realreading_tm3

LYNN BONESTEEL

Series ConsultantPAUL NATION

REAL READING 3Creating an AuthenticReading Experience

TEACHER’S MANUAL

Real Reading 3Teacher’s Manual

Copyright © 2011 by Pearson Education, Inc.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form orby any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher.

Pearson Education, 10 Bank Street, White Plains, NY 10606.

Model Lesson Plan by Colin Ward

Staff credits: The people who made up the Real Reading 3 team, representing editorial, production, design, and manufacturing, are Pietro Alongi, Dave Dickey, Nancy Flaggman, Ann France, Barry Katzen, Dana Klinek, Amy McCormick, Martha McGaughey, Joan Poole, Robert Ruvo, Debbie Sistino, Katherine Sullivan, and Jennifer Stem.

PEARSON LONGMAN ON THE WEB

Pearsonlongman.com offers online resourcesfor teachers and students. Access ourCompanion Websites, our online catalog, andour local offices around the world.

Visit us at pearsonlongman.com.

ISBN-10: 0137144466ISBN-13: 9780137144464

Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

Model Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Unit Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Student Book Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

CONTENTS1CHAP-

Unit Chapter Reading Skill

VocabularySkill

VocabularyStrategy

1Pop Culture

1 Move Over, Hollywood! Previewing/Predicting/Skimming

Scanning

Parts of Speech:Review

Making WordCards2 Marketing the Future:

Pop Culture Trends inthe BRICs

2Personal Best

3 Running Around theWorld

UnderstandingBasic TextOrganization

UnderstandingTextOrganization

The Prefix cross-

Using WordCards:Different Typesof Cards forDifferent Typesof Learning

4 Bigger Is Better: ExceptWhen It’s Not

3Doing Real

Business in theVirtual World

5 Your Second LifeUnderstandingTextOrganization —Process

Preparing aGraphicOrganizer orOutline toStudy From

Collocations

Finding theCore Meaningof Words:ExampleSentences

6 Virtual Reality: A Powerful Tool

Fluency Practice 1 Reading 1 Sleeper HitsReading 2 A Tall Order

4Checking Out

7 Choosing To BeDifferent

Writing aSummary

RecognizingPoint of View

The Suffix -free

Finding theCore Meaningof Words: Usinga Dictionary8 Welcome to Leisureville

5Great Minds

9 Reading Colors

UnderstandingAnalogies

AdverbPlacement:Adverbs thatModify Verbs

GuessingMeaning fromContext

10 Not Enough Points onthe Chicken

6Creature Feature

11 Crows’ Brains andGeckos’ Feet

UnderstandingTextOrganization —Compare/Contrast

Understandingthe Meaning ofCompoundWords

Using theKeywordTechnique

12 Creature Comforts

Fluency Practice 2 Reading 1 Can’t Name That TuneReading 2 The Language of Pheromones

Scope and Sequence

iv Scope and Sequence

Unit Chapter Reading Skill

VocabularySkill

VocabularyStrategy

7Getting Away

From It All

13 Trends in Tourism IdentifyingPurpose

UnderstandingDescriptiveLanguage

Core Meanings

Using aDictionary toFind the CoreMeaning ofRelated Words

14 Just Back: High Tide inLa Serenissima

8Civilized Dining

15 A Blossom LunchMakingInferences

Understandingthe RelationshipBetween Ideas— Cause andEffect

UnderstandingWords thatSignal Causeand Effect

Using WordCards:ChangingOrder,Grouping, andSpaced Learning

16 The First Home-CookedMeal

9Family Matters

17 Widows

Reading PoetryUnderstandingIdioms

Using WordCards: AddingVisual Images

18 Lost and Found

Fluency Practice 1 Reading 1 The Haiku MasterReading 2 So You Want to Write Haiku?

10Business

19 Branding and ProductPlacement Skimming

RecognizingText References

Collocations

Using aDictionary toFindCollocations

20 Case Study: 3M’sEntrance into theRussian Market

11Biology: The

Science of Life

21 SymbiosisUnderstandingDefinitions

Skimming

The AdjectiveSuffixes: -ingand -ed

ChoosingWords to Learn:Field-specificTerminology22 Mixing It Up

12Born Special

23 Being a Genius is HardWork

Paraphrasing

The Prefixes: extra-, hyper-,mini-, micro-,uni-, mono-

AvoidingInterferenceWhen LearningNew Words24 Through the Eyes of

Love

Fluency Practice 2 Reading 1 Tulip FeverReading 2 Who Am I Today?

Scope and Sequence v

MODEL LESSON PLAN

Overview of Unit FormatEach unit of Real Reading consists of two thematically related chapters. Compellingreadings in a variety of genres have been carefully written or adapted from authentic sourcesand feature a principled approach to vocabulary development.

• Chapters consist of pre-reading and post-reading activities, including a reading skill, a reading goal, comprehension questions, and discussion activities.

• Reading and vocabulary skill building and vocabulary learning strategies based on PaulNation’s research help students become more confident and successful in preparation foracademic reading and reading on standardized tests.

Suggested Methods of InstructionThis lesson plan can serve as a generic guide for any unit in the Student Book.

• Suggested methods for delivering instruction for each section or activity in a unit arepresented.

• Alternative ways to handle each activity are provided under the heading Variations.These options allow instructors to vary the way they treat the same activity from chapterto chapter and in so doing to identify the methods that work best for a specific class orindividual students.

Think Before You Read

Each unit begins with a thought-provoking opener that introduces students to the unit theme,elicits vocabulary relevant to the theme, and includes discussion questions to activatestudents’ prior knowledge and stimulate interest.

A. and B. (approximately 10 minutes)

• Ask students to silently read the discussion questions. Answer any questions the studentshave. Then elicit one possible answer for the first discussion question. Give students a fewminutes to read the discussion questions.

• Have students label everything that they see in the pictures. If they do not know a word inEnglish, they should look it up in a translation dictionary or ask the instructor or aclassmate.

• Have students form pairs or small groups to discuss their answers. Tell them they willreport at least one of their answers to the class. Instruct them to write any new words theyencounter on the New Words pages in the back of the book.

• After 10 minutes, ask several students to share their answers.

2 Model Lesson Plan

HOW TO USE THE LESSON PLAN1CHAP-

Variations

• Ask students to answer the discussion questions in writing at home. Have them read theirpartner’s or group members’ answers in class and discuss their answers.

• Assign one discussion question per pair or small group. Have each pair or group discussthe question and report their ideas to the class.

• Start listing important vocabulary on the board that comes out of the class discussion oryour reaction to students’ responses. Ask about students’ familiarity or knowledge with thewords. Offer other examples of and contexts for the words as necessary.

• Choose one discussion question and have each student do a one-minute freewrite toexpand ideas generated from the discussion. The students’ writing can be passed aroundthe class or reviewed in small groups to encourage further feedback and discussion. Theactivity may also serve as a closure to the discussion.

• After students have discussed the questions, ask them to write for 1 to 3 minutes inanswer to the questions. Have students exchange their writing with a partner or groupmember and compare their ideas.

Prepare to Read

This section previews words and phrases that students will encounter in the reading. Studentsreflect on what they already know and then answer questions about the topic.

A. (approximately 10–15 minutes)

• Tell students that they will be learning new vocabulary that they need for the readings inthe chapter and reading in general. Explain that learning a word is a gradual, cumulativeprocess, and that this activity is designed to raise their awareness of what it means toknow a word. Although some of the words in the list may be familiar to students, thatdoes not necessarily mean that they know the word well enough to be able to use it intheir own speech and writing. Conversely, they might be able to pronounce and spell theword perfectly, and yet not really know what it means.

• Tell them that almost all of the vocabulary words that are targeted in this book are high-frequency words, so they are very useful for English language learners. Tell studentsthey will see these words in general texts like magazines and newspapers, as well as inacademic texts like textbooks and journal articles.

• Have students complete the vocabulary exercise without using a dictionary. Tell them topay close attention to what they already know about the words, as well as what they needto learn.

• Have students compare their answers with a partner. Walk around the class to monitordiscussions. Listen for students’ knowledge of the words. Make notes on any particularproblems or misunderstandings you notice so that you can focus on them later.

• Bring the class together. Pronounce all targeted words for students, and have studentsrepeat after you. Refer to the Pronunciation Table at the back of the book as necessary.List the vocabulary on the board. Ask for volunteers from each group to write stressmarkers and example sentences for the target vocabulary on the board. Then bring theclass together and elicit corrections if necessary.

Model Lesson Plan 3

Variations

• Have students complete the exercise for homework and compare answers with a partner.

• Categorize the vocabulary according to part of speech. Write the headings Noun, Verb,Adjective, and Adverb on the board. Have students copy the headings on paper. In pairs oras a class, categorize the vocabulary. Be aware that some words will fall under more thanone heading. For a more active exercise, call on students to write the words on the boardby part of speech.

• With the words on the board, ask students which words have a positive, negative, orneutral connotation, and identify it next to each word (�, �, n).

• At home, have students make a word card for each unfamiliar vocabulary word from theexercise, after first demonstrating how they should review their cards.

• Ask students to write a sentence using two or three of the words they know. Have studentsshare their answers in small groups or as a class. Write some of the examples on the board.

• Assign one or two words to different students the day before the exercise. Ask them toprepare a short presentation of the words, including part of speech, pronunciation, andmeaning. Rotate this activity so all students have a chance to participate as you progressthrough the book.

• Divide students into small groups. Assign two or three words per group. Have studentslook up their words in the dictionary and look at their pronunciation. Refer students to thePronunciation Table at the back of the book. Have each group pronounce their words andcorrect as necessary. Have the class repeat the words in chorus.

• Keep the list of target words on one side of the board. Refer to it when students encounteror use these words in the unit.

