Real Reading 4

TEACHER’S MANUAL

REAL READING 4 Creating an Authentic Reading Experience

ALICE SAVAGE DAVID DA VID WIE WIESE SE Series Consultant

PAUL NATION

Real Reading 4 Teacher’s Manual Copyright © 2011 by Pearson Education, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retriev retrieval al system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher. Pearson Education, 10 Bank Street, White Plains, NY 10606. Model Lesson Plan by Colin Ward the Real Reading 4 team, representing editorial, production, design, Staff credits: The people who made up the Real and manufacturing, are Pietro Alongi, Dave Dickey, Nancy Flaggman, Ann France, Barry Katzen, Dana Klinek, Amy McCormick, Martha McGaughey, Joan Poole, Robert Ruvo, Debbie Sistino, Katherine Sullivan, and Jennifer Stem.

PEARSON LONGMAN ON THE WEB Pearsonlongman.com offers online resources for teachers and students. Access Access our Companion Websites, our online catalog, and our local offices offices around the world. Visit us at pearsonlongman.com.

ISBN-10: 013502773X ISBN-13: 9780135027738

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CHAP-

CONTENTS

Scope Sco pe and Sequ Sequenc ence e ....................................

iv

Model Mod el Lesso Lesson n Plan Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Unitt Notes Uni Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Stud St uden entt Book Book Ans Answe werr Key Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Scope and Sequence Unit

Chapter

1

1 Earworms

The Science of Sound

2

Children and Manners

7 The Biggest Trees on Earth

8 Up a Tree

Tall Trees

5

Food for Thought

9 On Turning Ten

10 A New Take on the Golden Years

11 Feeding the Children Well

Understanding Figurative Language

Understanding Implied Main Ideas

Scanning Visualizing

Understanding Figurative Language — Multiple Levels of Meaning

Vocabulary Strategy

Nouns, Verbs, Adjectives, and Adverbs

Making Word Cards

Similes vs. Metaphors

Finding the Core Meaning of Words

Phrasal Verbs

Learning Phrasal Verbs Through Example Sentences

Nouns as Adjectives and Verbs

Guessing Meaning from Context

Numerical Prefixes

Using Word Cards: Different Types of Cards for Different Types of Learning

The Prefixes anti-,, deantide-,, and re-

Choosing Which Words to Study

Understanding Examples

Distinguishing Fact from Opinion

12 Meat Under Fire

Fluency Practice 2

iv

Recognizing Point of View

Vocabulary Skill

Reading 1 Crows’ Brains Reading 2 Building a Better Robot

4

6

3 Tokyo Farmer

6 The Nanny Diaries

Fluency Practice 1

The Time of Your Life

Previewing and Predicting

5 Manners: Do Children Really Need Them?

3

Understanding Basic Text Organization

2 How We Use Sound

4 My Invisible Garden

In The Garden

Reading Skill

Scope and Sequence

Reading 1 Running Around the World Reading 2 Trends in Tourism

Unit

7 Astronomy: Is Anybody Out There?

8 Less Is More

9 Face-to-Face with Big Cats Fluency Practice 1

10 Sustainability

11 Multitasking: Can You Handle It?

12 Doing Business in the Developing World Fluency Practice 2

Chapter

13 Another Earth

14 Seeing Is Believing

15 The Small House Movement 16 Twenty-four Rooms in One

Reading Skill

Vocabulary Skill

Vocabulary Strategy

The Prefixes inter- and extra-

Using Word Cards: Adding Pictures to Example Sentences

Identifying Key Details

Roots

Using Word Parts to Guess Meaning

Following Steps in a Process

Onomatopoeia

The Keyword Technique

Collocations

Using Word Cards: Changing Order and Grouping

The Prefix multi-

Using Different Learning Styles

Expressions

Using an Online Concordancer to Learn More about Idioms and Expressions

Paraphrasing Understanding Visual Aids

17 How to Survive a Mountain Lion Attack

18 Life of Pi

Reading 1 Why Are We Shy? Reading 2 Choosing to Be Different 19 Reaching Our Limits: Welcome to 2100 20 Desert State Puts Oil Wealth Into World’s First Sustainable City 21 Keeping an Eye on the Sky

22 The Effects of Multitasking

Identifying Rhetorical Structure Recognizing Multiple Text References

Understanding APA and MLA Style

23 The Next Billion

24 A Company Prospers by Saving Poor People’s Lives

Making Connections

Reading 1 A Cleaner Way to Shop? Reading 2 Your Second Life

Scope and Sequence

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MODEL LESSON PLAN

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HOW TO USE THE LESSON PLAN

CHAP-

Overview of Unit Format Each unit of Real Reading consists of two thematically related chapters. Compelling readings in a variety of genres have been carefully written or adapted from authentic sources and feature a principled approach to vocabulary development. • Chapters consist of pre-reading and post-reading activities, including a reading skill, a reading goal, comprehension questions, and discussion activities. • Reading and vocabulary skill building and vocabulary learning strategies based on Paul Nation’s research help students become more confident and successful in preparation for academic reading and reading on standardized tests.

Suggested Methods of Instruction This lesson plan can serve as a generic guide for any unit in the Student Book. • Suggested methods for delivering instruction for each section or activity in a unit are presented. • Alternative ways to handle each activity are provided under the heading Variations. These options allow instructors to vary the way they treat the same activity from chapter to chapter and in so doing to identify the methods that work best for a specific class or individual students.

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

A. and B.

(approximately 10 minutes)

• Ask students to silently read the discussion questions. Answer any questions the students have. Then elicit one possible answer for the first discussion question. Give students a few minutes to read the discussion questions. • Have students label everything that they see in the pictures. If they do not know a word in English, they should look it up in a translation dictionary or ask the instructor or a classmate. • Have students form pairs or small groups to discuss their answers. Tell them they will report at least one of their answers to the class. Instruct them to write any new words they encounter on the New Words pages in the back of the book. • After 10 minutes, ask several students to share their answers.

