Preface
What are the advantages of using this textbook? You will get a good understanding of the 17
United Nations’ (UN) Sustainable Development Goals (SDGs) while also developing your English reading,listening, writing, and speaking abilities.
The SDGs show what the UN aims to achieve for our planet by the year 2030. Learning about theSDGs is important because they are regularly in the news, often influence government policy, and may
affect every person on Earth. Each unit of this textbook uses a short reading passage to explain one SDG
in English that is easy to understand, describing what that goal is, providing reasons why it is needed,
and indicating how the UN wants to achieve that SDG. That reading passage is followed by a student
and professor dialogue that explores the details of that SDG in more depth, using the kind of authentic
English that is rarely found in textbooks.
Another reason that you should choose this textbook is that it can help improve your English
reading, speaking, listening, and writing. The book is designed to help you become a more fluent reader
by increasing your English vocabulary and your ability to guess the meaning of unknown vocabulary
through context (or the words around that vocabulary). It also provides practice in answering mainidea, detail, and opinion questions, which are designed to improve your reading and listening
comprehension skills and provide important practice in English writing and speaking. The three-step
active listening process used in this textbook helps you to improve your listening comprehension ability
through prediction, confirmation, and reflection. Furthermore, this textbook regularly engages you in
the kind of challenging oral and written production that increases communicative ability and creates
multiple opportunities for corrective feedback.
We would like to thank our families for being patient with our absences as we wrote this textbook.
Furthermore, we are quite grateful to the wonderful people at Sanshusha. We received helpful
suggestions and support from them, and we truly appreciated the extended deadlines we got when we
needed them. Moreover, we wish to thank our institutions, Centennial College and Fukuoka Instituteof Technology, for our employment, and also the University of Toronto, where we met and begancollaborating with each other on several educational endeavours. It is also important to state how
grateful we are for the UN SDG website https://www.un.org/sustainabledevelopment/ that provided
the information about the SDGs which we used to create Thinking About Our Future: Learning About theSDGs in English. Finally, we are most thankful to you for choosing this textbook, which we are confident
will be an excellent resource for learning about the SDGs while learning English.
Paul Gregory Quinn, PhD and Professor Yoshiyuki Okaura, Toronto, Canada, July 15, 2022

How to Use This Textbook
This textbook covers all 17 SDGs by dedicating a unit to each one. The units can be studied in order.
However, the units are designed to stand alone, so you can study as many units as you wish, in whateverorder you want. Each unit follows the same structure, which goes through a series of sections that are
explained below.

INTRODUCTION
Each unit starts with the name and number of the SDG
that it covers along with the UN’s official symbol for that
SDG and a photograph that illustrates what that SDG isabout. On that photograph, there are two questions. The
purpose of the first question is to encourage you to use
what you already know about the topic to predict what
the SDG is about. The second question requires you to use
creative thinking to draw your own symbol for the SDG and
explain how your version compares with the UN’s official
symbol.
VOCABULARYThe Vocabulary section pre-teaches seven essential
words from the unit’s reading passage. Pre-teaching thesewords is a vocabulary building task. In addition, it helps
you understand the reading passage by allowing you tothink about the meaning of the passage without being
distracted by unknown vocabulary. Not only that but working with these seven words will help you to
predict what the reading passage is about.
In the first part of this section, you listen to the definitions of the seven words and fill in the words thatare missing in the definitions. For example, in Unit 1, you will hear the definition of housing as “A place to live,
such as an apartment or a house” and fill in the blanks with “live, such as.”In the second part, you must use the contextual clues (or hints about the word’s meaning that arearound the word) in the example sentences to guess which word (from the square word bank under theitems) is needed to fill in the blank in each item. Thus, for the first item “A. Coca-Cola is anbeverage. You can buy it many countries.” you can guess the correct word is “international” because an
adjective is required and the second sentence includes “many countries,” which is a synonym to “international.”
Practice in guessing a word by the context will make you a better reader over time.
READINGThe Reading section begins with three questions designed to continue the process of prediction about
the passage that began in the Vocabulary section. Anticipating what will be read in a passage increases yourcomprehension. You should then read the text to discover whether your answers were correct or not.
The reading passage itself is structured in the same way in all units. Getting used to that structure will
help you to read the passages more fluently as you go through the units. There are two paragraphs. The
first paragraph explains what the Unit’s SDG is about and why it is something that the UN wants to address
before 2030. The second paragraph tells you some of the important things the UN aims at achieving to4

address that SDG. The seven essential words that you learned in the vocabulary section appear in blue fontin the reading passage.
After reading the passage, you can once again engage in vocabulary building with the Words andPhrases activity, which further helps you to understand the reading passage. This activity includes 10 words
from the passage. To complete the Words and Phrases activity, you read simple definitions of the 10 words
and search the reading passage for the word or phrase that matches the definition. To help you, the numberof letters in each mystery word or phrase is provided in dashes, which makes this activity like a crossword
puzzle and focuses you on correct spelling as well as meaning.

