Q Skills for Success 3 Reading and Writing Teachers Handbook

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SECOND EDITION

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Skills for Success SPECIAL EDITION READING AND WRITING

Teacher’s Handbook

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CONTENTS Success , Second Edition Teaching with Q: Skills for Success, On a Journey to Think Critically Colin S. Ward, Reading and Writing Level 3 Author

Using Q Video in the Classroom Alison Rice, Video Consultant

To Go Online or Not to Go Online Chantal Hemmi, Ed.D. TEFL, Integrated Learning Consultant

Measuring Progress in Academic ESL Classes Lawrence J. Zwier, Assessment Consultant

Using Communicative Grammar Activities Successfully in the Language Classroom Nancy Schoenfeld, Communicative Grammar Consultant

Vocabulary in Your Students’ Writing: The Bottom Line Cheryl Boyd Zimmerman, Vocabulary Consultant

Why Take Notes? Margaret Brooks, Listening and Speaking Level 2 Author

The Many Challenges of Academic Writing Marguerite Ann Snow, Ph.D., Writing Consultant

Using the Online Discussion Board Using Discussion Boards for Language Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . DB-1 Sigrun Biesenbach-Lucas, Ph.D. and Donette Brantner-Artenie, M.A., Discussion Board Consultants

Discussion Board Teacher Pack . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . DT-1 Discussion Board Student Pack . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . DS-1

Reading and Writing Level 3 Unit Teaching Notes Expansion Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E-1 Multilevel Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . M-1 Background Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-1 Skill Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S-1 Unit Assignment Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R-1 Reading and Writing Level 3 Answer Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . AK-1

On a journey to think critically Colin S. Ward Q Second Edition Co-Author, Reading and Writing Level 3

As teache teachers, rs, it’s not alwa always ys easy to embrace uncertainty uncertainty.. There is comfort in knowing exactly what a lesson will cover, what questions are going to be asked, and how students are supposed to respond. However, a paradigm shift often occurs when teachers push students toward thinking critically. By its very nature, critical thinking brings teachers and students to a much more ambiguous place. There is no n o single correct cor rect answer - but many. Teachers Teachers are asked to adopt a “pedagogy of questions” instead of a “pedagogy of answers.” 1 They might not have all the answers, and answers might themselves be in the form of questions. In addition to embracing ambiguity, teachers must grapple with what “critical thinking” actually is is,, for there are countless denitions in the literature.2 Is it making decisions independently? Developing criteria for analyzing one’s own thinking? Evaluating different perspectives, perspect ives, forming opinions, and taking action? Making inferences? Challenging assumptions? Withholding judgment? In fact, critical thinking has become an umbrella term encompassing all of of these skills. In looking at the literature, it also becomes clear that critical thinking is not a one-off task, but a journey, where students must discover and evaluate what they believe, believe, why they believe it, and how new evidence challenges or supports what they believe. It is a journey, but one that requires several stops along the way. Part of our role as educators is to scaffold this journey of inquiry for our students.

Read the full article at www.oupeltglobalblog.com/tag/q-skills-for-success

References and Further Reading 1

Freire, P. (1970). Pedagogy of the Oppressed . New York: The Seabury Press.

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Long, C.J. (2009). Teaching Teaching crical thinking in Asian EFL contexts: theorec and praccal applicaons. Proceedings of the 8th Conference of Pan-Pacic Associate of Applied Linguiscs.

C R I T I C A L T H I N K I N G

Q TIPS Critical thinking tips for Q Second Second Edition

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Foster a welcoming environment for critical thinking

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Make teaching of critical thinking explicit

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Push students to reevaluate their thinking

Students are exposed to other students’ responses to the theme of a unit in the Q the Q Online Online Classroom. Using this feature at the beginning of a unit will set up an environment that encourages multiple viewpoints in the classroom and pushes students to start their journey to think critically. To scaffold and welcome more discussion, teachers may consider using a pyramid structure. First, students brainstorm an initial response in writing. Second, they discuss their answer with a partner. Finally, they share their ideas in a small group or as a class.

Learners are provided with Critical Thinking tips in each unit that help them understand what critical thinking means, why it is a valuable tool in academic settings, and how it applies directly to the activities they do in Q. Key terminology is highlighted to help students recognize specic critical thinking strategies. Teachers may choose to point out the tip and offer other situations where one might use the critical thinking skill in real life.

The critical thinking journey begins with an Essential Question that is woven throughout each unit. New in Q Second Edition, students reevaluate the Essential Question again after the nal speaking or writing assignment. This allows them to reect on the entire journey, including what they have discovered for themselves from the assignment. Instructors can use the iQ Online Discussion Board to encourage students to share their reections with their classmates and comment on each other’s posts. They may also decide to use this feature when students are revising their assignment to scaffold greater reection in the nal draft.

Using Q video video in the classroom Alison Rice Q Second Edition Series Consultant, Video

The video clips featured in Q: Skills for Success Second Success Second Edition are all authentic examples of the English language in use. In fact, they were created for native English speakers. In other words, the language in the videos includes idioms and expressions that are common in everyday conversation, such as see “eye to eye”, or “get the ball rolling”. When you present an authentic video clip in your classroom, your students can: •

See and hear multiple speakers.

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Gain context and support for comprehension.

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Observe body language and gestures.

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Develop a variety of listening skills.

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Learn about other cultures.

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Have fun.

Of course, video use in class is very different from watching TV at home. It’s important for your students to understand that t hat you’ll expect them to be actively act ively involved and thinking, even when the lights are out!

Second Edition Q TIPS Video tips for Q Second

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Be prepared Before you present a video clip to your class, watch it multiple times yourself and think of types of activities that students can do before, during, and after watching the video. Note how the content of the video ts into what you’ve taught recently. Will students be able to answer yes/no or wh- questions that refer to the content? Even better, better, will they be able to come up with their own questions about what they see? Are there grammatical structures in the video clip that you’d like students to repeat? Are there idioms or two-word verbs that you’d like to point out? Here’s a test to know whether the excerpt will be easy for your students to understand. Play the clip with the sound off the rst time you view it. Ask yourself questions such as the following: Who are the speakers? Where are they? What is their relationship? What are they probably talking about? Are they happy or angry? Are there any clues about the kind of work that they do? Most of the information we gain from a video clip is visual. If you can gure out who the people in the video are, what they are doing, and where they are without sound, your students will be able to as well.

V I D E O I N T H E C L A S S R O O M

Q TIPS Video tips for Q Second Second Edition

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Don’t dive right in Spend some time (5–10 minutes) preparing students to watch the video. Pre-viewing activities introduce students to the content or mood of the clip, activating the background knowledge they already have on the topic featured in the video. Students should also be introduced to the key vocabulary of the video. Here are some pre-viewing activities that will take very little time and work for you to prepare: •

Discuss the title Write the title of the video clip on the board and ask students to make predictions about the content of the video.

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What do you want to know about? Give about? Give students a short introduction to the segment they will see. Have students work with a partner to write a question they would like answered in the video. After students watch the video, check to see whose questions were answered.

Plan for repeated viewing Expect to show a video clip at least three times during one class period. Use these three techniques often: •

Silent Viewing Write Who, What, Where, When, When, and perhaps, How and and Why on on the board. Play some, or all, of the video without the sound. Then point to each question word and see what students can tell you about what they’ve seen.

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Stop and Start After students have seen the video once without the soun sound, d, start the clip from the beginning again. Pause the video every ten seconds or so (or after a complete conversational interchange). Ask a yes/no yes/no question question about the content. Have students repeat a comment, word, or statement that they t hey heard on the segment. Give students time to ask or write a question. Use this time to nd out what students understand and where they need help.

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Sound Only This technique turns the video into a listening track. Cover the screen and then play the video. Ask students to guess what is happening as they listen.

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Don’t try to do too much

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Wrap up each video presentation with post-viewing work

Do you want students to focus on the vocabulary and idioms they will hear? Are you most interested in the content of an interview or discussion? Do you want them to concentrate on pronunciation and stress or listening skills? Or, do you want to use the clip as a jumping off point for students to create their own discussion questions and develop spoken uency? Choose one major goal and then look for creative ways to integrate your goal into the post-viewing work.

Here are some post-viewing activities that you can use with your students to encourage speaking,, writing, and critical-thinking: speaking •

What happened? Ask happened? Ask students students to retell what what they have have just seen. seen.

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What do you think? Have students state their opinions. Put them into pairs or small groups. Ask them them to discuss what they saw and state if they they agree agree or disagree with the the points points of of view view shown in the video.

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Role-play a scene Put students into pairs or small groups. Have them recreate a scene from the video clip. Students can act out the scene without any written prompts, or you can

To go online or not to go online Chantal Hemmi Q Second Edition Series Consultant, Online Integration

With increasing learner access to both authentic materials as well as materials written for language learners online, teachers are faced with a question: Shall I go online in class or not? One way to make this informed choice is for teachers to think critically about the aim of the lesson. Here are some questions we could ask ourselves: •

Will the activity raise interest in the new topic area? Is it more effective to go online to stimulate interest in the subject, or do we want in-class activities that incorporate an interactive, kinesthetic element to encourage students to brainstorm activities interactively?

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Do we want to go online to do a reading or listening exercise, or a vocabulary learning activity for input? Can this be done more effectively online, or are your students in need of more face-to-face scaffolding of content and language before you go online?

• Are we encouraging students to develop their autonomy by going online to do some research on an essay or presentation topic? Do the students have access to a library from which to borrow books or download reliable materials? Which is the better option for them, to go online or to use paper-based publications, such as books? This links into the aims of our courses. We have to bear in mind the strategy we want to take in order to develop students’ knowledge of the content, the language they need to function in the class, and also the opportunity for students to think critically about what they are learning. I myself learnt through experience that when I am still being controlled by the actual technology, technology, blended learning cannot help to manifest the aims of the course. The beauty of an effective blended learning journey will only be actualized when the teacher gains control over the technical as well as the methodological knowledge and skills to design courses so that in every lesson, the teacher knows why he/she is going online or choosing to stay with face-toface input.

Read the full article at www.oupeltglobalblog.c www.oupeltglobalblog.com/tag/q-skills-for-su om/tag/q-skills-for-success ccess

References and Further Reading Garrison, D. & Kanuka, H. Blended learning: Uncovering its transforma transformave ve potenal in higher educaon. The Internet and Higher Educaon 7 (2), 2nd Quarter 2004, 95-105. (hp://www (hp://www.sciencedirect.com/ .sciencedirect.com/ science/journal/10967516) Young, R. & Collin, A. (1988). Career development development and hermeneucal inquiry. Part I : The framework of a hermeneucal approach. Canadian Journal of Counselling 22 (3), 153-161. Walker, A. White, G. (2013). Technology Enhanced Language Learning Oxford: Oxford University University Press.

B L E N D E D L E A R N I N G

Q TIPS Blended learning tips for iQ Online

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Always think what your end product is going to be at the end of a unit

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To go online or not to go online, that is the question! qu estion!

What do your students need to be able to do at the end? What kind of content, language and skills input do they need to be able to reach that goal?

At the start of the unit, students have the opportunity to discuss the unit question online. Ask whether it is the right time to take the students to the Online Discussion Board or not. Have the students already got a rapport with each other to work collaboratively face to face? If so, this might be a good time to do some learner training tr aining to demonstrate how the Online Discussion Board works.

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Reading an online article: applying the study skills learnt off-line

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Go online for the video viewing

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The end product: the writing assignment

Go online to guide students to preview the vocabulary, read the paragraphs and do Quick Write. This is a good way to encourage students to interact with the text online. The reading exercises present examples of sentence structures and vocabulary needed to do the nal writing task. This is a nice way to integrate the reading and writing activity.

What can your students gain from watching a video online? Watching a video may be a good way of expanding the students’ knowledge of the topic and vocabulary. If your students go online individually, individually, they can watch the video at their t heir own pace. If you prefer to have the class watch it together, you could play the video on a big screen. The online exercises help students understand the grammar and study skills in context with words that are related to the topic of the unit.

At the nal writing stage, stage, a writing model model is presented presented to scaffold scaffold the shape of the writing task. This is followed by graphic organizers that show the structure of the paragraph, and grammar exercises online. Students plan and write the assignment online. After writing, there is a peer review exercise that could be done. If my students need practice in writing ofine, in handwriting, I might ask the students to do so without going online.

Measuring progress in academic ESL classes Lawrence J. Zwier Q Second Edition Series Consultant, Assessment Assessment

Language teachers often discuss the difculty difc ulty of measuring how well their students are doing. A typical comment goes something like, like, “When “ When you’re you’re testing in a history class (or biology, biology, or law, etc.) it’s easy. They either remember the material or they don’t.” This oversimplies the situation in “content classes,” where analysis might be just as highly valued as memory, but the frustrated ESL/EFL teacher has a point. Teaching in a language class does not aim to convey a body of knowledge but to develop skills ‒ and skill development is notoriously hard to assess. It’s even harder when the skills are meant for use outside the language classroom, but the only venue in which you can measure is is the the language classroom. However, all is not lost. There are many good, solid principles to apply in measuring how your students are doing. What’s more, they don’t require the assistance of test-construction experts or the statistical skills of a psychometrician. The average ESL/EFL teacher can do the measurement and interpret the results in ways that will have immediate benets for their students. The idea that measurement benets students can get lost in discussions of measuring progress. So often, we think of measurement as serving the educational institution (which needs to promote people, issue grades, and so on) or the teacher (who needs to know how well a certain objective is being met). But it’s an established principle of memory science that frequent measurement or testing is one of the best aids in learning. Researchers at Kent State University tested the recall of several pairs of English-Lithuanian word pairs ‒ that is, they studied how well subjects remembered not just the Lithuanian or English words but also the pairing of those words across languages. The main variable was how often a given subject was tested on the associations of the pairs. The researchers found a clear correlation between the number of “retrievals” ‒ the number of times a participant was required required to recall the pairs on tests ‒ and the long-term memory of the pairs.


References and Further Reading Associaon for Psychological Science. “Tesng improves memory: Study examines why memory is enhanced by repeated retrieval.” ScienceDaily. 16 June 2011. www.sciencedaily. com/releases/2011/06/110615171410.htm Brown, Gillian, and George Yule. Teaching the Spoken Language: An Approach Based on the Analysis of Conversaonal Conversaonal English. English. Cambridge, UK: Cambridge University Press. 1983 West Virginia Department of Educaon, “Examples of Formave Assessment.” Accessed 31 October 2014 at hp://wvde.state.wv.us/teach21/ExamplesofFormaveAssessment.html.

M E A S U R I N G P R O G R E S S

Q TIPS Measuring progress tips for Q Second Second Edition

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Use both the pdf and doc testing les

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Use many iterations of the unit question

You can download tests via iQ Online, and each one appears in two le formats ‒ pdf and doc. The les in pdf are suitable for the rst time you test a given unit, at a point where your students are unlikely to have set free on the Internet any information about the tests. However, in the large university where I teach, I prefer to use the doc les of the tests. I can customize these, changing things up for the sake of measurement security and for the sake of emphasizing particular things that happened in our class.

Q Second Edition returns to the unit’s Essential Question several times throughout the unit. The idea is that the thinking of the students, as they work with material in the unit, will evolve and mature, so that the answer they give at one point in the unit may not be the same as the answer they’d give at another point. Or, if it remains the same, it will be better grounded at the end of a unit because of all the thought that has gone into it. As you measure students students’’ progress, use this reiterative questioning. questioning. See how the student’s thoughts have have evolved or strengthened ‒ and communicate with the student student about what you see, asking asking them to reect as as well on the development of their ideas.

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Mix discrete-point and open-ended assessments Frequent measurement requires a heavy reliance on discrete-point items. However, you probably have the time to make at least a few measurement items more openended. This can take the form of answers in two or three sentences, discussions that the students then report on, or any number of other formats. Many critical thinking tasks in Q in Q offer the opportunity for such output. Either use one of these formats for measurement or make up your own.

Using communicative communicative grammar activities successfully in the language classroom Nancy Schoenfeld Q Second Edition Series Consultant, Communicative grammar

Have you ever tried to use a communicative grammar activity in class only to have it op? Have you ever ever stood helplessly helples sly by as students look blankly at each other and then commence to talk with one another in their native languages? I have. It is an unpleasant feeling to watch your students have an unsuccessful experience in the language that they are trying to learn, especially when you chose the activity. I admit, too, that after such an experience I’ve presentation thought that communicative activities just don’t work. Fortunately, I have discovered that communicative grammar activities do work, that students enjoy them immensely, and they have an impact on language learning. Communicative activities activiti es in general encourage students to learn in creative and meaningful ways while promoting uency 1. I have also discovered that how the the language teacher executes the activity is just as important as the activity itself. Sequencing

isolation and explanation

• form based • meaning-based

First of all, it is important that communicative • communicative grammar practice grammar activities are positioned properly in the overall grammar lesson (see Fig 1). One mistake that I made was to have my students attempt to do a communicative grammar activity too soon. Ur (1988) suggests that there are four parts to grammar lessons: Presentation, isolation and explanation, practice and test. However, the “practice” step can be broken down further into three additional steps which build upon each other 2.

practice

test

The rst type of practice activities should be devoted only to the form of the grammar being taught. This gives a chance for students student s to understand the rules. The next type of practice activities allows students to focus on form plus the meaning of the grammar point. Last are the communicative grammar activities which allow for freer expression by students while still utilizing the taught forms. As you can see, there is a lot of work to be orchestrated by the instructor before attempting these activities.



Richards, J. & Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University University Press.

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Ur, P. (1988). Grammar pracce acvies. Cambridge: Cambridge University University Press.

C O M M U N I C A T I V E G R A M M A R

Q TIPS Communicative grammar tips for Q Second Second Edition The practice stage of a grammar lesson has three distinctive parts: form-based practice, meaning-based practice, and communicative activities. Here are examples of all three types of practice activities focusing on conjunctions.

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Form-based practice Students practice when and when not to use commas while using conjunctions.. The conjunction is conjunctions provided for students so they don’t need to worry about the meanings of conjunctions at this stage.

Directions: Insert a comma where where necessary. necessary. 1. I like to eat chicken but not sh. 2. I lost my my credit card so I need to get another one. 3. We will visit Paris and then we will y to London. 4. Do you want tea or coff coffee? ee?

Meaning-based practice This next practice activity requires students to add the correct conjunction according to the meaning of the sentence. Directions: Add and, Add and, but, or or so to the the followi following ng sent sentences ences.. Add a comma if necessary necessary..

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They The y wer were e hun hungry gry _ __ _ __ _ __ _ the they y orde ordered red some pizza pizza..

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Do you wan wantt to to go go out out for brea breakfast kfast __ __ _ __ _ __ lunch lunch? ?

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I hav have e six brot brothers hers __ __ _ __ _ __ sisters sisters in my fami family ly..

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I like like this bag _ __ _ __ _ __ _ itit is is too too exp expensi ensive. ve. I can’t can’t buy it.

Communicative activity A communica communicative tive activity allows for freer communica communication tion while still practicing conjunctio conjunctions. ns. Each student will have different answers which makes the activity interesting. Directi ons: Ask 5 students the following questions. Students should use and, but, or or Directions: or so and complete sentences when answering. 1. What is your favorite food? What food do you not like? 2. What two places would you like to visit on your next holiday? 3. What are two things you usually do on weekends? weekends? 4. What reason do you give your teacher when you are late to class?

In Q Second Edition, each unit has a communicative grammar activity designed to give students freer and meaningful practice using the grammar introduced in the unit. You can download these Communicative Grammar Worksheets on iQ Online.

Vocabulary in your students’ writing: the Bottom Line Cheryl Boyd Zimmerman Q Second Edition Series Consultant, Vocabulary Vocabulary

Isn’t it obvious? obvious? In order to write well, we need to know a lot of words, and we need to know a lot about each word so we can use it to say what we mean. mean. In fact, without the knowledge of many words, our writing is stymied – or should I say crimped? impeded? blocked? snookered? A word choice transmits not only meaning, but tone and subtleties of meaning such as familiarity or distance, precision or vagueness, certainty or ambiguity, earnestness or light-heartedness and more. For academic writing, this becomes especially challenging. In order to communicate as I intend, I need to know the ways in which words vary and then I need a wide variety of words from which to make my choices. Why isn’t vocabulary development included in every every writing writ ing class? Perhaps we underestimate the difculty of this task and prefer to spend precious classroom time on other issues. Or perhaps we don’t know how to integrate word learning into writing in a way that is relevant to the writing task. But by not spending time developing our students’ vocabulary, we are hindering their writing development and academic success. Read the full article at www.oupeltglobalblog.com/tag/q-skills-for-success

References and Further Reading Coxhead, A. (2006). Essenals of teaching academic vocabulary. Boston: Houghton Mifin. Santos, T. (1988). Professors’ reacons to the academic wring of nonnave-speaking students. TESOL Quarterly 22(1), 69-90.

V O C A B U L A R Y

Q TIPS Vocabulary tips for Q Second Second Edition

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Prioritize important words Help students to focus on the words that are most useful for them to l earn, and encourage them to use those words. Q Second Edition incorporates both the Oxford 3000™ and the Academic Acad emic Word List – corpus-base corpus-based d lists lists that that identify identify the most use useful ful words words to to know know in a general and academic context.

Use model texts to draw attention to vocabulary Before starting the writing task, t ask, project the writing model on screen. Read together as a class, drawing attention to vocabulary with questions such as: •

Which academic words are used here?

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For each AWL word, suggest a less formal word that the author might have used. What did the AWL word add?

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Which everyday words are used here? What do they add?

Use the vocabulary from the reading Students will have been exposed to relevant vocabulary in the reading part of the unit. Ask them to go back and refer to the earlier readin reading g texts and Quick Write, and circle important words that they want to use in the writing assignment.

Encourage awareness of academic vocabulary Students can use the Writing Tutor Tutor to quickly highlight Acad Ac adem emic ic Wo Word rd Li List st vo voca cabu bula lary ry in th thei eirr wri writi ting ng.. Du Durin ring g the editing stage, check the following: • Are there too few academic words?To words?Too o many? Does each academic word mean what you intend?

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Collocations: Are words combined accurately?

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Lexical variety: Are any words over-used? Or are the same words repeated in the same sentence?

Use technology to motivate students Students can practice vocabulary online. For example, the vocabulary games on iQ Online make for a good revision tool. The time limit challenges students, providing an

Why Wh y take ta ke notes? Margaret Brooks Q Second Edition Co-Author, Listening and Speaking Level 2

Whether in the context of taking a phone message or listening to an academic lecture, notetaking is an essential skill for most language learners. In order to help learners acquire this skill, it is important to consider rst the special challenges language learners face when trying to listen and take notes. One of the most self-evident issues is that it takes a language learner longer to process audio input than it does a native speaker. One reason for this is that a person’s short-term memory is shorter in L2 than in L1. People employ short-term memory (usually measured in seconds) when processing audio materials. For example, when listening to a long sentence, the listener may need to hold the whole utterance in his mind and review it in order to comprehend it adequately. For the L1 listener this happens naturally, without the person being aware of it. However, for the language learner, this mental review process may not always be possible in the available time.1 Another factor is the need for a mental map of the langua language, ge, an internalized knowledge knowledge of the vocabulary and structures. A native speaker is grounded from childhood in the structures of the language and knows what to expect. We know, in fact, that people do not actually hear every word when they listen. But they hear enough to be able to parse out the meaning or reconstruct the sense quickly. They can “ll in the blanks” with words not actually heard. In the face of these challenges, it may seem that adding note-taking to the listening tasks in the classroom may be a step too far for many. How, for example, can we expect high beginning students to listen and write at the same time? time? However However,, when the tasks are appropriate for the learners’ level and carefully implemented, note-taking can actually improve comprehension.



Rost, Michael. Research in Second Language Processes and Development in Eli Hinkel (Ed). Handbook of Research on Second Language Learning and Teaching, Part IV. , Chapter 35: L2 Listening, Routledge, Nov. 11, 2005. Marn, Katherine I and Nick Ellis. The Roles of Phonological Short-term Memory and Working Memory in L2 Grammar and Vocabulary Learning in Studies in Second Language Acquision, Vol. 34, Issue 03, September 2012, Cambridge University Press, 2012.

N O T E -T A K I N G

Q TIPS Note-taking tips for Q Second Second Edition

1

Foster a welcoming environment for critical thinking

2

Acknowledge the adult learner’s learner ’s prior experience in academic settings

3

Do as much as possible to lower stress levels as students listen

4

Encourage students to use charts and other graphics to organize their notes

5

Provide feedback and follow up activities after a listening

Give attention to pre-listening activities. Teachers sometimes feel that this is “giving away” too much information and that the listening will not be a good “test” of students’ skills. Remember that the listening tasks in Q are practice, not a test. Pre-teaching vocabulary and bringing out students’ prior knowledge simply gives them tools that an L1 listener would bring to the task.

When presenting a strategy, ask if students have used a similar strategy in their L1 notetaking experience. For example, in Level 2 the note-taking strategy has students sketch plants and animals for their notes. This is a quick way of recording information that would be difcult to put down in words. Ask if students ever use sketches in their L1 notes. For what subject matter would they be likely to do this?

The controlled practice in each note-taking presentation in Q is an accessible activity designed to build condence. For challenging material, you might want to “warm up” rst. Tell students that you are going to play pl ay a portion porti on of the recording and that you want them to tell you just one thing that t hat they understood ‒ even if it is only onl y a few words. Play a short segment of the recording and then elicit answers from the class. This gives students a feeling of success and as they listen to their classmates’ responses, they get more insight into the content of the listening.

Elicit suggestions from students as to what type they might use. Does the listening describe a process? Then some kind of ow chart might be useful. Does it contrast two things such as pros and cons in an argument? Students might consider a T-chart.