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Model Lesson Plan

Variations

• Ask students to answer the discussion questions in writing at home. Have them read their partner’s or group members’ answers in class and discuss their answers. • Assign one discussion question per pair or small group. Have each pair or group discuss the question and report their ideas to the class. • Start listing important vocabulary on the board that comes out of the class discussion or your reaction to students’ responses. Ask about students’ familiarity or knowledge with the words. Offer other examples of and contexts for the words as necessary. • Choose one discussion question and have each student do a one-minute freewrite to expand ideas generated from the discussion. The students’ writing can be passed around the class or reviewed in small groups to encourage further feedback and discussion. The activity may also serve as a closure to the discussion. • After students have discussed the questions, ask them to write for 1 to 3 minutes in answer to the questions. Have students exchange their writing with a partner or group member and compare their ideas.

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

A.

(approximately 10–15 minutes)

• Tell students that they will be learning new vocabulary that they need for the readings in the chapter and reading in general. Explain that learning a word is a gradual, cumulative process, and that this activity is designed to raise their awareness of what it means to know a word. Although some of the words in the list may be familiar to students, that does not necessarily mean that they know the word well enough to be able to use it in their own speech and writing. Conversely, they might be able to pronounce and spell the word perfectly, and yet not really know what it means. • Tell them that almost all of the vocabulary words that are targeted in this book are high-frequency words, so they are very useful for English language learners. Tell students they will see these words in general texts like magazines and newspapers, as well as in academic texts like textbooks and journal articles. • Have students complete the vocabulary exercise without using a dictionary. Tell them to pay close attention to what they already know about the words, as well as what they need to learn. • Have students compare their answers with a partner. Walk around the class to monitor discussions. Listen for students’ knowledge of the words. Make notes on any particular problems or misunderstandings you notice so that you can focus on them later. • Bring the class together. Pronounce all targeted words for students, and have students repeat after you. Refer to the Pronunciation Table at the back of the book as necessary. List the vocabulary on the board. Ask for volunteers from each group to write stress markers and example sentences for the target vocabulary on the board. Then bring the class together and elicit corrections if necessary.

Model Lesson Plan

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Variations

• Have students complete the exercise for homework and compare answers with a partner. • Categorize the vocabulary according to part of speech. Write the headings Noun, Verb, Adjective, and Adverb on the board. Have students copy the headings on paper. In pairs or as a class, categorize the vocabulary. Be aware that some words will fall under more than one heading. For a more active exercise, call on students to write the words on the board by part of speech. • With the words on the board, ask students which words have a positive, negative, or neutral connotation, and identify it next to each word ( ϩ, Ϫ, n). • At home, have students make a word card for each unfamiliar vocabulary word from the exercise, after first demonstrating how they should review their cards. • Ask students to write a sentence using two or three of the words they know. Have students share their answers in small groups or as a class. Write some of the examples on the board. • Assign one or two words to different students the day before the exercise. Ask them to prepare a short presentation of the words, including part of speech, pronunciation, and meaning. Rotate this activity so all students have a chance to participate as you progress through the book. • Divide students into small groups. Assign two or three words per group. Have students look up their words in the dictionary and look at their pronunciation. Refer students to the Pronunciation Table at the back of the book. Have each group pronounce their words and correct as necessary. Have the class repeat the words in chorus. • Keep the list of target words on one side of the board. Refer to it when students encounter or use these words in the unit.

B.


• Have students work in pairs to complete the exercise. • Have students label everything that they see in the pictures. If they do not know a word in English, they should look it up in a translation dictionary or ask the instructor or a classmate. • Tell students to list unknown words on the New Words pages in the back of the book. • Call on students to share their answers to the questions. Variations

• On the board, write important or useful vocabulary that you hear. • When responding to students, incorporate the target vocabulary items from the unit in your responses. Ask follow-up questions that use the target items.

Reading Skill


Each unit contains one or two key reading skills. • Write the name of the reading skill on the board. • Ask students with which kinds of text they think they can use the skill (e.g., for magazines, newspapers, textbooks). Have them explain their answers. • Ask students if the skill is a pre-reading, during reading, and/or post-reading strategy and why. 4

Model Lesson Plan

• Ask and answer questions to confirm that students comprehend the skill. For example, you might ask them how previewing is different from predicting, or when they should scan a text rather than skimming it. • Recycle previously taught skills in future units to promote greater mastery. Variations

• Assign two students to prepare a short 2–3 minute lesson that describes what the skill is, when it is used, and why it is helpful. Have students present the lesson and answer questions that the class has. Monitor as necessary. Have students take the class through Exercise C to check answers. • Offer examples of using the skill by bringing in other texts or using texts you have found online. Make the texts short, simple, and level-appropriate. • Have students keep a Reading Skill log that lists the reading skills from the book in one column, a short definition of the skill in the second column, its occurrence (pre-, during, post-reading) in the third column, and a blank fourth column for the number of times they use the skill. As students read the texts in the book or outside texts, have them keep track of the skills they are using by putting a checkmark ( ) every time they use a skill.

C.


• Have students complete the exercise. Encourage students to refer to the reading to find the answers. • Go over the exercise as a class and answer any questions. • Ask students to explain how the skill helped them find the correct answers and why it helps improve their reading comprehension. Variations

• Have students complete the exercise for homework. Have them compare their answers with a partner or group members. Ask several students to report their answers. • Have students answer the questions individually and raise their hands when they think they have the correct answers. Circulate through the room and check students’ answers. Explain any missing answers, and ask students with correct answers to report their answers to the class.

