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)
Koichi Yamaoka
Mizuki Moriyasu
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 questions such as fill-in-the-blank, multiplechoice, and scrambled-sentence while referring to visual information, such as graphs
and photographs. The information in this section is used to assist the video viewing inthe 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 short answer questions. The videos are edited to beapproximately 3 to 4 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 / Longman Dictionary of Contemporary English /Merriam-Webster Learner’s Dictionary / Collins COBUILD Advanced Dictionary of American English /Collins Online Dictionary / Oxford Dictionary of English

2. Reading
Students read a passage of approximately 450 words written in English, which provides
a wealth of social and cultural background information as well as other information
related to the topic presented in Phase 1. The text is also relevant to various issues facing
contemporary society. Students should read between the lines and strive to grasp theessence of the issues.

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 short answer questions that
require more detailed information. Students should try to make connections with what
has been learned so far. Students are sure to notice that their understanding of the video
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 theunit. Then, they explain what they have researched or express their own ideas in pairs.
Finally, they engage in paragraph writing or presentations. Students are expected toarticulate their position on a particular issue and express their opinions. Some units
include interaction-based “fun activities,” such as a “Become a Something Sommelier”
pair-work activity (Unit 7) or a “Dear Abby” letter-writing activity (Unit 8).

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 social
issues. 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AdvancedContents
UNIT 1
96

Life Counseling / Relationships

TIME 3:43

Active Living / Traffic Safety

TIME 4:33

Fashion / Sustainability

TIME 3:10

Green Fabrics: Toward a Sustainable
Fashion Industry

UNIT 745

TIME 2:25

Bike Helmets: Are They Safe?

UNIT 639

Race / British Society

The Search for a Perfect Partner

UNIT 533

TIME 3:55

It’s (Not) an Equal World After All

UNIT 427

Renewable Energy

The Global Shift to Renewable Energy

UNIT 321

TIME 2:58

Nicknames: Is It Hazing?

UNIT 215Campus Life / Australia

Unique Jobs / Environment

How Does Water Taste?
Ask a Water Sommelier

TIME 4:30

UNIT 851

I

Art / Advertising

TIME 3:26

Modern WomenTIME 3:37

Race / Culture

TIME 5:00

Shedding Light on Black Cowboy History

UNIT 1487

TIME 4:55

Choosing to Be Childfree

UNIT 1381

Space Junk / Sustainability

NY: An Enduring Legacy of Design

UNIT 1275TIME 4:21

Mission to Make Space Exploration
Sustainable

UNIT 1169

AI / Robot Ethics

The Dark Side of Robots with Common
Sense

UNIT 1063

TIME 2:33

Emerging Forms of Family

UNIT 957

Modern Families

Gender Stereotypes

TIME 4:41

Women Finding Their Strength7

UNIT 6

Advanced

Green Fabrics: Towarda Sustainable Fashion Industry
In the 21st century, massproduced cheap clothinghas become a problem. In
response, scientists havebeen working on developing
new fabrics for moresustainable fashion. Algae, atype of plant, is one sourceof these newly developing
eco-friendly “green” fabrics.

PHASE 11

Getting into the Topic

Based on the two infographics about the environmental impacts of clothing, choose T(True) or F (False) for each sentence. (These infographics use UK spelling.)


0.5 million

tonnes of microfibres
from washing synthetics
are released in the ocean
every yearThisaccounts
forof primary
microplastics
released into theenvironmentof global
greenhousegas emissions

are caused by clothing andfootwear production
This is more than all
international flights
and maritime shipping
combined
Source: European Parliamentary Research Service

1. Infographic  shows the impact in the production process of clothing.

[T/F]

2. Infographic  suggests that the type of material used for clothes can have a serious impact on theenvironment.
[T/F]
3. Infographic  shows that the airline industry is not responsible for environmental degradation.
[T/F]
39

Advanced

2

1st Viewing

Watch the video and write down the answers to the following questions.
1. What is the green substance in the lab scenes?

2. What is the presentation by Charlotte McCurdy (designer and researcher) about?

PHASE 2
1Vocabulary

Match the words with their definitions.
1. fashion fabric[] a. a type of fabric for creating clothing that meets the latest fashion

2. synthetic[]

3. textile[]

4. barometer[]5. biodegradable[]

6. landﬁll[]

7. carbon-negative[]2

trendsb. any type of cloth made by hand or machinec. able to naturally break down without harming the environmentd. an area where waste is buried under the earth
e. able to take more CO2 out of the air than is produced
f. produced by combining different chemical substances
g. a way to measure the changes in something, such as people’s opinions

ReadingDL 07

CD1-07

Read the following passage.