In real life, students often compare notes after a class. Many Q Many Q activities replicate this process in the classroom, asking students to compare notes with a partner, ask and answer questions about what they have heard, or add more information to their notes.

The many challenges of academic writing Dr.. Ann Snow Dr Sn ow Q Second Edition Series Consultant, Writing

Writing is a complex language form practiced by users of all languages (both native and non-native) for everyday social and communicative purposes and, for many, for vocational, educational, and professional needs. It has been variously described as a product – a piece of writing with a particular form and the expectation of “correctness.” And as a process – a journey that takes writers through stages where they discov discover er they hav have e somethin something g to say and nd their “voice.” From the cognitive perspective, it is seen as a set of skills and knowledge that resides within the individual writer and from the sociocultural perspective as a socially and culturally situated set of literacy practices shared by a particular community1. With these perspectives in mind, all teachers of writing must ask: How can I help my students improve their writing and what are best practices in the classroom? An important rst step is undertaking a needs assessment, whether informal or formal, to learn what kinds of writing students need. From this assessment, a syllabus or curriculum can be developed or a textbook series selected that is a good match with your students’ needs. Typically, the instructional sequence starts with personal/narrative writing in which students have to describe or reect on an experience or event. This usually leads to expository writing in which students learn to develop a thesis statement and support this controlling idea in the body of their writing. Analytic or persuasive writing is the most challenging type of academic writing because students must learn to state and defend a position or opinion using appropriate evidence2. These kinds of academic writing tasks require students to become familiar with a variety of text types and genres, one of my course goals.



Weigle, S. C. (2014). Consideraons for teaching second language wring. In M. CelceMurcia, D. M. Brinton, & M. A. Snow (Eds.), Teaching English as a second or foreign language (4th ed., pp. 222-237). Boston, MA: Naonal Geographic Geographic Learning Heinle Cengage. 2

Ferris, D. (2009). Teaching college wring to diverse student populaons. Ann Arbor, MI:

W R I T I N G

Q TIPS Academic writing tips for Q Second Second Edition

1

Use prewriting activities to generate ideas

2

Model different kinds of texts

3

Analyze good examples

4

Teach grammar in context

5

Encourage strategic learning

Process approaches such as quick writes give students a chance to focus on their ideas for the unit assignment without being overly concerned with grammar, spelling, and punctuation at this early stage. You You can then use open-ended open- ended questions to help students expand their ideas based on what they have learned in the readings and rethink and clarify their thinking before writing the unit assignment.

Students are shown the specic features of the text type required in the unit writing assignment (e.g. compare and contrast). Have students read and critique the model. Through the models, students develop awareness of the discourse features inherent in the kinds of writing required in each unit writing assignment.

Students learn to analyze different types of writing. For instance, they are provided with a list of features of a good summary, then they have to analyze and compare sample summaries and decide which samples best exemplify the features of a good summary.

The grammar component tightly integrates the structure under focus with the text type of the unit. So, for example, students learn how to use the grammatical notions of parallel structure and ellipsis and then apply these to their unit writing.

Q encourages students to be strategic learners in all domains. Writing tips, for instance, guide students toward understanding the notion of unity in writing. Students learn that their thesis statements must be supported by details; doing so will create more coherence in their writing.

Using Discussion Boards for Language Learning Sigrun Biesenbach-Lucas, Ph.D., Senior Instructor Donette Brantner-Artenie, M.A., Senior Instructor Georgetown University, Center for Language Education and Development

Many students beginning their academic study today come to campus equipped with strong technology skills, yet they soon discover that they need to make the transition from experienced users of technology for social purposes to effective users of technology for academic purposes. Becoming familiar with and engaging in a variety of genres is part of academic study and is critical for both native (NS) and non-native English speaking (NNS) students. For NNS students, however, “learning to function in the genres and with the discourse conventions of their discourse communities poses a particular challenge ” (Cheng, 2010, p.74). Academic writing is one of the many discourse communities in which ESL students need to function and to follow specific conventions. While ESL programs have long prepared students for traditional academic writing assignments, like essays and research papers, formal online writing is often neglected in ESL instruction despite the growing need for such preparation. Reasons for not including formal online writing assignments can range from limited resources, instructors’ lack of confidence in their own technology skills, and questions about the relevance of this type of writing. A potential consequence of not addressing such writing is that NNS students may be less prepared for these types of assignments, which are becoming more common within hybrid classes, or blended learning contexts, or even in courses that are fully online. If ESL programs want to ensure that they prepare ESL students adequately for academic study, they need to consider ways to incorporate online writing components into their classes. In addition to serving as a “pathway to academic literacy development” (Cheng, 2010, p.74) for ESL students, online writing, through discussion boards or blogging tools, can offer them a greater variety of language learning opportunities to motivate autonomous language learning experiences. The same advances in technology that have afforded academic instructors with a variety of media which students use to demonstrate comprehension and applications of course content also need to be considered as additional tools for ESL teachers to use in their language teaching. The Q: Skills for Success series follows a blended learning approach that prepares students for future success and incorporates the benefits of online academic writing that are specific to language learning (Fig 1). Among online online technologie technologies, s, the discussion discussion board board is one one of the easiest easiest tools tools to use (TeacherStream, 2009), but students need to use the technology appropriately for formal online writing. Consequently, instructors need to make sure that they use this type of writing assignment effectively. More specifically, discussion board interactions should not involve informal or brief, undeveloped contributions resembling text DB-1

messages or chats; rather, they should be carefully structured to generate wellsupported, reflective ideas. “[A]lthough generally shorter and narrower in focus than a traditional essay, discussion posts should be as coherent and scholarly in tone [as essays]” (Discussion posts, 2014, para.1) . In this paper, we will first address the learning benefits associated with the use of discussion boards and then outline a structured approach to implementing discussion boards that maximizes their benefits and reinforces the idea that writing in online threaded discussions should be treated as a legitimate formal genre of academic writing.

Fig. 1 Q: Skills for Success Second Success Second Edition, iQ Online Class Discussion Board

Benefits

An examination examination of various various sources sources that that focus on the use use of discussion discussion boards boards with with native speakers in educational settings (e.g., Blogs and discussion boards, 2014) shows that “the discussion board is the place where some of the most important learning can happen” (Generating and facilitating engaging and effective online discussions, n.d., p.1), but only if implemented effectively. These types of posting activities typically include responses to and reflections on questions posed by the instructor or the textbook, as well as replies to other students’ posts. Some discussion board activities may also require students to integrate ideas from course materials (e.g., articles, lectures) or from their classmates ’ posts into their own posts.

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Students in both content and language courses can benefit from discussion board writing activities. One outcome of these online tasks is that they prepare NNS students for future course work by developing their academic literacy skills (Cheng, 2010; Kingston, 2011) because a discussion board affords regular opportunities for students to practice their writing while following conventions for traditional types of academic writing, such as assignments with multi-paragraph structure, a main idea, and adequate support. At the same time, such regular practice affords NNS students additional opportunities for language learning: teacher feedback provides added focus on grammar, vocabulary, and mechanics; classmates’ reactions to language choices increase students’ awareness of issues in their writing, such as lack of clarity and ambiguity. Students also hone their critical thinking skills through discussion board writing, partly because of the asynchronous nature of the tool: students can take more time to reflect on their ideas or conduct research before they craft a post than they can in face-to-face classroom interaction (TeacherStream, 2009; Wijeyewardene, Patterson, & Collins, 2013). This deeper reflection usually results in more complex responses to the discussion board questions (Wijeyewardene, Patterson, & Collins, 2013) than are possible in oral discussions that take place in the classroom. Students who are shy, and therefore less likely to speak in class, can find a voice and take part in conversations online (Meloni, 2011). The confidence that students gain in online interactions can also transfer into the classroom. Another outcome outcome is th at discussion board writing increases students’ sense of audience. Because their writing is posted online, students are aware that their classmates can access and read their posts. This means that the typical classroom writing audience of one (i.e., the teacher) is expanded into an “authentic audience ” (Blogs and discussion boards, 2014, para. 7) of many. Students are “exposed to a greater range and variety of interpretations of the topics they encounter in the course materials” (Goodfellow & Lea, 2005, p.264). The heightened sense of audience and building of trust fosters a sense of learning community (Holland & Holland, 2014; Kingston, 2011; TeacherStream, 2009). Considerations for the Teacher

Before implementing discussion board activities, teachers need to decide how and for what purposes these activities are going to be used. Traditionally, through their responses to questions posted by the instructor or through replies to specific classmates’ posts, students can demonstrate authentic and meaningful use of language. Effective discussion board tasks require students to explain opinions and ideas clearly, to integrate their own ideas with those from other sources (including those of their classmates), to synthesize ideas from multiple sources, and to use appropriate DB-3

language to react to other people’s ideas. Through this process, instructors can guide students in demonstrating their knowledge of key concepts from class material, reflecting on and thinking critically about course topics, and working together to reach agreement on assigned topics (Lafford & Lafford, 2005; TeacherStream, 2009). Effective writing assignments in blended courses, both both academic and ESL, seamlessly integrate discussion board writing prompts with the structure and content of the textbook or other class materials in one coherent framework. The authors of the Q: Skills for Success series follow this approach through their integration of the materials and activities in iQ, the online component of the series , and the Student Book.

Prior to implementation, instructors also need to assess the level of students’ skill in using the online courseware that is available to them. To ensure that students approach the task with a clear understanding of the instructor’s expectations, it is important for teachers to demonstrate to the class how to use the tool in an “orientation tutorial” (Wozniak & Silveira, 2004, p. 957) and allow the class to practice navigating the discussion board site before the first formal assignment. Teachers should also have students explore model posts to discover the differences between discussion board writing and other forms of online communication with which students are more familiar (e.g., social media posts, text messages, email) (Generating and facilitating engaging and effective online discussions, n.d.). Another considerati consideration on is the level level of teacher teacher participatio participation n in the posting activity. Based Based on students’ level, instructors’ choices can range from posting regularly and, thus, serving as writing models for their students, to remaining an observer. However, at some point, all instructors need to shift from online participants who facilitate effective discussion board interactions to offline observers who monitor students’ interactions (Online discussions for blended learning, 2009; TeacherStream, 2009) so that the class can learn to maintain effective communication that is independent of the teacher’s guidance and modeling. Since major goals of discussion board writing include developing critical thinking skills and reacting effectively and properly to the ideas of others; teachers should ensure that writing prompts contain questions that provide natural practice in these skills. Assigning a topic is not sufficient; good discussion board prompts encourage higher order skills through wh-questions; questions that encourage students to reflect, interpret, analyze, or solve a problem; questions that draw out relevant personal opinion/experience; and questions that ask students to draw connections (Sample discussion board questions that work, n.d.). The materials in the Q: Skills for Success series, both the textbooks and the online supporting material, include such questions and allow instructors to pose their own questions/prompts based on these principles (Fig. 2).

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Once teachers have decided which prompts to assign or which questions to post, they need to set expectations for and provide instruction in how to compose a quality post (Blogs and discussion boards, 2014; Boothon, 2012; Discussion posts, 2014; Goodfellow & Lea, 2005; Kingston, 2011; Online forums: Responding thoughtfully, n.d.; Wozniak & Silveira, 2004).

Fig. 2 Examples of discussion questions from Q: Skills for Success Second Success Second Edition

Teachers should plan to address the following elements: requirements for participation and time parameters, as well as expectations with respect to quality, length, and level of formality; a framework for composing well developed paragraphs that address multiple questions, a format which tends to be characteristic of discussion board writing in academic courses; in ESL contexts, this framework should be designed to reflect the proficiency level of the students, progressing from simple paragraph level to multiple integrated paragraphs; appropriate responses to classmates’ posts that employ res pectful and formal language, especially when there is disagreement about ideas; thoughtful responses to classmates’ ideas that go beyond simple statements like “I agree with you,” which are not constructive and do not promote further









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

interaction among the students; responses that build on classmates’ contributions and show critical thinking describe personal experiences, extend ideas to other contexts, and/or support agreement or disagreement with sufficient examples; and effective incorporation of ideas from outside sources, such such as class readings, lectures, and other material, and integration of ideas from multiple classmates’ posts, especially when students are at higher levels of proficiency.

The discussion board activities in iQ gradually increase in complexity by level and require students to show increased skill in reflecting these elements of effective online writing. In order for students to view discussion board writing as a legitimate academic genre and a relevant component of a course, it is critical that teachers provide routine, structured feedback (Blogs and discussion boards, 2014; Kingston, 2011; TeacherStream, 2009). One common approach to providing constructive feedback is through rubrics that assess quality, quantity, and language use, as well as the observance of proper posting netiquette, which is defined as polite behavior for communicating online in a public forum. It is important that students become familiar with the writing criteria that their teacher will assess; in the iQ Discussion Board Teacher Pack, one of the reproducible worksheets is a discovery activity in which students apply a sample rubric to a model post. For the teacher’s convenience, reproducible rubrics are also included in the iQ Discussion Board Teacher Pack . Once students are aware of the criteria in the rubrics, instructors can encourage them to use these rubrics as pre-submission checklists and for informal evaluations of their own writing. Conclusions

When used effectively, discussion board activities offer NNS students a platform for “rehears[ing] ” academic writing (Cheng, 2010, p.74) and composing “thoughtful, constructive responses” to others’ ideas, with which they may or may not agree. Students are likely to encounter the need for such language functions in future academic and professional contexts (Online forums: Responding thoughtfully, n.d., para.7). Given that gaining proficiency this genre of writing poses specific challenges to language students, it is essential to implement online academic writing within ESL courses. Regardless of the extent to which instructors incorporate discussion board writing with other required academic writing assignments, they need to guide students in establishing connections between their learning in the online environment and their face-to-face interactions in the classroom (Wozniak & Silveira, 2004). These DB-6

connections ensure that ESL students understand that discussion boards are an important learning tool which they can employ and through which they can improve their academic language skills. For these reasons, discussion board writing activities are a valuable tool in ESL instruction.

S i g run ru n B i es enbach-L ucas uc as received her M.A.T. and Ph.D. degrees in Applied Linguistics from Georgetown University. She has taught ESL, Linguistics, and teacher training courses, and she is currently teaching in the Intensive English Program at Georgetown University. She has also served as a site reviewer for CEA. She regularly presents at TESOL conferences; she has published articles in Language Learning & Technology, Computer Assisted Language Learning, and the Journal of Asynchronous Learning Networks , among others; and she is the co-author co -author of the top level of a grammar textbook series that follows a blended approach.

Donette Donette B rantner rantner -A rtenie holds an M.A. in Linguistics from Ohio University. She taught EFL in the U.S. Peace Corps in Romania and has conducted training programs for EFL teachers and teacher trainers overseas. In the U.S., she has taught ESL at Ohio University and Ohio State University, and she is currently teaching in the Intensive English Program at Georgetown University, where she also coordinates the program’s labs. She is the co-author of the top level of a grammar textbook series that follows a blended approach.

References and Further Reading Blogs and discussion boards. (2014). Vanderbilt University, Center for Teaching. Retrieved from http//cft.vanderbilt.edu/guides-sub-pages/blogs/. Boothon, M. (2012). Tips for writing thoughtful discussion responses. Rasmussen College. Retrieved from http://www.rasmussen.edy/student=life/blogs/online-learning/tips-for-writing-thoughtful-discussionresponses/. Cheng, R. (2010). Computer-mediated Computer-mediated scaffolding in L2 students’ academic literacy development. CALICO Journal, 28 (1), 74-98. Discussion posts. (2014). Walden University. Online Writing Center. Retrieved from http://writingcenter.eandenu.edu/1096.htm. Generating and facilitating engaging and effective online discussions. (n.d.). University of Oregon Teaching Effectiveness Program. Goodfellow, R. & Lea, M.R. (2005). Supporting writing assessment in online learning. Assessment learning. Assessment & Evaluation in Higher Education, 30 (3), 261-271. DOI: 10.1080/02602930500063835. Holland, J., & Holland, J. (2014). Implications of shifting technology in education. TechTrends, 38 (3), 1625.

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Kingston, L. (2011). Efficient and effective online discussion forums. Paper presented at the Assessment the Assessment Teaching and Learning Conference 2011. 2011 . Lafford, P.A., & Lafford, B.A. (2005). CMC technologies technologi es for teaching foreign languages: What’s on the horizon? CALICO Journal, 22 (3), (3), 679-709. Meloni, J. (2011). Technologies for teaching: Strategies and pitfalls. The Education Digest, 76 (8), (8), 23-27. Online discussions for blended learning. (2009). California State University, Sacramento. Academic Technology and Creative Services. Online forums: Responding thoughtfully. (n.d.). Writing Commons. Commons. Retrieved from http://writingcommons.org/open-text/new-media/online-forums/651-online-forums-responding-thoughtfully. Sample discussion board questions that work. (n.d.). McMurry University. Retrieved from http://www.mcm.edu/elearning/Tutorials/PDF/Discussion_Questions_That_Work.pdf. TeacherStream. (2009). Mastering online discussion board facilitation: Resource guide. Retrieved from https://www.edutopia.org/pdfs/stw/edutopia-onlinelearning-mastering-online-discussion-boardfacilitation.pdf. Wijeyewardene, I., Patterson, H., & Collins, M. (2013). Against the odds: Teaching writing in an online environment. Journal of Academic Language & Learning, 7 (2), A20-A34. Wozniak, H., & Silveira, S. (2004). Online discussions: Promoting effective student to student interaction. Australiasian Society for Computers in Learning in Tertiary Education. Education . Retrieved from http://www.ascilite.org.au/conferences/perth04/procs/pdf/wozniak.pdf.

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Reading and Writing 3

Q: Skills for Success Second Edition

Discussion Board Teacher’s Pack Contents Teaching Notes……………………………………………………………………………………………………………. 1 Objectives Teacher’s Pack Organization Organization Implementing the Discussion Board…………………………………………………………………………….. 2 Discussion Board Content Teaching Strategies Classroom Instruction…………………………………………………………………………………………………. 3 Prior to First Post: Example Post Worksheet Part One: Responding to a Unit Discussion Question Assigning the First Discussion Board Post Part Two: Example Response Worksheet Assigning the First Response to a Classmate’s Post Discussion Board Instructions……………………………………………………………………………………… 7 Logging in to the Discussion Board Responding to a Post Creating a New Discussion Topic Deleting a Post Suggestions for Using the Discussion Board Assignments Rubric: Response to Discussion Board Prompt. …………………………………………………………….. 9 Rubric: Response to Classmate’s Post ………………………………………………………………………….. 10 Challenge Questions…………………………………………………………………………………………………….. 11 Unit Specific Notes………………………………………………………………………………………………………. 13 Teaching Notes Objectives A fundamental objective of a Discussion Board writing activity is for students to gain awareness of the conventions applied in the genre o f online academic writing and to practice writing in this genre.

At the beginning of a unit, un it, students use the Discussion Board activity to further activate prior knowledge about a new unit theme after discussing the initial Unit Questions and listening to The Q Classroom online. Classroom online. At the end of a unit, the Discussion Board tasks provide opportunities for students to apply content knowledge, grammar structures and vocabulary, as well as writing strategies that they learned in the unit.

All the Discussion Board questions are designed to encourage critical thinking. Instructors can decide if they would like their students to respond to all of the given questions or select specific questions which they want their students to address. Additionally, instructors can post their own questions to which students respond. © Oxford University Press. Permission granted to reproduce for classroom use.

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Teacher’s Pack Organization Prior to introducing the Discussion Board to your students, it is necessary to familiarize yourself with the contents of the Discussion Board, the specifics of its navigation as well as deciding on an implementation strategy. These teaching notes discuss all three items.

In order to help you maximize the efficacy of the Discussion Board, additional resources have been provided. These will be referenced and explained within these teaching notes: grading rubrics, teacher navigation instruc tions, printable student navigation instructions (“Posting to the

Discussion Board”) and a student worksheet for classroom use (“Example Discussion Board Post”).

Implementing the Discussion Board Discussion Board Content The Discussion Board contains two threads per unit that can be accessed from the corresponding activities in iQ Online. These threads are the Unit Question Discussion and the Unit Question Reflection. The Unit Question Discussion takes place at the beginning of the unit and contains a few questions to further the discussion of the Unit Question after completing The Q Classroom activities in the Student Book. The Unit Question Reflection is provided at the end of the unit in order to reflect upon what the student has learned. In addition, the teacher may create new threads either by using the supplemental questions provided, the Challenge Questions, or any other question he or she deems appropriate.

Teaching Strategies In terms of teaching strategies, the teacher must decide upon his or he r level of involvement. You should decide if you want to participate in the online discussions or if you only want to read and

evaluate your students’ posts. If you post to the discussions, students can be encouraged by your engagement, but if you remain a reader, you can retain the focus on the students’ writing and ideas.

In Level 3, students compose two basic types of posts: an initial reaction to the assigned unit questions (i.e., Unit Question Discussion Questions and Unit Reflection Questions), and a response

to a classmate’s post. Depending on the ability level of the class, the teacher can assign one or both of the optional Challenge Questions. In addition to the initial post to these Challenge Questions, the teacher can decide to assign replies to Challenge Question pos ts.

© Oxford University Press. Permission granted to reproduce for classroom use.

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Rubrics have been included to help grade the student posts and their replies to a classmate’s post. It is important that students write an appropriate response that has complete sentences and uses formal language. This also mea ns that the student’s reply is directly connected connected to the ideas in the

question or the classmate’s post. It is important that students use the Discussion Board to express themselves, and do so in a way that is appropriate for the classroom context.

In addition to using the rubrics, assess the students’ posts by printing them out or making

electronic copies, and adding questions, comments, and other feedback. With students’ permission, you can use good posts as models to illustrate strategies for effective writing. You can also collect

language use examples from students’ posts to illustrate grammar points and use these for group editing practice.

Classroom Instruction Prior to First Post: Example Post Worksheet Included in the student materials are instruction on the use of the Discussion Board as well as a two

part student worksheet on how to write good posts. In part one, “Responding to a Unit Discussion Question,” there is an example of a discussion board pos t that you can review with students to discover the structure and content of an effective post and to see how the instructor will apply the

evaluation rubrics. In part two, “Responding to a Classmate’s Post,” there is an example of a student’s response to the classmate’s post from part one. The example response models the structure and the language that are appropriate for responding to other students’ posts.

You may choose to do parts one and two of the worksheet together or separately. In either case, be sure to review the instructions on how to post to the Discussion Board. Use the page entitled

“Posting to the Discussion Board: Student Instructions.” Instructions.” Follow up with a test post to ensure that all students know how to use the tool properly.

Part One: Responding to a Discussion Question 1. After talking in class about the Unit Question and the Unit Question Discussion questions, tell students that they will extend those ideas that they discussed in an assignment outside of class. 2. Distribute the student wor ksheet, “Example Discussion Board Post,” to students. Tell them that they are going to learn how to write on a discussion board online and share information with their classmates and instructor when they are not in the classroom. © Oxford University Press. Permission granted to reproduce for classroom use.

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3. Review the sample Unit Question Discussion. Start with the unit academic subject area, Urban Planning. Then, review the Unit Question and the Unit Question Discussion questions with students. Point out that there are two additional questions that the students should address. Note that this is only an example unit and does not appear in the book. 4. Have students read the example post and answer worksheet questions 1 through 4. Have students compare their responses with a partner before checking answers with the whole class. If possible, project the post on the classroom screen, and highlight the relevant parts as you identify and discuss them with the class. 5. Review the discussion board rubric with students in task 5 of the worksheet. Have students apply the rubric to the example post a nd try to explain why they would give a certain rating in each category. 6. In the last task on the worksheet, the “Follow-up” task, have students s tudents brainstorm, in groups or pairs, ideas for responding to a new example question. Debrief with the whole class and check that students understand the process. 7. Optional : Review instructions on how to post a response to a classmate’s post. Use the page

entitled “Student Instructions: Posting to the Discussion Board.”

Assigning the First Discussion Board Post 1. Assign the first Unit Question Discussion response, and indicate the deadline for the post. 2. After all responses have been posted, have students read all of their classmates’ posts. Then in class, have students discuss the ideas in the posts to find commonalities and differences or to put ideas into possible categories. 3. Use the same process for the Unit Question Reflection. 4. Optional: At the end of each unit, the teacher can assign o ne or both of the Challenge Questions. Follow the same process as for Unit Question Q uestion Discussion and Unit Question Reflection assignments. See complete list of Challenge Questions for all units.

Part Two: Example Response Worksheet Prior to the first response assignment, it will be helpful if the teacher discusses with the class the

appropriate approach to responding to classmates’ ideas. Part Two of the sample worksheet, “Responding to a Classmate’s Post,” provides an example response response to a classmate’s post and comprehension questions. Two overall techniques that students can use in a response task could

include “agreeing/disagreeing” with ideas in the original post, or “making connections” between ideas in the original post and own knowledge/experience. Other useful points points to consider include: © Oxford University Press. Permission granted to reproduce for classroom use.

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Using formal and polite language

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Avoiding judgments – both positive and negative, especially if these judgment are forced on the writer and not his/her ideas

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Providing support for a response by referring to specific points from the classmate’s post and/or adding own examples as evidence (for example, if agreeing or disagreeing, note the specific ideas of agreement or disagreement, accompanied by explanation)

1. Distribute part two of the example Discussion Board worksheet, “Responding to a Classmate’s

Post,” to students. Tell them that they are going to learn how to respond appropriately to a classmate’s writing. writing. 2. Have students quickly review the original example discussion board post. Point out that this post is the same one that they used in the Part One. 3. Have students read the example response and answer worksheet questions 1 through 7. Have students compare their responses with a partner before checking answers with the whole class. If possible, project the post on the classroom screen, and highlight the relevant parts as you identify and discuss them with the class. 4. Review the discussion board rubric with students in task 8 of the worksheet. Have students apply the rubric to the example response and try to explain why they would give a certain rating in each category. 5. In the last task on the work sheet, sheet, the “Follow-up” task, have students s tudents brainstorm, in groups or pairs, ideas for another response. Debrief with the whole class and check that students understand the process. 6. Optional : Review instructions on how to post a response to a classmate’s pos t. Use the page

entitled “Student Instructions: Posting to the Discussion Board.”