B. (approximately 5–10 minutes)

• Have students work in pairs to complete the exercise.

• Have students label everything that they see in the pictures. If they do not know a word inEnglish, they should look it up in a translation dictionary or ask the instructor or aclassmate.

• Tell students to list unknown words on the New Words pages in the back of the book.

• Call on students to share their answers to the questions.

Variations

• On the board, write important or useful vocabulary that you hear.

• When responding to students, incorporate the target vocabulary items from the unit inyour responses. Ask follow-up questions that use the target items.

Reading Skill (approximately 10–15 minutes)

Each unit contains one or two key reading skills.

• Write the name of the reading skill on the board.

• Ask students with which kinds of text they think they can use the skill (e.g., formagazines, newspapers, textbooks). Have them explain their answers.

• Ask students if the skill is a pre-reading, during reading, and/or post-reading strategyand why.

4 Model Lesson Plan

• Ask and answer questions to confirm that students comprehend the skill. For example,you might ask them how previewing is different from predicting, or when they shouldscan a text rather than skimming it.

• Recycle previously taught skills in future units to promote greater mastery.

Variations

• Assign two students to prepare a short 2–3 minute lesson that describes what the skill is,when it is used, and why it is helpful. Have students present the lesson and answerquestions that the class has. Monitor as necessary. Have students take the class throughExercise C to check answers.

• Offer examples of using the skill by bringing in other texts or using texts you have foundonline. Make the texts short, simple, and level-appropriate.

• Have students keep a Reading Skill log that lists the reading skills from the book in onecolumn, a short definition of the skill in the second column, its occurrence (pre-, during,post-reading) in the third column, and a blank fourth column for the number of times theyuse the skill. As students read the texts in the book or outside texts, have them keep trackof the skills they are using by putting a checkmark (�) every time they use a skill.

C. (approximately 5–10 minutes)

• Have students complete the exercise. Encourage students to refer to the reading to find theanswers.

• Go over the exercise as a class and answer any questions.

• Ask students to explain how the skill helped them find the correct answers and why ithelps improve their reading comprehension.

Variations

• Have students complete the exercise for homework. Have them compare their answerswith a partner or group members. Ask several students to report their answers.

• Have students answer the questions individually and raise their hands when they thinkthey have the correct answers. Circulate through the room and check students’ answers.Explain any missing answers, and ask students with correct answers to report theiranswers to the class.

Read (approximately 10–15 minutes)

Each unit contains two major readings. Vocabulary is tightly controlled, and target words arerecycled from one chapter to the next within a unit and from unit to unit.

• Preview the reading by looking at the title, subtitles, illustrations, and boldfaced targetvocabulary. Have students guess the topic, main idea, and purpose of the reading fromtheir previewing.

• Tell students to read each reading two or three times.

• Encourage students not to use a dictionary the first time they read because it interrupts thereading comprehension process. Tell students to focus on main ideas during the first readeven if some words are unfamiliar. The second time, have students reread and mark

Model Lesson Plan 5

unfamiliar vocabulary words. On the third reading, let students use a dictionary to look upwords they do not know, and that seem important to their comprehension of the text. Pointout that if they can understand the sentence by merely eliminating the unknown word,then it is probably not necessary to learn that word, at least not for the moment.

• Encourage students to develop and use annotating as they read. Tell students to underlineor highlight main ideas and important details. Also, have them make notes in the marginsabout things they don’t understand or that they find particularly interesting. This willmake it easier for them to participate in a class discussion of the reading.

Variations

• Have students read the text for homework. Tell students to follow the above system ofreading, and be prepared to respond to questions about the main ideas and details of thereading.

• Begin discussion of the reading by writing a question on the board about a main idea ofthe text. Give students a few minutes to answer the question with a partner with theirbooks closed.

• Play the audio recording of the reading. Have students read along silently as they listen tothe audio.

• Using the audio recording, play a selected section of the reading. Have students retell themain point of the section in small groups or as a class.

• Give students 10–15 minutes to read the essay or article in class for timed-readingpractice. Explain that research has shown that if readers push themselves to read at afaster than comfortable rate, they often have a higher comprehension of the reading. Havestudents use a large index card or folded white paper to cover up the lines in the reading,moving the card or paper downward on the page as they read. Students can timethemselves by recording their start and end times, and calculating their reading rate usingthis formula (the number of words in each reading is provided in the Unit Notes):

number of words in reading � total time in seconds 60 � words per minute

This will motivate students to increase their reading speed. Do not let them usedictionaries.

• Have students take turns retelling the main points of a reading as a whole or paragraph byparagraph to a partner. Circulate through the room, assisting students with difficultpassages. Especially difficult passages may merit a whole-class discussion.

• Have students write a “one-minute” summary of the introduction (or another section) of areading as a type of pop quiz. Teachers may wish to collect the summaries and gradethem, especially with students who are not keeping up with reading assignments.

• Assign small groups the task of carefully rereading sections of a reading. One groupmember should be prepared to explain the gist of the section to the entire class, with othergroup members taking notes on main points, and still others using a dictionary to makeword cards on difficult target vocabulary from the passage.

• Have students complete a graphic organizer based on the ideas in a reading. Helpfulorganizers include Venn diagrams, KWL charts (what I know, what I want to learn, what Ilearned ), and timelines.

• Divide the reading into four or five parts. Assign one group of students for each part. Haveeach group make a poster that identifies the main idea of the section and lists anyimportant vocabulary with definitions or example sentences. Students can also draw apicture or symbol that represents the main idea of their section. Have each group presenttheir poster to the rest of the class.

6 Model Lesson Plan

• Divide students into permanent study groups. Study groups can serve as resources insideand outside the class to discuss reading texts, help each other with difficult passages, andcheck each other’s homework. They can also study together before exams.

Vocabulary Check (approximately 5–10 minutes)

This section gives students an opportunity to focus on the meaning of the target vocabularybefore completing the comprehension activities.

• Have students complete the exercise for homework.

• Have students check answers with a partner. Circulate and answer questions.

• Go over the answers with the class. Write the target vocabulary words on the board.

• Practice group and then individual drilling of words that are challenging for students topronounce. Indicate stressed syllables on the board.

Variations

• Have students complete the exercise with a partner or small group. Circulate through theroom, assisting students with any items they have difficulty with.

• Ask students to identify grammatical clues in the items. For example, if the blank ispreceded by an article—a, an, or the—the item is likely a noun. If the blank is precededby a subject, the item is likely a verb. Have students notice the grammatical clues in theitems as well determine the part of speech for each word.

• Have students look back at the reading to identify collocations with the boldfaced targetvocabulary. Have them write sentences about the reading using three to five collocations.Bring in collocations dictionaries for students to reference in small groups as they writetheir sentences, or make photocopies of particular entries you want them to focus on.Have students write example sentences on the board. Answer any questions students have.

Read Again / Comprehension Check (15–20 minutes)

The reading goal gives students a purpose for rereading the text before completing thecomprehension activities. Engaging and varied exercises help students achieve the readinggoal. Target vocabulary is recycled, giving students additional exposure to high-frequencywords and expressions.

• Emphasize to students the importance of second and third readings. Tell them that eachtime they read, they should have a particular goal in mind. Offer examples of times youhave read with different goals and purposes in mind. Ask students for their own examples.

• Have students look at the Reading Goal for the reading. Ask students how they willachieve the goal. Help them identify what strategies they can use to complete the task,including ones previously learned. Explain that the exercises in the Comprehension Checkwill help them to achieve the goal.

• Have students complete the exercises for homework.

• Have students compare their answers in pairs or small groups. Circulate and check theiranswers.

• As you circulate, make note of any items students had difficulty with. Bring the class backtogether to discuss the difficult items.

Model Lesson Plan 7

Variations

• Have students complete the exercises in class. Use the first two exercises as a quiz tocheck if students have completed the assigned reading. Have students answer thequestions within 5–10 minutes, and then have partners score each other’s quizzes.

• Assign individual exercises or parts of exercises to specific pairs or groups. Ask a studentin each pair or group to report answers to the class.

• Bring in outside readings on the topic of the unit readings to give students additionalreading practice. Outside readings should be short and easy enough to be read quickly, forexample, in the minutes before class begins, or as an end-of-class activity or short quiz.Have students identify main ideas. Have them look for any connections they see betweenthe outside reading and book text. Look for any target vocabulary in the reading to pointout to students.

Discuss (10–15 minutes)

Each unit contains two post-reading discussion activities. A variety of activities for small-group or pair work encourages students to use vocabulary from the current unit as well asprevious units.

• Have students preview the discussion questions. Answer any questions.

• Have students answer the questions in small groups. Tell them they will report at least oneof their answers to the class.

• Circulate and take notes on students’ responses.

• Call on students to share their answers. Encourage them to use the target vocabulary intheir responses. Write the target vocabulary on the board for reference.

Variations

• Encourage students to work with different partners for each discussion activity.

• Have students answer the questions in pairs. Assign one discussion question per pair. Thengroup two pairs together to share and compare responses as a small group.

• As students share their responses in groups or with the whole class, ask follow-upquestions using the target vocabulary of the chapter. Ask students to answer in completesentences using the target vocabulary. Put a check mark (�) next to the words for eachinstance students use the word in the discussion.

• After students have discussed the questions, have them write for 1–3 minutes in answer toone of their questions. Have students exchange their writing with a partner and comparetheir ideas.

• Ask students to answer the discussion questions in writing at home. Have them read theirpartner’s or group members’ answers in class and discuss their answers.

8 Model Lesson Plan

Vocabulary Skill Building (10–15 minutes)

There is one vocabulary skill building exercise per unit. This section offers presentation andpractice with common vocabulary skills.

• Write the name of the vocabulary skill on the board.