The Rise of Green Fashion
Clothes are one of the most basic parts of human life. But what are they made of? Cotton
has been used in clothing for centuries and is made from naturally grown cotton plants.
Another common fashion fabric, polyester, is a synthetic plastic fiber that is usually made440

from petroleum. It became highly popular after World War II. According to Dr. Mark Liu,

5a fashion and textile designer, “materials have evolved with culture and society and are abarometer of the technology we have at the time.” So, what do our modern materials say aboutsociety today?
Although cotton and polyester are the two most commonly used materials for clothing,
the new “fast fashion” trend has sparked a debate about whether they are good fabrics to10use. From an environmental perspective, both are unsustainable. The plastics in polyester
clothes are not biodegradable and contain large amounts of carbon. According to Charlotte
McCurdy, fabrics like polyester that are made from fossil fuels emit carbon-dioxide (CO2)during the production process. Meanwhile, cotton is natural, but takes a lot of time, energy,
and resources to grow and make into clothes. Since “fast fashion” produces massive quantities

15of very cheap clothing at low prices, it requires larger amounts of fabric than ever before. Also,
although so much clothing is being produced, people buy it and quickly throw it away. Manyof the clothes are going to landfills and the ones that contain polyester are sitting there foryears because they are not biodegradable.
The fashion industry’s impact on the environment has pushed researchers to explore and20

develop new and more sustainable fabrics. Dr. Mark Liu and Charlotte McCurdy are just two
researchers who are making fabrics with different kinds of algae, which are a type of plant
usually found in water. Dr. Liu uses microalgae (very small algae that you cannot see) andMcCurdy uses macroalgae (larger visible algae, like seaweed). Dr. Liu’s microalgae fabrics
are eco-friendly because, unlike cotton, they do not require a lot of space, water, or human25

labor and they can grow very quickly. Meanwhile, McCurdy’s macroalgae raincoat is carbonnegative because, unlike polyester, it is made from plants that are currently consuming CO2
and releasing oxygen into the air. Both researchers have used science to develop solutions tothe problems that cotton and polyester cause in fast fashion.
While researchers work to develop new fabrics, fashion and textile companies are already30

making clothes from new sustainable biodegradable materials. Bolt Threads, for example, hascreated an imitation spider silk by studying silk made from real spiders and using science
to mass-produce it in yeast! They collaborated
with Stella McCartney and MOMA to create aspider silk gold dress that was shown in New York

35in 2017. The future of fashion is not just in thedesign: it is in the material!

469 words

Eco-leather bags on display

Unit 6 | Green Fabrics: Toward a Sustainable Fashion Industry

41

Advanced

3

Organizer

Complete the organizer based on the information from the reading.

Fashion Fabrics: Past and Present
KindProduction(source/origin,resources used,etc.)

History(introduction,popularity, etc.)

Polyester fabrics

Cotton fabrics

Algae fabrics

A synthetic plastic

Made from2 Types of Algae:

fiber usually made2•3from•4

1

Became highly

Used forIntroduced by57

• Dr. Mark Liuafter•86

Pros:

Cons:

Pros:

Quick, easy, and• Takes 10

Microalgae

cheap to produce

Don’t require 11

Cons:

to grow and make into

• Emits CO2clothes

Can grow very quickly• Not 9Macroalgae

Features

Carbon negative(good and bad)

Made from plants thatare 12

Result(environmentaleffects)

42

Unsustainable (goesUnsustainable (emitsto landfills)

1314)

PHASE 3
2nd Viewing
Watch the video again and write down the answers to the following questions.
1. Why is polyester bad for the environment?

2. Why does Dr. Liu compare the production process of microalgae with that of cotton?

3. Besides the algae fabrics, what sustainable fabrics are mentioned at the end of the video?

PHASE 4
Output Task (Writing / Speaking)Do you think sustainable fabrics such as algae
will replace cotton and polyester fabrics?

Step 1

Fill in the table below with the pros and cons of one sustainable fabric andone traditional fabric of your choice from the perspectives of cost, durability,impacts on the environment, etc.

SPros

Cons

Sustainable fabric(T)Traditional fabric()

Unit 6 | Green Fabrics: Toward a Sustainable Fashion Industry

43

Advanced

Step 2

Find a partner and role play a conversation between a shop clerk and a customer.
The shop clerk wants to sell sustainable fabric items, but the customer is not
so sure about them.

Be sure that the clerk explains good points of sustainable fabrics, while the customer
expresses concerns about them.

You may use expressions like such as:
You can contribute to the fight against global warming byClerk

You’ll be proud to wear it because
I’m sure you’ll like it because
It’s true that it costs a bit of extra, but.

.
.
.

What about durability? Doesn’t it fray quickly?
Customer

Step 3

Is it washable? Doesn’t it get torn easily?
Isn’t it a little expensive?

Now that you have understood the pros and cons of sustainable fabrics, doyou think sustainable fabrics will replace traditional fabrics? First, decide on
your stance (yes or no). Then, write a suggestion for how to proceed withfuture fashion fabrics.

If you choose> Write one suggestion for how to promote sustainable fabrics to young
people.

If you choose> Write one suggestion for how the fashion industry should addressenvironmental issues while continuing to use traditional fabrics.

“yes”
“no”

Writing Checklist
Clarified his/her stance on the given theme.
Gave a clear suggestion for the future fashion fabricindustry.
Gave a concluding remark to verify his/her claim.
44

Useful Expressions• I suggest who do what.
• This is effective because ...
• This can help who by how.
• In sum/conclusion, ...