Assigning the First Response to a Classmate’s Post Post 1. Have students read all their classmates’ posts. Assign students a response task. Indicate the deadline for the response. Options for response tasks include the following: a.

Students make their own choice when selecting a classmate’s post to which they respond. (It is helpful if you require that students respond to a classmate who has not yet received any replies.)

b. Pair students with a partner and require that they read and respond to their partner’s post.


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c.

In a more advanced group of students, you can assign students to respond to more than one classmate. For example, students can be asked to respond to a classmate with whom they agree and to one with whom they disagree.

2. After all responses have been posted, have students read their classmates’ response or responses. Then in class, if necessary, have students discuss any unclear, surprising, or additional points from the responses. 3. Use the same process for the Unit Question Reflection. 4. Optional: At the end of each unit, the teacher can assign o ne or both of the Challenge Questions. Follow the same process as for Unit Question Q uestion Discussion and Unit Question Reflection assignments. See complete list of Challenge Questions for all units.


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Discussion Board Instructions

Before introducing this tool to your students, review “Posting to the Discussion Board: Student Instructions” Instructions” to familiarize yourself with the online writing process. The student instructions are included in the student materials.

After completing the “Example Discussion Board Post” worksheet and reviewing the included rubric with your class, go over the student instructions with the students. If you have computer projection in the classroom, you may go online and demonstrate this process to the students. Remind students that when they post to the Discussion Board, they need to make sure that they choose the correct Unit number and the correct question.

Logging in to the Discussion Board 1. Log in to iQ Online. 2. Click on the Discussion Board icon. 3. Select the appropriate class. OR Enter Activities and select the appropriate Unit in the navigation pane. Access the Discussion Board from the link included in the Unit Question Discussion activity or the Unit Question Reflection activity.

Responding to a Post If you wish to participate in a Unit Discussion, you can follow the same instructions that the students use.

Creating a New Discussion Topic All Unit Question Discussion and Unit Question Reflection questions are already on the Discussion Board site. However, if you want to assign Challenge Questions [refer to the included list of Challenge Questions], or if you want to pose questions of your own, follow these steps: 1. Click on Create New Thread. T hread.


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2. In the subject line, write: “Unit X: Challenge Question 1,” or “Unit X: (Your own writing

topic).” Note: It is important that you identify the unit number as this will not be automatically added. 3. Copy and paste your selected Challenge Question, or type your own question, in the text box. 4. Click on Post.

Deleting a Post As the instructor, only you have the ability to delete threads and individual replies, including entire Discussions. However, before you click Delete, be certain that you want to perform this action as it cannot be undone. 1. If you want to delete a single student post in a discussion or an individual response to

someone else’s post, go to that post, and click on Delete Reply. 2. If you want to delete an entire Discussion, click on Delete Conversation.

Suggestions for Using the Discussion Board Assignments 1. Good academic practice includes planning and carrying out online writing assignments offline first. By drafting and saving a post using a word-processing program, students can review and make changes to their writing before uploading the post. This practice also

encourages another important important academic skill, which is to keep a saved copy of one’s writing. 2. Because your students cannot delete any posts from the Discussion Board themselves, they will need to contact you to delete a post for them if they made a mistake or posted to the wrong Discussion. Advise your students to follow whatever process you deem appropriate; for example, you can have students send you an email with a request to delete a post. 3. Review your students’ posts regularly and in a timely fashion so that you can address issues as they develop or delete inappropriate posts.


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Rubric: Response to Discussion Board Prompt

Name: ______________________________________________

Date: _____________

20 = Completely successful (at least 90% of the time). 15 = Mostly successful (at least 70% of the time). 10 = Partially successful (at least 50% of the time). 0 = Not successful.

Writing a Discussion Board Post

20 points

15 points

10 points

0 points

The post answers the question(s) clearly and completely. The post has clear and specific explanations and examples. The post shows careful thinking about the topic. Sentences are complete and have appropriate final punctuation. The post correctly includes vocabulary and grammar from the unit. The length of the post is appropriate.

The post includes formal and polite language.

Total points: _______________out of __________________ Comments:


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Rubric: Response to Classmate’s Classmate’s Post Post

Name: ______________________________________________

Date: _____________

20 = Completely successful (at least 90% of the time). 15 = Mostly successful (at least 70% of the time). 10 = Partially successful (at least 50% of the time). 0 = Not successful.

Writing a Discussion Board Response

20 points

15 points

10 points

0 points

The response answers the question(s) clearly and completely. The response uses clear and specific ideas

from the classmate’s post. The response shows careful thinking about

the classmate’s ideas. Sentences are complete and have appropriate final punctuation. The post includes vocabulary and grammar structures from the unit. The response includes formal and polite language. The response is appropriately structured, positive opening statement and a closing sentence. The response includes one or more of o f the following: agreement/ disagreement/ example from personal experience.

Total points: _______________out of __________________ Comments:


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Challenge Questions You may choose to assign these Challenge Questions for students to respond to at the end of a unit. You will need to post pos t the Challenge Question for each unit yourself as a new thread or threads. Unit 1: Sociology Unit Question: How do you make a good first impression? 1. How can you make a good first impression on someone when that person cannot see you (for example, when you are talking on the phone, or when you are writing an email message)? 2. When you realize that you made a bad first impression on someone, what can you do to change that person’s impression of you? Unit 2: Nutritional Science Unit Question: What makes food taste good? 1. Do you think you are a supertaster, a medium taster, or a nontaster? Why do you think you fit this category? 2. If you have travelled to or lived in a different country, did you change your normal eating behaviors and food you normally ate to the “norms” of that other country? Unit 3: Psychology Unit Question: How has technology affected our lives? 1. You probably use technology technology in many ways every day. However, people from your parents’ parents’ and grandparents’ generations grew up with little or no technology. For examp le, many did not have computers or smart phones. How did they manage without that technology? 2. In this unit you learned about cars that “think.” In the future, what objects or places do you believe will also “think” for us, and how? Unit 4: Marketing Unit Question: Does advertising help or harm us? 1. Think about ads that you have seen on o n TV or in magazines. How are ads that appear on the Internet different from ads on TV or in a magazine? Why? 2. What are some topics that would be good for Public Service Announcements (PSAs)? Then, choose one topic and describe how you can provide information that viewers need in a memorable way. Unit 5: Behavioral Science Unit Question: Why do people take risks? 1. Extreme sports have become very popular in the last twenty years. Why do you think that more and more people are attracted to extreme sports? 2. When is it important not to to take a risk? Choose a specific situation, and explain reasons for avoiding risk in that situation.


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Unit 6: Philosophy Unit Question: Why do people help each other? 1. Have you experienced the “bystander effect”? What happened, and did you do you do anything? Why or why not? 2. What is more altruistic: doing volunteer work directly with the people you are helping (for example, serving food to homeless people) or participating in volunteer activities that help those people indirectly (for example, cleaning up a neighborhood after a flood or an earthquake)? Why? Unit 7: Economics Unit Question: How can a small amount of money make a big difference? 1. Which has a bigger impact: giving a large amount of money to one international organization, or distributing small amounts of the money to many smaller local organizations? Explain. 2. In the idea of “random acts of kindness,” a person does small things for strangers. Exampl es include paying the coffee of the person behind you at a coffee shop or leaving flowers at a neighbor’s door. Why do you think people do these acts of kindness? What is the effect on the people that receive these receive these acts of kindness? Unit 8: Behavioral Science Unit Question: What does it take to be successful? 1. In this unit, you learned about success in the car racing industry. Choose another sport or sporting event that is also successful from a sponsorship perspective, and describe why it assures profits for its sponsors. 2. Think of a situation in which you made sacrifices in order to be successful. Describe what you did and why you did it. Was it worth it in the end? Why or why not?


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Unit Specific Notes Unit 1: Sociology Challenge Question 2 2. When you realize that you made a bad first impression on someone, what can you do to change that person’s impression of you? Help students generate ideas about how they can recognize that they have left a bad impression on someone; then, brainstorm on some ways in which students can repair this bad impression. For example, a student may notice that a new classmate does not seem to be as friendly with him/her as with other classmates; the student could invite the classmate to have coffee or lunch so that they can get to know each other better outside of class. Unit 2: Nutritional Science Challenge Question 1 1. Do you think you are a supertaster, a medium taster, or a nontaster? Why do you think you fit this category? Review the terms supertaster, a medium taster, or a nontaster from the textbook reading to check students’ understanding of these terms. Unit 3: Psychology Challenge Question 2 2. In this unit you learned about cars that “think.” In the future, what objects or places do you believe will also “think” for us, and how. Review with students the capabilities of cars that are described in the unit reading. Brainstorm on possible objects or places; examples might include houses, household appliances, and restaurants. Unit 4: Marketing Challenge Questions 1 and 2 1. Think about ads that you have seen on TV or in magazines. How are ads that appear on the Internet different from ads on TV or in a magazine? Why? 2. What are some topics that would be good for Public Service Announcements (PSAs)? Then, choose one topic and describe how you can provide information that viewers need in a memorable way? For question 1, bring a couple of magazine ads, and show a couple of ads from the Internet (or print examples) for a similar product. Have the class decide how these specific ads are different. For question 2, check students’ understanding of what a PSA is; you could remind them of a “commercial” that a famous person did to encourage people to donate to a charity or to raise awareness of a specific disease. Unit 6: Philosophy Challenge Questions 1 and 2 1. Have you experienced the “bystander effect”? What happened, and did you do anything? Why or why not? 2. What is more altruistic: doing volunteer work directly with the people you are helping (for example, serving food to homeless people) or participating in volunteer activities that help


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those people indirectly (for example, cleaning up a neighborhood after a flood or an earthquake)? Why?

For question 1, check students’ understanding of the “bystander effect.” For question 2, ensure that students understand the term “altruistic.” Unit 8: Behavioral Science Challenge Question 1 1. In this unit, you learned about success in the car racing industry. Choose another sport or sporting event that is also successful from a sponsorship perspective, and describe why it assures profits for its sponsors? Help students generate examples of sports or sporting events that benefit from strong commercial sponsorship; examples could include professional basketball and golf, which are sports that athl etic clothing and equipment companies often sponsor.


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Posting to the Discussion Board: Student Instructions When you post to the Discussion Board, make sure that you choose the correct unit number and the correct thread.

Logging in to the Discussion Board 1. Log in to iQ Online. 2. Select your level. 3. Click on the Discussion Board icon. OR Enter Activities and select the appropriate Unit in the navigation pane. Access the Discussion Board from the link included in the Unit Question Discussion activity or the Unit Question Reflection. Replying to a Post 1. Choose the unit and discussion question that your teacher assigned. 2. Read the question or questions carefully. If responding to another student’s post, read their response carefully. 3. Click on Reply. 4. Type your answer to the question or questions. Follow your teacher’s instructions on how to write a good reply. If responding to another student, be sure to include their name so it is clear who you are responding to. 5. Read through your reply carefully: check the organization of your ideas, and check your spelling and grammar. 6. Click on Post.

Creating a New Discussion Topic 1. Click on Create New Thread. 2. In the subject line, enter the name of the thread. Be sure to choose a name that indicates clearly what the subject of the thread is (by including the unit number, for example). 3. Write your comments. 4. Click on Post.

Warning: You Warning: You cannot delete your writing after you click Post. Only the teacher can delete a thread or an individual response.


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Q: Skills for Success Example Discussion Board Post Name: _________________ _________________________________ _____________________ _____

Second Edition Date: _____________

Part One: Responding to a Discussion Question Directions: Read the questions and the discussion board post. After that, answer the questions about the post.

Example Unit: Urban Planning Unit Question Discussion: How can we make cities better places in which to live? 1. Describe a place in your city or in a city that you know well that is used by many people for many different purposes. Who uses this space and for which purposes? 2. Why do you think this place is popular?

When I think of of a popular place in my city, I think of “Trailside Park.” This is a very large park, and it has many different parts for different activities. Of course, families bring their children to the park to have fun on the playground area. Many people bring their dogs to walk and play in the park. Also, a lot of people jog or walk through the park or go to yoga classes. One large area of the park is only for team sports, so people can play soccer, baseball, and basketball. Some parts of Trailside Park have special uses. For example, there are small restaurants and cafes and places for theater and music performances. There is free wi-fi, so some people bring their laptops and sit on the benches to work and study. In my opinion, places like Trailside Park should be in every city. I think Trailside Park is popular because it is an interesting and beautiful place with all types of people. It is also possible to do many things at the park in one day. For example, I can take a yoga class in the morning and then have lunch at a café. Any day of the week, there is something to do at at Trailside Park.

1. Has the writer answered all the questions? Underline the part that you think answers the first question, and double-underline the part that answers the second question. 2. Look at the first and last sentence of the post. a. What is the purpose of the first sentence (what does it tell you)? b. What is the purpose of the last sentence (what does it tell you)? 3. The writer gives examples in his/her response to the two questions. a. Find the examples for the first question, and number them. b. Find the examples for the second question and number them. c. How are the examples for the first question different from the examples for the second question? d. Why has the writer used three paragraphs in the post?


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Q: Skills for Success Example Discussion Board Post

Second Edition

4. Overall, has the writer answered the questions completely and clearly? a. If yes, explain. b. If no, what can the writer improve? 5. Review the rubric. Use the rubric to give a score for the post above. 20 = The Discussion Board writing element was completely successful (at least 90% of th e time). 15 = The Discussion Board writing element was mostly successful (at least 70% of the time). 10 = The Discussion Board writing element was partially successful (at least 50% of the time). 0 = The Discussion Board writing element was not successful.

Writing a Discussion Board Post

20 points

15 points

10 points

0 points

The post answers the question(s) clearly and completely. The post has clear and specific explanations and examples. The post shows careful thinking about the topic. Sentences are complete and have appropriate final punctuation. The post correctly includes vocabulary and grammar from the unit. The length of the post is appropriate. The post includes formal and polite language.

Follow-up: With a partner, or in small groups, brainstorm on one of the topics below. What ideas will you include in your post? 1. Describe a city in your country where many people want to or choose to live. Who usually moves to this city and for which purposes?

2. Why do you think this city attracts so many people?


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Second Edition

Name: _________________ _________________________________ _____________________ _____

Date: _____________

Part Two: Responding to a Classmate ’s Post Directions: Now read the sample response to the above discussion board post. After that, answer the questions about the response. Sample Response from a Classmate 1

2

Jonathan: I like that you wrote about a park. I also like parks, and I really enjoy the park in my 3 4 neighborhood. However, you wrote that parks should be in every city. I am not sure that I agree 5 6 with that idea. I think it depends on the city and the country. Parks with grass and trees cannot be 7 8 everywhere. For example, in my home city, it is i s very hot and dry. It is very expensive to water 9 plants outside and to grow grass. Also, when it is very hot, people do not want to spend a lot of time 10 11 outdoors. Now, I am glad that I can spend time in my neighborhood park. When I sit under the 12 trees and enjoy the outdoors, I do not feel stress, and I can relax. This is very important to me.

1. How does the writer respond to the classmate’s post? Circle all answers that are correct and underline the sentences that show your answer or answers. a. He or she agrees with an idea in the classmate’s post. b. He or she disagrees with an idea in the classmate’s post. c. He or she uses an example from personal experience that connects to an idea in the classmate’s post. d. He or she uses an example from someone else’s experience that connects to an idea in the classmate’s post. 2. Look at sentences 1 and 2 in the response. a. What is the purpose of the first two sentences? s entences? b. Why does the writer start in this way? 3. Look at sentences 3 and 4 in the response. a. What is the purpose of these sentences? b. What word catches your attention? 4. Look at sentences 5 through 9 in the response. a. What is the purpose of these sentences? b. Why is this the biggest part of the reply? 5. Look at sentences 10 through 12 in the response. a. What is the purpose of these sentences? b. Why do these ideas come last? 6. Overall, what is the organization of the student’s response? (Circle the correct answer.) a. Agreement  Disagreement  Connection to someone else’s experience b. Disagreement  Connection to personal experience  Agreement c. Agreement  Disagreement  Connection to personal experience


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Second Edition

7. Find three examples of formal and polite language that the writer uses in the response. a.

________________________________________________________________

b. ________________________________________________________________ c.

________________________________________________________________

8. Review the rubric. Use the rubric to give a score for the response above. 20 = The Discussion Board writing element was completely successful (at least 90% of the time). 15 = The Discussion Board writing element was mostly successful (at least 70% of the time). 10 = The Discussion Board writing element was partially successful (at least 50% of the t ime). 0 = The Discussion Board writing element was not successful.

Writing a Discussion Board Response The response answers the question(s) clearly and completely. The response uses clear and specific ideas from the classmate’s post. The response shows careful thinking about the classmate’s ideas. Sentences are complete and have appropriate final punctuation. The post includes vocabulary and grammar structures from the unit. The response includes formal and polite language. The response is appropriately structured, positive opening statement and a closing sentence. The response includes one or more of the following: agreement/ disagreement/ example from personal experience.

20 points

15 points

10 points

0 points

Follow-up: With a partner, or in small groups, brainstorm on another response to the original post. What ideas will you include in your response?


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Expansion Activities UNIT 1

EXPANSION ACTIVITY 3


Reading and Writing 3, iQ Online Resource Unit Assignment

Reading and Writing 3, page 2

Plan

EXPANSION EXP ANSION ACTIVITY: Unit Question

B

1. Introduce the Unit Question, How do you make a good first impression? Explain to students that each unit in Q focuses on a Unit Question that they will consider throughout the unit and will address in their Unit Assignment at the end.

1. Review the functions of a topic sentence, sentence, supporting sentences, and a concluding sentence. Refer students to the outlines on pages 18 and 19.

2. Point out that answers to this Unit Question can fall into categories: things to wear wear,, things to say say,, things to do, and possibly “other.” “other.” 3. Write each category category at the the top of one of the columns of a chart on a sheet of poster paper. 4. Give students a moment to think think about their responses, and then elicit answers for the question. 5. Make notes notes of the answers under the correct categories. Post the chart to refer back to later in the unit.

EXPANSION ACTIVITY 2 Reading and Writing 3, iQ Online Resource

EXPANSION EXP ANSION ACTIVITY: ACTIVIT Y: Initiating Conversation

Preview the Unit 1. Part of making a good first impression is being able to talk easily with people. As a class, brainstorm questions that make good conversation starters. Write these questions on the board. Possible Poss ible questions: How do you like this weather? What do you think of this [school/class/activity]? Did you catch the news today? I like your [watch]. Can I ask where you got it? What are you planning to do this weekend? How has your week been? 2. Conduct a mingling activity. activity. Have the students stand and find a partner. Tell them they have 30 seconds to conduct a quick conversation with their partner using one of the questions on the board. Call time after 30 seconds and tell students to find a new partner and start a new conversation. Repeat the activity until students have spoken to four or five partners.

2. Have students work individually to complete their their outlines. Monitor and provide feedback.

21 ST CENTURY SKILLS EXPANSION In any position of responsibility, whether as a manager at work, a leader of a classroom group, or a participant in a community activity, students may be called upon to give instructions to others. To do that well, they need to be able to identify steps in a process, organize them in a logical fashion, and explain them clearly. Writing a “how to” paragraph gives students valuable practice with each of those skills. To help students students make the connection between this assignment and the general value of the skill, ask them to brainstorm other situations in which they might need to explain how to do something to someone.

UNIT 2 EXPANSION ACTIVITY 1 Reading and Writing 3, page 26

EXPANSION EXP ANSION ACTIVITY: Unit Question 1. Read the Unit Question aloud. Tell Tell the students, Let’s start off off our discussion by listing our ideas about about what makes food taste good. 2. Seat students in small groups and direct them to title a piece of paper: What makes food taste good? Have them pass around the paper as quickly as they can, with each group member adding one idea to the list. Tell them they have two minutes to make the lists and write as many ideas as possible.

Expansion Activities

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3. Call time and ask a reporter from each each group to read the list aloud.


4. Use items from the lists as a springboard for discussion. For example, Many groups wrote something about fresh ingredients ingredients on their list. Why are fresh ingredients so important?


EXPANSION ACTIVITY 2 Reading and Writing 3, iQ Online Resource Preview the Unit

EXPANSION EXP ANSION ACTIVITY: Continue the Quiz

B 1. Have students continue working with their partners from Activity B. Tell the partners to come up with three additional questions for the food quiz. (For example: What kind of do you prefer? + three answer choices.) Monitor and provide feedback while partners are working. 2. Direct partners to ask their their new questions of at least three classmates. 3. Have partners report to the class what they they learned about their classmates.


Critical Thinking Tip 1. Have a student read the tip aloud. Explain: We often classify things in our lives to help us organize things and information. 2. Ask: When do you have to classify things in your everyday life? For example, think about how you organize your clothing. Do you put certain types of clothing together? Can you think of other things you classify?

Critical Q: Expansion Activity Classify Foods Point out that the reason for classifying adjectives is to know what they describe about an object and the order to use them in. To encourage students to think more about classification and to build vocabulary for the Unit Assignment paragraph about food, ask them to talk with a partner for two minutes about how they classify the food in their kitchen cabinets. Ask: Which foods do you store near each other? Why? What do you store on the lower shelves? Ask partners What do you store on the higher shelves? Ask if they had different ways of classifying their food.


B 1. Direct students to complete the activity individually. 2. Call on volunteers for the answers. answers. Elicit the context clues that helped them understand the underlined words.

21 ST CENTURY SKILLS EXPANSION The ability to solve problems problems is an essential skill that employers want their employees to have, and it’s also an important skill to use throughout school and life. Figuring out the meaning of words from context is a problem-solving skill because it requires students to think carefully about what they are reading and draw conclusions. Point out to students that making the effort to use context clues to understand unknown words will help them deal with different texts they may encounter on the job or at school.


EXPANSION EXP ANSION ACTIVITY: Unit Question 1. Introduce the Unit Question, How has technology affected your life? Say, Let’s consider the positive and negative effects of technology on our lives. What are some advantages of technology? What are some disadvantages? Give students a moment to think about their answers. 2. Write Advanta Advantages ges and Disadvantages at the top of two sheets of poster paper. 3. Elicit students’ ideas and write them them in the correct categories. Post the lists to refer to later in the unit.


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Critical Q: Expansion Activity


Synthesize Information

A

Tell students that their three main sources of Tell information in this unit are Reading 1, Reading 2, and the unit video. Ask them how they could combine ideas from the three sources. Use questions to guide them if necessary. Elicit and review the main ideas of Reading 1, Reading 2, and the unit video, discussing how the ideas could be combined. For example, students could examine the pros and cons of the technology described in the two readings and the video. Then, they could use their combined list of pros and cons to determine whether new technology in general is more helpful or more harmful. Students could also rank the three types of technology based on different categories: education, convenience, quality of life, equal opportunities.

1. Direct students to read the the summary summary of Reading 1 and complete the activity individually. 2. Have students compare their answers with a partner p artner.. 3. Call on volunteers volunteers to share their ideas with the class.

21 ST CENTURY SKILLS EXPANSION In writing a summary, a person must identify the most important ideas in a piece of information and then present these ideas in a clear, concise form. This skill is invaluable for people in many different roles outside of the classroom: employees who need to give a debrief of events at a meeting, supervisors who need to report on the latest sales event, and community members who need to synthesize news information in order to make informed voting choices. After you have gone through the introduction to summarizing, discuss with students the various ways that they will make use of this skill in their lives.



EXPANSION ACTIVITY 3 Reading and Writing 3, page 71

Critical Thinking Tip 1. Have a student read the tip aloud. Explain: We often have to combine information from different sources when we are trying to learn about something, or when we want to make a point about something. 2. Ask: In what situations is it important to be able to combine information from different sources? For example, examp le, if you are writing a paper for a history class, why is it important to be able to combine information from a variety of sources? How is it important when you are trying to make a decision between two candidates during an election?

1. Read aloud the Unit Question, Does advertising help or harm us? Give students a minute to silently consider their answers to the question. Then ask students who would answer help to stand on one side of the room and students who would answer harm to stand on the other side of the room. (Tell students they need to make a choice—whichever answer they think is most true.) 2. Direct students to tell a partner next to them their reasons for choosing the answer they did. 3. Call on volunteers volunteers from each side to share their opinions and reasons with the class. 4. After students have shared shared their opinions, provide an opportunity for anyone who would like to change sides to do so. 5. Ask students to copy the Unit Question and make a note of their answer, or opinion, and reasons to support their opinion. They will refer back to these notes at the end of the unit.


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Critical Q: Expansion Activity

Reading and Writing 3, iQ Online Resource

Categorize Ads

EXPANSION EXP ANSION ACTIVITY: Effective Advertising

For further practice with categorization, seat students in small groups and have them look for similarities and differences among magazine ads. (You can use the same ads from the previous Expansion Activity Activity.) .) Direct students to consider details such as the following: the way the people look, the amount of text in the ad, the way items appear or are photographed,, and the words in the text. After they photographed have categorized their ads, have each group present its findings to the class.

Preview the Unit Seat students in groups or have them continue working with their groups from Activity A. Give each group a magazine (or a few magazines) and ask them to pull out advertisements. Direct groups to answer these questions about the ads they choose.

Is the ad attractive? Why or why not? Is the ad providing you with information or help, or is it selling you a product? Does the ad give you y ou useful information? What message is the ad giving? Do you think the ad is effective? Why or why not? Ask the group to show their ads and share their answers with the class.