• Have one student read the instruction text aloud.

• Answer any questions students have about the vocabulary within the instructional text.

• Elicit the answer to the first item of the exercise as an example.

• Have students complete the exercise. Circulate to answer questions and confirm thatstudents comprehend the skill.

• Ask several students to report their answers to the class.

• Ask students to explain how the vocabulary skill can be useful when reading.

• Recycle previously taught vocabulary skills in future units to promote greater mastery.

Variations

• Have students answer the practice questions in pairs. Ask students to recall the skill whilegoing over the answers together as a class.

• Have students answer the practice questions for homework. Have them compare theiranswers with a partner or group members. Ask several students to report their answers.

• Assign pairs of students to present the skill to the class.

• Have students use their dictionaries in class to find other examples of the vocabulary skill.Use the targeted words in the unit whenever possible.

Learn the Vocabulary

A., B., and C. (15–20 minutes)

Each unit contains one Learn the Vocabulary section, which challenges students to practicestrategies and techniques outlined by Paul Nation that will help them to acquire not only thetarget vocabulary but also vocabulary beyond the text.

• Write the name of the vocabulary strategy on the board.

• Have one or more students read the instructional text aloud.

• Answer any questions students have about vocabulary within the instructional text.

• Elicit the answer to the first item of the exercise as an example.

• Have students complete the exercise. Circulate to answer questions and confirm thatstudents comprehend the skill.

• Help students notice that they have been building on their vocabulary knowledgethroughout the unit. Emphasize the importance of identifying new words and how theirknowledge of the words has changed and improved.

Model Lesson Plan 9

• Finish by bringing the class together as a whole. Ask students to keep the skill in mind asthey learn vocabulary in future units.

• Recycle previously taught Learn the Vocabulary strategies in future units to promotegreater mastery.

Variations

• Have students test each other using the word cards they made. Have students read or showone side of the card and have their partner guess the other side (e.g., a word, a definition,a picture)

• Have students use their word cards to play review games, such as charades. Divide theclass into two or three teams. Have students choose a word from their word card list to actout in front of the class to their team. Have the team guess the word. Give each team apoint for a correct guess, marking their totals on the board.

• Have students work in groups of four or five to write a story. Have each student in thegroup choose a word from their word cards. Give the groups 10–15 minutes to write astory using all the words. If necessary, offer possible topics, such as The Best Day of MyLife, A Great Surprise, or An Unlucky Day.

Fluency Practice (approximately 30–60 minutes)

Four fluency practice sections address learners’ extensive reading needs. Learners practicefluency strategies, read passages, check comprehension, and calculate their reading times.Fluency Progress Charts are provided at the back of the book for students to record theirreading times and Comprehension Check scores.

Fluency Strategy (approximately 5–10 minutes)

• Present the fluency strategy. Read through important points or call on a student to read thestrategy box aloud.

• Ask students how the strategy can improve their fluency while reading.

• Ask and answer questions to confirm that students comprehend the skill.

Variations

• Have students read the strategy box for homework. The next day, call on students toexplain the skill. Make notes on the board that define the skill, explain its purpose, andidentify its importance.

Before You Read (approximately 10–15 minutes)

• Have students answer any discussion questions in pairs or small groups. Tell each pair orgroup they will report one of their answers to the class. Elicit responses for eachdiscussion item from the pairs or groups.

• Have students preview the reading. Emphasize the importance of previewing and readingwith a purpose or questions in mind.

10 Model Lesson Plan

Variations

• Have students complete the exercises for homework. Ask students to write their answerson paper. Have students compare their answers in small groups. Circulate and answer anyquestions.

ReadA. and B. (approximately 10–20 minutes)

• Have students work individually to complete the reading and time themselves.

• If necessary, help students calculate their reading speed.

• Have students record their reading speeds in the Fluency Progress Chart at the back of the book.

Variations

• Have students complete Exercise A (first timed reading) at home. Then have studentscomplete Exercise B (second timed reading) in class the next day.

• Confirm that students’ second readings were shorter in length. If not, ask students to try toidentify why it took longer. Help students identify strategies they can use to increase theirreading speed in future fluency practices.

Comprehension Check (approximately 10–15 minutes)

• Have students complete the exercises individually. Circulate and answer any questions.

• Refer students to the Fluency Practice Answer Key at the back of the book. Have studentscheck their answers and record their scores in the Fluency Progress Chart at the back ofthe book.

Variations

• Have students complete the exercises in pairs or small groups.

• For homework, have students complete the Comprehension Check exercises and checktheir answers. The next day, ask students about any difficult items.

Vocabulary Practice (approximately 10–15 minutes)

These activities appear at the back of the book and reinforce understanding of the targetvocabulary, vocabulary skills, and vocabulary learning strategies.

• Have students complete the exercises in pairs. Circulate and answer questions, butencourage independent work.

• Encourage students not to use a dictionary to complete the exercises.

• When students finish the exercises, allow them to refer to the unit to answer any questionsthey have about the vocabulary, the skill, or the strategy.

Variations

• Have students complete the exercises for homework. Have students compare their answersin pairs or small groups.

• Use the vocabulary practice exercises as a way to extend or reinforce common vocabularyskills taught in the book, such as roots, prefixes and suffixes, and collocations.

• Have students review their word cards. Ask students to add any new information they learnedabout their words to their cards. Have students test each other using their word cards.

Model Lesson Plan 11

Tests

The reproducible tests—available in both Microsoft Word and PDF formats—appear onlinein Test Master. They allow teachers to evaluate students’ progress and to identify areas wherestudents might have problems developing their reading and vocabulary skills. The testsshould be given upon completion of the corresponding units. Answer keys are provided tomake marking the tests as straightforward as possible.

There is a test for each of the 12 units. Every test begins with a reading that ties in with theunit theme. The reading is followed by three parts:

• Part 1: Comprehension

The Comprehension section tests students’ understanding of the reading and their abilityto apply the reading skill(s) introduced in the unit.

• Part 2: Vocabulary

The Vocabulary section assesses students’ knowledge of the target vocabulary.

• Part 3: Vocabulary Skill Building

The Vocabulary Skill Building section tests students’ mastery of the vocabulary skillintroduced in the unit.

12 Model Lesson Plan

UNITNOTES

CHAPTER 1 MOVE OVER, HOLLYWOOD!CHAPTER 2 MARKETING THE FUTURE: POP CULTURE TRENDS

IN THE BRICS

14 Unit Notes

POP CULTURE1CHAP-1UNIT

OVERVIEW

UNIT THEME: Popular CultureThis unit focuses on popular culture around the world.

CHAPTER 1In “Move Over, Hollywood!” a blogger writes about Taiwanese superstar Jay Chou, who has juststarred in his first Hollywood movie. (754 words)Target Vocabulary: appeal, catch up with, celebrity, distraction, implication, influence, inspire, legend, miss the boat, promote, role, sell out, slim, undeniable, unique

CHAPTER 2“Marketing the Future: Pop Culture Trends in the BRICs” is an article from a global marketingnewsletter discussing the impact that the emerging economies of Brazil, Russia, India, and China(the BRICs) are having on popular culture. (725 words)Target Vocabulary: contemporary, currently, explosion, luxury, marketing, motivate, movement,resources, significant, trend, vivid

SKILLS AND STRATEGIESReading Skills: Previewing/Predicting/Skimming; ScanningVocabulary Skill: Parts of Speech: ReviewLearn the Vocabulary Strategy: Making Word Cards

Follow-up Activity: Speaking, Listening, and VocabularyHave students prepare a five-minute presentation on their favorite musician, writer, fashiondesigner, visual artist, actor, or director. Instruct them to include visual or audio aidsappropriate for the type of pop culture they have selected. For example, if their presentation isabout a musician, they might play a short segment of a song as well as show a picture of themusician during a performance. Ask students to include at least five vocabulary targets fromthe unit in their presentation. Tell them not to read or memorize their presentation; rather,they should practice it several times before the day of the presentation so that they feelcomfortable with the content and can remember it.

CHAPTER 3 RUNNING AROUND THE WORLDCHAPTER 4 BIGGER IS BETTER, EXCEPT WHEN IT’S NOT

Unit Notes 15

PERSONAL BEST1CHAP-2UNIT

OVERVIEW

UNIT THEME: Athletes and Athletic AbilityThis unit focuses on athletes and athletic accomplishments, both professional and amateur.

CHAPTER 3“Running Around the World” is about the role that running plays in three very different cultures: theelite marathoners of Kenya, the Tarahumara of Mexico, and the monks of Hiei in Japan. (756 words)Target Vocabulary: appreciation, capacity, cycle, dramatic, elite, enormous, give someone an edge,intense, lung, play a role, reward, rigorous, sweat

CHAPTER 4In “Bigger Is Better, Except When It’s Not,” the writer explores the importance of body type to one’ssuccess in a particular sport. (889 words)Target Vocabulary: accurate, at first glance, beneficial, championship, cross-section, exception, horizontal, initially, load, muscle, rank, reasoning, store, stride

SKILLS AND STRATEGIESReading Skills: Understanding Basic Text Organization; Understanding Text OrganizationVocabulary Skill: The Prefix cross-Learn the Vocabulary Strategy: Using Word Cards: Different Types of Cards for Different Types ofLearning

Follow-up Activity: Writing and VocabularyHave students choose one of the topics below and write a short essay (maximum 300 words).Tell them to follow the basic text organization that is described in the unit: introductoryparagraph with hook and main idea, body paragraph(s) with main point(s), and concludingparagraph with restatement of main idea. Ask students to use and underline at least five targetwords from the unit in their essays.