Read


Each unit contains two major readings. Vocabulary is tightly controlled, and target words are recycled from one chapter to the next within a unit and from unit to unit. • Preview the reading by looking at the title, subtitles, illustrations, and boldfaced target vocabulary. Have students guess the topic, main idea, and purpose of the reading from their previewing. • Tell students to read each reading two or three times. • Encourage students not to use a dictionary the first time they read because it interrupts the reading comprehension process. Tell students to focus on main ideas during the first read even if some words are unfamiliar. The second time, have students reread and mark Model Lesson Plan

5

unfamiliar vocabulary words. On the third reading, let students use a dictionary to look up words they do not know, and that seem important to their comprehension of the text. Point out that if they can understand the sentence by merely eliminating the unknown word, then it is probably not necessary to learn that word, at least not for the moment. • Encourage students to develop and use annotating as they read. Tell students to underline or highlight main ideas and important details. Also, have them make notes in the margins about things they don’t understand or that they find particularly interesting. This will make it easier for them to participate in a class discussion of the reading. Variations

• Have students read the text for homework. Tell students to follow the above system of reading, and be prepared to respond to questions about the main ideas and details of the reading. • Begin discussion of the reading by writing a question on the board about a main idea of the text. Give students a few minutes to answer the question with a partner with their books closed. • Play the audio recording of the reading. Have students read along silently as they listen to the audio. • Using the audio recording, play a selected section of the reading. Have students retell the main point of the section in small groups or as a class. • Give students 10–15 minutes to read the essay or article in class for timed-reading practice. Explain that research has shown that if readers push themselves to read at a faster than comfortable rate, they often have a higher comprehension of the reading. Have students use a large index card or folded white paper to cover up the lines in the reading, moving the card or paper downward on the page as they read. Students can time themselves by recording their start and end times, and calculating their reading rate using this formula (the number of words in each reading is provided in the Unit Notes): number of words in reading

total time in seconds 60

words per minute

This will motivate students to increase their reading speed. Do not let them use dictionaries. • Have students take turns retelling the main points of a reading as a whole or paragraph by paragraph to a partner. Circulate through the room, assisting students with difficult passages. Especially difficult passages may merit a whole-class discussion. • Have students write a “one-minute” summary of the introduction (or another section) of a reading as a type of pop quiz. Teachers may wish to collect the summaries and grade them, especially with students who are not keeping up with reading assignments. • Assign small groups the task of carefully rereading sections of a reading. One group member should be prepared to explain the gist of the section to the entire class, with other group members taking notes on main points, and still others using a dictionary to make word cards on difficult target vocabulary from the passage. • Have students complete a graphic organizer based on the ideas in a reading. Helpful organizers include Venn diagrams, KWL charts (what I know, what I want to learn, what I learned ), and timelines. • Divide the reading into four or five parts. Assign one group of students for each part. Have each group make a poster that identifies the main idea of the section and lists any important vocabulary with definitions or example sentences. Students can also draw a picture or symbol that represents the main idea of their section. Have each group present their poster to the rest of the class. 6

Model Lesson Plan

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

Vocabulary Check


This section gives students an opportunity to focus on the meaning of the target vocabulary before completing the comprehension activities. • Have students complete the exercise for homework. • Have students check answers with a partner. Circulate and answer questions. • Go over the answers with the class. Write the target vocabulary words on the board. • Practice group and then individual drilling of words that are challenging for students to pronounce. Indicate stressed syllables on the board. Variations

• Have students complete the exercise with a partner or small group. Circulate through the room, assisting students with any items they have difficulty with. • Ask students to identify grammatical clues in the items. For example, if the blank is preceded by an article—a, an, or the—the item is likely a noun. If the blank is preceded by a subject, the item is likely a verb. Have students notice the grammatical clues in the items as well determine the part of speech for each word. • Have students look back at the reading to identify collocations with the boldfaced target vocabulary. Have them write sentences about the reading using three to five collocations. Bring in collocations dictionaries for students to reference in small groups as they write their sentences, or make photocopies of particular entries you want them to focus on. Have students write example sentences on the board. Answer any questions students have.

Read Again / Comprehension Check

(15–20 minutes)

The reading goal gives students a purpose for rereading the text before completing the comprehension activities. Engaging and varied exercises help students achieve the reading goal. Target vocabulary is recycled, giving students additional exposure to high-frequency words and expressions. • Emphasize to students the importance of second and third readings. Tell them that each time they read, they should have a particular goal in mind. Offer examples of times you have read with different goals and purposes in mind. Ask students for their own examples. • Have students look at the Reading Goal for the reading. Ask students how they will achieve the goal. Help them identify what strategies they can use to complete the task, including ones previously learned. Explain that the exercises in the Comprehension Check will help them to achieve the goal. • Have students complete the exercises for homework. • Have students compare their answers in pairs or small groups. Circulate and check their answers. • As you circulate, make note of any items students had difficulty with. Bring the class back together to discuss the difficult items. Model Lesson Plan

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Variations

• Have students complete the exercises in class. Use the first two exercises as a quiz to check if students have completed the assigned reading. Have students answer the questions within 5 – 10 minutes, and then have partners score each other’s quizzes. • Assign individual exercises or parts of exercises to specific pairs or groups. Ask a student in each pair or group to report answers to the class. • Bring in outside readings on the topic of the unit readings to give students additional reading practice. Outside readings should be short and easy enough to be read quickly, for example, in the minutes before class begins, or as an end-of-class activity or short quiz. Have students identify main ideas. Have them look for any connections they see between the outside reading and book text. Look for any target vocabulary in the reading to point out to students.