UNIT 5 EXPANSION ACTIVITY 1





Critical Thinking Tip

1. Read the Unit Question aloud, Why do people take risks? Tell students, Let’s start off our discussion by listing risky things that people do.

Preview the Unit 1. Have a student read the tip aloud. Explain: We often put things into categories to help us organize them, and to more easily see the similarities and differences differ ences between the things. 2. Ask: In what situations do we have to think about how things are categorized? For example, if you’re looking for a specific type of magazine magazine,, it’s important to be able to look at a group of magazines and be able to understand how to categorize them. That way, if you want a health magazine, you won’t accidentally buy a car magazine. You might categorize your clothes into the ones you wear more often and the ones you wear less often. How might you categorize your neighbors? Your classes? Your errands?

2. Seat students in small groups and direct them to pass around a piece of paper as quickly as they can, with each group member adding one example of risky behavior to the list. Tell them they have two minutes to make the lists and they should list as many things as possible. 3. Call time and ask a reporter from each group to read the list aloud. 4. Use items from the lists as a springboard springboard for discussion. For example: Which of these things do people do for fun? Which do they do because they have to? Are any of the listed items financial risks? Social risks? Emotional risks?


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UNIT 6


EXPANSION EXP ANSION ACTIVITY: Discussing Consequences


Preview the Unit


Help students generate vocabulary that may be useful when they are describing the consequences of risky behavior. Seat them in small groups (or have them continue working with their groups from Activity A and B). Have half the groups look at Activity A and the other half look at Activity B. Tell them to list the various things that might go wrong in the pictured activities. Encourage students to get as specific as possible. Examples: fall, hit a tree, not be able to reach medical help, break a rope, crash, have a blowout, drown, lose an oar, etc.

EXPANSION EXP ANSION ACTIVITY: Unit Question 1. Introduce the Unit Question, Why do people help each other? Ask students if they think that people help each other because it is something they learned to do or because it is human nature. Give students a minute to silently consider their answers to the question. Have students who think helping behavior is mostly learned stand on one side of the room. Students who think helping behavior is mostly human nature should stand on the other side of the room.


2. Direct students to tell a partner next to them their reasons for choosing the answer they did.


3. Call on volunteers volunteers from each side to share their opinions with the class.

A 1. Direct students to read the sentences and identify the correct definitions of the underlined words in their dictionaries. Then have them compare answers with a partner. 2. Call on volunteers for the answers. answers. Discuss any disagreements.

21 ST CENTURY SKILLS EXPANSION

4. After students have shared shared their opinions, provide an opportunity for anyone who would like to change sides to do so. 5. Ask students to sit down, copy the Unit Question, and make a note of their answer and their reasons. They will refer back to these notes at the end of the unit.

EXPANSION ACTIVITY 2 Reading and Writing 3, iQ Online Resource

Employers place a premium on independent thinking and the ability to use resources. Teaching Teaching students how to use the dictionary helps them achieve learner independence and gives them access to a life-long resource. Point out to students that the process of looking up a word and choosing the right definition based on context is helping them become independent learners. To To help students practice this skill, follow this procedure when they read in class: Have everyone mark any unknown vocabulary words and collect the list on the board. Assign different words to different students (or groups of students) and have them look up their assigned words, identify the correct definitions, and share the definitions with the class.

EXPANSION ACTIVITY: Reasons Why

Preview the Unit 1. Seat students in groups (or have them stay in their groups from Activities A and B) and give each group two pieces of poster paper. Tell them to title one paper Reasons Why and the other Reasons Why Not. 2. Bring up each situation from Activities A and B. B. Tell the groups to write the reasons why they would or wouldn’t help on the correct paper. Post the reasons or keep them to refer to later in the unit.


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Critical Thinking Tip

Writing Skill: Stating reasons and giving examples

A 1. Have a student read the tip aloud. Explain: Making illustrations can make it easier to understand information or ideas. 2. Ask: In your everyday life, when is it helpful to illustrate information or ideas? For example, example, if you are giving someone directions, how can you use an illustration? How How can you y ou use an illustration to organize your day or your month?

Critical Q: Expansion Activity Organize Information Ask students if they find it easier to remember information when it is presented in a visual form. Point out that the thinking they do to create a visual representation representat ion helps them absorb the information. Ask students to flip through the book and look for different graphic organizers. Then have them discuss how each one organizes information. For example, on p. 14, there is a T-chart that organizes information into two categories. There are also numerous charts that put information into more than two categories categories.. In the Preview the Unit worksheet for Unit 8, available as an iQ Online Resource, there is an idea map that shows connections between ideas. On p. 152, a timeline shows information in chronological order. On p. 163, there is a chart that shows causes and effects. There are also many outlines that show the structure of an essay or paragraph. Ask if students are familiar with any other graphic organizers (such as Venn diagrams for comparison or organizational charts for showing hierarchies).

21 ST CENTURY SKILLS EXPANSION Employers today are looking for workers who can express their ideas clearly by stating their opinions and giving solid reasons and examples to support them. Point out to students that this is a skill they will use throughout their lives. Elicit other situations where students might need to state an idea or opinion and support it with a reason and an example. (e.g., telling the restaurant manager that customers preferred the old brand of coffee: This new one is bitter. Several people have complained to me. Or telling a customer that the larger size of something makes more sense: It’s more economical. With this one, you save $1.25 by getting the larger size instead of t wo smaller sizes.)


EXPANSION EXP ANSION ACTIVITY: Unit Question 1. Introduce the Unit Question, How can a small amount of money make a big difference? Ask related information questions or questions about personal experiences to help students prepare for answering the more abstract Unit Question. How much money do you think most people give to [one of the organizations students mentioned]? Do you think that amount of money helps? How? 2. Put students in small groups groups and give each group a piece of poster paper and a marker. 3. Give students a minute minute to silently consider their answers to the Unit Question. Tell students to pass the paper and marker around the group. Each group member should write a different answer to the question. Encourage them to help one another. 4. Ask each group to share their answers with with the class. Point out similarities and differences among the answers. If answers from different groups are similar, make a class list that incorporates all of the answers. Post the list to refer back to later in the unit.


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UNIT 8



A 1. Direct students to read the the model cause/effect essay and underline the thesis statement. Elicit any questions they have about vocabulary. vocabulary. 2. Ask a volunteer to read the thesis statement aloud.

21 ST CENTURY SKILLS EXPANSION Employers are looking for workers with critical thinking skills to identify causes and effects, and communication skills to explain them to others. Help students make the connection between their cause/ effect essay and other situations where they might need to identify and explain causes and effects. For example, they may need to explain a way to increase sales to a manager, the benefits of a product to a customer,, or the effects of a change in policy to a customer city official.

EXPANSION ACTIVITY 3 Reading and Writing 3, page 165

Grammar: Complex sentences


EXPANSION EXP ANSION ACTIVITY: Unit Question 1. Introduce the Unit Question: What does it take to be successful? Ask related information questions or questions about personal experiences to help students prepare for answering the more abstract unit question. 2. Put students in small groups groups and give each group a piece of poster paper and a marker. 3. Read the Unit Question aloud. Give students a minute to silently consider their answers to the question. 4. Tell students students to pass the paper and the marker around the group. Direct each group member to write a different answer to the question. Encourage them to help one another. another. 5. Ask each group to choose a reporter to read read the answers to the class. Discuss similarities and differences among each group’s answers. If answers from different groups are similar, make a group list that incorporates all of the answers. Post the list to refer to later in the unit.


EXPANSION EXP ANSION ACTIVITY: Chain Story


1. Practice the grammar and prepare students for writing about causes and effects by having them write a chain story. Start them off with a sentence on the board: Because someone donated books to the homeless children’s program, Timmy learned to read. Since he learned to read... Seat the students in small groups and tell them to copy the beginning of the story and then pass the paper around, with each person adding another sentence with because, since, or when to continue the story. Call time after the paper has gone around each group at least twice.

EXPANSION EXP ANSION ACTIVITY: Talk about Sports

2. Ask a volunteer from each group group to read read their finished story for the class.

How often do you watch or play it?

Preview the Unit To get students ready for writing about their favorite sport in Activity B, have them discuss the following questions in small groups: What sport do you think is the most dangerous? What sport do you think is the most expensive? What sport do you think is the most difficult? What’s your favorite sport to watch? To play? What Olympic sports do you like to watch on TV? What sport do you hate to watch on TV?


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Multilevel Options UNIT 1 MULTILEVEL OPTION 1 Reading and Writing 3, page 4

Talk: A Big Deal READING 1: Small Talk: C

VOCABULARY 1. Put students in pairs to locate each word in the reading. Then have them match the words with the definitions. 2. Have students repeat the vocabulary words words located in the box after you. Highlight the syllable in each word that receives primary stress. 3. Ask questions to help students connect with the vocabulary. For For example: ex ample: When was the last time you talked to a stranger ? What have you demonstrated to someone before?

MULTILEVEL OPTION 2 Reading and Writing 3, page 9

WRITE WHAT YOU THINK 1. Ask students to read the questions and reflect on their answers. 2. Seat students in small groups and assign roles: a group leader to make sure everyone contributes, a note-taker to record the group’s ideas, a reporter to share the group’s ideas with the class, and a timekeeper to watch the clock. 3. Give students five minutes to discuss the questions. Call time if conversations are winding down. Allow them an extra minute or two if necessary. 4. Call on each each group’s group’s reporter to share ideas with the class. 5. Have each each student student choose one of the questions and write 5–8 sentences in response. 6. Call on volunteers to share their their responses with the class.

MULTILEVEL OPTION Group lower-level students and assist them with the task. Provide alternate example sentences sentences or ask questions to help them understand the words. When I appreciate something, I say thank you. What are some things employees do to impress their boss? I like my weight right now—I want to maintain this weight. Have higher-level students complete the activity individually and then compare answers with a partner. Assign several words to each pair and tell them to write an additional sample sentence for each one. Have volunteers write one of their sentences on the board. Correct the sentences with the whole class, focusing on the use of the word rather than other grammatical issues.

MULTILEVEL OPTION Allow lower-level students to work with par tners to write three sentences in response to the question they choose. Ask higher-level students to respond to more than one question.


C 1. Direct students to complete the sentences sentences with their own ideas. 2. Ask volunteers to write their completed completed sentences on the board. MULTILEVEL OPTION Have higher-level students write two or three additional sentences about job interviews or about making a good first impression. Tell Tell them to use an if or when clause in each sentence.

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UNIT 2


MULTILEVEL OPTION 1

WRITE WHAT YOU THINK


1. Ask students to read the questions and reflect on their answers.

Knowing nowing Your Tastes Tastes READING 1: K B

VOCABULARY

2. Seat students in small groups and assign roles: a group leader to make sure everyone contributes, a note-taker to record the group’s ideas, a reporter to share the group’s ideas with the class, and a timekeeper to watch the clock.

1. Direct students to read the vocabulary vocabulary words in the box. Answer any questions about meaning or provide examples of the words in context. Pronounce each word and have students repeat. Highlight the syllable in each word that receives the primary stress.

3. Give students five minutes to discuss the questions. Call time if conversations are winding down. Allow them an extra minute or two if necessary.

2. Have students work individually to complete the sentences. Have students compare answers with a partner. Call on volunteers to read the completed sentences aloud.

5. Have each each student student choose one of the questions and write five to eight sentences in response.

3. Have the pairs read the sentences together together..

4. Call on each each group’s group’s reporter to share ideas with the class.

6. Call on volunteers to share their their responses with the class. MULTILEVEL OPTION

MULTILEVEL OPTION Group lower-level students and assist them with the task. Provide alternate example sentences sentences or questions to help them understand the words. A balanced meal meal includes different kinds of foods. Jin always comes to class; it is very likely that that he will come tomorrow.. This class is made up of students from tomorrow many countries. If you don’t study, you’re at risk of of failing your test. Have higher-level students complete the activity individually and then compare answers with a partner. Assign two or three words to each pair and ask them to write original sentences with the words. Have volunteers put one of their sentences on the board.

Seat students in mixed-abil mixed-ability ity groups so that lower-levell students can benefit from listening to lower-leve higher-level students. Allow lower-level students to write three sentences in response to the question they choose. Ask higher-level students to respond to more than one question.


B 1. Ask students to work individually to write write the sentences. Monitor and provide feedback. 2. Have volunteers volunteers write one of their sentences on on the board. MULTILEVEL OPTION Allow lower-level students to write just the adjectives + noun phrase (e.g., cheap, delicious, Mexican meal ) or to include only two adjectives (e.g., old American book). Have volunteers write one of their ideas on the board. Discuss with the class how to integrate the phrase into a sentence.

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UNIT 3


MULTILEVEL OPTION 1



1. Ask students to read the questions and reflect on their answers.

READING 1: Cars That Think B

VOCABULARY 1. Direct students to read the the vocabulary vocabulary words in the box. Answer questions about meaning or provide examples of the words in context. Then ask students to complete the sentences with the words from the box. 2. Put students in pairs to compare answers. answers. Elicit the answers from volunteers. Have students repeat the vocabulary words. Highlight the syllable in each word that receives primary stress. 3. Ask questions to help students connect with the the vocabulary: What benefits do you get from studying English? His job at the car dealership involves analyzing sales data. When you were young, did your parents put limitations on your phone use?

2. Seat students in small groups and assign roles: a group leader to make sure everyone contributes, a note-taker to record the group’s ideas, a reporter to share the group’s ideas with the class, and a timekeeper to watch the clock. 3. Give students five minutes to discuss the questions. Call time if conversations are winding down. Allow them an extra minute or two if necessary. 4. Call on each each group’s group’s reporter to share ideas with the class. 5. Have each each student student choose one of the questions and write five to eight sentences in response. 6. Call on volunteers to share their their responses with the class. MULTILEVEL OPTION Seat students in mixed-abil mixed-ability ity groups so that lower-levell students can benefit from listening to lower-leve higher-level students. Allow lower-level students to write three sentences in response to the question they choose. Ask higher-level students to respond to more than one question.

MULTILEVEL OPTION Group lower-level students and assist them with the task. Provide alternate example sentences sentences or questions to help them understand the words. In dry places, there is a limitation on how much water you can use during summer. Nour always obeys his father’s wishes. The teacher responds to students’ questions. Have higher-level students complete the activity individually and then compare answers with a partner. Tell Tell the pairs to write an additional sample sentence for each word. Have volunteers write one of their sentences on the board. Correct the sentences with the whole class, focusing on the use of the word rather than other grammatical issues.

UNIT 4 MULTILEVEL OPTION 1 Reading and Writing 3, page 78

READING 1: Food Advertising Tricks

You Should Know About B

VOCABULARY 1. Direct students to read the vocabulary vocabulary words in the box. Answer any questions about meaning or provide examples of the words in context. Ask students to complete the sentences with the words from the box.

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2. Put students students in pairs to compare answers. answers. Elicit the answers from volunteers. Have students identify the words or phrases in each sentence that give clues to the meaning of each vocabulary word.

MULTILEVEL OPTION Seat students in mixed-abil mixed-ability ity groups so that lower-level students can benefit from listening to lower-level higher-level students. Allow lower-level students to write three sentences in response to the question they choose. Ask higher-level students to write responses to more than one question.

3. Have students repeat the vocabulary words. words. Highlight the syllable in each word that receives primary stress. MULTILEVEL OPTION Group lower-level students and assist them with the task. Provide alternate example sentences sentences or questions to help them understand the words. The anticipation is too much for me. I just can’t wait to see who wins the championship game! This chocolate cake is delicious, and it looks so appealing on this beautiful plate. He appears to be qualified for the job, but we should interview him to be certain. Have higher-level students complete the activity individually and then compare answers with a partner. Tell the pairs to write an additional sample sentence for each word or expression. Have volunteers write one of their sentences on the board. Correct the sentences with the whole class, focusing on the use of the vocabulary word or expression rather than other grammatical issues.


C 1. Ask students students to work individually to write the sentences. Then have them compare their sentences with a partner. 2. Call on volunteers to read their sentences aloud. aloud. MULTILEVEL OPTION Have lower-level students work in pairs to complete the activity, and assist these pairs as necessary. When higher-level students finish, ask them to write an original sentence with each conjunction.


UNIT 5

WRITE WHAT YOU THINK 1. Ask students to read the questions and reflect on their answers.

MULTILEVEL OPTION 1



3. Give students five minutes to discuss the the questions. Call time if conversations are winding down. Allow them an extra minute or two if necessary. 4. Call on each each group’s group’s reporter to share ideas with the class. 5. Have each each student choose one of the questions and write five to eight sentences in response. 6. Call on volunteers to share their their responses with the class.

READING 1: Fear Factor:

Success and Risk in Extreme Sports B

VOCABULARY 1. Direct students to read the article and try to guess what the bold words mean. Then have them choose the answer that best matches the meaning of the bold words. 2. Put students in pairs to compare answers. answers. Elicit the answers from volunteers. Have students repeat the vocabulary words.

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MULTILEVEL OPTION Group lower-level students and assist them with the task. Provide alternate example sentences sentences or questions to help them understand the words. His main athletic pursuits are tennis and horseback riding. Do you know anyone with a high tolerance for pain? Einstein had many notable achievements in physics. One trait a a nurse needs is patience. Have higher-level students complete the activity individually and then compare answers with a partner. Tell Tell the pairs to write an additional sample sentence for each word. Have volunteers write one of their sentences on the board. Correct the sentences with the whole class, focusing on the use of the word rather than other grammatical issues.


B 1. Ask students to read the directions and complete the activity individually individually.. 2. Call on volunteers for the answers. MULTILEVEL OPTION Have lower-level students complete the exercise in pairs. Assist these pairs as necessary. When higherlevel students finish, ask them to write a two- or three-sentence passage that contains a time shift. Ask volunteers to put their passages on the board.


UNIT 6

WRITE WHAT YOU THINK 1. Ask students to read the questions and reflect on their answers.

MULTILEVEL OPTION 1



3. Give students five minutes to discuss the the questions. Call time if conversations are winding down. Allow them an extra minute or two if necessary.

VOCABULARY

4. Call on each each group’s group’s reporter to share ideas with the class. 5. Have each each student choose one of the questions and write five to eight sentences in response. 6. Call on volunteers to share their their responses with the class. MULTILEVEL OPTION

READING 1: A Question of Numbers B

1. Direct students to read the vocabulary vocabulary words in the box. Answer any questions about meaning or provide examples of the words in context. Pronounce and have students repeat the words. Highlight the syllable in each word that receives primary stress. 2. Have students students work with a partner to complete the sentences. Call on volunteers to read the completed sentences aloud. 3. Have the pairs read the sentences together together..

Seat students in mixed-abil mixed-ability ity groups so that lower-levell students can benefit from listening to lower-leve higher-level students. Allow lower-level students to write three sentences in response to the question they choose. Ask higher-level students to write responses to more than one question.

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MULTILEVEL OPTION Group lower-level students and assist them with the task. Provide alternate example sentences sentences or questions to help them understand the words. According to my mother, helping others is very important. The new teen driving rules don’t apply to me because I’m over 18. The boy committed a crime and ended up in jail. Have higher-level students complete the activity individually and then compare answers with a partner. Ask them to use their dictionaries to identify additional forms of each vocabulary word (but not the expressions according to, apply to, and end up). When you go over the activity, elicit the other forms and their uses from the higher-level students (e.g. complexity (n); factor in (v); proof (n.), provable (adj.); responsible (adj.); theorize (v); witness (v)).


A, B 1. Direct students to complete the activity individually. 2. Call on volunteers for the answers. MULTILEVEL OPTION Seat lower-level students in small groups and allow them to help each other with Activities A and B. Monitor and assist these groups. When higher-level students finish the ac tivities, ask them to write original sentences using three of the phrasal verbs. Have volunteers write their sentences on the board and discuss them as a class, focusing on the use of the phrasal verbs rather than on other grammatical issues.



UNIT 7

1. Ask students to read the questions and reflect on their answers. 2. Seat the students in small groups and assign roles: a group leader to make sure everyone contributes, a note-taker to record the group’s ideas, a reporter to share the group’s ideas with the class, and a timekeeper to watch the clock. 3. Give students five minutes to discuss the the questions. Call time if conversations are winding down. Allow them an extra minute or two if necessary. 4. Call on each each group’s group’s reporter to share ideas with the class. 5. Have each each student choose one of the questions and write five to eight sentences in response. 6. Call on volunteers to share their their responses with the class. MULTILEVEL OPTION Seat students in mixed-abil mixed-ability ity groups so that lower-level students can benefit from listening to lower-level higher-level students. Allow lower-level students to write three sentences in response to the question they choose. Ask higher-level students to write responses to more than one question.


READING 1: How a Ugandan Girl Got

an Education B

VOCABULARY 1. Have partners read the article and use context clues to try to guess what each word in bold means or think of a synonym for the word. Then have them match the bold words to the definitions. 2. Call on volunteers to read the sentences aloud. aloud. Answer any questions about def initions and provide or elicit additional examples of the words in context. Pronounce and have students repeat the words. Highlight the stressed syllable in each word. 3. Have the pairs read the sentences together together..

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MULTILEVEL OPTION Group lower-level students and assist them with the task. Point out context clues and ask questions to help students connect to the vocabulary, e.g., Finishing school and starting a job is a change, or transition. What other transitions do people make in life? Have higher-level students complete the activity individually and then compare answers with a partner. Assign two words to each pair and ask them to write an example sentence for each word. Have volunteers write one of their sentences on the board.


B 1. Have students students work with a partner to write sentences using three of the collocations. 2. Ask volunteers to write one of their sentences on the board. MULTILEVEL OPTION Allow lower-level students to use the sentence frames from the Vocabulary Skill presentation above for this activity. Additional frames: Through the generosity of , I was able to . showed extraordinary generosity when he / she . has always shown generosity toward .


WRITE WHAT YOU THINK 1. Ask students to read the questions and reflect on their answers. 2. Seat the students in small groups and assign roles: a group leader to make sure everyone contributes, a note-taker to record the group’s ideas, a reporter to share the group’s ideas with the class, and a timekeeper to watch the clock. 3. Give students five minutes to discuss the the questions. Call time if conversations are winding down. Allow them an extra minute or two if necessary. 4. Call on each each group’s group’s reporter to share ideas with the class. 5. Have each each student choose one of the questions and write five to eight sentences in response. 6. Call on volunteers to share their their responses with the class. MULTILEVEL OPTION Seat students in mixed-abil mixed-ability ity groups so that lower-level students can benefit from listening to lower-level higher-level students. Allow lower-level students to write three sentences in response to the question they choose. Ask higher-level students to write responses to more than one question.

UNIT 8 MULTILEVEL OPTION 1 Reading and Writing 3, iQ Online Resource Preview the Unit

B 1. Have students look at the idea map. Model filling out the idea map on the board. Elicit a favorite sport from a volunteer and examples of financial costs, physical costs, and emotional costs for that sport. Explain that costs has a similar meaning to sacrifices. 2. Ask students students to work individually to complete their maps and then to discuss their ideas with a partner p artner.. MULTILEVEL OPTION Group lower-level students and elicit their favorite sports. Have them work together to brainstorm financial, physical, physical, and emotional costs for each sport. Ask questions to help students think about the costs, such as Does the sport cost a lot of money? Can you get hurt? Do you have to spend time away from your family or friends?

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MULTILEVEL OPTION 2

4. Call on each each group’s group’s reporter to share ideas with the class.


5. Have each each student student choose one of the questions and write five to eight sentences in response.

READING 1: Fast Cars, Big Money B

VOCABULARY 1. Work Work through the first item together together.. Read the sentence, replacing logo with each of the choices to show students which answer makes sense. Students may do the same for the remaining items.

6. Call on volunteers to share their their responses with the class. MULTILEVEL OPTION Allow lower-level students to write three sentences in response to the question they choose. Ask higher-level students to respond to more than one question.

2. Direct students to read the sentences sentences and circle the word with the same meaning as the bold word. 3. Put students in pairs to compare answers. answers. Elicit the answers from volunteers. Have students repeat the vocabulary words. Highlight the syllable in each bold word that receives primary stress. 4. Ask questions to help students connect with the the vocabulary: Do you have any logos on your clothes or on items you are carrying? Think about a sport you watch—where do you see the sponsors’ names? MULTILEVEL OPTION Seat students in mixed-lev mixed-level el pairs. Have higherlevel students help lower-leve lower-levell students understand the meanings of the words. When pairs have finished with the activity, elicit any definitions or examples the students came up with.


WRITE WHAT YOU THINK 1. Ask students to read the questions and reflect on their answers. 2. Seat students in small groups and assign roles: a group leader to make sure everyone contributes, a note-taker to record the group’s ideas, a reporter to share the group’s ideas with the class, and a timekeeper to watch the clock. 3. Give students five minutes to discuss the the questions. Call time if conversations are winding down. Allow them an extra minute or two if necessary.

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Background Notes UNIT 1

UNIT 2

Reading and Writing 3, pages 2–3


Unit Opener Background Note

Unit Opener Background Note

The large photo on page 2 shows a group of men having a meeting in a conference room. At the top of page 3 are some tulips and brightly wrapped presents. At the bottom of the page is a neatly dressed young man offering to shake hands. In the background is the jobs section of a newspaper.

The photo shows a white platter of freshly-wrapped sushi. The platter rests on a bamboo placemat with two sets of chopsticks waiting to be used.