• Why [the name of a famous athlete] is so successful

• Why I like [the name of the sport]

• Why I don’t like [the name of the sport]

CHAPTER 5 YOUR SECOND LIFECHAPTER 6 VIRTUAL REALITY: A POWERFUL TOOL

16 Unit Notes

DOING REAL BUSINESS IN THEVIRTUAL WORLD1CHAP-3

UNIT

OVERVIEW

UNIT THEME: Virtual RealityThis unit focuses on the increasing importance of virtual reality in business and other professions.

CHAPTER 5In “Your Second Life,” the writer describes how Second Life, a popular online virtual reality game,works and how it is possible to make real money in Second Life. (744 words)Target Vocabulary: as far as we know, creature, digital, exchange, expense, income, merge, property, range, roughly, toy, virtual

CHAPTER 6“Virtual Reality: A Powerful Tool” is an article about the ways in which virtual reality is used by awide range of professionals, from doctors to hair stylists. (660 words)Target Vocabulary: absorbed, ancient, attractive, destroy, likely, model, mostly, operation, perform,spot, swallow, vehicle

SKILLS AND STRATEGIESReading Skills: Understanding Text Organization—Process; Preparing a Graphic Organizer orOutline to Study FromVocabulary Skill: CollocationsLearn the Vocabulary Strategy: Finding the Core Meaning of Words: Example Sentences

Follow-up Activity: Speaking, Reading, Writing, and ListeningHave students do online research to find out about the use of virtual reality in a professionthat interests them. Students can type in the search terms virtual reality jobs for ideas. If astudent is interested in civil engineering, for example, he or she can type in the search termscivil engineering � virtual reality. Once students have found information on the professionthey have chosen, they should prepare a short (3- to 5-minute) presentation on their findingsto the class. The presentation should answer the questions How frequently is VR used in thisprofession? and What is it used for? [i.e., What kinds of things do (name of professional, e.g.,civil engineers) use VR for?]. Tell students to use as many target words as possible. The classshould listen for answers to these questions during the presentation.

CHAPTER 7 CHOOSING TO BE DIFFERENTCHAPTER 8 WELCOME TO LEISUREVILLE

Unit Notes 17

CHECKING OUT1CHAP-4UNIT

OVERVIEW

UNIT THEME: Alternative LifestylesThis unit focuses on people from around the world who choose to live a lifestyle that sets themapart from the mainstream of society.

CHAPTER 7“Choosing to Be Different” is about people from a variety of cultures who choose lifestyles that setthem apart from others in their societies. (714 words)Target Vocabulary: accumulate, carefree, claustrophobic, disturb, fate, isolation, leisure, reject,retirement, senior citizen, set apart from, uneasy, withdraw

CHAPTER 8“Welcome to Leisureville” is about life in a retirement community in the United States. (535 words)Target Vocabulary: catch up on, excerpt, facility, gossip, keep time, permanent, pinch, ponder, slogan, sting, widow

SKILLS AND STRATEGIESReading Skills: Writing a Summary; Recognizing Point of ViewVocabulary Skill: The Suffix -freeLearn the Vocabulary Strategy: Finding the Core Meaning of Words: Using a Dictionary

Follow-up Activity: Speaking, Reading, Vocabulary, and ListeningHave students work in small groups to research one of the lifestyles mentioned in the unit.Assign each group a lifestyle. To find information, students can type in the name of the group(e.g., urban homesteaders or retirement communities in the United States.) The presentationsshould give at least four pieces of information that were not contained in the unit. Studentscan present their findings to the class in the form of a PowerPoint or an oral presentation.Questions that the presentations might answer include the following:

1. How are the Bakhtiari/the Hikikomori educated if they do not attend school?2. What are the biggest challenges for urban homesteaders?3. How much does it cost to live in a retirement community?

Tell students to use as many target words as possible. At the end of each presentation,encourage the class to ask the group questions.

CHAPTER 9 READING COLORSCHAPTER 10 NOT ENOUGH POINTS ON THE CHICKEN

18 Unit Notes

GREAT MINDS1CHAP-5UNIT

OVERVIEW

UNIT THEME: SynesthesiaThis unit focuses on how people with an uncommon neurological condition called synesthesia experience the world.

CHAPTER 9In “Reading Colors,” two women with synesthesia describe how their synesthesia affects their experience of the world. (824 words)Target Vocabulary: activate, default, defective, endeavor, hesitate, hook, incorporate, intentionally,perceive, sensation, simultaneously, wear off

CHAPTER 10In “Not Enough Points on the Chicken,” a neurologist tells the story of a dinner party where he discovered that his host had a rare form of synesthesia involving touch and taste. (750 words)Target Vocabulary: conflict, conservative, course, diagnosis, flow, grasp, grin, identify with, illusion,rub, stir up, sweep, sympathetic, texture

SKILLS AND STRATEGIESReading Skills: Understanding AnalogiesVocabulary Skill: Adverb Placement: Adverbs that Modify VerbsLearn the Vocabulary Strategy: Guessing Meaning from Context

Follow-up Activity: Writing, Speaking, and Listening1. Put students in groups and have them write three descriptions, one for each of the

things in the list. Tell them that each description must contain at least one analogy.Tell students to use as many target words as possible.

• the human brain

• the human eye

• learning a foreign language

2. Have each group read the descriptions aloud. Then ask the class which analogiesworked the best.

CHAPTER 11 CROWS’ BRAINS AND GECKOS’ FEETCHAPTER 12 CREATURE COMFORTS

Unit Notes 19

CREATURE FEATURE1CHAP-6UNIT

OVERVIEW

UNIT THEME: How Animals Help HumansThis unit focuses on how understanding and working together with animals is beneficial to humans.

CHAPTER 11In “Crows’ Brains and Geckos’ Feet,” the writer describes some interesting discoveries that havebeen made about crows and geckos and how these discoveries can be used to benefit humans. (738 words)Target Vocabulary: accommodate, bend, cautious, colleague, genius, instinctively, intersection,obligation, partnership, primate, suburb, thrive, widespread

CHAPTER 12“Creature Comforts” is about unusual service animals that assist people who are disabled. (789 words)Target Vocabulary: anxiety, barely, breed, costume, disability, lawsuit, mild-mannered, miniature,privilege, suspicion, tap, threatening

SKILLS AND STRATEGIESReading Skills: Understanding Text Organization—Compare/ContrastVocabulary Skill: Understanding the Meaning of Compound WordsLearn the Vocabulary Strategy: Using the Keyword Technique

Follow-up Activity: Speaking and Writing1. Have each student choose two animals or plants to compare and contrast. Tell them to

work alone to come up with a list of similarities and differences. Then put them inpairs to brainstorm more things to add to their lists.

2. Have students write an essay comparing and contrasting the two animals or plants thatthey discussed in Step 1. Tell them to use appropriate signal words and grammaticalpatterns and as many target words as possible. Here are some suggestions for studentswho have a hard time deciding what to write about.

Animals Plantscrows and parrots tomatoes and orangesdogs and wolves roses and sunflowershorses and camels lettuce and spinach

CHAPTER 13 TRENDS IN TOURISMCHAPTER 14 JUST BACK: HIGH TIDE IN LA SERENISSIMA

20 Unit Notes

GETTING AWAY FROM IT ALL1CHAP-7UNIT

OVERVIEW

UNIT THEME: Travel and TourismThis unit focuses on travel and tourism trends and experiences.

CHAPTER 13: Trends in Tourism“Trends in Tourism” is a Web page designed for travel professionals that describes trends in tourism,such as storm chasing and culinary tourism. (618 words)Target Vocabulary: be associated with, destination, engulf, fee, first hand, flood, foresight, man-made, subscribe, tuck in, violent

CHAPTER 14: Just Back, High Tide in La Serenissima“Just Back: High Tide in La Serenissima” is a travel article describing what Venice is like when it isflooded. (435 words)Target Vocabulary: antique, captivating, circuit, crate, dawn, depth, ferry, invader, retreat, splash,submerge, tide, wade

SKILLS AND STRATEGIESReading Skills: Identifying Purpose; Understanding Descriptive LanguageVocabulary Skill: Core MeaningsLearn the Vocabulary Strategy: Using a Dictionary to Find the Core Meaning of Related Words

Follow-up Activity: Speaking, Listening, and VocabularyHave students prepare a five-minute presentation on a place they have visited or would like tovisit in the future. Tell them to bring in pictures of the place (photographs or images frommagazines or the Internet) to show to their classmates as they give their presentations. Tellstudents to use as many target words as possible in their presentations.

CHAPTER 15 A BLOSSOM LUNCHCHAPTER 16 THE FIRST HOME-COOKED MEAL

Unit Notes 21

CIVILIZED DINING1CHAP-8UNIT

OVERVIEW

UNIT THEME: CookingThis unit focuses on cooking and its importance in human life.

CHAPTER 15“A Blossom Lunch” describes one meal prepared by an American cookbook writer when she was living in Italy. (544 words)Target Vocabulary: approach, coat, enhance, flame, gather, pityingly, scent, slide, stay put, stem,stroke, terrace, thrill

CHAPTER 16“The First Home-Cooked Meal” is a review of a book that introduces a theory attributing one stageof human evolution to the invention of cooking. (744 words)Target Vocabulary: agriculture, devote oneself to, digest, distinct, enable, jaw, lead to, mate, nutritional, profound, shift

SKILLS AND STRATEGIESReading Skills: Making Inferences; Understanding the Relationships between Ideas—Cause and EffectVocabulary Skill: Understanding Words That Signal Cause and EffectLearn the Vocabulary Strategy: Using Word Cards: Changing Order, Grouping, and SpacedLearning

Follow-up Activity: Writing and ReadingHave students prepare a class cookbook of recipes of their favorite dishes. Ask each student tocontribute one recipe that he or she has either written in English or translated from anotherlanguage into English. Insist that students NOT copy the recipe from an English languagecookbook. If possible, make copies of the book for everyone in the class. At the end of theterm, have a party and ask students to bring their favorite dishes.