Discuss

(10–15 minutes)

Each unit contains two post-reading discussion activities. A variety of activities for smallgroup or pair work encourages students to use vocabulary from the current unit as well as previous units. • Have students preview the discussion questions. Answer any questions. • Have students answer the questions in small groups. Tell them they will report at least one of their answers to the class. • Circulate and take notes on students’ responses. • Call on students to share their answers. Encourage them to use the target vocabulary in their responses. Write the target vocabulary on the board for reference. Variations

• Encourage students to work with different partners for each discussion activity. • Have students answer the questions in pairs. Assign one discussion question per pair. Then group two pairs together to share and compare responses as a small group. • As students share their responses in groups or with the whole class, ask follow-up questions using the target vocabulary of the chapter. Ask students to answer in complete sentences using the target vocabulary. Put a check mark ( ) next to the words for each instance students use the word in the discussion. • After students have discussed the questions, have them write for 1 – 3 minutes in answer to one of their questions. Have students exchange their writing with a partner and compare their ideas. • Ask students to answer the discussion questions in writing at home. Have them read their partner’s or group members’ answers in class and discuss their answers.

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Model Lesson Plan

Vocabulary Skill Building

(10–15 minutes)

There is one vocabulary skill building exercise per unit. This section offers presentation and practice with common vocabulary skills. • Write the name of the vocabulary skill on the board. • Have one student read the instruction text aloud. • Answer any questions students have about the vocabulary within the instructional text. • Elicit the answer to the first item of the exercise as an example. • Have students complete the exercise. Circulate to answer questions and confirm that students comprehend the skill. • Ask several students to report their answers to the class. • Ask students to explain how the vocabulary skill can be useful when reading. • Recycle previously taught vocabulary skills in future units to promote greater mastery. Variations

• Have students answer the practice questions in pairs. Ask students to recall the skill while going over the answers together as a class. • Have students answer the practice questions for homework. Have them compare their answers with a partner or group members. Ask several students to report their answers. • Assign pairs of students to present the skill to the class. • Have students use their dictionaries in class to find other examples of the vocabulary skill. Use the targeted words in the unit whenever possible.

Learn the Vocabulary A., B., and C.

(15–20 minutes)

Each unit contains one Learn the Vocabulary section, which challenges students to practice strategies and techniques outlined by Paul Nation that will help them to acquire not only the target vocabulary but also vocabulary beyond the text. • Write the name of the vocabulary strategy on the board. • Have one or more students read the instructional text aloud. • Answer any questions students have about vocabulary within the instructional text. • Elicit the answer to the first item of the exercise as an example. • Have students complete the exercise. Circulate to answer questions and confirm that students comprehend the skill. • Help students notice that they have been building on their vocabulary knowledge throughout the unit. Emphasize the importance of identifying new words and how their knowledge of the words has changed and improved.

Model Lesson Plan

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• Finish by bringing the class together as a whole. Ask students to keep the skill in mind as they learn vocabulary in future units. • Recycle previously taught Learn the Vocabulary strategies in future units to promote greater mastery. Variations

• Have students test each other using the word cards they made. Have students read or show one side of the card and have their partner guess the other side (e.g., a word, a definition, a picture) • Have students use their word cards to play review games, such as charades. Divide the class into two or three teams. Have students choose a word from their word card list to act out in front of the class to their team. Have the team guess the word. Give each team a point for a correct guess, marking their totals on the board. • Have students work in groups of four or five to write a story. Have each student in the group choose a word from their word cards. Give the groups 10 – 15 minutes to write a story using all the words. If necessary, offer possible topics, such as The Best Day of My Life, A Great Surprise, or An Unlucky Day.

Fluency Practice


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

Fluency Strategy


• Present the fluency strategy. Read through important points or call on a student to read the strategy box aloud. • Ask students how the strategy can improve their fluency while reading. • Ask and answer questions to confirm that students comprehend the skill. Variations

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

Before You Read


• Have students answer any discussion questions in pairs or small groups. Tell each pair or group they will report one of their answers to the class. Elicit responses for each discussion item from the pairs or groups. • Have students preview the reading. Emphasize the importance of previewing and reading with a purpose or questions in mind.

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Model Lesson Plan

Variations

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

Read A. and B.


• Have students work individually to complete the reading and time themselves. • If necessary, help students calculate their reading speed. • Have students record their reading speeds in the Fluency Progress Chart at the back of the book. Variations

• Have students complete Exercise A (first timed reading) at home. Then have students complete Exercise B (second timed reading) in class the next day. • Confirm that students’ second readings were shorter in length. If not, ask students to try to identify why it took longer. Help students identify strategies they can use to increase their reading speed in future fluency practices.

Comprehension Check


• Have students complete the exercises individually. Circulate and answer any questions. • Refer students to the Fluency Practice Answer Key at the back of the book. Have students check their answers and record their scores in the Fluency Progress Chart at the back of the book. Variations

• Have students complete the exercises in pairs or small groups. • For homework, have students complete the Comprehension Check exercises and check their answers. The next day, ask students about any difficult items.