Reading 1 Background Note Small talk is informal conversation for the sake of conversation. It is considered by many experts to be a social skill, and is sometimes called “social communication.” It can be a way to open up conversation with a stranger or new acquaintance, or even a bonding ritual. Although it may seem insincere or artificial to some, it can make a world of difference in many situations. Small talk may influence a first impression, decision making, or even how relationships develop. Reading and Writing 3, page 11

Reading 2 Background Note Here are some additional tips to share with students about what to do during a job interview. Dressing well: If you’re not sure what to wear, it’s better to look too conservative than not conservative enough. Punctuality: Visit the location of your interview ahead of time so you know how long it takes to get there.. Speaking: Speak in a clear there clear,, confident confid ent voice. Body language: Use a firm handshake. Asking questions: avoid questions about salary salary,, vacations, and benefits until you’ve received an offer. Also, don’t forget to turn off your cell phone!


Reading 1 Background Note The phenomenon of taste sensitivity was discovered in the 1930s, when researchers found that people had different reactions to the chemical PTC (phenylthiocarbamide). Some people found the chemical to be horribly bitter, and others couldn’t taste it at all. The term “supertaster” was coined in 1991 by Linda Bartoshuk. She noticed that people with extreme taste sensitivity had a large number of taste receptor cells (or taste buds). Reading and Writing 3, page 35

Reading 2 Background Note Although many people may consider a balanced diet to include a lot of fruits, vegetables, and grains and little fat, sugar, and cholesterol, different countries have additional ideas of what it means to have a balanced diet. In France, for example, a balanced diet includes a variety of dishes from the 22 individual regions of the country and multiple courses during a single meal. In China, a balanced diet may be made up of opposites, such as cool and warm foods or boiled and fried foods.

UNIT 3 Reading and Writing 3, pages 50–51

Unit Opener Background Note The large photo on page 50 shows a Maasai tribesman sending a text message while herding cattle in Kenya. At the top of the page are some f iber optic cables. At the top of page 51 a hand holds a transparent smartphone. The photo at the bottom of the page shows the inside of a fiber optic cable.

Background Notes

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Reading 1 Background Note


Driverless cars have been a fantasy since the 1939 World’s Fair, Fair, where the first plan for f or autonomous vehicles was unveiled. Within the last 30 years, research and technology have begun to catch up to engineers’ vision. The most viable driverless car project is currently run by Google. Their system uses information i nformation from Google Street View, View, artificial intelligence software, video, radar, and other advanced technologies to maneuver the car through traffic, on narrow city streets, and along winding mountain roads.

Food styling as a practice has been around for more than 60 years, since the switch from illustrations to photography in food advertising and cookbooks in the 1950s. The hot lights that photographers used would melt the food or make the produce wilt and look bad, so some people began to use tricks and food substitutes to make the food look better and last longer. Many of these tricks are still used today, but the rise of digital cameras has made photo shoots shorter, so some of the tricks are no longer necessary, such as using white glue in cereal instead of milk.





Although students have long been using personal computers, the Internet, and more recently, recently, tablets, to do research, write papers, and find supplemental educational resources, technology is quickly becoming a fundamental part of education. In some places, such as Saudi Arabia and the United Arab Emirates, large numbers of students are using tablets in the classroom. The devices let them learn interactively during class time. Students can also use their tablets to communicate with their teachers directly directly.. In addition, tablets allow teachers to monitor their students’ progress easily.

The argument about whether advertising is benign or harmful has become more intense with the current practice of “personalized” advertising. Search engines on the Web can remember a user’s previous searches and will bias search results toward them. For example, example, if you have searched for a particular product by brand name in the past, future search results that include that brand will be higher on your results list. In addition, email providers use word recognition to provide targeted advertising so that different users see different ads on their screens. Online retailers also keep purchase information and use it to make suggestions for further purchases. Some people see this personalized advertising as an invasion of privacy while others see it as a step toward making advertisements more useful to the consumer.


Unit Opener Background Note The large photo on page 74 shows a view of a baseball stadium for the New York York Yankees. Yankees. There are a lot of electronic billboards surrounding the top of the stadium. The Goodyear blimp floats overhead. On the top of page 75 there is a person dressed as a sandwich to advertise for Subway. On the bottom of the page there is a “cow mobile” advertising for Ben and Jerry’s ice cream. It blends in with the environment to show that Ben and Jerry’s uses natural ingredients.

Culture note: The Super Bowl is an American football championship game played in the United States every year.. It is extremely popular and is usually the mostyear watched American television broadcast of the year. year. Public broadcasting programs show mainly educational programming and are financed with public money. money.


Unit Opener Background Note The large photo on page 96 shows a member of the AeroSuperBatics Breitling Wingwalking Team walking on a Boeing Stearman Biplane. The photo was taken during the United Kingdom’s RAF (Royal Air Force) Fairford RIAT (Royal Inter national Air Tattoo), the biggest military airshow in the world. At the top of page 97, a smiling woman is rock climbing. At the bottom of the page are a pick and rope f or rock and ice climbing.

Background Notes

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Which sports are classified as “extreme sports” varies somewhat from source to source source.. Although the term always refers to sports that have an element of risk and danger, it is more often used to describe youth-oriented sports such as snowboarding, BMX racing, and motocross. This is partly because of the popularity of the X Games, a winter and summer extreme sports competition that features youthoriented sports.

In addition to the diffusion of responsibility, there are other reasons cited for the bystander effect. It is possible that in some situations, bystanders are influenced by the fact that other people are not reacting; that is, they think that since no one else is reacting, it must not be necessary to do anything. In addition, people may feel that they are not competent to help or that other bystanders are more qualified.

Extreme sports athletes may be different from other people who take large risks because they are normally very focused on a goal, and they have a desire to outperform themselves, which is a major reason they continue to push themselves in their sports. Many of these athletes would say that their desire to reach higher and higher goals is greater than their desire for a quick adrenaline rush. Reading and Writing 3, page 105

Reading 2 Background Note Since her climb of Half Dome, Kelly Perkins has climbed a number of other significant peaks, including Mt. Fuji in Japan, Kilimanjaro in Tanzania, and the Matterhorn in Switzerland. She also returned to Yosemite to climb El Capitan (a much steeper ascent than Half Dome), and did a very challenging free climb (using only hands and feet to climb rather than ropes) in the Andes. She has publicized her climbs in the hope that by showing that transplant patients can lead a full life, she will inspire people to become organ donors. Her husband has accompanied her on every climb and has given her a new gold charm on the completion of each one.

UNIT 6

The bystander effect is of concern in the workplace and at institutions like universities because it means that some people will be unwilling to come forward to talk about unacceptable behaviors they see. Some organizations conduct “active bystander” training to help people become more aware of their responsibility to act. Reading and Writing 3, page 129

Reading 2 Background Note Altruism is of great interest to biologists, who are trying to explain what advantages individuals and groups can gain from altruistic behavior. In addition to the neurological studies, further evidence for the biological basis of altruism comes from observations of animals. Altruistic behavior has been observed in a wide variety of animals, including bats that share food and chimpanzees that adopt orphans.


Unit Opener Background Note The photo shows school children and their teachers in If aty aty,, Madagascar, Africa. The children are smiling and holding books. Behind them is a blackboard with writing in Malagasy Malagasy,, French, and English.


Unit Opener Background Note The photo shows two backpackers climbing up some rocky terrain. They are both holding trekking poles and wearing large backpacks. One of them is standing higher than the other and helping the other make it up the hill.

Background Notes

B-3





The Internet has made it easy for people to donate small amounts of money toward a specific cause or person rather than to a large charity that disperses the money to unknown recipients. One popular method of helping people in need is through “microloans” or “microfinance,” where a person invests a small amount of money to help a would-be entrepreneur.. Potential investors can look through entrepreneur the profiles of people who are hoping to start or build a business but too poor to receive traditional financing and choose whom to lend a small amount of money to. The person receiving the money is expected to pay it back according to a schedule set up by the lending institution. When investors get their money back, they can withdraw it or lend it to another entrepreneur entrepreneur..

Formula 1 car racing began in Europe, but it has spread throughout the world and is watched on TV by millions of people. The Formula 1 season consists of a series of races, called Grand Prix, that are held in different countries. The winners of the Grand Prix compete in two World Championships, one for the drivers and one for the constructors (teams that build the car chassis). Have students look at photos that accompany the article. Ask if they are familiar with or if they follow Formula 1.


Reading 2 Background Note Some people may think that giving to charity means donating a l arge sum of money money.. However, there are many charities around the world that can make a big difference from just a small donation. These small donations can help those in need start a small business, which could eventually expand and help others in need.


Unit Opener Background Note The large photo on page 168 shows members of the Saudi Arabia equestrian team, (L-R) Prince Abdullah Al Saud, Kamal Bahamdan, Ramzy Al Duhami, and Abdullah Waleed Sharbatly. Sharbatly. They have just received the bronze medal in the Equestrian Team Jumping event at the London 2012 Olympic Games. At the top of the page there is a black mortarboard, or graduation cap, and a diploma. At the top of page 169 there is a Nobel Prize. At the bottom of the page is an A+ grade written by a teacher.


Reading 2 Background Note Many experts believe that organized sports help keep children in good physical shape as well as develop their social skills, self-discipline, and maturity. maturity. So it ’s not surprising that twenty million children each year register for competitive sports. However, 70% of the kids who sign up for a sport quit playing it by the time they are 13. Experts suggest that part of the reason for this is that sports are no longer fun for children because there is so much emphasis on winning and excellence over simple enjoyment.* While the majority of kids drop out of sports, among the ones who remain there are growing numbers of sports-related injuries. Over 3.5 million children are treated for sports-related injuries each year, a large number of these “overuse” injuries resulting from kids pushing themselves (or being pushed) too hard. *—from “Why Most Kids Quit Sports”: Carleton Kendrick Ed.M., LCSW; Family Education: http://life.familyeducation.com/sports/ behavior/29512.html

Background Notes

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Skill Notes

UNIT 1 VOCABULARY SKILL NOTE Reading and Writing 3, page 16

Vocabulary Skill: Using the dictionary to identify word forms 1. Read the the information abou aboutt word families and direct students to look at the dictionary definitions. 2. Check comprehension: Which word is a verb? noun? adjective? Are the meanings of the words similar? Are they exactly exactly the same? 3. Write sentences with blanks on the board board and elicit the correct form of accomplish to complete them. I a lot last night. My friend has many . She is a very writer.

Skill Note Learning word forms is a crucial step in helping students move from passive understanding of a word to using it correctly. Make a habit of pointing out the form of a new vocabulary word and teaching related forms. In many cases, different word forms have slightly different meanings, and often students don’t pick up on these subtle differences just from seeing words in context. Even higher-level students may understand the meaning of a word but be unclear on the use of different forms. Assigning additional word-form work is a great way to keep these students challenged when vocabulary exercises are easy for them.

GRAMMAR NOTE Reading and Writing 3, page 22

Grammar: Real conditionals: present and future 1. Read the information about the present real conditional. Check comprehension by providing students with if clauses and elicit several completions, including completions with modals. If you arrive late to an interview interview,, ...; If you don’t look at the interviewer, ...

2. Repeat the procedure with with the future real conditional and elicit future completions for the same if clauses. Point out that with these “advice” sentences, either conditional is correct, but there are situations where only present or future is correct. For example, If it rains tomorrow, tomorrow, I will stay home. 3. Read the the examples of conditional clauses with when. Elicit restatements of the previous if clauses clauses with when. ( When you smile frequently, ...) 4. Have students students look back at the examples and compare the punctuation in sentences that start with an if (or when) clause vs. the ones that end with that clause. (If the if/when clause follows the result clause, there is no comma.)

Skill Note When using the future conditional, students often make the error of inserting the modal will in the if clause ( If If you will arrive late...) or of not using the present tense ending for third person verbs ( If he arrive late...). Try some practice skeletons that require students to complete the if clause. clause. ( If If he/you , he/ you won’t get the job.)


Vocabulary Skill: Use of context to understand words 1. Direct students to read the sentence sentence about context. Write the example sentence on the board. Help students identify the context, or words around the bold word, that help define consuming. Then read through the rest of the information together together.. 2. Check comprehension by asking questions: What is context? How can you tell that consuming means “eating” in this sentence? What can you do if you read a word in a text that you don’t know?

Skill Notes

S-1

Skill Note Some students are anxious about encountering words they don’t understand and feel that it’s necessary to look up every word in the dictionary. Point out that there are two very important skills to work on: reading and vocabulary building. If students stop to look up each word they don’t know, they train themselves to become slow sl ow word-by-word readers, which is bad for their reading comprehension. Tell students to make a habit of marking words that they want to look up as they read. Explain that they should avoid looking words up while reading unless not knowing the word makes it hard to understand the passage. Sometimes the context will make the meaning of the word clear, and when it doesn’t, they can look the words up later, at which time their focus can be on learning vocabulary rather than on understanding a text.


Grammar: Use and placement of adjectives


Vocabulary Skill: Synonyms 1. Have students read the information about synonyms. 2. Check comprehension by asking questions. What is a synonym? Why should you learn synonyms? What do you have to be careful of when choosing synonyms?

Skill Note Many words that have similar meanings are not used in exactly the same contexts because they may differ in degree, in level of formality, in positive/negative connotation, or in how general or specific they are. A learners’ thesaurus (such as the Oxford Learner’s Thesaurus) can be useful for high-level students and for the teacher in helping to distinguish or explain the differences among similar words.

1. Read the information about the use and placement of adjectives and ask students to look at the chart. Elicit the types of the adjectives in the example sentences (e.g. (e.g.,, big = size; old = age).

GRAMMAR NOTE

2. Check comprehension by asking: How many adjectives should you use before a noun (at most)? If you want to add a fourth adjective, what should you do?

Grammar: Parallel Parall el structure

Skill Note The adjective-order chart can be a useful way of recording new vocabulary. Have students copy the chart into their notebooks, and direct them to write any new adjectives they learn in the chart. If they can’t find a place for a new word in the chart, it can be a springboard for discussion of the correct use and placement of the new word. If you have space in the classroom, you may want to make a large classroom version of the chart to post on a bulletin board for recording new adjectives and referencing adjective order throughout the semester semester..


1. Read the the information about parallel structure and go over the example sentences. 2. Check comprehension by writing unfinished sentences on the board: I like to talk on my cell phone, play play games on my computer, computer, and ; He didn’t have a TV or . Elicit a variety of parallel completions for each sentence.

Skill Note Parallel structure often falls apart in students’ writing when they try to connect longer or more complicated clauses and phrases (e.g., He liked to talk on the phone, play computer games, games, and played soccer. soccer.). Watch for these errors and copy them on the board to practice error correction with the class.

Skill Notes

S-2


Vocabulary Skill: Suffixes 1. Have students read the the information about suffixes. 2. Check comprehension by asking asking students students to define a suffix. Then elicit words they know with each of the endings from the chart. 3. Direct students to read the words words and check the the correct part of speech.

Skill Note Many students write run-on sentences and connect independent clauses with a comma rather than a conjunction. To help them practice identifying simple sentences that can be combined with conjunctions, seat students in groups and provide each group with sentence strips. Tell the groups to write compound sentences in their notebooks using the strips in any order and adding conjunctions where appropriate. Sample sentence strips: She saw an ad for a book on the Internet; The book was cheap; She ordered the book; Her order never arrived; She called the company; No one answered the phone; Her credit card was charged; She was very annoyed. Finally, she spoke to a customer service representative; representative; She can get a refund; She can re-order the book.

4. Call on volunteers for the answers. answers. Elicit any other form of the word the students know.

Skill Note

UNIT 5

Additional examples ex amples for each suffix: -ful: graceful, hopeful, useful, peaceful

VOCABULARY SKILL NOTE

-able: acceptable accept able,, agreeable, chewable, uncontrollable -ial: facial, industrial, racial, official -er: smaller, larger, taller, wider -ment: agreement, government, judgment, employment -tion: relation, decoration, preparation, promotion -ship: citizenship, leadership, membership, partnership -ness: cleanliness, brightness, forgiveness, greatness -ly: quickly, simply, confidently, colorfully


Grammar: Compound sentences 1. Read the the information about about compound sentences and review the examples. 2. Check comprehension by writing compound sentences without punctuation or conjunctions on the board: He liked the new phone he liked its price, too. He bought the phone it wasn’t that good after all. He was very unhappy with it he returned it. He can trade it for a new phone he can get his money back. Elicit the correct conjunction and the comma placement for each sentence.


Vocabulary Skill: Using the dictionary to find the correct meaning 1. Have students read the the information about finding the correct meaning. 2. Check comprehension by asking asking students students about about the example. How many definitions definitions does consume have? Which one is correct for this context? How do you know?

Skill Note Students at this level should be working with an all-English learner’s dictionary (such as the Oxford Dictionary of American English for Learners). If your students are still relying heavily on their bilingual dictionaries, encourage them to transition to using the bilingual dictionary as a backup and turning first to the learner’s dictionary. Conduct periodic activiti es with the dictionary to encourage students to become familiar with it. For example, when new vocabulary words are assigned, ask them to look up the words and identify the correct definition if there is more than one. Have them use the dictionary to find word families, synonyms, and example sentences as well.

Skill Notes

S-3


Grammar: Shifts between past and present time frames 1. Read the information about shifts between between past and present and go over the examples. 2. Check comprehension by asking questions: Why do writers use simple past? past perfect? simple present? Point to the sentence with the past perfect and ask which happened first, the writer wanting to do something or her family developing an image of her. Explain that the past perfect is used to show that one action happened earlier than another.

Skill Note The past perfect can be difficult for students to grasp. To help them understand the concept, use timelines. For example, put a simple timeline on the board with:

5:00 Joe left a message 6:00 I got home Then write sample sentences: When I got home, Joe left a message. When I got home, Joe had left a message. Ask students which is true according to the timeline.


Vocabulary Skill: Phrasal verbs 1. Direct students to read the the information about phrasal verbs. 2. Check comprehension: What is a phrasal verb? What’s the difference in meaning between end and end up? What’s the difference in meaning between watch and watch out? Elicit from students any other phrasal verbs that they know.

Skill Note Phrasal verbs are very common in both written and spoken English—there are well over 2,000 of them —so students might want a phrasal verb dictionary d ictionary (such as The Oxford Phrasal Verbs Dictionary for Learners of English) for looking up these expressions. When learning new phrasal verbs, students should avoid trying to memorize lists of verbs with the same particle or the same base, as this is likely to result in confusion. Instead, phrasal verbs should be treated like other vocabulary items; students should make a note of the ones they come across in context and study their meaning and usage.


Grammar: Gerunds and infinitives 1. Read the the information about forming gerunds and gerunds as subjects. Put a gerund on the board and elicit sentences that use it as a subject. For example, exampl e, Running . (feels good, etc.) is exhausting, 2. Direct students to look at the verbs that are followed by gerunds. Elicit sentence completions for several of the verbs, e.g., I always avoid and I need to practice . 3. Direct students to look at the the verbs that are followed by infinitives. Elicit sentence completions for some of the verbs, e.g., I hope and I forgot .

Skill Note In some languages, it is not unusual for an infinitive to be the subject of a sentence. However, this usage is uncommon in English. To help students learn which verbs are followed by gerunds and which verbs are followed by infinitives, identify the verbs that are frequently used or the ones that cause the most problems for students and conduct controlled practice. Start a sentence, My friend and I discussed , and go around the room, calling on various students to complete the sentence using a different gerund. To make this a game, write the sentence opener on the board and have teams come up with as many completions as possible. The team with the most (correct) completions in three minutes gets a point. Then move on to the next verb.

Skill Notes

S-4


Vocabulary Skill: Collocations with nouns 1. Direct students to read the the information about collocations. 2. Check comprehension: What is a collocation? How does using collocations improve your writing? Write sentence frames on the board using the sample collocations and elicit completions, e.g., It was an act of kindness when . always treated me with kindness kindness.. benefited from the kindness of strangers.

Skill Note Collocations are particularly helpful to students when they are learning relatively low-frequency abstract nouns like generosity and kindness . The adjective forms of these words are more common in speaking, which makes the use of the noun in writing more challenging for students. Keep an eye out for these kinds of nouns and teach students several collocations to go with them. Examples from the vocabulary in this unit include transition (collocations: abrupt, sudden, gradual, smooth; make make a transition; a period of transition, a state of transition) and commitment (absolute, serious, personal; give/make/demonstrate a commitment; a lack of commitment).


Grammar: Complex sentences 1. Read the information about complex sentences. sentences. Copy the first example on the board and underline Beatrice was not very happy. Point out to students that this part of sentence would be complete by itself if you put a period at the end of it. The second part is not complete because the word when makes it dependent.

Skill Note Because is less formal than since, and its use will be more familiar to students. Putting the clause with because after the independent clause places more stress on the reason.

Since clauses are more likely to come at the beginning of the sentence and are often used when the cause is already known to the reader/listener: Since you gave me that money, I’ve decided to go back to school. Students will probably be familiar with since as a time conjunction. ( I’ve I’ve known him since I was a child.) Be sure students understand that this is a different meaning for the same word.


Vocabulary Skill: Collocations with adjectives + prepositions 1. Have students read the the adjective adjective + preposition combinations. 2. Check comprehension by eliciting sample sentences with the collocations. For example, I’m interested in science.

Skill Note There are dozens of adjective + preposition combinations in English. Tell students that when they are learning a new adjective, they should make a note of any preposition it’s commonly used with. Also point out that in most cases, prepositions are followed by nouns, which means they’ll need to use gerunds, not verbs. Put examples on the board: interested in literature, literature, interested in learning; famous for his poetry, famous for winning an award.

2. Elicit sentences from students students using the word word because and write them on the board in two ways: 1) with the independent clause first and 2) with the dependent clause first. Ask students to identify the dependent clause. Ask which sentence needs a comma.

Skill Notes

S-5


Grammar: Sentence fragments 1. Tell students students that when you break something something into pieces, each piece is called a fragment. A fragment is an incomplete piece of something. Explain what a sentence fragment is. 2. Ask students students to identify the dependent and main clauses of the sentences and to explain the punctuation (i.e., that the sentence has a comma if the dependent clause comes first).

Skill Note Because and when clauses are common sources of sentence fragments because we use them that way in speech: Why weren’t you here yesterday? Because I was sick. Point out to students that this is just an example of standard written English being different from spoken English. Also tell students to watch out for f or long dependent clauses. If the clause goes on too long, the writer forget where he or she started. (e.g., Although she used her phone for text messaging every day and almost never made any voice calls. )

Skill Notes

S-6

Unit Assignment Rubrics Unit 1

Sociology

Unit Assignment Rubric Student name: Date: Unit Assignment: Organize, develop, and write a “how to” paragraph about how to make a good first impression. 20 points = Paragraph element was completely successful successful (at least 90% of the time). 15 points = Paragraph element was mostly successful (at least 70% of the time). 10 points = Paragraph element was partially successful (at least 50% of the time). 0 points = Paragraph element was not successful. Write a “How to” Paragraph

20 points

15 points

10 points

0 points

Student used correct spelling and punctuation. Paragraph has a strong topic sentence and Paragraph concluding sentence. Paragraph includes vocabulary from Paragraph the unit. Paragraph clearly explains how to Paragraph make a good first impression. Student included conditionals and used them correctly. Total points: Comments:

© 2015 Oxford University Press. Permission granted to reproduce for classroom use.