The final components of the Reading section are the two kinds of reading comprehension questions.
First, there is a main idea question which is sometimes about the main idea of the entire passage andsometimes about just one paragraph of the passage. This question always provides four multiple-choiceanswers. The multiple-choice answers will help you avoid the common mistakes that people make whenanswering main idea questions on English tests. For example, sometimes there are distractors that seem likethe correct answer. At other times, a detail is provided which is in the passage but is not the main idea. You
can find the main idea by skimming (or reading the first and last sentence or quickly reading every otherline). Sometimes, but not always, the main idea can be found in the first or last lines of a passage. However,
the main idea can always be found by noticing what idea repeats throughout a passage.
Second, there are five short-answer questions about details. To answer the short-answer questions,decide what the key words are in the question. Then, scan the passage like a computer to find them. Be sure
to read the area where you find the answer carefully to be certain you have found the correct details.

EXPRESS YOUR OPINION
In this section of each unit, you answer an opinion question about the unit’s SDG. First, you must write youranswer to the question on your own. Next, you must explain and discuss your answer with another person.
This section helps you write about your own opinion and share it with other people. It also allows you todevelop the ability to listen and understand the opinions of others.
5

LISTENING
As noted in the preface, each unit includes a dialogue between a student and a professor. The student is
Sakura Noguchi, a Japanese student who is studying at a Canadian university. Sakura recently discovered theSDGs, and she is now considering majoring in International Development, so she can study more about the
UN’s goals for 2030. Before officially declaring her major, Sakura wants to learn more about the SDGs, so sheturns to two professors in the area, Nina Jang and Alister Swain, who are experts on the SDGs. Sakura meetswith these professors many times to discuss and ask questions about the SDGs.

SakuraNoguchiNina
Jang

Alister
Swain

The English in the dialogues is authentic conversational
English designed to help you develop your comprehensionof genuine spoken English.
This textbook uses a three-step listening process, whichmeans that you have a reason for listening each of the times
that you listen to the same dialogue.
1st Listening

The first step of the listening process is called
Prediction. At the top of the page, there is a question thatasks you to predict what Sakura is going to ask her professor
about in terms of the unit’s SDG. You should actively listen
to check if you were correct or not. You should also read thefive True (T) or False (F) statements, so that you can circle T
or F as you listen to the dialogue for the first time.
2nd Listening

The second step is called Confirmation (or making sure). In this step, you should listen so that you
can check with yourself to confirm that you heard the information in the dialogue correctly. You should
compare what you heard in terms of what you had predicted and also check your answer to the five T or F
questions. Before listening for the second time, based on what you heard in the first listening, you should
also the three multiple-choice questions, as well.

? When comparing your answers to the T or F questions and trying to answer the multiple-choicequestions, you should write a question mark next to any questions that you are not sure are correct. Thenfocus your listening on the answers with the question marks and listen again.
The third step is called Reflection. In this step, you must listen and read the excerpt from the dialogue atthe same time. You should fill in the missing words.

6

3rd Listening

Also, you should underline any parts of the transcript that you can understand by reading but could
not catch by listening alone. After several units, you should use these underlined parts to look for patterns of
weakness in your listening and then try to improve your listening in those areas that need development.
Finally, you should circle any new words and later add them (and their definitions) to the vocabulary
list that you should keep.
After you have completed the three-step listening process, you should use the dialogue to practice
your pronunciation. The listening section features authentic English, and you can improve how natural yourEnglish sounds by working with a partner and reading the roles in the dialogue. First, one person should
read the professor’s lines while the other reads Sakura’s part. Then, switch roles and read the dialogue again.

Listening Speed
A very useful feature of this textbook is the listening-speed option. The dialogues are available at slow
and natural speeds. You may wish to do the first two steps of the three-step listening process two times, firstat the slow speed and then again at the natural speed.

