Preface
In recent years, online videos have become an integral part of daily life for many
university students. Within this context, it is becoming increasingly vital that such media beused in education to excite student interest in various global topics and events, as well as tofurther facilitate the development of comprehension and communication skills. The threebooks in this series aim to provide students with next-generation texts that utilize authentic
videos to integrate and enhance the four skills of English, thereby honing students’ skills inboth organizing and transmitting information in English.
The INTEGRITY series consists of three books, organized according to proficiency level
as measured by TOEIC® Test: the Beginner Level is designed for the TOEIC 300–400 range,
the Intermediate Level for TOEIC 400–500, and the Advanced Level for TOEIC 500–600.
As this series utilizes videos to promote deeper learning, special emphasis was placed on
the selection of the videos. Across the series, several common topics were covered, including
social media, AI and modern life, environmental issues, human rights issues, urban issues,gender, and life and mental health, all of which are sure to stimulate the intellectual curiosityof university students.
In addition, the series adopts a “deep-dive” approach in which each topic is carefully
examined in increasing depth and from multiple perspectives. This is achieved throughfour phases: “Motivating Students to Learn,” “Comprehension & Deeper Understanding,”“Internalization & Integration,” and “Output.” The series is designed to first spark interestin each topic and facilitate relatively effortless content comprehension. By having students
experience various topics through English, the texts provide knowledge and simultaneously
facilitate critical thinking, thus vitalizing students’ learning and thinking processes throughboth tasks and the materials themselves. At the end of each unit, students are given an
opportunity to express their thoughts and opinions on the topic in English.
The writing and editing team hopes that this series will equip students with the wellbalanced command of English necessary to thrive in future society.
Finally, we would like to express our sincere appreciation to the editorial team at Kinseido
for their efforts in making this series possible.
Early Winter 2022
Osamu Takeuchi (Series Supervisor)
Tomoko Yabukoshi
Yukie Shinhara
Brent Cotsworth

3Unit Structure

Through the following four phases, students will be able
to study a single topic from multiple perspectives anddeepen their knowledge and understanding of that topic.

PHASE 1

Motivating Students to Learn

1. Getting into the TopicThis section is designed to activate background knowledge surrounding the topic
covered in the unit. Students respond to fill-in-the-blank and multiple-choice questions
while referring to visual information, such as graphs and photographs. The information inthis section is used to assist the video viewing in the subsequent section.

2. 1st Viewing
In this section, students view a video produced by the Guardian—one of the world’s
leading media outlets—and answer multiple-choice questions. The videos are edited tobe approximately 2 to 3 minutes in length.
Note: the aim is to use both visual and auditory input to understand the main ideas andkey information of the video, not to pick up every detail.

PHASE 2Comprehension & Deeper Understanding

1. VocabularyStudents learn key vocabulary that appears in the subsequent Reading section in amatching task. Definitions are written in simple English.
The following dictionaries were referenced for the English definitions:
Oxford Learner’s Dictionary / Cambridge Dictionary / The Dictionary by Merriam-Webster / Collins
Online Dictionary / Oxford Advanced Learner’s Dictionary / Oxford Learner’s Dictionary of Academic
English

2. Reading
Students read a passage of approximately 350 words written in English. As the text
includes background information and simplified explanations of the video clip viewed inPhase 1, students gain a deeper understanding of the topic. The text includes supplemental
information, as well as background information not contained in the video to facilitate
deeper consideration of the topic.

43. Organizer
A partially filled table, graphically representing the contents of the reading, is presented.
By filling in these blanks, students review the main points of the reading while considering
the structure of the English text as a whole.

PHASE 3

Internalization & Integration

2nd Viewing
The video from Phase 1 is shown again and students answer fill-in-the-blank questions
that require more detailed information. Students should try to make connections withwhat has been learned so far. Students are sure to notice that their understanding of thevideo is much deeper than in the 1st Viewing.

PHASE 4

OutputOutput Task
Once students are able to “own” their new knowledge, they can move on to output.
Students conduct a mini-research or brainstorming session on the main theme of the unit.
Subsequently, students explain what they have researched or express their own ideas
either by discussing in pairs or by drafting a presentation. In the final presentation step,
the checklist provided should be used as a reference for how to present while keeping thelistener in mind. Only one unit (Unit 4) uses an interaction-based “consultation” session
format instead of a presentation, asking students to work in pairs and give each otheradvice about their personal problems.