Rubrics

R-1 R1

Unit 2

Nutritional Science

Unit Assignment Rubric Student name: Date: Unit Assignment: Write a descriptive paragraph about your favorite dish. 20 points = Paragraph element was completely successful successful (at least 90% of the time). 15 points = Paragraph element was mostly successful (at least 70% of the time). 10 points = Paragraph element was partially successful (at least 50% of the time). 0 points = Paragraph element was not successful. Write a Descriptive Paragraph

20 points

15 points

10 points

0 points

The paragraph is well organized. Student used correct spelling. Paragraph includes vocabulary from Paragraph the unit. Student used descriptive adjectives to describe a favorite dish. Adjectives are in the correct order. Total points: Comments:


Rubrics

R-2

Unit 3

Information Technology

Unit Assignment Rubric Student name: Date: Unit Assignment: Write a summary and a personal response paragraph. 20 points = Paragraph element was completely successful successful (at least 90% of the time). 15 points = Paragraph element was mostly successful (at least 70% of the time). 10 points = Paragraph element was partially successful (at least 50% of the time). 0 points = Paragraph element was not successful. Write a Summary and a Personal Response Paragragh

20 points

15 points

10 points

0 points

Student used correct punctuation and spelling. Paragraphs include vocabulary from the Paragraphs unit and a variety of synonyms. The summary includes the main ideas of the reading. Student clearly expressed an opinion in their response paragraph and provided reasons and examples to support it. Parallel structures are used correctly. Total points: Comments:


Rubrics

R-3

Unit 4

Marketing

Unit Assignment Rubric Student name: Date: Unit Assignment: Write an opinion essay about advertising. 20 points = Essay element was completely successful (at least 90% of the time). 15 points = Essay element was mostly successful (at least 70% of the time). 10 points = Essay element was partially successful (at least 50% of the time). 0 points = Essay element was not successful. Write an Opinion Essay

20 points

15 points

10 points

0 points

Student clearly expressed an opinion about advertising. Essay includes vocabulary from the unit and words with suffixes. Essay includes an introductory paragraph that states an opinion and a concluding paragraph that restates the opinion. Essay includes two body paragraphs with reasons and examples. The essay uses correct grammar, punctuation, and spelling. Total points: Comments:


Rubrics

R-4

Unit 5

Psychology

Unit Assignment Rubric Student name: Date: Unit Assignment: Write a narrative essay about a risk you have taken. 20 points = Essay element was completely successful (at least 90% of the time). 15 points = Essay element was mostly successful (at least 70% of the time). 10 points = Essay element was partially successful (at least 50% of the time). 0 points = Essay element was not successful. Write a Narrative Essay

20 points

15 points

10 points

0 points

Essay begins with an introductory paragraph that gives the reason the person took the risk and any important background information. Essay has two body paragraphs that include events and details. Essay ends with a concluding paragraph that restates why the writer took the risk and summarizes why the story is important to the writer. The essay uses correct grammar, punctuation, and spelling. Essay includes vocabulary from the unit. Total points: Comments:


Rubrics

R-5

Unit 6

Philosophy

Unit Assignment Rubric Student name: Date: Unit Assignment: Write an analysis essay about why people help others using reasons and examples. 20 points = Essay element was completely successful (at least 90% of the time). 15 points = Essay element was mostly successful (at least 70% of the time). 10 points = Essay element was partially successful (at least 50% of the time). 0 points = Essay element was not successful. Write an Analysis Essay with Reasons and Examples

20 points

15 points

10 points

0 points

Introductory paragraph includes a thesis statement. Student clearly states reasons and gives examples to support the reasons. The essay includes body paragraphs for each reason. The essay includes vocabulary from the unit. The essay uses correct grammar, punctuation, and spelling. Total points: Comments:


Rubrics

R-6

Unit 7

Economics

Unit Assignment Rubric Student name: Date: Unit Assignment: Write a cause/effect essay explaining how a small amount of money can make a big difference. 20 points = Essay element was completely successful (at least 90% of the time). 15 points = Essay element was mostly successful (at least 70% of the time). 10 points = Essay element was partially successful (at least 50% of the time). 0 points = Essay element was not successful. Write a Cause/Effect Essay

20 points

15 points

10 points

0 points

Student used a cause/effect essay to clearly explain how a small amount of money can make a difference. The essay includes vocabulary from the unit and collocations with nouns. Essay includes an introductory paragraph with a thesis statement describing the effects of the situation and a concluding paragraph restating the main idea. Essay includes at least three body paragraphs describing effects. Student used complex sentences correctly. correctly. Total points: Comments:


Rubrics

R-7

Unit 8

Behavioral Studies

Unit Assignment Rubric Student name: Date: Unit Assignment: Write an argumentative essay. 20 points = Essay element was completely successful (at least 90% of the time). 15 points = Essay element was mostly successful (at least 70% of the time). 10 points = Essay element was partially successful (at least 50% of the time). 0 points = Essay element was not successful. Write an Argumentative Essay

20 points

15 points

10 points

0 points

Essay includes an introductory paragraph that states an opinion and describes a counterargument. Essay includes three body paragraphs that each provide a reason and supporting examples or facts. Essay contains a concluding paragraph that restates the opinion, refers to the counterargument, counterargum ent, and summarizes the reasons. Essay includes vocabulary from the unit. Essay uses correct grammar grammar,, punctuation, and spelling. Total points: Comments:


Rubrics

R-8

Reading and Writing 3 Unit 1 Student Book Answer Key The Q Classroom Activity A, p. 2 Answers will vary. Possible answers: 1. honesty, kindness, intelligence, sense of humor 2. dress nicely, smile, be polite 3. The people are at a meeting in an office. The man is speaking to his h is coworkers. He’s leading the meeting. His coworkers are listening to him speak. Activity B, p. 3 Marcus: c, h Yuna: a, f Felix: b, d Sophy: e, g PREVIEW THE UNIT Activity A, iQ Online Resource Answers will vary. Activity B, iQ Online Resource Answers will vary. READING 1 PREVIEW THE READING Activity A, p. 4  talking about things like traffic or weather Activity B, p. 4 Answers will vary. Possible answer: I like meeting new people at school because it’s a chance to make a new a new friend. Usually I have a lot in common with my classmates, so I don’t feel really nervous. I nervous. I say hello and smile, and I introduce myself. When I smile, it shows I am a friendly person. I also ask my new classmates questions to make them feel more comfortable. I usually ask them where they are from or what hobbies they have. Sometimes we


guess about what our new teacher is going to be like. Activity C, p. 4 Answers will vary. WORK WITH THE READING Activity B, p. 7 1. f 2. i 3. b 4. d 5. a 6. e 7. g 8. c 9. j 10. h Vocabulary Skill Review, p. 7 Nouns: confidence, stranger Verbs: appreciate, demonstrate, impress, lead to, maintain, select Activity D, p. 8 d Activity E, p. 8 1. T 2. T 3. T 4. F Small talk is equally important after you are hired. 5. F Just five minutes of small talk can lead to more successful business deals. 6. F Ask new people details about their family to find common interests. 7. T 8. F Effective small talk can leave a good first impression on others. Activity F, pp. 8 –9 –9 1. strangers 2. small talk 3. new people 4. saying anything offensive 5. maintaining eye contact AK-1

Reading and Writing 3 Unit 1 Student Book Answer Key 6. people who shy away from small talk Activity G, p. 9 beadc Activity H, p. 9 Answers will vary. Possible answer: I think the wrong way to use small talk is when people ask about topics that are offensive or too personal. For example, you shouldn’t make jokes that could hurt the other person’s feelings or beliefs. You beliefs. You also shouldn’t use bad words or say anything mean about other people. Finally, I think it is wrong to talk about the problems in your life. It can make the other person feel very uncomfortable. WRITE WHAT YOU THINK Activity A, B, p. 9 Answers will vary. Possible answers: 1. The last time I used small talk was on my first day of school. I didn’t know any of my classmates. I started up a conversation with a couple of people sitting next to me. We talked about what classes we were taking and the music we liked. 2. I agree with the author that small talk is a big deal. If we don’t know how to make small talk correctly, we might offend someone, and we might not be able to make friends. f riends. Also, people use small talk a lot at work to get better jobs, so it’s very important. READING SKILL Activity A, p. 10 1. a. SD b. MI


c. SD 2. a. SD b. SD c. MI 3. a. MI b. SD c. SD Activity B, p. 10 Paragraph 1: Put a group of strangers in a room together, and they’ll they’ll probably start a conversation. Paragraph 6: Next, keep the conversation going. Paragraph 7: Third, maintain eye contact. Paragraph 8: Some people shy away from small talk. READING 2 PREVIEW THE READING Activity A, p. 11  Find out as much as you can about the job.  Don’t interrupt the interviewer when he or she is talking. Activity B, p. 11 Answers will vary. Possible answer: If someone is going on a job interview, I think he or she should be respectful. The person should show up on time and use polite words like please and thank you. He or she should be a good listener and shouldn’t talk too much. The much. The person shouldn’t say anything offensive, and he or she should never lie. The person needs to act right and be kind. Activity C, p. 11 Answers will vary.

AK-2

Reading and Writing 3 Unit 1 Student Book Answer Key WORK WITH THE READING Activity B, pp. 13 –14 –14 1. exaggerate 2. weakness 3. consider 4. punctual 5. slang 6. responsible 7. expect 8. research 9. professional 10. accomplishment Activity D, p. 14 Answers may vary. Possible answer: Job Interview Dos Dress professionally. Learn about the company. Think of questions and practice. Be punctual. Make eye contact. Sit up straight. Listen carefully. Be polite. Find shared interests. Talk about your accomplishments. Stay positive. Smile. Ask questions.

Job Interview Don’ts Don’t be negative. Don’t use slang or bad words. Don’t interrupt. Don’t exaggerate. Don’t lie. Don’t forget to breathe.

Activity E, pp. 14 –15 –15 1. T 2. F Most companies expect you to wear business clothes to an interview. 3. F Arrive 10 –15 –15 minutes early to help yourself relax before you step into the office. 4. T 5. F It’s It’s bad bad to lie about a past job to impress the interviewer. 6. T 7. F At the end of the interview, ask specific questions about the job or company. Activity F, p. 15 1. f


2. 3. 4. 5. 6. 7. 8.

c e b a h g d

WRITE WHAT YOU THINK Activity A, p. 15 Answers will vary. Possible answers: 1. I think “Dress professionally” is the most important tip because the interviewer won’t even listen to what you have to say if you are dressed badly. If you dress neatly and professionally, it shows that you care about the impression you are making. It also shows that you will look professional if you get the job. I think talking about my accomplishments is the hardest thing to do because I always feel like I am bragging. But I know that interviewers really want to know about my accomplishments. accomplishments. 2. I think the best way to make an interviewer interested in me is by giving thoughtful answers to the questions and being enthusiastic about the job. If I give thoughtful answers, it will show that I want to do my best. Employers want to hire people who are willing to work hard and do their best. If I’m enthusiastic, the interviewer will see that I really care about the job. Employers don’t want to hire people who don’t want to work at their companies. Activity B, p. 15 Answers will vary.

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Reading and Writing 3 Unit 1 Student Book Answer Key


VOCABULARY SKILL Activity A, p. 16 Noun

Verb

1. accomplishment

Adjective

Adverb

accomplish

accomplished

X

2.

confidence

X

confident

confidently

3.

consideration

consider

considerable

considerably

4.

demonstration

demonstrate

demonstrational

X

5.

impression

impress

impressive

impressively

6.

offense

offend

offensive

offensively

7.

responsibility

X

responsible

responsibly

8.

selection

select

selective

selectively

Activity B, p. 17 1. accomplishment 2. consideration 3. confidence 4. demonstrate 5. impressive 6. offend 7. responsibly 8. select Activity C, p. 17 Answers will vary. Ensure that students have used word forms correctly. Possible answers: 1. Getting a job is a big accomplishment. I can accomplish anything when I try my best. I feel accomplished when I finish my homework. 2. I wish I had the confidence to answer questions in front of the class. I am confident that I can improve my grades by studying more. The band played confidently for the audience. 3. After some careful consideration, I made a decision to stay in school. I will consider your advice. She has made a considerable effort to work harder.

4.

5.

6.

7.

8.

His grades have dropped considerably since he stopped studying. After the watching the demonstration, I wanted to try. I asked him to demonstrate how he figured out the problem. I am making a demonstrational video for how to cook spaghetti. A firm handshake always leaves a good impression. I am trying to impress my teacher by arriving early to class. His work ethic is really impressive; he managed to finish the project in one day! Elephants are impressively large animals. I think cheating is a terrible offense. I hope I didn’t offend her with my comment. I don’t watch that TV show because I find it offensive. I don’t think he meant to say that offensively; offensively; he’s having a bad day. It is important to take responsibility for your actions. Who is responsible for eating all the cookies? Always remember to speak responsibly. We have a wide selection sele ction to choose from. Select the option you want and we will bring it to you right away. I am selective when I choose the dessert I want to eat. She reads selectively, preferring short stories and mysteries.

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Reading and Writing 3 Unit 1 Student Book Answer Key WRITING SKILL PART 1 Activity A, pp. 18 –19 –19 1. Circle: When you start a job, you can leave a bad impression on your new coworkers very quickly without even realizing it. 2. 12 3. a. speaking loudly on your phone b. taking the last cup of coffee and not making another pot c. leaving your cell phone on 4. It may disturb the quiet coworkers need to do their work. 5. Finding your dream job may take a lot of time and effort, but unfortunately, leaving a bad impression on your coworkers can be done quickly and easily! Activity B, p. 19 1. c 2. a 3. d WRITING SKILL PART 2 Activity A, pp. 20 –21 –21 Some answers will vary. Possible answers: 1. Sometimes we say something that leaves people with a bad impression, but it is possible to fix the situation. 2.

A. Figure out why others are upset or uninterested. 1. Think about the conversation. 2. Try to remember what you said that offended others. B. Be prepared.


1. Make a plan about what to say and not to say. 2. Don’t make the same mistake twice. C. Be positive and interested. 1. Don’t bring up the bad past experience. 2. Ask questions, listen carefully, and respond thoughtfully. 3. Concluding sentence: There is no standard formula to turn a negative impression into a positive one; however, if you stay positive and seem interested in changing their opinion about you, you are more likely to get them to like you the next time! Activity B, pp. 21 –22 –22 Some answers will vary. Possible answers: 1. Topic sentence: There are several ways to make new friends. 2. Subtopics and supporting details: A. You can make new friends in class. 1. Come to class early. 2. Sit next to another student. 3. Use small talk to start a conversation. B. You can make new friends at work. 1. You and your coworkers will have a lot in common. 2. You could hang out after work with coworkers. 3. Concluding sentence: Making new friends is not always easy, but with a little effort, you can build friendships with the people around you, and in the process, you may even find your new best friend!

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GRAMMAR Activity A, p. 23 1. Circle: People want to be around you Underline: when you have good listening skills 2. Underline: If you tell a joke, Circle: you could offend someone 3. Underline: When you dress appropriately, Circle: people take you seriously 4. Circle: You are more likely to make a good impression Underline: if you are confident and prepared 5. Underline: Underline: If you don’t ask questions, Circle: people may not think you’re interested in what they’re saying Activity B, p. 23 Answers may vary. Possible answers: 1. will take 2. feel 3. will have 4. come 5. doesn’t study Activity C, p. 24 Answers will vary. Possible answers: 1. you will be tired 2. you might not get the job 3. he will think you don’t care about him 4. you may offend someone 5. the interviewer will think you’re not responsible


Activity C, iQ Online Resource Answers will vary.

UNIT ASSIGNMENT PLAN AND WRITE Activity A, iQ Online Resource Answers will vary. Activity B, iQ Online Resource Answers will vary. AK-6


The Q Classroom Activity A, p. 26 Answers will vary. Possible answers: 1. rice, soup, sandwiches, beans, etc. 2. olives, honey, cheese, apricot pudding, etc. 3. Yes, I think presentation affects how food tastes. I think that if food looks delicious, you expect it to taste delicious, so it does. / No, I don’t think presentation is important. I think food served on a paper plate tastes the same as food served on fancy china. Activity B, p. 26 Answers will vary. Possible answers: 1. Homemade food has less salt than prepared food and uses fresher ingredients. 2. I think that vegetables, foods low in fat, and foods without sugar help people lose weight. PREVIEW THE UNIT Activity A, iQ Online Resource Answers will vary. Activity B, iQ Online Resource Answers will vary. READING 1 PREVIEW THE READING Activity A, p. 28  to compare different kinds of tasters  to give advice about people’s food choices Activity B, p. 28 Answers will vary. Possible answer: Cake is an important food in my culture. We eat it during special occasions. For example, people eat cake to celebrate birthdays. Another


time people in my culture have cake is during weddings. Cake helps to bring families together. Without cake, people in my culture wouldn’t know how to celebrate. Activity C, p. 28 Answers will vary.

WORK WITH THE READING Activity B, pp. 30 –31 1. recognize 2. is made up of 3. system 4. likely 5. at risk 6. typically 7. identify 8. balanced 9. sensitive Vocabulary Skill Review, p. 30 Adjectives: (3) digestive, (4) likely, healthy, (6) healthy, fewer, (8) balanced, different, (9) sensitive Nouns used like adjectives: (3) human, (6) health, (8) health, (9) room Activity D, p. 31 1. b 2. d 3. b 4. a Activity E, p. 32 1. sweet, sour, bitter, salty; paragraph 2 2. 5,000 (or half the number that medium tasters have); paragraph 3 3. a woman from Korea; paragraph 3 4. bitter, fatty, sweet, spicy; paragraph 4 5. Because their tastes may cause them to make unhealthy choices. Supertasters might avoid healthy AK-7


fruits and vegetables. Nontasters might eat too much fat.; paragraph 5 Activity F, pp. 32 –33 1. b 2. c 3. b 4. c 5. a Activity G, p. 33 Answers may vary. Possible answers: 1. about 20,000 (twice as many as medium tasters) 2. no, because it depends on how many taste buds you have 3. foods that don’t have a lot of flavors fl avors 4. They might be at risk for diseases like li ke heart disease and diabetes.

WRITE WHAT YOU THINK Activity A, B, p. 33 Answers will vary. Possible answers: 1. I think I’m a nontaster because I eat everything. I like very spicy food. I also like very sweet and fatty foods. My favorite foods are desserts and fried foods. I also like strong coffee. 2. I really like strawberries because they are sweet. They taste good fresh and they’re also good in pie or jam. When they they are ripe, they taste taste like candy. I also like them because I know they are good for me. They are full of vitamin C. 3. People like foods they grew up eating or foods that remind them of happy times. Sometimes it’s hard to like food that’s different from the food you grew up eating. If a food looks strange or unusual, people might not like it. People often dislike foods that have made them sick.


They might also dislike foods that they had to eat a lot when they were young. For example, when I was young, my mother made me eat broccoli all the time. Now I don’t like it.

READING SKILL Activity A, p. 34 Step 1: 1. Finding Balance in Food 2. Food, Balance, and Culture; France: Balancing Geography and Portions; China: Balancing Opposites; Different Cultures, Shared Desire Step 2: sweet and sour chicken and a map of France Step 3: Paragraph 1: When comparing the food habits of different cultures, however, the definition of a “balanced diet” might also be seen differently. Paragraph 6: A look at their food preferences also suggests that culture and food are not separate from each other. Activity B, p. 34 how the concept of a balanced diet is different in different cultures Activity C, p. 34 France and China have different cultures and different ideas of a balanced diet. Food and culture are closely related. READING 2 PREVIEW THE READING Activity A, p. 35 Answers will vary. Activity B, p. 35 AK-8


Answers will vary. Possible answer: I think that a balanced diet includes a variety of foods so you get all the nutrients you need. It’s important to eat healthy fruits and vegetables. But you also need protein, like chicken or lamb. You should also eat some grains. I also think yogurt is part of a balanced diet. Activity C, p. 35 Answers will vary.

WORK WITH THE READING Activity B, p. 37 1. b 2. a 3. b 4. c 5. a 6. b 7. b 8. c 9. b 10. a Activity D, p. 38 1. a 2. b 3. d 4. a 5. c Activity E, pp. 38 –39 1. T 2. F There are fast-food restaurants in France. 3. F A traditional French meal can have from three to seven courses. 4. T 5. T 6. T 7. F Eggs and mushrooms are considered warm foods. 8. T


Activity F, p. 39 French cuisine 1. balance of different food regions 2. several courses 3. small portions Similarities 4. search for balance 5. food preferences affected by culture Chinese cuisine 6. opposing cooking methods 7. balance of warm and cool foods 8. food as medicine Activity G, pp. 39 –40 1. fast-food restaurants have changed their menus 2. many French people dislike it 3. a meal can have from three to seven courses 4. it decreases body heat 5. it is considered healthy 6. it is a cool drink that can balance the extra warmth Activity H, p. 40  1  2  5

WRITE WHAT YOU THINK Activity A, p. 40 Answers will vary. Possible answers: 1. I prefer more variety because it keeps my diet interesting. Different kinds of foods have different nutrients. I eat small portions because I need to limit the number of calories I eat. I also like to enjoy many different flavors in one meal. I usually eat more than three times a day, but I only eat a little at each meal. 2. I like the Chinese food called chow mein. It has a lot of noodles and AK-9


vegetables and sometimes meat or chicken. Chinese dishes never have cheese or bread. In my country, we eat a lot of beans, yogurt, meat, and bread. I like our food the best, but I think Chinese food is healthier. Activity B, p. 40 Answers will vary. Possible answers: 1. I think it is important to know where your food comes from so that you know if it was grown safely and responsibly. 2. Healthy foods like fruits and vegetables can help people live longer. Activity D, p. 41 Answers will vary.

VOCABULARY SKILL Activity A, pp. 41 –42 1. tastes, menus, ingredients, eating habits, and nutritional benefits 2. lamb kabobs and falafel with hummus 3. There are many dishes and the whole family eats together. 4. They have a taste for sugary foods. 5. in their texture 6. cumin, pepper, and cinnamon Activity B, p. 42 1. makes 2. meals 3. think about 4. a liking 5. ways that things feel 6. a good combination Activity C, p. 42 Answers will vary. Possible answers: 1. The students have different ideas about what constitutes a good discussion.


2. I’m trying to learn to cook some new dishes for the holidays. 3. I view the holidays as a time to spend with my family. 4. Maryam has a real taste for salty snacks. 5. I like wearing clothing that has many textures. 6. Our class group works in harmony on our projects.

WRITING SKILL Activity A, pp. 43 –44 1. Whenever I think of my mother’s cooking, I always remember her delicious Yorkshire puddings. 2. Yorkshire pudding is such a simple and common English food, but it will always be special to me because of my mother. 3. Yorkshire pudding tastes delicious, light, crisp, and sweet. 4. her mother, her British ancestry, and her mother’s history 5. delicious, traditional, simple, light, crisp, sweet, special, homemade, common, English Activity B, p. 44 Circled: crisp, sweet; holidays; sweet with strawberry jam; fight with sister; homemade; British ancestry; family Activity C, p. 44 Answers will vary. Possible answer: Some of the ideas don’t fit with the focus on the author’s mother and how the pudding tastes. Maybe the author didn’t choose “New Year’s Day” because she mentions holidays. Activity D, p 45 AK-10

Reading and Writing 3 Unit 2 Student Book Answer Key  Nothing tastes better than the

ceviche in Lima, Peru. Activity E, p. 45 1. simple 2. hot 3. raw 4. special 5. sliced 6. fresh 7. famous Activity F, p. 46 Answers will vary. Possible answers: 1. traditional, old-fashioned 2. big, yellow 3. bold, bland 4. bitter, fresh 5. excellent, favorite

GRAMMAR Activity A, p. 47 Opinion/Quality

Size Age

Shape Color Origin Material Kind/Purpose

cheap, common, elegant, fashionable, friendly, funny, interesting, lovely, nice, pretty, tasty, ugly, uncomfortable, uncomfortable, unusual, wonderful huge, little ancient, antique, elderly, modern, teenage, traditional oval, rectangular, triangular orange Arab, Brazilian, Korean, Omani ceramic, cotton, glass, metal, plastic, silk, wool hiking, jogging, medical, racing, wedding, writing


1. I love to eat sweet, milky, white chocolate. 2. I am going to visit my nice, elderly, friendly grandmother. grandmother. 3. I am wearing a comfortable, comfortable, orange, silk blouse. 4. Yesterday I ate spicy, tasty, Korean food. 5. I am reading a funny, modern, interesting book. 6. My favorite place to eat is a common, traditional, American restaurant.

UNIT ASSIGNMENT PLAN AND WRITE Activity A, iQ Online Resource Answers will vary. Activity B, iQ Online Resource Answers will vary. Activity C, iQ Online Resource Answers will vary.

Activity B, p. 48 Answers will vary. Possible answers: AK-11

Reading and Writing 3 Unit 3 Student Book Answer Key The Q Classroom Activity A, p. 50 Answers will vary. Possible answers: 1. I use technology every day. I use my phone and computer to keep in touch. 2. The man is using a cell phone. He is is texting. Activity B, p. 51 Students’ opinions in 1 and answers answers to 2 will vary. Possible answers: 1. With her phone, Sophy can text and send pictures to her friends anytime. I think it definitely helps me keep in touch. I regularly use my cell phone, video chats, and emails to communicate communicate with family, friends, and colleagues. 2. Yes. I know cell phones only became common within my lifetime, but I cannot imagine the world without them. I use mine for many tasks. For example, I check my e-mail, search the Internet for information, and use a lot of different apps. PREVIEW THE UNIT Activity A, iQ Online Resource Answers will vary. Activity B, iQ Online Resource Answers will vary. READING 1 PREVIEW THE READING Activity A, p. 52  to discuss advantages and disadvantages of driverless cars Activity B, p. 52 Answers will vary. Possible answer: I don’t think I would be comfortable in a driverless car. When I’m in a car, I like to be the driver. I’m not sure I


would like having a car that didn’t let me make the driving decisions. Activity C, p. 52 Answers will vary. WORK WITH THE READING Activity B, p. 54 1. occur 2. obey 3. sense 4. data 5. manufacturer 6. respond 7. benefit 8. limitation 9. obstacle Vocabulary Skill Review, p. 54 Circled: (1) cars, headlights, accidents, night, drivers, (2) police, drivers, speed limit, highways, drivers, ticket, (3) buildings, lights, people, room, (4) computer, accident, losing, work, data, (5) manufacturer, car, gasoline, electricity, customers, vehicles, fuel, (6) boss, emails, (7) benefit, driving, work, time, disadvantage, traffic, (8) membership, website, articles, limitation, information, paying, (9) sand, obstacle, desert, speed, direction, car Underlined: (1) have, are, to occur, can’t see, (2) expect, to obey, go, may get, (3) can sense, enter, turn on, (4) turns off, don’t worry, is saved, (5) has decided, to build, runs, want, use, (6) expects, to respond, doesn’t hear, gets, (7) is, saves, is, can get stuck, (8) don’t pay, can’t read, is (’s), can access, (9) is, makes, to control Activity D, p. 55 a. 4 b. 1 c. 3 d. 5

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Reading and Writing 3 Unit 3 Student Book Answer Key e. 2 Activity E, p. 55 d. In the near future, driverless cars may change the way people drive. Activity F, p. 56 1. 4; They can be lighter because they are less likely to crash. 3. 6; They have already driven over 200,000 miles accident-free. 4. 2; They use GPS, sensors, and cameras. 5. 5; They cannot anticipate the unexpected like humans can. They might not recognize the commands of police officers and may be too “polite” on the highway. Activity G, p. 56 1. O 2. O 3. F 4. F 5. F 6. O 7. F 8. O Activity H, p. 57 Answers may vary. Possible answers: Advantages 1. They can help people stay safe. 4 2. They can warn people when there is a dangerous turn. 2 3. They can park themselves. 2 4. People can do other things safely. 4 5. They would use less fuel. 4 Disadvantages 1. They can’t anticipate unexpected things like people can. 5 2. They might not recognize the commands of police officers. 5 3. They may be too “polite.” 5 “polite.” 5 4. Driving laws are written for human drivers, not robots. 5


5. It’s not clear who’s to blame for an accident. 5 WRITE WHAT YOU THINK Activity A, B, p. 57 Answers will vary. Possible answers: 1. Car companies want to make driverless cars because they may be safer than human drivers. Drivers sometimes make bad decisions, but a driverless car would use accurate data to make the right decisions. Driverless cars might also save car manufacturers money because the cars wouldn’t crash as often. Manufacturers could build lighter cars with fewer safety features. Car companies could make a lot of money if they could convince people to get rid of their old cars and buy new, expensive, driverless cars. 2. I would consider buying a driverless car. I would be able to do my homework during my commute. The car would drive safely even if I were very tired or not feeling well. I also like new technology, and it would be fun to be one of the first owners of a driverless car. However, it might be too expensive for me to buy. READING SKILL Activity A, p. 58 1. topics, main ideas, details, nouns, verbs 2. They are background information or very specific details. 3. It summarizes the main idea. 4. Main idea: Cars today already think for us. It’s stated in the topic sentence and supported by the details.