CHAPTER 17 WIDOWSCHAPTER 18 LOST AND FOUND

22 Unit Notes

FAMILY MATTERS1CHAP-9UNIT

OVERVIEW

UNIT THEME: FamilyThis unit focuses on relationships among family members.

CHAPTER 17“Widows” is a poem that deals with the relationship between two sisters, one of whom has beenrecently widowed. (235 words)Target Vocabulary: be at it, companionship, dragging, evaporate, get used to, insult, makeallowance for, not give an inch, object (of a game), opponent, pastime

CHAPTER 18“Lost and Found” is an excerpt from the first chapter of a novel about a mother and daughter andhow their relationship is changed by their participation in a television reality show. (802 words)Target Vocabulary: chip, decipher, eliminate, fragile, freak out, overflow, provision, qualify, reunite,rigid, segment, trail behind, unison

SKILLS AND STRATEGIESReading Skills: Reading Poetry; Making PredictionsVocabulary Skill: Understanding IdiomsLearn the Vocabulary Strategy: Using Word Cards: Adding Visual Images

Follow-up Activity: Writing1. Have students complete one of the tasks.

• Write an original poem in English.

• Translate a poem from their native language into English.

• Rewrite “Lost and Found” from the daughter’s perspective. (It is written from themother’s perspective.) Think about how the daughter might see, feel, and describethe same events that the writer describes from the mother’s point.

2. Ask for volunteers to read their poems, translations, or stories to the class. Encouragestudents to participate, but do not compel them. Alternatively, with the permission ofthe writers, you might choose to read several examples. The writers can be identifiedor anonymous, depending on individual student preference.

CHAPTER 19 BRANDING AND PRODUCT PLACEMENTCHAPTER 20 CASE STUDY: 3M’S ENTRANCE INTO THE

RUSSIAN MARKET

Unit Notes 23

BUSINESS1CHAP-10UNIT

OVERVIEW

UNIT THEME: Doing BusinessThis unit focuses on teaching some basic marketing terms and introducing students to the casestudy method.

CHAPTER 19“Branding and Product Placement,” an excerpt from a business textbook, explains what brandingand product placement are and why they are important marketing tools. (684 words)Target Vocabulary: awareness, brand, catch up, come to mind, disregard, likewise, method, setting, standard, strength

CHAPTER 20“Case Study: 3M’s Entrance into the Russian Market” illustrates why 3M was successful in enteringthe Russian market when many other companies had failed. (870 words)Target Vocabulary: bribe, essential, ethics, expertise, found (a company), innovation, mission,operation, potential, refuse, turnover, unstable, willingness

SKILLS AND STRATEGIESReading Skills: Skimming; Recognizing Text ReferencesVocabulary Skill: CollocationsLearn the Vocabulary Strategy: Using a Dictionary to Find Collocations

Follow-up Activity: Writing and Speaking1. Have students copy the chart below into their notebooks, leaving plenty of room to

record information. For one week, tell students to keep a record of any product placements that they notice.

2. At the end of the week, write the chart on the board. Have students come up to theboard to fill it in with the information they have recorded. Discuss which productsappeared the most and where they appeared most frequently.

Product (include brand name, e.g., Pepsi or Coke)

Where you saw the product (e.g., in a television show, a movie, etc.)

CHAPTER 21 SYMBIOSISCHAPTER 22 MIXING IT UP

24 Unit Notes

BIOLOGY: THE SCIENCE OF LIFE1CHAP-11UNIT

Follow-up Activity: Speaking and Listening1. Have students choose a term that is specific to a field they are interested in (e.g.,

molecule in chemistry, artifact in history or archaeology, etc.). Give them time tothink about how they could explain it to someone who knows little or nothing aboutthat field.

2. Put students in pairs and have them teach their terms to each other. Then tell them tochange partners and explain their term again, trying to improve their explanation thesecond time. Have students change partners one final time. Finally, ask for volunteersto teach their terms to the whole class.

OVERVIEW

UNIT THEME: BiologyThis unit focuses on defining and explaining two terms that are used in biology: symbiosis andhybridization.

CHAPTER 21“Symbiosis,” an excerpt from an introductory level biology textbook, explains what symbiosis is andhow biologists classify symbiotic relationships. (697 words)Target Vocabulary: astonishing, classification, concept, dizzying, interactive, maintain, organism,predator, reproduce, shelter, striped, tail

CHAPTER 22“Mixing It Up” is a magazine article that discusses what an animal hybrid is and gives some examples of both natural and “man-made” hybrids. (573 words)Target Vocabulary: cub, enchanted, endangered, exotic, have a soft spot for, hybrid, itch, offspring, show off, soul, technique

SKILLS AND STRATEGIESReading Skills: Understanding Definitions; SkimmingVocabulary Skill: The Adjective Suffixes: –ing and -edLearn the Vocabulary Strategy: Choosing Words to Learn: Field-Specific Terminology

CHAPTER 23 BEING A GENIUS IS HARD WORKCHAPTER 24 THROUGH THE EYES OF LOVE

Unit Notes 25

BORN SPECIAL1CHAP-12UNIT

OVERVIEW

UNIT THEME: Exceptional TalentThis unit focuses on exceptional talent in a variety of fields and where such talent comes from.

CHAPTER 23In “Being a Genius is Hard Work,” the writer discusses what a genius is and how someone becomesa genius. (737 words)Target Vocabulary: acquire, admiration, adversity, confirm, exceptional, exhibit, hardly, have accessto, individual, minimize, obsessively, strive, toddler

CHAPTER 24In the blog entry “Through the Eyes of Love,” the mother of an autistic child describes how her sonbecame a gifted artist. (741 words)Target Vocabulary: accelerate, adopt, affection, anticipate, curriculum, disorder, extraordinary,hyperactive, livelihood, pace, repetitive, scenery, strain

SKILLS AND STRATEGIESReading Skills: ParaphrasingVocabulary Skill: Prefixes extra-, hyper-, mini-, micro-, uni-, mono-Learn the Vocabulary Strategy: Avoiding Interference When Learning New Words

Follow-up Activity: Speaking and Listening1. Divide the class into three groups for a debate about genius. Encourage students to use

target words as much as possible.

Group A will defend this position: True genius is made, not born.

Group B will defend this position: True genius is born, not made.

Group C will listen to the debate and decide which group was more convincing. Thatgroup is the winner.

2. Ask students to decide which of the debate positions they agree with. Have them copythe statement on a sheet of paper and write three reasons that they agree with it. Askthem to underline the targets words they use.

STUDENT BOOKANSWER KEY

Student Book Answer Key 27

Think Before You Read (page 1)

A.

1. Brazil, India, China, Russia

Prepare to Read (page 2)

B.

1. Jay Chou, from Taiwan2. Answers will vary.

C.

2. Possible answers: a, b, d, f

Vocabulary Check (page 6)

A.

1. celebrity 5. undeniable2. legend 6. miss the boat3. appeal 7. role4. inspire 8. implication

B.

1. F2. F, If your chances of winning are slim, you

notwill probably

^win.

3. T4. T5. T6. F, When the tickets to a show sell out, you

notcan

^buy them right before the

performance.7. T

Comprehension Check (page 7)

A.

Jay Chou: 3, 5, 6, 7Zhilin: 1, 4Cameron Diaz: 1, 3

B.

1. He is a very successful actor and musician,and he as won a lot of awards.

2. Answers may vary. Possible answers:legendary, unique

3. missed the boat

C. 2, 3, 6, 7


B.

1. It’s a picture of some buildings or houses.It was taken in Brazil.

C.

1. Brazil, Russia, India, China2. street art, television programs3. by the year 20504. Brazil: street art, television Russia:

fashion, film India: film China: videogames

D. 2


A.

1. currently 3. explosion2. marketing 4. trend

B.

1. contemporary 5. movement2. motivate 6. vivid3. resources 7. significant4. luxury


A.

1. BRIC 6. B2. BRIC 7. R3. B 8. R4. R 9. I5. I 10. C

B. 2, 3, 4

C. 2

Vocabulary Skill Building (page 15)

A.

1. N 6. A2. N 7. ADV3. ADV 8. V4. A 9. N5. V 10. V

1UNIT CHAPTER 1

1UNIT CHAPTER 2

B.

1. X 5. X 9. X2. � 6. � 10. �3. � 7. �4. X 8. �

B.

1. 22. 33. 54. 6

C.

Main Idea: Running is important all over theworld.

Main Point 1: Marathon running is the best-known example.

Examples or Details: big business, millions ofpeople watch on TV, millions of dollars inprizes, business promote products, Kalenjintribe in Kenya (ideal body type andadvantage because of altitude)

Main Point 2: For the Tarahumara, running isits own reward.

Examples or Details: call themselves “runningpeople,” not much contact with outsideworld, traditional games � 2–3 day races

Main Point 3: Japanese monks run to reachenlightenment.

Examples or Details: 1,000-day challenge,intense periods of running followed byextreme deprivation, seven years to completethe challenge, very few finish, description ofchallenge

28 Student Book Answer Key

2UNIT CHAPTER 3


A.

1. A lot of people are running together. Thisis a race, or a marathon.

2. runners


B.

1. Answers will vary. Possible answers:Mexico, Boston, Japan

C.

1. There is a hook, and yes, it has its ownparagraph (paragraph one).

2. Running continues to play an importantrole in cultures around the world (line 15).

3. 34. 15. Yes. Underline: Running has always

played a significant role in human life andculture.


A.

1. respect 5. advantage2. easy 6. exactly3. remember 7. significant4. succeed

B.