All videos have been produced by the Guardian.
The Guardian, which began as a weekly paper called the Manchester Guardianin 1821, is now one of the UK’s most popular daily newspapers. It is mostrecognized for its investigative journalism and coverage of various socialissues. In addition, its vast foreign correspondence allows it to provide stories
not only domestically from the UK, but also from locations across the globe.
The Guardian Media Group is like the Robin Hood of journalism, devoted tointegrity and “giving a voice to the powerless and holding power to account.”

5Intermediate
Contents
UNIT 1
96

Life Counseling / Job Hunting

TIME 2:50

Life with Animals / Health

TIME 2:50

Poverty / Australia

TIME 2:39

Measures to Help Job Seekers

UNIT 745

TIME 2:17

The Healing Power of Animals

UNIT 639

Health / Social Media

Keys to a Successful Job Interview

UNIT 533

TIME 3:02

The Meaning of a Healthy Lifestyle

UNIT 427

Zero Emissions

The Road to a Carbon-Free World

UNIT 321

TIME 2:52

The Future of the Meat Market

UNIT 215

Alternative Meat

Nature / Life

TIME 3:00

Uncovering the Secrets of Water

UNIT 851

Homeless Issues / City

TIME 3:12

Women’s Rights / AI

TIME 2:44

Race / Culture

TIME 2:56

Fighting Hair Discrimination and Racism

UNIT 1487

TIME 2:30

Women’s Rights and AI Development

UNIT 1381

Food Waste / Education

Inside an Underground HomelessCommunity

UNIT 1275

TIME 2:38

Lively Learning about Food Waste

UNIT 1169

Sports / TechnologyHeated Debate on VAR

UNIT 1063

TIME 1:55

The Strategy to Prevent Obesity

UNIT 957

Health / British Society

Lifestyle

TIME 3:21

Ways to Get Out of Busyness Trap

7

UNIT 12Intermediate

Women’s Rights andAI Development
Artificial intelligence (AI)makes our lives more
efficient. However, it
could also be a threat tohumankind, particularly
women. In the video,
Jeanette Winterson, a British
writer, reads an extractfrom her book, in which she
describes women’s history
and raises an importantquestion: Where will women
be in the future?

PHASE 11

Getting into the TopicFigure  shows the number of male/female MPs (Members of Parliament) in theUK, and Figure  shows the proportion of male/female students in four science andtechnology fields at the UK universities. Answer the following questions.


500

Number of MPs 2019

430

400
300

220

Computer
Sciences

100

Engineering &Technology
Women

39

PhysicalSciences

Men

61

37

Mathematical
Sciences2000

female male

63

19

81

19% Percentage

Source: Institute for Government analysisof parliament.uk.data

1. Look at Figure . What percentage of the MPs are women as of 2019?

81

Source: 2017 STEM Women Limited

About%2. Look at Figure . Name two fields where the percentage of male students are more than twicethat of female students.

75Intermediate2

1st Viewing

Watch the video and choose the best answers to the following questions.
1. Which AI products are mainly introduced in the video?
a. Self-driving cars
b. Security camerasc. Robots
2. What events are being held on the street?
a. Women’s music festivals
b. Women’s marches
c. Both a and b

PHASE 2
1Vocabulary

Match the words with their definitions.
1. entrepreneur [] a. having more power or influence than other things

2. pose[] b. to totally change the way of something

3. dominance[]c. the intentional act of not including someone/something

4. revolutionize [] d. doing the same thing again and again

5. repetitive[] e. treated as less important or lower rank

6. exclusion[]

7. inferior[] g. to create a problem or difficulty2f. a person who builds a fortune by starting or running businesses

Reading

DL 13

CD 13

Read the following passage.