Vocabulary Practice


These activities appear at the back of the book and reinforce understanding of the target vocabulary, vocabulary skills, and vocabulary learning strategies. • Have students complete the exercises in pairs. Circulate and answer questions, but encourage independent work. • Encourage students not to use a dictionary to complete the exercises. • When students finish the exercises, allow them to refer to the unit to answer any questions they have about the vocabulary, the skill, or the strategy. Variations

• Have students complete the exercises for homework. Have students compare their answers in pairs or small groups. • Use the vocabulary practice exercises as a way to extend or reinforce common vocabulary skills taught in the book, such as roots, prefixes and suffixes, and collocations. • Have students review their word cards. Ask students to add any new information they learned about their words to their cards. Have students test each other using their word cards. Model Lesson Plan

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Tests The reproducible tests—available in both Microsoft Word and PDF formats—appear online in Test Master. They allow teachers to evaluate students’ progress and to identify areas where students might have problems developing their reading and vocabulary skills. The tests should be given upon completion of the corresponding units. Answer keys are provided to make marking the tests as straightforward as possible. There is a test for each of the 12 units. Every test begins with a reading that ties in with the unit theme. The reading is followed by three parts: • Part 1: Comprehension The Comprehension section tests students’ understanding of the reading and their ability to apply the reading skill(s) introduced in the unit. • Part 2: Vocabulary The Vocabulary section assesses students’ knowledge of the target vocabulary. • Part 3: Vocabulary Skill Building The Vocabulary Skill Building section tests students’ mastery of the vocabulary skill introduced in the unit.

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Model Lesson Plan

UNIT NOTES

1 UNIT

THE SCIENCE OF SOUND

CHAP-

CHAPTER 1

EARWORMS

CHAPTER 2

HOW WE USE SOUND

OVERVIEW

UNIT THEME: Audio Technology This unit focuses on the science of sound, how it affects the brain, and how it can be used in the development of new technologies.

CHAPTER 1 “Earworms” tries to answer the question Why does certain music can get stuck in the head? (870 words) Target Vocabulary: catchy, consciousness, device, familiar, function, get rid of, hum, infect, invade, itch, phenomenon, subjected, susceptible, tune

CHAPTER 2 “How We Use Sound” discusses five recent technologies that are based on using sound in unusual ways. (732 words) Target Vocabulary: acoustic, activate, beam, deafening, frequency, high-pitched, innovation, lethal, offensive, restore, temporarily

SKILLS AND STRATEGIES Reading Skills: Understanding Basic Text Organization; Previewing and Predicting Vocabulary Skill: Nouns, Verbs, Adjectives, and Adverbs Learn the Vocabulary Strategy: Making Word Cards

Follow-up Activity: Speaking and Writing A.

Have students ask and answer the questions in small groups. Tell them to use as many target words as possible. 1. How often do you listen to music, podcasts, or other audio recordings? Rarely? Sometimes? Often? Explain. 2. When was the last time you had an earworm? Do you get them often? Explain. 3. Based on the answers given in your group, do you agree that earworms happen more frequently to people who listen to a lot of music?

B.

14

Have students answer the questions from Exercise A in writing. Ask them to underline the target words in their answers.

Unit Notes

1 2 UNIT

IN THE GARDEN

CHAP-

CHAPTER 3

TOKYO FARMER

CHAPTER 4

MY INVISIBLE GARDEN

OVERVIEW

UNIT THEME: Gardening and Agriculture This unit focuses on the pleasures of working in traditional and not so traditional gardens.

CHAPTER 3 “Tokyo Farmer” is a blog about the rooftop farms on Tokyo skyscrapers. (809 words) Target Vocabulary: affectionately, bloom, clamor, drudgery, fade, self-sustaining, shade, story, strain, sway, urban, wander, weed

CHAPTER 4 In “My Invisible Garden,” a writer details her passion for her garden and gardening. (953 words) Target Vocabulary: affair, bring up, dose, gorgeous, in exchange for, lose track of, mineral, profound, recount, rough, settle for, shot (a photograph), trail off, transplant, uncomprendingly

SKILLS AND STRATEGIES Reading Skills: Recognizing Point of View; Understanding Figurative Language Vocabulary Skill: Similes vs. Metaphors Learn the Vocabulary Strategy: Finding the Core Meaning of Words

Follow-up Activity: Writing, Speaking, and Listening A.

Have students work in groups to choose an area of the campus or city that would be appropriate for starting a community garden. Tell them to use as many target words as possible in their discussion.

B.

Have students write (or present) a proposal for the site answering the following questions. 1. 2. 3. 4. 5.

Where is the site? Who owns it? How will the site benefit the community? What can be planted there? Who would the gardeners be? What would happen to any fruits or vegetables that are grown in the garden?

Unit Notes

15

1 3 UNIT

CHILDREN AND MANNERS

CHAP-

CHAPTER 5

MANNERS: DO CHILDREN REALLY NEED THEM?

CHAPTER 6

THE NANNY DIARIES

OVERVIEW

UNIT THEME: Early Childhood Education and Literature This unit focuses on the effects that permissive styles of parenting have on children and the people who take care of them.

CHAPTER 5 In “Manners: Do Children Really Need Them,” a pediatrician shares thoughts about the benefits of good manners and the possible consequences of neglecting to teach appropriate behavior to children. (917 words) Target Vocabulary: consideration, grief, helpless, impulsive, manipulate, manners, proceed, reinforce, scream at the top of (their) lungs, slam, wail, writhe

CHAPTER 6 In this excerpt from The Nanny Diaries, a young nanny takes a job caring for a four-year-old from a wealthy New York family. (833 words) Target Vocabulary: authoritative, clear (one’s) throat, field of vision, jerk, moan, pleadingly, poll, propel, remainder, remedy, sob, steady, straighten up, with ease

SKILLS AND STRATEGIES Reading Skills: Understanding Implied Main Ideas Vocabulary Skill: Phrasal Verbs Learn the Vocabulary Strategy: Learning Phrasal Verbs Through Example Sentences

Follow-up Activity: Speaking and Writing Have students work in pairs to discuss and write a suggestion for each of the situations. Tell them to use as many target words as possible. 1. In a restaurant, a child sobs loudly when his mother will not let him eat his food with his hands. 2. At home, a child slams the door after entering or leaving, even after being asked to stop. 3. A child tells her parents friends to do things for her in an authoritative voice.

