6 by Art Review magazine. But Gates hasn’t
meetings, and the site soon attracted many visitors. forgotten his neighborhood, and his work in Theaster Gates's first deeper understanding of
The success of the project led Gates to buy more Chicago continues. Gates has helped design a renovated property in the main idea.
properties—turning them into cultural centers and million-dollar art project for one of the South Side’s his neighborhood
meeting places. As Gates says, “We were slowly subway stations.
1
demolish: v. to completely destroy something 4
exhibition: n. an event in which art is shown to the public
2
abandon: v. to leave something 5
publishing companies: n. companies that make books
3
potter: n. a person who makes pots, dishes, etc., from clay 6
contemporary art: n. art made by artists in the modern period

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‘Critical Thinking” sections

Lesson D uses a segmented 10D How to revive a D CRITICAL THINKING

Interpreting Look at the diagram from Gates’s TED Talk.
in Lesson D challenge
learners to analyze and
neighborhood
What does it show?
TED Talk to enable learners interpret information
a how Gates’s project faced difficulties
to better understand and b how Gates’s project grew in size
presented in the TED Talk.
respond to a TED speaker’s c how news about Gates’s block
D
main idea. spread TY OO
CI RH
H BO
Theaster Gates decided to tackle his Chicago neighborhood’s NEIG
Y
problems by reshaping and reimagining abandoned buildings. His TR
UN
idea worth spreading is that art can be a force for social change, CO
VOCABULARY IN CONTEXT D
bringing new life to buildings, neighborhoods, and entire cities. RL ‘Vocabulary in Context’
WO
10.12 Watch the excerpts from sections guide learners to
the TED Talk. Choose the correct
PREVIEWING
meaning of the words.
review excerpts from the
Read the paragraph above. Choose the correct meaning of each bold word. You will hear these TED Talk to identify the
words in the TED Talk.
PRESENTATION SKILLS Paraphrasing key points meaning of useful spoken
1 When you tackle a problem, you (ignore / deal with) it.
expressions and idioms.
2 To reshape something means to (make a copy / change the structure) of it. When giving a presentation, speakers often paraphrase their
3 An abandoned building is one that the owner (left / just bought). key points to make sure their audience understands. When you
paraphrase, you repeat the same point but use different words.
Using TED Speakers as
Learners use different VIEWING models, ‘Presentation Skill’
segments of the TED Talk A 10.9 Watch Part 1 of the TED Talk. What problem in his neighborhood does Gates talk about?
A 10.13 Watch part of Theaster Gates’s TED Talk. Complete the sentence
sections guide learners
with the words you hear. Notice how Gates paraphrases his key point.
to reinforce vocabulary, a high crime b vacant buildings c not many jobs to watch and note best
“In some ways, it feels very much like I’m a potter, that we tackle the things that are at
practice sequencing practices speakers use
B 10.10 Watch Part 2 of the TED Talk. Put the events in the order they happened. One option is extra. our wheel, we with the that we have to think about this next bowl that I want
information, and develop to deliver their ideas.
a Gates renovated the building. d Gates began to sweep as a kind of performance art. to make.”
listening and viewing For more development
b Gates bought other buildings. e People started to come to Gates’s building.
skills. c Gates got a new job to earn money. f Gates used the building to stage exhibitions.
B Match the phrases below to make sentences from Gates’s TED Talk.
of presentation
10.14 Watch the excerpt to check your answers.
literacy, please see
Gates bought a building. 1 “It was dirt. It was nothing. a how to start with the things that are in front of you.”
2 “We tricked it out. b It was nowhere.”
the ‘Presentation Page’
3 “We brought some heat, c We made it as beautiful as we could.” located after every three
4 “how to start with what you got, d ... we kind of made a fire.” units.
C Write a sentence to paraphrase each of the points below. Compare your ideas
C 10.11 Watch Part 3 of the TED Talk. Circle the correct option to complete each sentence. with a partner.

1 The Arts Bank project was difficult to finance because 1 The most important thing about a neighborhood is safety.
(no one was interested in the neighborhood / the costs were very high).
2 The Arts Bank is now used as a 2 My neighborhood is really green.
(free school for adults / place for exhibitions and performances).
3 Gates is now (giving advice to others / doing art exhibitions) around the country.

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 Located after every three units, ‘Presentation’ pages
review the presentation skills presented in the previous
units and guide learners to apply those skills as they
K E Y N OT E A N N OTAT E D U N I T
create and deliver their own presentations.