Where Will Women Be in the Future?
In 1903, the Women’s Social and Political Union (WSPU), known as the Suffragettes,
was founded in Manchester, the UK. They had been fighting to win the rights to vote. In3761928, women aged 21 and over achieved the same voting rights as men. Now, women have

become players in various fields. They are lawyers, doctors, scientists, journalists, artists,
5economists, entrepreneurs, astronauts, and politicians. Two hundred eight women MPs
were elected at the 2017 General Election in the UK. Based on these facts, it looked like thewomen’s rights movement had been completed, at least in the Western world. However,Jeanette Winterson, a British writer, expressed her concern in her book, Courage Calls
to Courage Everywhere, that there would be the threat to women posed by the future10

dominance of AI.
Ms. Winterson mentioned that AI could be the best thing to happen to humans.
For example, AI robot “Sophia,” created by Hanson Robotics, can promote products,
provide customer services, and so on. According to the writer, robots are tools and could
revolutionize the world of work. They do repetitive jobs instead of humans. On the other15

hand, the writer also stated that AI could be the worst thing to happen to women. It looks
like computer science remains a male-dominated field. The writer indicated that womenaccounted for only about 18% of computer science graduates. She warned that the future
dominance of AI could be a threat to women and that we should not allow the future tobecome a new exclusion zone for women.

20

Women in the 21st century are still active in the women’s rights movement. On January
21, 2017, the day after the former US president Donald Trump took office, hundreds ofthousands of women gathered in Washington, D.C. to defend women’s rights. The protests
also took place throughout the US and other countries for gender equality, civil rights, andso on. Ms. Winterson claimed that women were not25

inferior and that they belonged in the world. The
writer called for women to “Speak it. Write it. Read it.
Make it visible. Let it be heard,” and “Let courage callto courage everywhere.”
356 words

Notes
ℓ1

suffragette: a woman who was involved in the campaign for women's rights to voteℓ5 MP: the abbreviation for ‘Member of Parliament’ (a person elected to represent the people of aparticular area in the country)ℓ12 Hanson Robotics: a Hong Kong-based humanoid robotics company

Unit 12 | Women’s Rights and AI Development

77Intermediate3

Organizer

Fill in each blank and complete the organizer based on the information from the reading.

Women’s Rights Movement•The foundation of 1in the UK, 1903

Past
•Voting rights for women aged 2

andover in 1928

•Women’s participation in the workplace and politics
e.g., 208 women 3
The threat to women posed by the future
dominance of 4
4―The BEST thing to happen tohumankind?
e.g., AI Robot “5Present &Future

4”―The 6thing to happen to women?

e.g., computer sciencea7-dominated field•Women’s march in the US and other countries•“Let courage call to courage everywhere”(by Jeanette Winterson)

78

PHASE 3
2nd Viewing
Watch the video again and complete the answers to the following questions.
1. How many women MPs were there a hundred years ago?
women MPs.

There were

2. What does the speaker say about the low rate (i.e., 18%) of female computer science graduates?
She says, “this is nothing to do with women’s hard-wired aptitude foror.”
3. What does the speaker suggest about the word “history?”
She suggests that “history” should include-.

PHASE 4
Output Task (Writing / Speaking)AI makes our lives easier, but it could also be a danger to us. Write down yourthoughts about advantages OR disadvantages of AI applications. Then, share yourthoughts with a partner and make a presentation in class.

Step 1

Write a short paragraph (about 30 words) describing advantages OR
disadvantages of AI applications with examples.
AI applications. For example,Advantages.
e.g., AI applications can be helpful for our daily lives. For example, Amazon Alexa, a voicecontrolled digital or virtual assistant program that uses AI technology, can help us in thekitchen, finding recipes and giving us voice-guided directions.

AI applications. For example,Disadvantages.
e.g., AI applications would lead to unemployment. For example, Fukoku Mutual Life
Insurance, a Japanese insurance company, replaced employees with an AI system that cancalculate insurance payouts.
Unit 12 | Women’s Rights and AI Development

79Intermediate

Step 2

Share your thoughts with your partner. Write down the advantages OR
disadvantages mentioned by your partner.

My partner says that one [advantage / disadvantage] of AI applications is. He/She explains that.
I [agree / disagree] with his/her opinion.

Step 3Practice the report that you made in Step 2. Then, present the report to theclass.

e Presentation

Checklist for th

Use this checklist to evaluate one of your classmate’s presentations.

80

1.

The speaker speaks in correctsentence forms.

2.

The speaker explains an advantage ordisadvantage of AI applications clearly.

3.

The speaker explains his/her partner’sview with an example.

4.

The speaker makes eye contact withthe audience.

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