1. f 3. e 5. b2. a 4. g 6. c


A.

2. MP 4. H 6. SD 8. MI3. MP 5. SD 7. SD

2UNIT CHAPTER 4


B.

1. Similarities: Both men look proud, happy,successful, and are either greeting theirfans or surrounded by them. Differences:The man on the left is heavy and looksvery powerful. The man on the right isvery tall.

C. c


2. T3. F, When we stand up, our bodies are

verticalhorizontal.


legs4. F, We stride with our arms.5. T6. F, When people explain their reasoning,

why something is the way it isthey explain how they do something.

7. F, When you store energy you use it

laterright away.

8. T9. F, If you lift heavy loads every day, your

biggermuscles will get smaller.

10. T11. T12. F, If you believe something initially, you

believe it at firstwill always believe it.


A. 2

B.

1. f 4. c 7. g2. i 5. a 8. h3. b 6. d 9. e

C. Answers may vary. Possible answers:Swimmer: tall, muscular, powerful legsRower: tall, muscularLong-distance runner: short, muscular, lightand slim body, slim legs, powerful legsLong-distance cyclist: short, muscular, powerful legs


1. b. crosswalk 4. f. cross-reference2. c. cross-training 5. a. crossfire3. e. cross-section 6. d. crossroads


B.

1. She looks tired, or unhappy. She is dressedcasually.

2. The woman in the picture on the computeris dressed very stylishly. She looks happy.

C. c


1. b 4. a 7. b 10. b2. a 5. c 8. c 11. b3. b 6. a 9. a 12. c


A.

1. T 3. ? 5. T2. F 4. T

B.

a. 3 c. 1 e. 4b. 2 d. 6 f. 5

C.

a. 2 c. 3 e. 6b. 1 d. 4 f. 5


B.

1. They are doctors or nurses. They are in anoperating room.

2. They are practicing an operation on avirtual patient.

C. 2


1. attractive 7. performed2. vehicles 8. likely3. model 9. absorbed4. swallowed 10. ancient5. destroyed 11. mostly6. operation 12. spot

3UNIT CHAPTER 6

3UNIT CHAPTER 5


A.

1. The girl is playing dress-up. The boy at thetop is reading. The children on the right areplaying with a truck.

2. In all of the pictures, people are playing.The people are all children.


B.

2. c


B.

1. The people in the picture on the left areshepherds, somewhere in the mountains.The man on the right is a gardener,working on a rooftop in a city.



A. 1, 3, 5, 6, 7, 8, 9

B. b

C.Main Idea: There are many important uses ofVR other than entertainment.

I. Medical usesA. doctors practice difficult operationsB. pain control: patients go on VR adventure

II. Business worldA. cars: design and carry out VR crash testsB. architects: design VR model homes

III. Scientific usesA. meteorologists: experience dangerous

weather conditionsB. chemists: look at complex moleculesC. paleontologists: VR time travelD. entomologists: VR models of insects

IV. Beauty industryA. hairdressers: show clients how a

different hairstyle will lookB. dentists: show you a more attractive smile


A.

1. e 2. a 3. c 4. b 5. d

B.

1. perform an operation2. model home3. prices come down4. beauty industry5. life-size model

4UNIT CHAPTER 7

C.

1. yes2. paragraph 23. They have chosen lifestyles that set them

apart from others.4. 45. c


A.

1. carefree 4. uneasy2. reject 5. retirement3. withdraw

B.

1. bad 5. without2. more 6. reason3. different 7. retired4. elevators 8. throw away


A.

Underline: In many parts of the world, there arepeople who know about modern life but are notinterested in being a part of it. (paragraph 3)Hikikomori are young people, usually youngmen, who do not follow the usual path ofeducation, career, marriage, and family.(paragraph 4) Another group includes thosewho are concerned about the environment.(paragraph 5) It is made up of Americans fifty-five years of age and older living inretirement communities in the southern United States. (paragraph 6)

B.

Main Idea: People who chose to “check out”come from many different backgrounds andlive all over the world.

Main Point 1: Bakhtiari nomads of Iran (notinterested in modern life)

Examples and Details: do not live in cities,attend school, get jobs/travel in desert onfoot/summer in the mountains, winter in thedesert

Main point 2: Hikikomori (reject modern life)Examples and Details: withdraw from

education, marriage, jobs/live in their bedrooms/take out food/dirty dishes/theymake other Japanese uneasy


Main Point 3: Urban homesteaders (concernedabout the environment)

Examples and Details: live in cities/no supermarkets/grow food in their backyards/produce own electricity/barter with others

Main Point 4: American retireesExamples and Details: live in southern U.S./

safe, clean communities/always goodweather/no children, no noise/enjoy favoriteleisure activities


1. cancer-free 4. salt-free2. fat-free 5. smoke-free3. trouble-free 6. stress-free


Answers will vary.


C.

1. They see a different color and shape foreach letter. The shapes combine and mixwith each other. The color of a word isinfluenced by its initial letter.

2. They love it.3. no

D. 3


1. a 7. a2. a 8. b3. a 9. a4. a 10. b5. a 11. b6. b 12. a


A. 3

B.

1. b 7. b2. c 8. b3. a 9. b4. b 10. b5. b 11. b6. c

C. Answers will vary.


A.

2. leap 5. activated3. colored 6. using4. change 7. sees

B.

1. hesitantly 5. virtually2. intentionally 6. intensely3. simultaneously 7. permanently4. separately 8. horizontally

4UNIT CHAPTER 8

5UNIT CHAPTER 9


B.

1. The billboard advertises a retirementcommunity.

2. They are dancing.

C.

1. a 2. b


1. catch up on 7. facility2. excerpt 8. permanent3. keep time 9. pinching4. widows 10. gossip5. slogan 11. stings6. ponder


A. a

B. Positive: attractively, comfortable, enjoy,friendly, happy, lovely, lucky, nice, relaxNegative: claustrophobic, miserable, problem,sting, uncertain fate, uneasy

C. Answers may vary. Possible answers:Circle: happy, lovely, nice, problemUnderline: attrac tively, claustrophobic,comfortable, enjoy, friendly, lucky, miserable,problem, relax, sting, uncertain fate, uneasy


A.

1. a seeing eye dog, a miniature horse, a crow2. Answers will vary.3. Answers will vary.


B.

1. It is a crow. It is holding a twig.

C.

1. crows, geckos2. a New Caledonian crow3. a writer4. crows5. a biologist6. geckos


A.

1. humans 4. uneasy2. steel 5. similar3. ponder 6. easy

B.

1. g 3. e 5. b2. h 4. d 6. a


A.

1. a. I, b. MP, c. I2. a. I, b. I, c. MP3. a. I, b. I, c. MP, d. I4. a. MP, b. I5. a. MP, b. I

B.

Making tools: Betty with the wireLearning: Betty with the wire, crows using the

cars to crack nuts, other crows learning fromfirst crows to crack nuts, crows figuring outhow to use a vending machine

Solving problems: Betty with the wire, crowsusing the cars to crack nuts, crows figuringout how to use a vending machine


5UNIT CHAPTER 10


B.

1. There is a man playing the trumpet.Something pointed: objects on the table,the trumpet. Something round: the sun, theman’s head, the red and blue balls in thesky, the chicken on the table

C. 1, 2, 3


A.

1. conflicts2. grins3. identify with4. texture5. illusion6. flows

B.

doesn’t enjoy1. F, A conservative enjoys experiencing

new things.

knows2. F, When your doctor doesn’t know what is

wrong with you, he or she gives you adiagnosis.

3. T4. T

hold onto5. F, When you grasp something, you drop it.

not6. F, If people are

^sympathetic to your

situation, they will probably reject you.

7. T8. T


A.

Underline: “I feel it like I’m actually graspingsomething.” (line 37) For Michael, sensationwas simultaneous, like a jambalaya, instead of a meal served in neat, separate courses. (line 46)

6UNIT CHAPTER 11


Using tools: Betty with the wirePlanning: Betty with the wire, crows using the

cars to crack nuts, other crows learning fromfirst crows to crack nuts, crows figuring outhow to use a vending machine

Adapting to new situations and environments:Betty with the wire, crows using the cars tocrack nuts, other crows learning from firstcrows to crack nuts, crows figuring out how touse a vending machine


A.

1. law � suit � a problem or complaint thatsomeone brings to a court of law to besettled

2. house � trained � an animal that uses alitter box or goes to the bathroom outside

3. seeing � eye � dog � a dog trained toguide blind people

4. test � tube � a small, narrow glasscontainer with a round bottom, used inscientific experiments

5. vending � machine � a machine that youcan get candy or drinks from by putting ina coin


A. Venice, Italy/Tower of London/Mt. Everest


B.

1. The postcard on the left is Alcatraz, nearSan Francisco. The postcard on the rightshows a tornado.

C.

1. c2. a


A.

1. is associated with 4. destinations2. subscribe 5. fees3. engulfed 6. firsthand

B.

1. T2. F, Your house is built by the side of a river.

You do not have to worry about floods.3. F, Tornadoes and snowstorms are

naturalman-made events.

4. T5. T

7UNIT CHAPTER 13


B.

1. a miniature horse2. The horse has been trained to help the

woman, who is disabled.

C.

1. but, in fact, still, plus, also2. miniature guide horses and guide dogs


1. a 4. a 7. b 10. b2. c 5. b 8. a 11. c3. b 6. a 9. c 12. b


A.

1. T 3. F 5. ? 7. T2. ? 4. F 6. T

B.

Answers may vary slightly. Possible answers:

Dogs: work for 8 years, can be threatening,expensive to train, more common thanhorses, can travel more easily in airplanes

Dogs and miniature horses: trainable, used asservice animals

Miniature horses: work for 30� years, herd animals, mild-mannered, less aggressive thandogs, eat more often, go to the bathroommore often, bigger than dogs, can’t lie downin small places

6UNIT CHAPTER 12


A.