SELF-ASSESSMENT on CEFR-J CAN-DO Descriptor
Some questions of this textbook are based on the CEFR-J, the Japanese version developed from theoriginal CEFR (Common European Framework of Reference). The questions and the CEFR-J CAN-DO Descriptor
and its level corresponding to them are as shown below, so after learning about each SDG through the questions,
you should check out to clarify which CAN-DO Descriptors(s) you have achieved or you have not achieved.
理解（聞くこと） UNDERSTANDING (Listening)First Listening and Second Listening (Slow speed): B1.1
□ I can understand the main points of extended discussions around me, provided speech is clearly articulated
and in a familiar accent.
First Listening and Second Listening (Natural speed): B2.2
□ I can understand the speaker’s point of view about topics of current common interest and in specialized
fields, provided it is delivered at a natural speed and articulated in standard English.
理解（読むこと） UNDERSTANDING (Reading)Main Idea Questions: B1.1
□ I can understand the main points of English newspaper and magazine articles adapted for educational purposes.
Detail Questions: B2.2
□ I can search through rather complex texts (e.g., articles and reports), and can identify key passages. I can adapt
my reading speed and style, and read accurately, when I decide closer study is worthwhile.
話すこと（発表） SPEAKING (Spoken production)

EXPRESS YOUR OPINION 1: B1.1
□ I can talk about familiar topics and other topics of personal interest without causing confusion to thelisteners, provided I can prepare my ideas in advance and use brief notes to help me.
話すこと（やりとり） SPEAKING (Spoken interaction)

EXPRESS YOUR OPINION 1: B1.1
□ I can express opinions and exchange information about familiar topics (e.g., school, hobbies, hopes for the
future), using a wide range of simple English.
書くこと（書くこと） WRITING (Writing)

EXPRESS YOUR OPINION 1: A2.2
□ I can write my impressions and opinions briefly about what I have listened to and read (e.g., explanations
about lifestyles, culture, stories), using basic everyday vocabulary and expressions.
*『CEFR-J
本体：英語版 Version 1.0』CEFR-J 研究開発チーム（代表：投野由紀夫）.
（URL: http://www.cefr-j.org/download.html#cefrj より 2022 年 2 月ダウンロード）

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Contents
SDG 1: No Poverty

11

SDG 2: Zero Hunger

15

SDG 3: Good Health and Well-Being

19

SDG 4: Quality Education

23

SDG 5: Gender Equality

27

SDG 6: Clean Water and Sanitation

31

SDG 7: Affordable and Clean Energy

35

SDG 8: Decent Work and Economic Growth39

SDG 9: Industry, Innovation, and Infrastructure

43

SDG 10: Reduced Inequalities

47

SDG 11: Sustainable Cities and Communities

51

SDG 12: Responsible Consumption and Production

55

SDG 13: Climate Action

59

SDG 14: Life Below Water

63

SDG 15: Life on Land67

SDG 16: Peace, Justice, and Strong Institutions71

SDG 17: Partnerships for the Goals

75

SDG 1: No Poverty

INTRODUCTION

1. What do you think the first Sustainable Development Goal (SDG) of No Poverty is about?
2.	2.
	Draw a different image to represent this SDG. Explain your image and compare it to the United
Nations’ official image.

VOCABULARY

CD

1 - 01▶

01

Listen to the essential words to SDGs and their definitions, and fill in each blank with the words you hear.

1. Housing (n): A place to,
2. Medicine (n): Aorused to make you			when you are
3. Especially (adv): More than, or particularly the
4. Poor (adj): To have very
5. Survive (v): To live
a very difficult and6. Quicken (v): To make something go
7. International (adj): Applying toan apartment or a housecountry

Fill in the blanks with the correct words below.

A.
B.
C.
D.
E.
F.
G.

Coca-Cola is anbeverage. You can buy it in many countries.
After she lost her job, she had almost no money. She was very.
this job if we all work together and we don’t take any breaks.
We canWe were lucky to
the earthquake, but our house was destroyed.
I have a headache. Do you have any?
In life, people need food, clothing, and.
Japan isbeautiful in the spring when the cherry blossoms bloom.
housing medicine especially poor survive quicken international

SDG 1: No Poverty

11

READING
Q1. What examples of poverty do you think you will read about in the reading?
Q2. Do you think poverty is a big problem in the world right now?
Q3. What do you think the UN plans to do about poverty?