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Reading and Writing 3 Unit 3 Student Book Answer Key READING 2 PREVIEW THE READING Activity A, p. 59  to prepare children for future jobs  make schools more modern  to make learning more challenging Activity B, p. 59 Answers will vary. Possible answer: I think computers can help children learn. Computers can make the subjects more interesting for students. For example, students can read about something and then watch a video about it. Also, on a computer, students can take as much time as they need to do something without slowing down other students. Activity C, p. 59 Answers will vary. WORK WITH THE READING Activity B, p. 62 1. e 2. g 3. b 4. j 5. h 6. a 7. f 8. i 9. c 10. d Vocabulary Skill Review, p. 62 Adjectives: digital, reliable, interactive Nouns: feedback, experiment Activity D, p. 63 a. 9 b. 5 c. 7 d. 3 e. 6 f. 8


Activity E, p. 63 1. T 2. T 3. F All students in the United Arab Emirates will have tablets by 2017. 4. T 5. F Paper test results take longer than online quiz results. 6. F Not all families in the United Arab Emirates have the Internet at home. 7. T Activity F, p. 63 1. Ali and his classmates 2. students 3. Petra 4. students 5. the government of Saudi Arabia Activity G, p. 64 1. b Underline: But will the experiment work? 2. b Underline: thousands of public school students 3. a Underline: this is good 4. b Underline: it will be the next leader; children like Ali will be the new leaders Activity H, p. 64 Answers will vary. WRITE WHAT YOU THINK Activity A, p. 65 Answers will vary. Possible answers: 1. I agree because I see children spending many hours on their tablets. They can get upset when their parents tell them to get off because they are too addicted. addicted. They do not know when to stop.

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Reading and Writing 3 Unit 3 Student Book Answer Key 2. I would like to be a doctor. I will need strong computer and technology skills because doctors use a lot of high-technology hi gh-technology devices that are run by computers. Activity B, p. 65 Answers will vary. Possible answers: 1. I think people should have a lot of control over the technology they use. People should be able to use technology when they need it and when it makes life easier. However, people should also be able to turn it off. That way we can connect to other people face to face or to perform a task by hand. Our lives are more satisfying when we control technology, not when technology controls us. 2. Technology can help people do their work more easily and quickly. It can also help people communicate. You can be connected with friends around the world in a few seconds. But technology can take people away from interacting with others in the real world. Sometimes people spend more time online than they do talking with friends and family. VOCABULARY SKILL Activity A, pp. 65 –66 –66 1. The GPS navigation system stores data about highway exits and speed limits. 2. When an accident occurs, the police must decide who is responsible. 3. Are there any limitations to using robots for everyday tasks? 4. Engineers are trying to discover new ways to increase Internet speeds.


5. Researchers have created experiments that study how driverless cars respond to accidents. 6. It may be difficult for consumers to accept driverless cars, but eventually, they may become popular because they have many benefits. Activity B, p. 66 1. a. G b. S 2. a. G b. S 3. a. G b. S 4. a. G b. S 5. a. G b. S WRITING SKILL Activity A, pp. 67 –68 –68 1. In the near future, driverless cars may change the way people drive. 2. a. The sensors see the road and make decisions about turns and stops, and the GPS navigation system tells the car where to go. b. Also, it is not clear who is at fault when a driverless car causes an accident. c. The success of these cars will eventually depend on consumers, not car manufacturers. manufacturers. 3. The writer has a negative reaction. The writer says that he or she does not agree that they are the cars of the future. 4. The writer thinks people would prefer to be in control and would worry about the car’s computer making mistakes. 5. Answers will vary.

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Reading and Writing 3 Unit 3 Student Book Answer Key Activity B, p. 69 1. Governments want children to learn with technology so they are better prepared for jobs of the future. 2. The Saudi Arabia government is putting tablets in hundreds of classrooms. 3. Tablets are making learning more interactive for students. students. Students are using videos, apps, and software to solve problems and be creative. 4. Tablets are helping teachers help their students more quickly and effectively. 5. The Saudi Arabian government is improving Internet speeds and reliability and putting tablets in schools. 6. The author believes that, if Saudi Arabia manages the challenges, it will lead in tablet education, and its students will lead the new knowledge economy. Activity C, p. 70 Answers will vary. GRAMMAR Activity A, p. 71 1. Underlined: do, mop, mow Word form: verb Circled: and 2. Underlined: person, vehicle Word form: noun Circled: or 3. Underlined: stop, pull Word form: verb Circled: or 4. Underlined: paper, books Word form: noun Circled: or 5. Underlined: e-books, videos, apps Word form: noun Circled: and


6. Underlined: interactive, dynamic Word form: adjective Circled: and 7. Underlined: slow, stop Word form: verb Circled: or Activity B, pp. 71 –72 –72 1. They are not listening to their teacher or penciling down notes in their science journals. 2. They turn their designs into a presentation and share them on their screens. 3. Right now it is too early to know, but the answer could be next door. 4. Do you blame the driver, the car, or the car manufacturer? manufacturer? 5. Drivers can make bad judgments, get sleepy, or run red lights. li ghts. 6. Driverless cars are already on the roads, and could soon end up at a dealer near you. UNIT ASSIGNMENT PLAN AND WRITE Activity A, iQ Online Resource Answers will vary. Activity B, iQ Online Resource Answers will vary. Activity C, iQ Online Resource Answers will vary.

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The Q Classroom Activity A, p. 74 Answers will vary. Possible answers: 1. I’ve purchased cereal, clothes, sneakers, and a car. 2. I wanted to buy a car. Commercials helped me to decide which one was the safest. 3. Yes, there is too much advertising around us. / No, there is not too much advertising around us. Activity B, p. 75 1. Felix: a; Harms us Marcus: c; Helps us Sophy: d; Harms us 2. Answers will vary. Possible answer: I agree with Felix. My little brother asks my parents to buy him things because he knows their name from television commercials. He doesn’t even know what they are! PREVIEW THE UNIT Activity A, iQ Online Resource Answers will vary. Possible answers: 1. I see them on billboards, television, and buses. 2. 1. on the highway 2. at a wax museum 3. near a place where new development is planned 4. on the road Activity B, iQ Online Resource Advertisement 1: To provide information; To provide help Advertisement 2: To sell something Advertisement 3: To provide information Advertisement 4: To sell something READING 1 PREVIEW THE READING


Activity A, p. 76  to explain what advertisers do to make food look better Activity B, p. 76 Answers will vary. Possible answer: I was watching TV with some friends and we saw an advertisement for a restaurant. Someone said the food looked good. I was hungry, and the food did look good. We turned off the television and went to the restaurant for lunch i nstead. Activity C, p. 76 Answers will vary. WORK WITH THE READING Activity B, pp. 78 –79 1. appealing 2. come close to 3. anticipation 4. hire 5. critic 6. claim 7. figure out 8. deceptive 9. particularly 10. appear Activity D, p. 79 1. 3 2. 2 3. 1 4. 5 5. 4 Activity E, p. 79 1. F In the U.S. there is a law that if a company is advertising a food, the real food must be used in the photograph. 2. T 3. T 4. F It is difficult to take photos of a cooked turkey. 5. F Food stylists use partially cooked

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burgers to make the meat appear plumper and partially cooked turkeys so the skin doesn’t wrinkle. Activity F, p. 80 1. Only cook it partway. 2. Use a blowtorch for grill marks. 3. Use paper towels. 4. Sew it with needle and thread. 5. Paint it with food coloring or molasses. 6. Use ingredients like corn syrup and sugar. Activity H, pp. 80 –81 Answers for “Words that helped me” will vary. 2. edible means (a) good or safe to eat Words that helped me: food coloring, glue, toothpicks, paper towels, glycerin 3. fake means (b) not real Words that helped me: ingredients like corn syrup, powdered sugar and margarine; margarine; looks, but but certainly doesn’t taste , like the real thing thing Activity I, p. 81 Answers for inferences will vary. Possible answers: 1. Some may be too thin or have too few sesame seeds. Some may have an odd shape or color. Paragraph: 3 2. Fake yogurt might be used because real frozen yogurt would melt. Paragraph: 5 3. The French fries might not look good, especially after they have been under hot lights for hours. Paragraph: 6 WRITE WHAT YOU THINK Activity A, B, pp. 81 –82 Answers will vary. Possible answers:


1. I think it is deceptive advertising. If I see a beautiful sandwich in an ad, I want my sandwich to look that good when I go to the restaurant. If I get there and the bread on my sandwich is soggy and the lettuce is wilted, I will feel deceived. They should take a picture of what the sandwich actually looks like, or make the real food look as good as the pictures. 2. I don’t care very much about a food’s appearance. I want my food to taste good. If I know a food tastes delicious, I will buy it. If the photo on the package is not appealing, I will buy it anyway. The taste is i s more important than the appearance. 3. I don’t usually have problems ordering something from a catalog. Usually the things I order are just as described. However, once I ordered a blue shirt. When it came it was actually purple. It was supposed to be plain, but it had stripes instead. I had to return it, and I didn’t order from that catalog again. READING SKILL Activity A, p. 82 1. F 2. F 3. O 4. F 5. O 6. O Activity B, p. 83 1. People are always influenced by ads. 2. Taken individually, ads are silly, sometimes funny, but certainly nothing to worry about. 3. My favorite ad is the one showing the family in the beautiful new car.

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4. That was the most ridiculous ad I have ever seen. 5. The consequences of ads are harmful. READING 2 PREVIEW THE READING Activity A, p. 83  positive Activity B, p. 83 Answers will vary. Possible answer: I was ready to buy my first car. Lots of advertisements show the car driving but don’t give you much information about the car. They are trying to sell a feeling. f eeling. But one car maker talked about how their car didn’t pollute the environment as much. It didn’t use a lot of gas, and it didn’t cost too much. I bought a car from that company. Activity C, p. 83 Answers will vary. WORK WITH THE READING Activity B, pp. 85 –86 a. surrounding b. entertain c. exposure d. broadcasting e. donation f. annual g. support h. annoying i. memorable Activity D, p. 86 a. 5 b. 3 c. 2 d. 1 e. 6 f. 4


Activity E, p. 87 Answers will vary. Students should supply one example for each item. Possible answers: supports broadcasting: fewer pledge drives; experience and exposure for presenters helps support sports: pays for fields, equipment, and salaries of athletes provides public service announcements: announcements: information i nformation on diseases, medical problems, public health, safety, etc. helps make the world more colorful: encourages and supports creative work; pays for TV shows Activity F, p. 87 1. A; 1,7 2. A; 3 3. D; 3 4. D; 4 5. D; 3 Activity G, pp. 87 –88 1. Paragraph: 4 fields, equipment, salaries of athletes 2. Paragraph: 7 clothing designers, photographers, paper company workers, store employees (students should name at least three) 3. Paragraph: 6 They need to be memorable because they provide important information. 4. Paragraph: 5 website services such as online newspapers WRITE WHAT YOU THINK Activity A, p. 88 Answers will vary. Possible answers:

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1. It means advertising isn’t good, but we need it. I agree because businesses need to sell products for the economy to survive. / I disagree because I don’t think advertising is bad. 2. Yes, I would. I don’t like to see advertising. / No, I’d rather see ads and pay lower prices. Activity B, p. 88 Answers will vary. Possible answers: 1. I saw an ad recently for a car. The car was being driven along a road near the ocean. The driver and the passenger were having a good time. they were laughing and talking. The ad had a positive effect on me because I thought that it would be fun to drive a nice car with friends along the coast of California. 2. I would like to see less advertising during sports events. You can’t even watch a game without it being interrupted every five minutes. The constant interruption takes away from your enjoyment of it. You can miss things sometimes because of advertisements. When the ads are finished, you see an instant replay of what you missed. But that’s not as exciting as it seems. 3. The most common place to find ads targeting children is on television. A lot of the advertising is for food products. Some are for toys. 4. I think ads targeting children are mostly negative, because they try to convince them that they need things they don’t really need. VOCABULARY SKILL Activity A, p. 89


1. adjective 2. noun 3. adverb 4. adjective 5. noun 6. adjective 7. noun 8. noun 9. adverb 10. adjective WRITING SKILL Activity A, pp. 90 –91 1. I guess you could say that I’m different from most people because I love commercials. 2. Reason 2: I like to see commercials that my senses respond to. Examples: a close-up of mouthwatering food, a car driving through mountain roads, music Reason 3: Advertising tells me about coming attractions. Examples: future TV programs, events, or movies Activity B, pp. 91 –92 1. c 2. a 3. b 4. c GRAMMAR Activity A, pp. 93 –94 1. and; related ideas 2. but; contrasting ideas 3. so; a result 4. but; contrasting ideas 5. or; a choice Activity B, p. 94 1. I like to stay healthy, so I exercise every day.

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2. Sara Marcone is a very creative writer, and she has written five novels. 3. The lecture was interesting, but it was a bit too long. 4. We can go out for dinner, or we can stay home. Activity C, p. 94 Answers will vary. Activity D, p. 94 Underlined in Reading 2, with coordinating conjunctions (underlined below) circled: 1. It may be annoying to sit through commercials during your favorite TV show, but the advertisers have paid for its production. 2. There are hundreds of large banners surrounding sports stadiums, and hundreds, thousands, even millions of people notice them. 3. Companies pay as much as a million dollars for 60 seconds of advertising time during this event, so a lot of effort goes into these commercials. 4. Various companies pay for the PSAs, and advertising agencies make donations of their time and expertise to produce them. 5. We may wish that commercials and advertisements weren’t necessary, but, for the most part, we are all content to have them as part of our lives. UNIT ASSIGNMENT PLAN AND WRITE Activity A, iQ Online Resource Answers will vary. Activity B, iQ Online Resource Answers will vary. Activity C, iQ Online Resource Answers will vary.

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The Q Classroom Activity A, p. 96 Answers will vary. Possible answers: 1. “Take a risk” means doing something with the possibility of loss or failure. 2. I am a risk-taker. I like to try new foods without knowing if I will enjoy them. / I am not a risk-taker. I like to know for certain if I will enjoy or be good at something. 3. One of the people is wing-walking. Another person is climbing a mountain. In the video photo, the person is wingsuit-gliding. Activity B, p. 97 Answers will vary. Possible answers: 1. I think that excitement is a common reason for people to take risks. Skydiving, racing, and mountain climbing are all examples of risks that could bring someone excitement. 2. Doing something new can be risky. It is risky because someone might not succeed. I took a risk by deciding to learn English. PREVIEW THE UNIT Activity A, iQ Online Resource Answers will vary. Activity B, iQ Online Resource Answers will vary. READING 1 PREVIEW THE READING Activity A, p. 98  They don’t think it’s too risky.  They like a challenge.  They love the feeling of excitement.  It makes them focus on the present moment.


Activity B, p. 98 Answers will vary. Possible answer: Motorcycle racing is very risky. The riders go very fast around the track. If they fall, they could be badly injured. Also, they ride very close to each other. If one rider falls, other riders fall as well and can get hurt too. But it looks very exciting. Activity C, p. 98 Answers will vary. WORK WITH THE READING Activity B, pp. 100 –101 1. a 2. b 3. a 4. a 5. b 6. b 7. a 8. b 9. a 10. a Activity D, p. 101 a. 5 b. 4 c. 3 d. 2 Activity E, p. 102 Answers will vary. Possible answers: Main idea Example Higher tolerance Daron Rahlves, a ski racer of risk Al Read: forget forget about Fear of risk fear and go go back exhilaration Adrenaline flow Al Read: exhilaration afterward Climbers prepare for Risk perception activity and don’t see it as a risk.

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Activity F, p. 102 1. the fun of it 2. mental character 3. could be killed 4. without oxygen 5. people think it is Activity G, p. 102 1. c 2. d 3. b 4. a WRITE WHAT YOU THINK Activity A, B, p. 103 Answers will vary. Possible answers: 1. I think downhill skiing is risky. You are moving incredibly fast, and you can easily fall and injure yourself. Also, if you do injure yourself, you’re up in the mountains far from a hospital. Someone who skis frequently wouldn’t see downhill skiing as that risky because they have probably skied many times without getting hurt. They probably feel very much in control when they ski. 2. Yes, fishing seems risky. The ocean is dangerous and unpredictable. If you have an accident on the ocean, there might not be anyone around to help you. You could die from the cold water, or you could drown. You could also be eaten by a shark. 3. Mountain climbing seems very dangerous to people who don’t do it because they aren’t familiar with the safety equipment and the skills that mountain climbers have. They imagine climbing without equipment, and that would be scary and dangerous. And if you fell from


a mountain, you would probably die. Also, accidents are big news stories. People hear more about climbers that have accidents than they do about climbers who don’t have any problems. READING SKILL Activity A, p. 104 1. Underlined: some people Circled: the rest of us 2. Underlined: others Circled: most of us 3. Underlined: others Circled: many people 4. Underlined: certain people Circled: others 5. Underlined: these types of people Circled: others Activity B, p. 104 Underlined: some people, These types of people, them, a certain type of person, certain types of people Circled: most of us, The majority of people, The rest of us, The rest of us READING 2 PREVIEW THE READING Activity A, p. 105 Answers will vary. Possible answer:  She wanted to improve how she felt about herself. Activity B, p. 105 Answers will vary. Possible answer: When I was eight years old, I broke my arm. All of my friends were learning to play volleyball. I couldn’t play because of my arm, but I wanted to learn the game. So I volunteered to be the scorekeeper when my friends played. After two months, my arm was healed, and I

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could play volleyball with my friends. Activity C, p. 105 Answers will vary. WORK WITH THE READING Activity B, p. 108 1. goal 2. conquer 3. determined 4. bravely 5. role 6. distinctive 7. earn 8. ultimate 9. significant Activity D, p. 108 a. 3 b. 4 c. 2 d. 1 e. 6 f. 5 Activity E, p. 109 1. 2 2. 4 3. 6 4. 3 Activity F, p. 109 1. 1250; 4 2. imperfect; 4 3. 1996; 5 4. 45; 6 5. 150; 6 6. bracelet; 7 Activity G, p. 109 1. F; 6 Kelly was glad that her husband was climbing directly behind her. 2. F; 7 Craig was not sure they would ever make another climb. 3. T; 5 4. T; 3


5. F; 6 The gloves are to help people going down the mountain. WRITE WHAT YOU THINK Activity A, p. 110 Answers will vary. Possible answers: 1. She would rather face the challenge of climbing mountains than the challenge of being ill. 2. Yes, because after her transplant she was trying to change her image and prove herself. / No, because she always loved the challenge of being outdoors. Activity B, p. 110 Answers will vary. Possible answers: 1. Yes. They need to take risks because they wouldn’t be happy without the adrenaline rush. Life without risk would seem dull. I think they would be unhappy. If they didn’t do risky sports, they might find riskier things to do. For example, they might drive too fast on the highway to get the adrenaline rush. 2. Yes, most people perceive risk differently when they are older. When you are young, the possibility of serious injury isn’t very real. When you get older and have more experience, it becomes more real. I think that’s because you have more life experience. When you’re older, you’ve seen the things that can happen when you take risks. VOCABULARY SKILL Activity A, p. 111 Answers will vary depending on which dictionary is used. Activity B, p. 111 Answers will vary. Possible answers:

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1. My brother was driven to be the best student in his class. 2. He embraced the challenge of medical school. 3. My sister has a real appetite for learning. 4. The most important ingredient in learning English is being willing to make mistakes. 5. My cousin took the role of coach for our basketball team. 6. Ibraheem earned our respect with all of his hard work. 7. The face of the mountain is solid granite. WRITING SKILL Activity B, p. 113 1. The writer gives background information in the first paragraph. 2. An opportunity to fulfill this dream came to me one day, and I decided to take the risk and go for it. 3. The writer includes two body paragraphs. Students should mark paragraphs 2 and 3 with brackets. 4. Answers will vary. 5. Taking a huge financial risk was scary, but fulfilling a lifelong dream gives you a feeling that can’t be described. I felt that I was the luckiest person in the world. Activity C, p. 114 1. c 2. The storm began quickly and wildly. I was sitting in my living room watching the ocean as the waves grew in size and strength. Many people told me I was foolish f oolish to stay in my house and not seek shelter away from the beach. But this was my home. I had always stayed put


during previous hurricanes, and this was no exception. 3. Though the flooding went on through the night, the damage had been done in minutes. Some people thought I had taken an unnecessary risk by staying in the house, but saving my neighbor and his family was proof enough for me that I had made the right decision. GRAMMAR Activity A, p. 115 Simple past verbs are boxed and present past perfect verbs are underlined The storm began quickly and wildly. I was sitting in my living room watching the ocean as the waves grew in size and strength. Many people told me I was foolish to stay in my house and not seek shelter away from the beach. But this was my home. I had always stayed put during previous hurricanes, and this was no exception. I knew I was taking a risk, but I

thought maybe I could help others who might be in need. The ferocious winds died down almost as quickly as they had started. As I inspected my house, I realized the basement contained 60 centimeters of water. Fortunately, I had removed anything valuable before the storm. Then I noticed the flood of water running down the street. The street was no more, replaced repl aced by a river running through the neighborhood. As I was surveying the area, I heard shouts from down the street. I walked out to the garage and grabbed my kayak. This would provide my transportation for the next few hours. I paddled down the street to where the shouts were coming from. One of my AK-25


neighbors—another risk-taker —had stayed in his house, but the water had poured into the second floor. He and his family, including two small children, children, were left with only the attic to stay in. I tied a rope to each of the children and placed them into the kayak. I paddled them to the end of the street where the water subsided and pavement was visible. We We finally reached an undamaged home, and I lifted the children to safety. Then I returned to help their parents. Though the flooding went on through the night, the damage had been done in minutes. Some people thought I had taken an unnecessary risk by staying in the house, but saving my neighbor and his family was proof enough for me that I had made the right decision. Activity B, pp. 115 –116 1. past/present 2. past/present 3. present 4. past 5. present/past Activity C, p. 116 Answers will vary. Possible answers: 1. I ride my bike 2. I drink water 3. I speak English fluently 4. people did not drive cars 5. I prepare my meals at home 6. I do not watch TV


Answers will vary.

UNIT ASSIGNMENT PLAN AND WRITE Activity A, iQ Online Resource Answers will vary. Activity B, iQ Online Resource Answers will vary. Activity C, iQ Online Resource

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The Q Classroom

Activity A, p. 118 1. Answers will vary. Possible answers: Yes. I think it is something we learn from our families. / No, I think humans have a natural desire to help. 2. You shouldn’t help someone if helping that person will hurt others or yourself. You shouldn’t help someone who needs to learn how to help themselves (like a child in some situations). 3. One hiker is helping another hiker climb over some rocks. Activity B, p. 118 Answers will vary. Possible answers: 1. I think families naturally want to help each other; I think people want to help their friends. Sometimes people want to help their neighbors if they have a problem or need help. 2. I agree with Felix. When we help someone in need, it makes us feel happy. We feel better about ourselves because we decided to help. If we don’t help, sometimes we can feel guilty. / I disagree. I don’t think helping others is selfish.