1. competitive2. dark3. scenes of violence, suffering, and death4. Australia and Southeast Asia5. storm chasing/dark6. to cook local food7. Vietnam, West Africa, and the Middle East8. $60 million/the International Space Station

C.

1. culinary 3. dark2. extreme 4. storm-chasing

not6. F, The writer was

^upset by the situation.

not7. F, The hotel workers were upset by the

situation.8. F, There was no electricity in the hotel.9. T

10. T

B. 2, 4, 5

C. b



B.

1. Venice, Italy 3. flooding2. canals

C.

1. c 2. d 3. a


A.

1. e 3. a 5. d2. f 4. c

B.

1. a 3. a 5. c 7. a2. b 4. a 6. b 8. b


A.

1. T2. T3. F, Weather forecasters had not predicted

any flooding on that day.4. ?

not5. F, This was

^the first time the hotel had

been flooded.

7UNIT CHAPTER 14 Think Before You Read (page 133)

A.

1. Picture on left: three prehistoric peoplerubbing sticks together to make a firePicture on right: modern-day woman in amodern kitchen


C. b, c, e, f


A.

1. stems 4. strokes2. coat 5. slide3. flame

B.

1. scent 5. enhance2. pityingly 6. stay put3. gathered 7. thrill4. terrace 8. approached


A.

1. � in a small townDetails: only one fruit and vegetable stand,

henhouse near where the author isstaying, church, city hall and grocerystore all close together

2. � the writer’s husbandDetails: author uses “we” in first paragraph,

author knows that Fernando has never

8UNIT CHAPTER 15


seen a hen, author knows that Fernando islying when he says he doesn’t like eggs,author and Fernando staying together andeating lunch together

3. � because she is an outsider and doesn’tunderstand the local customs

Details: Sergio suggests what they shouldmake for lunch, doesn’t wait for authorto answer before giving her potatoes,author doesn’t know that she can’t buyeggs in his store nor that there is ahenhouse nearby

B. Answers may vary. Possible answers:

1. F, The author isn’t familiar with localcustoms and has never before eaten thefood she discusses.

2. T, He is uncomfortable around chickens.3. T, She writes with affection and warmth

about the lunch they prepare, which doesnot include complicated ingredients.

4. F, They eat lunch by themselves on theterrace.

5. F, He helps her to batter and fry the sageleaves and celery tops

6. F, The author refers to “our place” and“back home in the kitchen.”

7. (possibly) T, She speaks Italian, andmentions her “first day” in Tuscany.

8. (possibly) T, She seems to know how tocook, but there is no proof in the excerptthat she writes cookbooks.

B.

1. mate 4. nutritional2. jaws 5. agriculture3. digest 6. shift


A. Answers will vary.

B.

C.

2. causeWrangham argues that the shift fromeating raw to cooked food enabled the

effectevolution of the larger-brained Homoerectus.

3. causeWrangham argues that because cookingfreed early humans from all of that

effectchewing, they could then devote themselvesto more productive activities, such as thedevelopment of tools, agriculture, andsocial networks.

4. causeMales did not have to hunt as often,

effectwhich meant they stayed put for longerperiods of time.

5. causeStaying at home and gathering around thefire became central to humanity. This led to

effectpaired mating and perhaps even traditionalmale-female household roles.

6. causeMany other scientists believe that eatingmeat, rather than cooking food, led to the

effectevolution of Homo erectus.

CAUSE EFFECT

food is cooked food more nutritiousand easier to digest

less energy neededfor digestion

more energy for bigger brain

less time needed forchewing

more time for productive activitiessuch as . . .

more time spent athome

paired mating,male/female roles


B.

1. Austalopithecine2. Homo habilis3. between 2.0 and 1.5 million years ago4. Homo sapiens

C. � first box


A.

1. enable 4. lead to2. profound 5. devote oneself to3. distinct

8UNIT CHAPTER 16

7 causeHowever, he believes that meat eating

effectplayed a role in an earlier stage of evolution,from Australopithecines to Homo habilis.


A.

1. a 3. b 5. b2. a 4. a 6. b

B. Answers will vary.


A. Answers may vary. Possible answer: Thereare four generations in the picture.


B.

1. Two elderly women are playing cards.They seem to be enjoying the game.

C.

1. spite: a feeling of wanting to hurt or upsetpeople, for example because you arejealous or think you have been unfairlytreatedmalice: the desire or intention todeliberately want to hurt someone


1. get used to 7. dragging2. insult 8. pastime3. object 9. be at it4. opponent 10. not give an inch5. evaporate 11. make allowance for6. companionship


A. Answers will vary. Possible answers:

1. She could mean the card game, or shecould mean an attitude toward life.

2. Her husband has recently died.3. She ignores her sister’s sadness and

concentrates on the card game.4. The two women already seem to be lonely.

Solitare would make them more lonely,since there is no opponent.

5. She prepared them to live alone byteaching them this card game and (we caninfer) other ways of being independent.

6. Her aunt must have had a husband as well,who must have died earlier.


A.

1. not give an inch: not yield; be firm2. make allowance for: give someone an

advantage because they have a handicap ordifficulty

3. let up: give up, rest4. give (someone) an edge: give someone an

advantage5. catch up on (something): find out what’s

been happening

B.

1. gave her an edge2. make allowance for3. n’t give an inch4. catch up on5. let up


9UNIT CHAPTER 17


B.

1. a ski pole, bishop from a crystal chess set,a sheet of rice paper, a trilobite fossil, anaviator’s helmet, a live parrot

2. scavenger hunt: a game in which peopleare given a list of unusual things whichthey must find and bring back

C.

Underline: Cassie, Brendan, Betsy, Jason, Eli,Barbara Fox

9UNIT CHAPTER 18



A.

1. c 3. a 5. b 7. a2. c 4. a 6. c 8. b

B.

1. T2. T3. F, When two people sing in unison, they

the same notestart singing on different notes.

don’t4. F, If you

^follow the rules, you will be

eliminated from the game.5. F, When you reunite two people, you

get them back together after a long timeintroduce them to each other for the firsttime.


A.

1. the narrator (Cassie’s mother)2. The main characters are Cassie’s mother

and Cassie. Other characters are Besty,Jason, and Barbara.

3. The object of the show is for thecontestants to find, in an unfamiliar city,all of the objects on the list. People getdisqualified or eliminated for failing to findsome of the objects or by losing orbreaking one of the objects.

B.

1. c 3. a or b

2. a 4. c

C. Answers will vary.


A.

1. They look like businesspeople. They arecolleagues.

2. They are having a meeting.3. It is hard to say, but it might be some kind

of financial company, because of the bargraphs in the background.


B.

1. The picture is from a movie. The actor isTom Hanks.

2. FedEx. The company is associated withtransportation of packages and mail.

3. Answers will vary.

C.

1. c2. b3. Answers will vary.4. Answers will vary.


A. Answers will vary.

B.

1. a2. b3. a4. b5. a


A.could

1. F, Coca-Cola wants to borrow $100 billiondollars.

2. T3. T4. T5. T6. F, Up to now, product placement has been

in many forms of mediaused mostly in movies.

see7. F, You can buy a Hewlett Packard

computer at any IKEA store.Some

8. F, Most companies are now spending moreon product placement than on other typesof advertising.

9. T

10UNIT CHAPTER 19


B.

1. Post-Its, mechanical pencil, pen, binderclip, spiral notebook

2. Answers will vary.3. 3M

C.

1. c 2. c 3. b


A.

1. c 2. b 3. b 4. b 5. a 6. b

B.

1. essential 4. innovation 7. turnover2. bribe 5. found3. mission 6. operation


A.

1. a 3. c 5. b 7. b 9. b2. b 4. b 6. b 8. b


Challenge 3M’s Response

1. uncertaintybecause of breakupof Soviet Union

adapted to local conditions, broughtcultural awareness,protected workers:helped pay for housing, hired localpeople, donated tolocal schools

2. shift to a market-based economy

followed rules, trainedworkers in ethics,encouraged innovationand creativity

3. Russian mindset trained workers inethics, encouragedinnovation and creativity, protectedworkers: helped payfor housing, hiredlocal people


A.

1. It is essential that all employees followstandard business practices.

2. It is illegal to take a bribe from a businessassociate.

3. Innovation is part of our corporate mission.4. In order to build a brand, it is necessary to

spend a lot of time and money.5. You can find Google’s mission statement

on its Web site.6. We need to improve our brand awareness

through better product placement.

B.

1. take a bribe2. business associate3. corporate mission4. brand awareness5. build a brand6. follow standard business practices7. mission statement8. product placement

Learn the Vocabulary (page 190)

A.

1. Adjectives: high/low,academic/health/environmental, moralNouns: practice/procedure

2. have, set, meet/reach3. by

B.

1. low2. set/have3. By4. moral5. meet6. environmental7. practice/procedure


10UNIT CHAPTER 20



A.

1. Picture on the left: a fish coming out of asea spongePicture in the middle: zonkeyPicture on the right: pizzly

2. All of the things in the pictures areanimals.

3. It looks like a polar bear and a grizzly bear.4. hybrid


B.

1. The shrimp and the shrimp gobi (fish) arevery close to each other. It is hard to knowif they are touching.

C.

1. b2. c


1. cycles 8. fate2. maintain 9. dragging3. interact 10. isolating4. tail 11. productive5. shelter 12. shelter6. facility l3. classification7. eliminate


A.

1. c 5. b2. d 6. h3. e 7. a4. f 8. g

B.

1. B, H2. Ø, B3. B, B

C.