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Unit Notes

1 4 UNIT

TALL TREES

CHAP-

CHAPTER 5

THE BIGGEST TREES ON EARTH

CHAPTER 6

UP A TREE

OVERVIEW

UNIT THEME: Trees This unit focuses on the biology of the world’s tallest trees and the attraction that they hold for young people.

CHAPTER 5 “The Biggest Trees on Earth” gives biological information about the redwood forests along the Pacific coast. (848 words) Target Vocabulary: assume, diameter, ecosystem, emerge, frontier, giant, limb, manage to, penetrate, rot

CHAPTER 6 In “Up a Tree” a new girl in a California town makes her first friend when they climb a tree together. (1,113 words) Target Vocabulary: alert, bush, cylinder, desperately, foliage, gap, grab, gravity, layer, lean, leap, shrug, swing, tangle, work (one’s) way

SKILLS AND STRATEGIES Reading Skills: Scanning; Visualizing Vocabulary Skill: Nouns as Adjectives and Verbs Learn the Vocabulary Strategy: Guessing Meaning from Context

Follow-up Activity: Speaking and Writing Have students do online research to find out more about different kinds of tropical, pine, or hardwood forests around the world. Once they have identified a forest to study, such as the tropical rain forest in Costa Rica, they should prepare a short presentation that answers specific questions such as Where in the world is the forest? What is the climate like? What kinds of trees and animals live in the forest? What can people see if they visit? Tell them to use as many target words as possible. The class should listen for answers to these questions during the presentation.

Unit Notes

17

1 5 UNIT

THE TIME OF YOUR LIFE

CHAP-

CHAPTER 9

ON TURNING TEN

CHAPTER 10

A NEW TAKE ON THE GOLDEN YEARS

OVERVIEW

UNIT THEME: Ages and Stages of Life This unit gives two perspectives on different stages of life. One is a poem about youth, and the other is an examination of aging at a time when people are living longer.

CHAPTER 9 In “On Turning Ten?” the author explores what it feels like for a child facing a tenth birthday. (259 words) Target Vocabulary: come down with, digit, disfiguring, drain, insight, look back, psyche, simplicity, skin, solemnly, soul, turn (ten) wizard

CHAPTER 10 “A New Take on the Golden Years” discusses four factors shared by people who live long, reasonably healthy lives. (896 words) Target Vocabulary: anticipate, breakthrough, flexibility, in sum, likelihood, one thing leads to another, pursue, spare, strenuous, take up, volunteer

SKILLS AND STRATEGIES Reading Skill: Understanding Figurative Language—Multiple Levels of Meaning; Understanding Examples Vocabulary Skill: Numerical Prefixes Learn the Vocabulary Strategy: Using Word Cards: Different Types of Cards for Different Types of Learning

Follow-up Activity: Speaking and Writing

18

A.

Write four or five stages of life on the board (e.g., childhood: 0–10, young adulthood: 11–20, adulthood: 20–40, middle-age: 40–60, retirement: 65ϩ). Have students initial the stage that they think is the most satisfying. Have groups who share opinions sit together and discuss why theirs is the best stage. Tell them to use as many target words as possible.

B.

Have students write a short essay expressing their opinions about the stage of life they have chosen. If there is time, have them exchange papers with a partner and write a response.

Unit Notes

1 6 UNIT

FOOD FOR THOUGHT

CHAP-

CHAPTER 11

FEEDING THE CHILDREN WELL

CHAPTER 12

MEAT UNDER FIRE

OVERVIEW

UNIT THEME: Food and Nutrition This unit explores dietary trends that affect school lunches and attitudes toward eating meat.

CHAPTER 11 “Feeding the Children Well” features the work of a chef who has the mission of making school lunches healthier. (740 words) Target Vocabulary: curriculum, dedicated, defrost, exhort, follow suit, fossil fuel, made from scratch, organic, overhaul, produce, remodel, spacious, stock

CHAPTER 12 “Meat Under Fire” presents several perspectives on vegetarianism and meat eating. (745 words) Target Vocabulary: acre, advocate, cite, consumption, digest, grain, objection, on the defensive, reluctantly, texture, willing

SKILLS AND STRATEGIES Reading Skill: Distinguishing Fact from Opinion Vocabulary Skill: The Prefixes anti-, de-, and reLearn the Vocabulary Strategy: Choosing Which Words to Study


Have students ask and answer the questions with a partner. Tell them to use as many target words as possible. 1. In your opinion, what should go into a healthy school lunch? 2. In what ways should schools be involved in educating children about diet? 3. What do you think parents should teach children about diet?

B.

Have students answer the questions from Exercise A in writing. Remind students to use adjective forms correctly in their writing. Ask them to underline the target words in their answers.

Unit Notes

19

1 7 UNIT

ASTRONOMY: IS ANYBODY

CHAP-

OUT THERE?

CHAPTER 13

ANOTHER EARTH

CHAPTER 14

SEEING IS BELIEVING

OVERVIEW

UNIT THEME: Astronomy This unit discusses the possible existence of other inhabitable planets and whether and how it might be possible to travel to them.

CHAPTER 13 “Another Earth” explains some of the ways astronomers can now identify Earth-like planets in space. (826 words) Target Vocabulary: being, credible, criteria, dismiss, envy, essential, extraterrestrial, galaxy, launch, mainstream, orbit

CHAPTER 14 “Seeing is Believing” points out that even if we could find a habitable planet, it would be difficult to get there, and it suggests some possibilities. (790 words) Target Vocabulary: account, fabric, fundamental, literally, overestimate, planetarium, probe, prompt, punch, shortcut, skepticism, vast, worthy

SKILLS AND STRATEGIES Reading Skills: Paraphrasing; Understanding Visual Aids Vocabulary Skill: The Prefixes inter- and extraLearn the Vocabulary Strategy: Using Word Cards: Adding Pictures to Example Sentences


Have students work in small groups to paraphrase the statements. 1. 2. 3. 4.