We help others because they need our help, not because we want to make ourselves feel good. PREVIEW THE UNIT

Activity A, iQ Online Resource Answers will vary. Possible answers: 1. when I’m sick; when I’m lost; when I don’t know how to do something 2. when they’re poor, homeless, or

hungry; during disasters 3. Yes, because no one wants to be homeless. / No, because I don‘t trust


them to spend the money well. Yes, because I like to show people my city. / No, because I’m shy, so I don’t help people unless they ask. Yes, because I like children. / Maybe not, if the parents are nearby to help. Activity B, iQ Online Resource Answers will vary. Possible answers: 1. Picture 1: giving money to a homeless person. Picture 2: a man’s wallet being stolen while his back is turned. Picture 3: a woman pushing another woman in a wheelchair down a hallway. Picture 4: people looking at a map, on a roadway. 2. People help strangers because it’s the right thing to do; because they would like to be helped if they were in those situations. 3. Yes. I have given tourists directions downtown. READING 1 PREVIEW THE READING

Activity A, p. 120  when he or she is alone Activity B, p. 120 Answers will vary. Possible answer: I do not ask for the same kind of help from strangers that I do from my family and friends. For example, I might ask a friend to give me a ride to school if my car breaks down. If I need advice about a problem in my life, I may ask my sister or mother for help. However, I would never ask for a ride from a stranger or seek advice about a personal problem from someone I do not know. I don’t usually ask strangers for help unless it is something simple, like holding a door open or asking for directions. AK-27


Activity C, p. 120 Answers will vary. WORK WITH THE READING Activity B, pp. 122 –123

1. according to 2. witness 3. complex 4. theory 5. responsibility 6. prove 7. end up 8. factors 9. apply to Vocabulary Skill Review, p. 122 1. Words with a noun suffix: (3) relationships, (5) kindness, (6, 7) experiment(s) 2. Words with an adjective suffix: (1), acceptable, unacceptable, (2) useful, (7) successful Activity D, p. 123 1. T 2. T 3. F Social psychologists studied the bystander effect after the murder of Catherine Genovese. 4. T 5. T 6. F Daley and Latane studied the bystander effect by watching how people behaved in a controlled study. 7. T 8. F People are less likely to help a stranger when there are other people around. Activity E, p. 124 1. c 2. b 3. d Activity F, p. 125


1. c 2. d 3. a 4. d 5. a Activity G, pp. 125 –126 1. c 2. b 3. c 4. a 5. c 6. b Activity H, p. 126 Answers will vary. Possible answer: I don’t think the bystander effect is a

good excuse for not helping a stranger in need. In fact, if more people knew about the bystander effect, I think they would be surprised. They would understand why people don’t help when there

are a lot of people around. Therefore, they might want to help because nobody else will. WRITE WHAT YOU THINK

Activity A, B, p. 127 Answers will vary. Possible answers: 1. Yes, I once didn’t help someone who needed help. I didn’t help him

because I was afraid of getting hurt. People might not help a stranger because they’re afraid or because they don’t think the stranger

deserves it. They also might not help a stranger if they are in a hurry. They might think someone else who is not in a hurry can help the stranger. 2. I think people in cities are more helpful to strangers because they’re

more used to strangers. People in AK-28


cities are surrounded by strangers all the time. They probably have had many experiences when strangers have helped them. Also, people in cities probably see a lot of tourists who need help. It’s easy to help

tourists by giving them directions. 3. No, I don’t think culture is a factor f actor because helping others is human nature. I think anyone from any culture would want to help someone. For example, once I witnessed a car accident. The drivers were badly injured. Four other witnesses and I stopped our cars to help the injured drivers. We were from different cultures, but we all wanted to help. READING SKILL

Activity A, p. 128 a. 62% helped b. 31% helped c. Having more witnesses means people are less likely to help. 1. The flowchart describes the three different situations in the experiment, the results of each situation, and what Darley and Latane learned from the experiment. 2. The words are from the student who made the flowchart. 3. Answers will vary. Activity B, p. 128 1. three 2. alone 3. 62 percent 4. four 5. having more witnesses means people are less likely to help


READING 2 PREVIEW THE READING

Activity A, p. 129  It makes them feel good.  It helps people survive. Activity B, p. 129 Answers will vary. Possible answer: I think people donate to charities because it feels good to help other people in need. A lot of charities give money to people who are poor. When people give money to poor people, they feel like they are doing the right thing. Also, it is hard for one person to help a lot of people, but if people donate to charities, their money can be combined, and it can go to many people in need all over the world. For example, many people donate money to charities for children in Africa who do not have enough food to eat. Activity C, p. 129 Answers will vary. WORK WITH THE READING

Activity B, p. 132 1. b 2. b 3. a 4. b 5. a 6. a 7. b 8. b Activity D, p. 133 1. a 2. d 3. a 4. a 5. d Activity E, p. 133 AK-29


1. F When 18-month-old subjects saw a stranger throw a pencil on the floor, none of them picked it up. 2. T 3. F Scientists discovered mirror neurons recently. 4. T 5. F In Harbaugh’s experiment, subjects got $100 to play a charity game. Activity F, p. 134 Answers will vary. Possible answers: a. Subjects were taxed on their donations. b. The computer gave the charity extra money. c. Their pleasure centers lit up even more. d. The human brain may be designed to be altruistic. Activity G, p. 134 they were taxed on their donations. their pleasure centers lit up more. the computer gave the charity extra money. the human brain may be designed to be altruistic. WRITE WHAT YOU THINK

Activity A, p. 134 Answers will vary. Possible answers: 1. I’m very altruistic. I regularly spend part of my weekends serving food at the homeless shelter. / I’m not that altruistic. I usually help my friends f riends and family, but I don’t help strangers

very often. 2. I think some people were raised to value helping others more. / I think the difference is biological. Activity B, p. 134


Answers will vary. Possible answers: 1. If I found a wallet in the street, I would bring it to the police station. / If I found a wallet in the street, I would look for a driver’s license and

try to contact the person. 2. I do believe people have a social responsibility to return lost items to their owners. If I lost something, I would want it back. I think most people feel that way. We have to help each other out, even if we don’t know whom we are helping.

People want to live in a society where they help each other. Activity D, p. 135 Answers will vary. VOCABULARY SKILL

Activity A, p. 136 1. d 2. f 3. c 4. e 5. a 6. b Activity B, p. 136 1. set up 2. figure out 3. point out 4. call out 5. grow out of 6. help out WRITING SKILL

Activity A, p. 138 On many occasions, people might decide not to help a stranger in need for a number of different reasons.

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Activity B, p. 139

Situation

People decide not to help a stranger.

Paragraph 2: too busy to help

Paragraph 3: don’t feel safe

Reasons

Examples

Paragraph 4: assume they can help them themselves

1. don’t help a stranded driver on the way to work

1. don't help a neighbor who screams in the middle of the night

1. don’t help someone on the sidewalk who seems lost

2. ignore a student who looks lost on the way to class

2. don’t stop a fight on the street or sidewalk

2. don’t help a young man who falls down

Activity C, pp. 139 –140 Paragraph 2 d Paragraph 3 a Paragraph 4 c Paragraph 5 b Activity D, p. 141 2. Because our brains have mirror neurons, we can feel what others feel. 3. The scientists performed an experiment because they wanted to prove their theory. 4. Altruistic behavior is complex because many factors are involved. 5. People might help others because it improves their chances of survival. 6. Because the street was so busy no one noticed the man. ,

GRAMMAR

Activity A, p. 142 2. Helping other people 3. Donating money

4. Using brain scans 5. Living in a big city Activity B, p. 142 2. quit eating 3. consider moving 4. avoid buying 5. discuss writing 6. finish eating Activity C, p. 142 2. to visit 3. speaking 4. to help 5. playing 6. swimming UNIT ASSIGNMENT PLAN AND WRITE

Activity A, iQ Online Resource Answers will vary. Activity B, iQ Online Resource Answers will vary. Activity C, iQ Online Resource Answers will vary. AK-31


Activity A, p. 144 Answers will vary. Possible answers: 1. Yes, I’ve given money during an emergency / to strangers on the street / in response to a mailed request / to a local organization that helps children / by buying a product at the store. It made me feel good / useful. 2. Large charities; schools; youth activities / teams; clinics and medical organizations; cultural organizations; political organizations; environmental groups. How donated money is used: provide food, clothing, or sports / medical equipment to people who need it; host museum exhibits and cultural events; pay for campaign expenses; help animals near extinction, etc. 3. It looks like a class photo of the students. Activity B, p. 144 Answers will vary. Sample answers: 1. I agree with Felix. Donating a small amount of money could mean that someone is able to afford the things they need to survive. 2. Some examples are water, food, shoes, and shirts. PREVIEW THE UNIT Activity A, iQ Online Resource


Activity A, p. 146

Second Edition 

The Q Classroom

F education B honey D eggs A milk Activity B, iQ Online Resource Answers will vary.

Q: Skills for Success

E silk C wool

an animal Activity B, p. 146 Answers will vary. Activity C, p. 146 Answers will vary. WORK WITH THE READING Activity B, pp. 148 –149

a. distribute b. owe c. transition d. proud e. generosity f. inspire g. extremely h. attend i. commitment j. adjustment Activity D, p. 150 1. 2 2. 4 3. 7 4. 5 5. 8 6. 6 Activity E, p. 150 1. c, f 2. d 3. e, j 4. g, i 5. h, b 6. a Activity F, p. 151 1. F Beatrice was confused when she learned about receiving a goat. 2. T 3. T 4. F Beatrice was older than the other children and was an excellent student. 5. F Two women met Beatrice and decided to write a book about her, called Beatrice’s Goat. AK-32

Reading and Writing 3 Unit 7 Student Book Answer Key 6. F The biggest adjustment to studying in the United States for Beatrice was the weather. 7. T 8. T WRITE WHAT YOU THINK

Activity A, B, p. 151 Answers will vary. Possible answers: 1. The money paid for school. The story of Beatrice and her goat inspired two women to write a book about her. The popularity of the book led to a book tour. The T he book tour led to meeting a woman who helped Beatrice get a scholarship to a preparatory school. The preparatory school studies led to a scholarship to college. 2. My friend gave some baby clothes to an organization that helped people who had lost their belongings in an earthquake. She was very happy to help families that needed it. She was also happy that someone was able to use the clothes her baby had outgrown.. 3. It makes the gift even bigger because it will allow other families to send their children to school because they will also have milk to sell. READING SKILL

Activity A, pp. 152 –153 1980: Newman and Hotchner bottled salad dressing for gifts. 1982: Profits were close to $400,000. 1988: The Hole in the Wall Gang camp was founded. 2008: More than 40 Newman’s Own

products were sold.



Activity A, p. 153  which charities are the best Activity B, p. 153 Answers will vary. Activity C, p. 153 Answers will vary. WORK WITH THE READING Activity B, pp. 156 –157

When I was in college, I decided to start a nonprofit organization to help people in need in my neighborhood. There were many people in need in the area where my college was located, and I had gotten to know a few of them, so my ambition was to use my background in economics to help them. My approach was very simple: I tried to collect unwanted items from individuals and businesses. I worked with a network of businesses in the area, both small and big. Working with these businesses enabled me to get donations of computers, books, and office supplies, as well as clothing and furniture. Every Saturday I set up a market in an empty building for people to purchase the goods. With the money I earned, I was able to purchase items needed for start-up businesses. I wanted to encourage people to follow their dreams, and in the process, to have a source of income. My first recipient was a single mother who made beautiful clothes in her home. With the money I loaned her, she was able to purchase a sewing machine and expand her business. Soon she was AK-33



selling her hand-made clothes on the Internet. I tried to aim my assistance at those who most needed it. The impact I had on the neighborhood was not only amazing, but also measurable. There were eight new businesses that started, thanks to my donations. I worked under the assumption that people are not poor by choice, and if given the opportunity to provide for themselves, they would jump at the chance. Activity D, p. 157 1. a small amount; in the right way 2. the impact 3. someone’s future or ambitions 4. it keeps growing 5. several guidelines 6. Heifer International 7. Opportunity International 8. Trickle Up Activity E, p. 158 Heifer International

Opportunity International

Trickle Up

gives grants







provides loans provides animals provides training asks for commitment gift expands

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



















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Activity F, p. 158  You can see the effect on the recipients.  Your gift expands or multiplies.  Your gift helps the poorest people.  Your gift will provide a source of income.



Your donation is aimed at exactly whom you want to help.  Your gift is an investment in people.  The recipients of your gift will be able to expand their business/income. Activity G, pp. 158 –159 1. d 2. b 3. b 4. c 5. a WRITE WHAT YOU THINK

Activity A, p. 159 Answers will vary. Sample answers: 1., 2. I have. Last month, there was a big fire in my city, and dozens of houses were burned down. The people who lived in those houses had nothing left. So I gave some money and some old clothes to a charity organization to help those people. I also went down there a few times to serve meals. It made me feel very happy to help those people. 3. I feel good when I give a gift to someone, and the other person feels good too. 4. I feel grateful when I receive a gift from someone I know. When a stranger gives me a gift, I feel surprised; I want to know why the stranger has given me a gift. I might not trust it. Activity B., p. 160 Answers will vary. Sample answers: 1. They benefit equally. The giver benefits because they have longlasting good feelings about themselves. The receiver benefits

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Reading and Writing 3 Unit 7 Student Book Answer Key because they are able to make important changes in their lives. 2. I think giving to an organization like Heifer International is better, because they help families earn their own money. They help people help themselves instead of making them dependent on charity. / No, I think established charities are better. They have a lot of experience and know the best way to help people in need. 3. I think this saying is true; I would rather give than receive. It makes me happier to make others happy. / I do not think this saying is true. I would much rather receive a gift than give a gift. VOCABULARY SKILL

Activity A, p. 160 In May 2008, a very strong tornado raced through a small town in the plains of Kansas. As a result, the home of the Milano family was completely destroyed. They lost everything they owned. But a remarkable thing happened after the storm passed. The town came together and showed extraordinary generosity. Someone offered them a place to live. Many families came to offer food, clothing, and things like blankets and pillows. The Milanos were treated with kindness by their neighbors. Through the generosity of a wealthy businessman, the Milanos had enough money to begin to rebuild their home. Mrs. Milano was amazed at the kindness of strangers; people she had never met sent checks and clothing from miles away. But perhaps the biggest act of


kindness came from a young boy who gave his bicycle to the youngest Milano child. Activity B, p. 161 1. The students showed extraordinary generosity after the big earthquake. 2. My cousin is very sweet and treats everyone with kindness. 3. Through the generosity of his neighbors, the young man was able to attend medical school. 4. I was surprised by the kindness of strangers who helped me when I became ill on the bus. 5. Donating to people in need is a true act of kindness. WRITING SKILL

Activity A, pp. 162 –163 As a result of this project, I made a new friend and a lonely person was given the chance to share his life with someone again, but perhaps most importantly, I found a career path that interests me. Activity B, p. 163 Class assignment: do an act of kindness for the elderly Paragraph 3: enjoyed talking to Bill Paragraph 4: decided to focus studies on the elderly Activity C, pp. 164 –165 1. Blake Mycoskie noticed while traveling in South America that many children had no shoes. 2. Owning shoes can have a great impact on people’s health, education, and well-being. 3. Having shoes helps keep a child healthy. 4. Answers may vary. Possible answers (students should supply just one): Many diseases can be contracted AK-35

Reading and Writing 3 Unit 7 Student Book Answer Key through the feet. You can cut your feet on rough terrain or broken glass. In cold climates, not having shoes can lead to illness. 5. A child will be able to go to school. 6. Answers may vary. Possible answers (students should supply just one): Parents won’t have to pay for shoes

for school uniforms. In some countries, children must have shoes to go to school. 7. Children feel better about themselves. 8. Answers may vary. Possible answers (students should supply just one): This may be a child’s first pair of

shoes. It may be the first f irst new clothing the child has ever had. Children love walking through their villages in their new shoes. GRAMMAR

Activity A, p. 166 1. Their new computer repair business grew in the first year because they all worked night and day. 2. Since there was very little rain all spring, the amount of corn grown was very small. 3. When he invested $300 in the new company many years ago , he didn’t know how much money he would make. 4. The school can now pick up many more children because someone donated another school bus. 5. They were able to finish building the house in a week since many volunteers came to help.


Activity B, p. 166 1. Because Sammy saved all of the money he made in his summer job, he finally had enough money to buy a car. 2. The village no longer fl floods oods since the villagers planted a hundred trees on the hillside. 3. When the organization had received enough donations, it bought the new equipment. 4. Mr. Kelly donated a great deal of money to the children’s fund

because he knew that the children needed a new school. 5. Since people in the village suffered from extreme poverty, many families could not afford to send their children to school. UNIT ASSIGNMENT PLAN AND WRITE

Activity A, iQ Online Resource Answers will vary. Activity B, iQ Online Resource Answers will vary. Activity C, iQ Online Resource Answers will vary.

AK-36


The Q Classroom

Activity A, p. 168 Answers will vary. Possible answers: 1. by working hard and practicing; by having talent, a good coach, or opportunities 2. time with family and friends, other interests, free time 3. They practiced every day and were dedicated to their sport. They started playing at a young age. Activity B, p. 169 Answers will vary. Possible answers: 1. Many people are successful without earning a lot of money. For them, success is happiness. If you have a low-paying job, but it is your true passion and you are happy doing it, then you are successful. Parents who stay home to raise their children make no money, but they are successful because they have a successful family. 2. I agree. People need each other to be successful. A successful athlete needs a coach. A student needs a good teacher to help him or her succeed. Success depends on other people helping you and believing in you. 3. I think people do need to adapt to changes in order to be successful. For example, sometimes an inventor will make an invention that doesn’t work or that people don’t like. If the

inventor refuses to adapt, he or she will never succeed.

PREVIEW THE UNIT

Activity A, iQ Online Resource Answers will vary.


Activity B, iQ Online Resource Answers will vary. READING 1 PREVIEW THE READING

Activity A, p. 170  to encourage businesses  to invest in car racing Activity B, p. 170 Answers will vary. Possible answer: There are several ways businesses attract more customers. For example, a lot of companies advertise their products on television and social media. They sometimes offer people special discounts when they buy their products. Cell phone companies, for example, might give people a cheaper rate for the first two years. Other times, businesses allow people to pay for their products later. For example, some electronics and furniture stores let people buy a new product and start paying for it six months later. Activity C, p. 170 Answers will vary. WORK WITH THE READING

Activity B, p. 172 2. support 3. sure 4. income 5. spend 6. number of customers 7. strength 8. reliable 9. growth 10. appearance Activity D, p. 173 a. 1 AK-37


b. 3 c. 2 d. 4 e. 5 Activity E, p. 173 1. Reason 1: Companies can make huge profits. Reason 2: It shows that companies have financial stability. 2. Reason 1: It gives companies new customers in emerging markets. Reason 2: It shows your company has a global message. 3. Reason 1: It will bring companies profits. Reason 2: It will improve a company’s image.

Activity F, p. 173 Answers will vary. Possible answer: Companies should invest in Formula 1 racing because they can make huge profits. Investing also shows the world that a company has financial stability. When companies invest in emerging markets, they can attract new customers. Finally, by investing in Formula 1 racing, companies can strengthen their image as a strong and powerful company worldwide. Activity G, pp. 173 –174 1. 350 million people 2. people who watch car races 3. investing $5 million in a race team 4. the Middle East and Asia 5. a. sponsoring a team b. Formula 1 racing WRITE WHAT YOU THINK

Activity A, B, p. 174 1. Answers will vary. Possible answers:


2. I think it’s a good investment. So many people see the ads. People all over the world watch the races. A company that sponsors Formula 1 racing would become known around the world. That would help improve their profits. 3. I think they would find other ways to advertise. Sponsoring sports isn’t

the only way to reach a global market. Companies can also advertise on television and in magazines. Another thing they can do is give away samples of their products so people can try them out. If people try out a product and like it, they will buy it. 4. I think banks choose to advertise on Formula 1 racing cars because Formula 1 racing is an expensive sport. It shows people that the banks have a lot of money and power. READING SKILL

Activity A, p. 174 1. banks, hotels, telecommunications companies. 2. doors, hood, trunk 3. the Middle East, Asia. Activity B, p. 175 1. 350 2. tens, millions 3. $5 million, $30 million 4. $300 million READING 2 PREVIEW THE READING

Activity A, p. 175  The sacrifices children make for success in sports are sometimes too great. AK-38


Activity B, p. 175 Answers will vary. Possible answer: I think competitive sports are good for children for two reasons. First, sports teach children about teamwork. For example, team sports like soccer and baseball help children learn how to work with others for a common goal. If they want to succeed, they have to work as a team. Second, competing teaches children discipline. Child athletes have to be very dedicated. They have to stay in shape, practice regularly, and balance sports and schoolwork. These are important lessons to learn at a young age, and it will prepare them better for the future when they are adults. Activity C, p. 175 Answers will vary. WORK WITH THE READING Activity B, pp. 177 –178

1. a 2. b 3. a 4. c 5. a 6. b 7. c 8. a 9. c Vocabulary Skill Review, p. 177 dedication, exception Activity D, p. 178 1. Paragraph: 3 2. Many youth sport injuries are due to overuse.Paragraph: 3 3. Repetitive motion, over time, puts too much stress on a body part.Paragraph: 5


More children are playing in organized team competitions, which require more practice and game time. Also, they are playing more aggressively. 4. Paragraph: 5 They require more practice and game time. 5. Paragraph: 7 They can avoid injury by paying attention to their bodies. Activity E, page 179 Name 1.Courtney Thompson

Home New Hampshire

Sport gymnastics

2.Danny Clark 3.Kevin Butcher

Florida

baseball

Colorado

soccer

Injury cartilage in elbow separated from bone torn rotator cuff sprained ankle, dislocated bone, broken pelvis

Activity F, p. 179 1. F 2. F 3. F 4. O 5. F 6. O 7. F 8. O Activity G, p. 179  2  4  6  7 Activity H, p. 180 Answers will vary. Possible answer: I think some athletes like to “push through their pain” for different reasons. One is because they don’t want to give up. There

are some athletes who hate to lose, and they are determined to win no matter how AK-39



much pain they feel. Another reason is athletes don’t want to disappoint their team or coach. They know their teammates and coach are counting on them. Therefore, they might feel embarrassed because they would look weak or would look like

the coaches who teach their children their sport. They pay for the equipment their children use. They also don’t get to spend

as much time with their children as they may like. They spend a lot of time taking their children to practice and to games, but

“quitters.” WRITE WHAT YOU THINK

they don’t get to spend a lot of

Activity A, p. 180 Answers will vary. Possible answers: 1. I think sports are good for children because children get exercise and learn social skills. Playing sports can build confidence and teach teamwork. Sports can also help children stay healthy. When I was young, I was on a soccer team. Playing soccer is one of my happiest childhood memories. 2. Coaches and parents have a responsibility to protect children. Children can suffer long-term injuries from sports. Children may not be mature enough to know when they should stop. They may not realize that they are overdoing it. Coaches and parents should pay attention to make sure they are not practicing too hard or too long. Activity B, p. 180 Answers will vary. Possible answers: 1. I think athletes pay for success in different ways. They give up a lot of time to practice and to play their sport. They give up the time they would spend with their families and friends. They risk injuries that could affect the rest of their lives. 2. Parents of child athletes pay in different ways. They have to pay

time with their children. VOCABULARY SKILL Activity A, pp. 180 –181

2. due to 3. sure about 4. upset about 5. famous for 6. involved in 7. interested in 8. nervous about Activity B, p. 181 1. I was late due to missing the bus. 2. When I was young, I was afraid of the dark. 3. The swimmer wasn’t sure about what time the race began. 4. My sister is very upset about losing her book. 5. The city is famous for its beautiful architecture. 6. The children were involved in many organized activities. 7. He’s not interested in learning to ski. 8. I am nervous about the big test next week. WRITING

Activity A, pp. 182 –184 1. Circled: Some parents, however, believe that competitive soccer is too dangerous. They worry about their children getting a serious AK-40


injury, so they decide to put them in a less aggressive team sport like basketball or baseball. Underlined: If children aren’t allowed to join competitive soccer leagues, I believe they will miss out on very important advantages advantages of playing this wonderful sport. 2. Reason 1: Playing competitive soccer keeps children in good shape. Reason 2: Being a competitive soccer player teaches children the importance of teamwork. Reason 3: Competitive soccer is one of the best ways for children to learn about discipline. 3. Circled: There are still parents out there who will not put their children in competitive soccer because of the risk of injury. Underlined: However, I believe this wonderful sport actually has many advantages over other sports. 4. The writer suggests that parents monitor their children to help avoid injury, probably to show that it is the parents’ responsibility.

Activity B, p. 184 Answers will vary. Possible answer: I agree with the writer that competitive soccer is good for children. First, it keeps children active. I think children today spend too much time on their phones and computers, and they don’t get

enough exercise. When they play soccer, they spend a lot of time outside and strengthen their bodies. Also, competitive soccer teaches children important lessons about winning and losing. They will learn to accept losing as a natural part of


the game. I think this will help them when they become older. It is important to be a good winner, but is equally important not to be a sore loser. Winning and losing are both a part of real life. Activity C, pp. 185 –186 1. Circled: This is because many parents believe good coaches will give their children the opportunity to compete in the Olympics one day, and it is worth the sacrifice. 2. Underlined: However, I believe sending athletes away from home so young is not the right choice. 3. Circled: First of all, parents should not let their children leave home to train because they lose precious time with them. 4. between kindergarten and college 5. Example 2: not able to go shopping together whenever they want Example 3: missing birthdays Example 4: missing out on the first day at a new school 6. Answers will vary. Possible answer: I think the writer’s first reason is

convincing because it is true that children grow up very fast. Parents don’t get a second chance to raise

their children. If they are not with their children as they grow up, they will miss a lot of important moments in their lives that they will never get back. Activity D, p. 186 Answers will vary. Possible answer: Second, parents who send their children to train far away from home will not be able to be around when their children need them. For example, children won’t have their AK-41


parents there to help them with homework. Their parents also won’t be around when the children have problems at school. The parents won’t be able to visit their teachers. They won’t be able to give their

children a hug when they have a problem at school like a low test grade or an argument with another classmate. Activity E, p. 187 1. Circled: Many parents still think letting their child athlete train far away from home is a good idea because it will help them compete in the Olympics one day. 2. Underlined: I think parents will regret their decision later on because they will have missed out on important days and events in their children’s lives, as well as

moments when their children really needed them by their side. 3. Parents could be wasting their money if they send their children away to train because most children won’t become Olympic athletes. 4. Letting child athletes leave home to train could negatively affect their lives and their parents’ lives. 5. I disagree with the writer’s

prediction. Parents can still be an


their parents’ guidance. Also, I think

parents will regret missing out on such an important time in their child’s life. GRAMMAR

Activity A, p. 188 1. F, possible correction: When athletes feel pain, they should stop and listen to their bodies. 2. S 3. F, possible correction: Because there are more children in competitive sports, more children are getting injured. 4. S 5. F, possible correction: Although baseball looks easy to play, it is difficult to master. Activity B, p. 188 When I was young, I was a very shy person. It was difficult for me to speak with people because I was so shy. Although I was nervous at first, I really enjoyed working with my teammates. We supported each other when we played together against other schools. Although we don’t see each o ther anymore, we are still good friends.

important part of their children’s

lives even if they live away from home. They can talk every day on the phone or over the Internet and still have a close relationship. / I agree with the author’s prediction

because children really need their parents close to them. Children are too young to make the right decisions all the time. They need

UNIT ASSIGNMENT PLAN AND WRITE

Activity A, iQ Online Resource Answers will vary. Activity B, iQ Online Resource Answers will vary. Activity C, iQ Online Resource Answers will vary.

AK-42

Q Skills for Success 3 Reading and Writing Teachers Handbook

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