SDG 1: No Poverty

CD

1 - 02▶

02

The first Sustainable Development Goal (SDG) is “No Poverty.” Poverty means not having
enough money to pay for the basic things in life, such as food, housing, clothing, and medicine. The
UN describes extreme poverty as living on less than $1.25 per day. From 1990 to 2015, the numberof people living in extreme poverty went from 36% to 10%. However, today more than 10% of the
5 world’s population lives in extreme poverty, and COVID-19 could cause an 8% addition in extreme
poverty. There is more poverty in the countryside than in cities. (Sub-Saharan Africa is especiallypoor, and that is where the most people live who survive on $1.90 per day.) One out of five children
in the world lives in extreme poverty. Finally, 8% of workers also live in extreme poverty.
By 2030, the UN has several targets to work on to achieve the first SDG. These targets include
10 ending extreme poverty and cutting by 50% all dimensions of poverty as they are understood bydifferent nations. Also, the UN wants all men and women to have the same rights to economic
resources and services, including land ownership, natural resources, and technological and financial
services. In addition, it plans on improving poor people’s ability to survive economic shocks.
Furthermore, the UN wants to increase national and international investment to quicken the end of
15

poverty. The UN plans on helping to get resources and start programs to meet that goal.

Words and Phrases
Read each definition and find the equivalent word used in the Passage above.

1.

S__________

Something can continue to work correctly for a long time2.

D__________The process of becoming improved or becoming better

3.

P______The state of being poor

4.

E______

Furthest from the middle

5.

E_______

Related to the making, buying, and selling of goods and services

6.

R_______s

All the sources of wealth of a country

7.

T____________

Having to do with machines

8.

F________

Having to do with money

9.

I_________

Using money in such a way as to get a profit from it

10.

C_______The things we wear to cover our bodies, which keep us warm and protect
us from the wind, rain, and sun

12

Reading Comprehension Questions
Main Idea

Q. What is the main idea of the first paragraph?

		
		
		
		

Detailsa. To describe the UN’s plans for ending poverty
b. To explain what happened between 1990 and 1995
c. To provide information about where the problem of poverty is worst
d. To explain why poverty is a problem

1. What does SDG stand for?

		
2. How much money per day is extreme poverty?
		
3. What percentage of people live in extreme poverty today?
		
4. Who does the UN want to have equal rights?
		
5. What is an example of an economic resource?
		

EXPRESS YOUR OPINION
If you lived in extreme poverty for one month, what would you purchase to survive?

1. Write your opinion and its reason concisely.

2. Explain your opinion and its reason concisely to your classmates.

SDG 1: No Poverty

13

LISTENING: Sakura’s Questions About SDG 1: No Poverty
CD

1 - Natural 03 / Slow 04▶

What is Sakura going to ask
her professor about SDG 1?

Natural 03 / Slow 04

Listening Comprehension Questions
1st
Listening

Prediction: Listen to the dialogue and circle T (True) or F (False).
1. [ T / F ] The UN plans to achieve its goals for SDG 1 by next year.
2. [ T / F ] Poverty was becoming less of a problem until recently.
3. [ T / F ] COVID-19 may make the problem of poverty worse.
4. [ T / F ] Every country in the world thinks of poverty in the same way.
5. [ T / F ] The UN plans to help women more than men.

2nd
Listening?

Confirmation: Try to answer the following questions and listen to the dialogue again.
1. What percentage did extreme poverty decrease by between 1990 and 2015?
		
a. 16%
b. 10%
c. 26%
d. 0%
2. Who does the UN want to raise money?
		a. Companies
b. Individualsc. Countries

d. All of the above

3. How much does the UN wish to cut all forms of poverty by?
		a. Halfb. 15%
c. 60%
d. 100%
3rd
Listening

Reflection: Listen to the part of the dialogue and fill in the blanks.

CD

1 - Natural 05 / Slow 06▶

Natural 05 / Slow 06

S=Sakura Noguchi, N=Professor Nina Jang

N:	“Dimensions” is just another way of saying “types.” Different countries think about poverty inmany ways, and there are more kinds of poverty than extreme poverty.
S: So, 1.
will the UN 3.
its 2030 goal?
2.
N:	4.
other 5.
, it 6.
to make 7.
thateconomic resources such as land ownership and technological services can be gotten
by all men and women. Also, it plans to prepare poor people to survive when
economic shocks such as COVID-19 occur.
S: Nina, thanks so much for helping me to understand the first SDG.
, Sakura.
N: You’re 9.
10.
8.

SELF-ASSESSMENT on CEFR-J CAN-DO Descriptor
Turn to page 7 and determine which CAN-DO Descriptor(s) you have achieved.

14