B.

20

There are over 100 billion stars in our galaxy, known as the Milky Way. The possibility that extraterrestrial life can visit earth is worthy of investigation. Although water may exist on the planet, it is probably in the form of gas, not liquid. There have been countless accounts of alien visitations around the world, but one of the things that prompts skepticism is how aliens would get here in the first place.

Have groups write their paraphrases on the board. Vote for the most interesting, shortest, or clearest paraphrase.

Unit Notes

1 8 UNIT

LESS IS MORE

CHAP-

CHAPTER 15

THE SMALL HOUSE MOVEMENT

CHAPTER 16

TWENTY-FOUR ROOMS IN ONE

OVERVIEW

UNIT THEME: Architecture This unit describes two approaches to making attractive homes in small spaces.

CHAPTER 15 “The Small House Movement” explains a new architectural trend that is making tiny houses fashionable. (872 words) Target Vocabulary: displace, domestic, layout, maintenance, m ovement, partition, practical, prior, storage

CHAPTER 16 In “Twenty-four Rooms in One” a Hong Kong architect has created moveable walls that allow him to transform a small space into different rooms. (797 words) Target Vocabulary: float, impose on, mount, ongoing, radiance, replicate, shift, shortage, suspend, tear down, transformation

SKILLS AND STRATEGIES Reading Skill: Identifying Key Details Vocabulary Skill: Roots Learn the Vocabulary Strategy: Using Word Parts to Guess Meaning


Have students ask and answer the questions with a partner. Tell them to use as many target words as possible. 1. 2. 3. 4.

B.

What room in a home do you use the most? Explain. What room do you use the least? Explain. How would you design a small house to suit your preferences? What details would you include? (e.g., moveable walls, built-in shelving, etc.)

Have students imagine that they are describing their ideal tiny home to an architect. Instruct them to write a description of the rooms giving as many details as possible. Ask them to underline the target words in their descriptions.

Unit Notes

21

1 9 UNIT

FACE-TO-FACE WITH BIG CATS

CHAP-

CHAPTER 17

HOW TO SURVIVE A MOUNTAIN LION ATTACK

CHAPTER 18

LIFE OF PI

OVERVIEW

UNIT THEME: Animal Studies This unit explores the human-big cat relationship. The first reading explains how to fend off a mountain lion; the second piece describes a boy’s encounter with a tiger on a life raft.

CHAPTER 17 “How to Survive a Mountain Lion Attack” gives step-by-step instructions for surviving a confrontation with a mountain lion. (909 words) Target Vocabulary: charge, foe, formidable, frailty, gaze, grunt, hold your ground, majestic, mating season, menacing, nostrils, retreat, sideways, snarl, spine-chilling

CHAPTER 18 In Life of Pi a young man in a life raft comes to terms with the fact that there is a live tiger in the boat with him. (812 words) Target Vocabulary: come clean, despair, fury, growl, in the same boat, intently, outlast, petrifying, prick up (one’s) ears, rusty, tame, twitch

SKILLS AND STRATEGIES Reading Skills: Following Steps in a Process Vocabulary Skill: Onomatopoeia Learn the Vocabulary Strategy: The Keyword Technique


Have students ask and answer the questions with a partner. Tell them to use as many target words as possible. 1. 2. 3. 4.

B.

22

Are you afraid of any animals? Which ones? Why? Is it right to keep wild animals in a zoo? Is it OK to free animals that have been kept in a zoo all their lives? Why or why not? What are the differences between a wild animal and a pet?

Have students answer the questions from Exercise A in writing. Ask them to underline the target words in their answers.

Unit Notes

1 10 UNIT

SUSTAINABILITY

CHAP-

CHAPTER 19

REACHING OUR LIMITS: WELCOME TO 2100

CHAPTER 20

DESERT STATE PUTS OIL WEALTH INTO WORLD’S FIRST SUSTAINABLE CITY

OVERVIEW

UNIT THEME: Environmental Studies This unit provides two perspectives on the future: the first predicts a possible future with scarce resources; the second describes plans for a sustainable, pollution-free city near Abu Dhabi.

CHAPTER 19 “Reaching our Limits: Welcome to 2100” describes a dismal future but also explains how work might be done to make the future more hopeful. (898 words) Target Vocabulary: abandon, abuse, collapse, drought, harsh, linked to, out of the question, resources, settlement, spray, standard of living, starvation

CHAPTER 20 “Desert State Puts Oil Wealth into World’s First Sustainable City” describes plans for Masdar, a United Arab Emirate city that will be powered by renewable, clean energy. (727 words) Target Vocabulary: breeze, dust, flush out, generate, humid, microclimate, orient, outskirts, pedestrian, promising, put into perspective, renewable, self-sufficient, take over

SKILLS AND STRATEGIES Reading Skill: Identifying Rhetorical Structure; Recognizing Multiple Text References Vocabulary Skill: Collocations Learn the Vocabulary Strategy: Using Word Cards: Changing Order and Grouping

Follow-up Activity: Researching and Speaking Have students work in small groups to research a sustainable city on the Internet. They can present their findings to the class in the form of a PowerPoint or an oral presentation. The presentations should answer the following questions: 1. What is the name of the city? 2. Where is it? 3. In what ways is the city sustainable? After the presentations, students can vote on the city they think is the most sustainable.

Unit Notes

23

1 11 UNIT

MULTITASKING: CAN YOU

CHAP-

HANDLE IT?

CHAPTER 21

KEEPING AN EYE ON THE SKY

CHAPTER 22

THE EFFECTS OF MULTITASKING

OVERVIEW

UNIT THEME: Psychology This unit examines multitasking from the point of view of an air traffic controller and then looks at an overview of the research.