Species A Species B Type ofSymbiosis

dogs humans M

bacteria that livein the humanintestine andfeed on humanwaste

humans M

bees flowers towhich bees areattracted

M

barnacles whales Csharks small pilot fish

that swim intothe sharks’mouths and eatfood on thesharks’ teeth

M


B.

1. b. � lion � tiger c. � polar bear �grizzly bear d. � whale � dolphin e. zebra � donkey f. � zebra � horse

2. page 200: liger page 193: zonkey, pizzly


A. Answers may vary. Possible answers:

1. A hybrid animal is defined as the offspringof the mating of two different species.

2. A pizzly refers to a cross between a grizzlybear and a polar bear.

3. An exotic animal trainer is someone whotrains unusual or exotic animals.

4. A zoal refers to the infant offspring of azebra and a horse.

5. Sinbad is a liger, a cross between a lionand a tiger.

6. When Nancy Nunke refers to “stripeys,” sheis referring to zonkeys, zorses, and zoals.

11UNIT CHAPTER 22

11UNIT CHAPTER 21


1. All of the names of the animals begin with“Z.”

2. She means that they have many of thesame characteristics as zebras.

3. d4. Underline lines 42–45, 46, 64–71, 76


A.

2. enchanting, enchanted3. thrilling, thrilled4. astonishing, astonished5. threatening, threatened6. absorbing, absorbed

B.

1. astonished, astonishing2. enchanted, enchanting3. threatening, threatened4. absorbing, absorbed5. fascinating, fascinated6. thrilling, thrilled

C.

1. Underline first sentence or entire firstparagraph.

2. Is it the luck of being born a genius, orsimple hard work?

3. Answers may vary. Possible answers: threemain points: problems of evaluating earlypotential, importance of motivation andwork, importance of environment


A.

1. have access to2. exhibit3. toddlers4. acquire5. minimize6. individuals7. strive8. obsessively

B.

1. operation 4. reject2. privilege 5. defective3. mostly


Main Idea: extreme success depends on hardwork as much as on talent

Main Point 1: hard to define geniusExamples or Details: IQ test doesn’t tell the

whole story – many people do well on it as children and then don’t do anything great/new tests ask kids to think of different solutions to problems

Main Point 2: importance of motivation andwork

Examples or Details: Gladwell: successfulpeople work for 10,000 hours (Bill Gates,Beatles)

Main Point 3: importance of environmentExamples or Details: great thinkers and artists

grow up in either great adversity (learn to focus) or great privilege (access to information and resources)



A.

1. Picture on the left: Wolfgang AmadeusMozart, Picture in the middle: JohnMcEnroe, Picture on the right: ShirleyTemple. They are all special because theyshowed great talent at an early age. Theword in English for such children isprodigies.


B.

1. Picture on the left: Bill Gates, Picture onthe right: The Beatles. They are/wereextremely successful.

12UNIT CHAPTER 23



A. 3, 4, 6

B.

1–4 years old: hyperactive, did not need muchsleep, didn’t show affection, diagnosed withautism, admired scenery and beautiful magazines

2002: acquired an obsession for art2003: Sarah sent him to art classes2004: participated in four art exhibitionstoday: art exhibitions in different countries,

behavior continues to improve


1. extracurricular 4. miniskirt2. unisex 5. microbiologist3. hypertension 6. monolingual

Vocabulary Practice 1 (page 234)

Think About Meaning

1. explosion 6. distraction2. movement 7. role3. miss the boat 8. uncertain4. resource 9. miss the boat5. slim 10. ordinary

Practice a Skill

1. vivid 5. To catch2. undeniable 6. uniquely3. marketing 7. significance4. distract 8. sold out


Think About Meaning

1. b 5. b 9. b2. a 6. a 10. c3. a 7. c4. a 8. c

Practice a Skill1. F, When a tennis player hits a ball

needscrosscourt, the other player does not needto move to hit it back.

2. T3. F, If you and your partner are working at

cross purposes on a project, you will not

probably^

complete the project quickly.


B.

1. The boy is autistic. The boy looks as if heis around ten years old. The boy’s specialskill is art.

2. Autism is a developmental disorder thataffects communication and social skills.

C.

1. a brain development disorder2. four years old3. Applied Behavior Analysis4. when he was eight years old5. In the United States, Australia, and the

United Kingdom6. Dr. Treffert is a famous researcher on

autism.


speeds up1. F, When a car accelerates, it slows down.2. T

not3. F, If you have a physical disorder, you are^

healthy.4. T

can’t5. F, People under a lot of strain can relax

easily.neither calm nor easy

6. F, Hyperactive toddlers are calm and easyto take care of.

7. T8. F, If you want to enjoy the scenery when

car or trainyou travel, it is best to travel by plane.

9. T10. T

do not11. F, Toddlers and adults

^naturally walk at the

same pace.12. F, When you adopt a new method, you

acceptreject it.

not13. F, Extraordinary events are quite common.

12UNIT CHAPTER 24

4. F, When a pilot does a crosscheck, he more than

checks his instruments^

once verycarefully.

5. T6. F, A crosswind is a strong wind that is

more thancoming from

^one direction.


Think About MeaningT digitalM, T exchangeM expenseM incomeM, T modelM, T operationM, T propertyT toyM, T virtualM, T vehicle

Practice a Skill

A.

1. with 3. for2. in 4. from, to

B.

1. When she is absorbed in a project, sheforgets everything else.

2. The price of a personal computer can rangefrom $500 to $3000.

Practice a Strategy

1. b 2. b 3. a 4. a


Think About Meaning1. fate 6. ponder2. accumulate 7. gossip3. leisure 8. reject4. participate 9. inspire5. occasional 10. free

Practice a Skill1. pain-free 4. risk-free2. cage-free 5. hands-free3. tax-free 6. sugar-free

Practice a Strategy1. gathered 3. refused, denied2. left, took out


Think About Meaning1. clothing 4. furniture2. It slows down. 5. ideas3. exchange it

Practice a Skill

1. �2. X, His thoughts flowed freely.3. X, The two machines were activated

simultaneously. OR The two machineswere simultaneously activated.

4. �5. �6. X, Your endeavors are greatly appreciated.

Practice a Strategy

1. get worse 3. silly2. cry 4. change, adjust


Think About Meaning

Answers may vary. Possible answers:

1. Jill is wearing a costume because she isgoing to a party.

2. Tom becomes anxious in social situations,so it is impossible for him to enjoy largeparties.

3. You need to be cautious. This is a verydangerous area.

4. Parents have an obligation to protect theirchildren.

5. We live in the suburbs outside the city.6. Maria is really upset. Her boss sent her

another threatening e-mail.7. That little boy is barely 10 years old. He

should be at school.8. The problem has become widespread.

Many people are affected by it.

Practice a Skill

1. Costume 4. breed2. instinct 5. partner3. Tap


Think About Meaning

1. g 3. a 5. e 7. h2. d 4. b 6. f



Practice a Skill


1. become aware; realize2. agree with3. a lot of strong emotions at the same time

Practice a Strategy

1. Answers may vary. Possible answers:develop, responsible, job, work, better,higher

2. Answers may vary. Possible answers:promo, promontory, promoter, promotion,promotional


Think About Meaning

Circle: coat, digest, enhance, flame, gather, jaw,nutritional, scent, slide, stem, stroke

Practice a Skill


1. A shift in wind direction enabled thefiremen to put out the flames.

2. The development of agriculture enabledhumans to gather in one place and stay putfor long periods of time.

3. Agriculture led to the construction of thefirst cities.

4. News of the approaching hurricane led towidespread panic.


Think About Meaningeasy

1. F, It is difficult to chip a fragile plate.2. T3. T4. T5. F, When you accommodate someone, you consider their feelings and try to do what they want

insult that person.6. F, When you get used to something, it doesn’t feel

feels strange to you.

Practice a Skill

A.

1. do something slowly2. have an attitude that you have been

wronged3. That’s really too bad/unfortunate/boring.4. after one bad thing, another bad thing

B.

1. “What a drag!”2. has a chip on his shoulder3. dragging your feet4. to add insult to injury


Think About Meaning

1. D 6. S2. D 7. S3. S 8. D4. D 9. S5. S 10. D

Practice a Skill

1. a. We are trying to raise awareness of theneed for more cancer research.

b. In recent years, public awareness ofenvironmental issues has risensignificantly.

Collocation: raise (public) awarenessMeaning: make people understand

2. a. What is the essential difference in theirpositions on healthcare?

b. The essential difference between the twoproducts is price.

Collocation: essential differenceMeaning: most important difference

3. a. This is the perfect setting for a horrormovie!

b. We’ve found the perfect setting for thewedding.

Collocation: perfect settingMeaning: ideal location


Think About Meaning

1. T2. T

threatened and should3. F, Endangered species are dangerous and

be protectedshould be killed.

not4. F, A car that uses only gasoline is

^an

example of a hybrid vehicle.5. T

do not6. F, Humans

^have tails.

7. T8. T

Practice a Skill

1. fascinating2. thrilled3. astonishing4. absorbed


Think About Meaning

1. S 6. D2. S 7. D3. S 8. S4. D 9. S5. D 10. S

Practice a Skill

Answers will vary. Possible answers:

1. monochromatic, monocle, monoculture,monogamy, monolingual, monolith,monologue, monopoly, monorail,monotonous

2. unicycle, unify, uniform, unilateral,unicorn

3. hyperactive, hyperlink, hyperbole,hypersensitive, hyperventilate

4. extramarital, extrajudicial, extracurricular,extraordinary, extraterrestrial

5. minibar, miniature, minibus, minibike,minimal, minivan, minimart

6. microscope, microwave, microsecond,microsurgery, microfilm, microclimate,microphone, microbiology


realreading_tm3

Documents