Presentation 2
MODEL PRESENTATION

A Complete the transcript of Mark’s presentation using the words in the box. Learners reinforce
after
heavy
can
many
quickly
much
expensive
play
fun
talk
health
tell
vocabulary by completing
the transcript of a level-
I’d like to 1 to you about a new piece of appropriate student
technology—a virtual reality headset. How many of you have one? Not so
many. Well, I bought mine around a month ago, and I use it quite a lot. presentation.
A mural painted on the side of First, I’d like to 2 you about the good points. I
the Cultural Museum in Santa Fe, use it mainly to 3 video games. It makes the
United States games much more 4 . It feels very realistic, and
it’s amazing when you first try it. I 5 also use it to

A better neighborhood
A sample presentation
10E
watch films, which is really cool.

There are some bad points, though. I’m not sure if it’s good for my gives students a model to
6
or not. Sometimes, 7
I use it for a long time, I feel a little dizzy for a while. It’s also quite
consolidate language and
COMMUNICATE Planning neighborhood improvements
8
, so it’s a little uncomfortable to wear presentation skills from
for a long time. It was 9 , too—nearly $500—and there aren’t 10

A A city has some problems in one of its neighborhoods, and many of the residents are games for it right now. preceding units.
A communicative task unhappy. You have been asked by the local government to plan some changes to So, would I recommend it? I’d say no, not yet. I think it’s best to wait for the price to come

guides learners to solve the problems. Turn to page XX, look at the map, and read about the problems. down and for the technology to improve. But I think this will happen very
11
.
collaborate in pairs and B Work in a group. Brainstorm ideas together and choose the best suggestions to make Thank you very 12 .
YOUR TURN
groups to discuss and a plan. Sketch the changes you want to make on the map.
B P.2 Watch / Listen to the presentation and check your answers.
A You are going to plan and give a short presentation to a partner introducing a new
think creatively about the OK. I think we should build a park somewhere. C P.2 Review the list of presentation skills from Units 1–6 below. Which does the piece of technology. It could be an app, a gadget, or a video game. Use some or all of
the questions below to make some notes.
main idea. Good idea. How about here near the river?
speaker use? Check [✓] them as you watch / listen again.

Presentation Skills: Units 1–6

What is it?
The speaker …
C Work with a member from another group. Explain the changes that your group wants • introduces himself / herself • uses effective hand gestures What does it do?
to make. Did you have any different ideas? • uses effective body language • involves the audience How does it work?
• introduces his topic • thanks the audience
What are the good points about it?
Describing steps
What are the bad points about it?
75
First, … / Firstly, … Second, … / Secondly, … Third, … / Thirdly, …
Would you recommend it to others? Why or why not?

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useful phrases in the box below. Think about which ones you will need in
your presentation.
Learners communicate WRITING Creative suggestions
Using prompts and
Imagine your town or city wants to renovate a large old building downtown. The local Useful Phrases
their own opinions government have set up a website to ask the community to suggest creative ideas for relevant language, Describing how something works: It can … / Using it, I can … / I can use it to …

about the main idea in a how to use the building. Write a post for the website with some suggestions. learners create their own Positive words to describe gadgets:
It has a lot of … / It doesn’t have much / many …
modern, easy to use, fast, light, strong, fun, cheap

controlled writing task. short presentations. Negative words to describe gadgets: old-fashioned, difficult to use, slow, heavy,
weak, boring, expensive
For flexible instruction I have a good idea for how to use the building. We could turn it into an eco- Describing sequence: When / After I use it, I …
To use it, first you need to …
aquarium. We could include endangered species from around the world and
options, this task is further Then, …
power the whole place with solar energy ...
supported in the print
workbook. 118
C Work with a partner. Take turns giving your presentation using your notes. Use some of
the presentation skills from units 1–6. As you listen, check [✓] each skill your partner uses.

Presentation Skills: Units 1–6

When delivering their own The speaker …

• uses effective hand gestures
• introduces himself / herself
presentations, learners • uses effective body language • involves the audience
Pages are reproduced here at 70% of actual size • introduces his topic • thanks the audience
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integrate the presentation
skills presented in the D Give your partner some feedback on his or her talk. Include two
things you liked, and one thing he or she can improve.
previous units and give That was great. Your body language was good, and you involved
the audience. But you forgot to thank the audience at the end.
constructive feedback on
their peers’ presentations. 76

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