CHAPTER 21 “Keeping an Eye on the Sky” is an interview with an air traffic controller. (932 words) Target Vocabulary: channel, distorted, distracted, drawback, exception, impair, on the go, readily, recollection, rural, simultaneously, switch

CHAPTER 22 “The Effects of Multitasking” is a survey of various research that suggests that multitasking may be more detrimental than beneficial for most people. (1,110 words) Target Vocabulary: audibly, build up, consistently, in favor of, inefficiency, long-term, on a regular basis, operate, perception, range, rotate, run risks

SKILLS AND STRATEGIES Reading Skills: Understanding APA and MLA style Vocabulary Skill: The Prefix multi Learn the Vocabulary Strategy: Using Different Learning Styles


Have students complete the tasks with a partner. Ask students to base their discussion on the readings in the unit. Tell them to use as many target words as possible. 1. Summarize the research that supports the notion that multitasking is a myth. 2. Summarize the research that suggests that multitasking is possible. 3. Give your opinion about whether multitasking is practical for most people.

B.

24

Have students write their ideas from Exercise A in a short essay. Ask them to underline the target words in their paragraphs.

Unit Notes

1 12 UNIT

DOING BUSINESS IN THE

CHAP-

DEVELOPING WORLD

CHAPTER 23

THE NEXT BILLION

CHAPTER 24

A COMPANY PROSPERS BY SAVING POOR PEOPLE’S LIVES

OVERVIEW

UNIT THEME: Business This unit explores the creation of products for new markets in the developing world.

CHAPTER 23 “The Next Billion” introduces a new development in business, which is targeting markets among people who are not in the wealthiest 15 percent. (824 words) Target Vocabulary: accordingly, conventional, devoted, durable, end user, enterprising, household name, in debt, install, nutritious, plug in, roll up (their) sleeves, run by, sole, strike a deal

CHAPTER 24 “A Company Prospers by Saving Poor People’s lives” tells about a for-profit company that manufactures low-cost products for people living in the developing world. (807 words) Target Vocabulary: backpacking, cave, charitable, coup, daring, disclose, entertain, filter, insecticide, refugee, soaked, supplier, transmit, version

SKILLS AND STRATEGIES Reading Skill: Making Connections Vocabulary Skill: Expressions Learn the Vocabulary Strategy: Using an Online Concordancer to Learn More about Idioms and Expressions

Follow-up Activity: Writing and Speaking Have students work in groups of three to play a vocabulary game. They should write each vocabulary word or phrase from the unit on a slip of paper and then turn them all over and assemble them in a stack. The first player chooses a slip but does not show it to the others. He or she must describe the word without using the vocabulary word itself. The first partner to guess the word gets the slip. Then the next player takes a turn. When all the slips are gone, the player with the most slips wins.

Unit Notes

25

STUDENT BOOK ANSWER KEY

UNIT

1

Main Point 2 Example: brain repeats tune as a way of scratching an itch, similar to itching caused by histamines

CHAPTER 1

Main Point 3: power of music important to

Think Before You Read

(page 1)

A.

1. three people listening to music

Prepare to Read

Main Point 4: different people are more or

(page 2)

B.

1. A man is brushing his teeth, working at his computer, driving his car, and trying to go to sleep. 2. There is music in his head. He can’t get rid of the music. C.

1. a

2. b

Vocabulary Check

3. b (page 6)

A.

1. c 2. b

3. a 4. b

advertising industry Main Point 3 Example: brain repeats not only the tune of an earworm but also the words and the message

5. c 6. c

7. c

less likely to get earworms Main Point 4 Example: musicians are more susceptible than other people, women more susceptible than men Conclusion: research about earworms will be

used more and more in the future by both musicians and advertisers

Vocabulary Skill Building 1. 2. 3. 4. 5. 6.

annoyance brainy distance expertise functional hire

7. 8. 9. 10. 11. 12.

(page 9)

infectious itch professional phenomenal repeatedly silence

B.

1. 2. 3. 4.

a c b a

5. a 6. b 7. a

UNIT

1

Comprehension Check

CHAPTER 2

Prepare to Read

(page 7)

(page 12)

B. Answers will vary. Possible answers:

A.

1. F 2. F 3. T

4. T 5. F 6. T

7. F 8. ? 9. ?

10. F 11. T

b. 1

c. 2

d. 4

B.

a. 3 C.

1. clock, hand on steering wheel, hand honking car horn 2. The alarm clock rings. The car horn honks. The purpose of both objects is to get someone’s attention through making a noise. C.

Topic and Main Idea: earworms and why

they occur

1. b 2. b

Main Point 1 Example: more tunes out in the world than in the past (car radio, background music)

Student Book Answer Key

27

Vocabulary Check 1. 2. 3. 4. 5. 6.

deafening acoustic beam lethal frequency temporarily

(page 15)

7. 8. 9. 10. 11.

restore high-pitched offensive activate innovation

Comprehension Check

(page 15)

2

2. 3. 4. 5. 6. 7. 8. 9. 10.

farms benefit residents and environment, provide shade and food, change carbon monoxide into oxygen, contribute to the economy, make political sense, people enjoy working on the farms

CHAPTER 3


(page 19)

UNIT

2

B.

1. a man working in his garden, a farm 2. The picture on the left looks more old-fashioned.

Prepare to Read

CHAPTER 4

Prepare to Read

(page 26)

B.

(page 20)

B.

1. a garden, a man working in the garden 2. The garden is on the roof of a building in a city. C.

1. b

P, affectionately N, straining P, passion P, benefits P, simple, elegant, right P, oxygen-producing green zones P, environmentally-friendly P, happy N, gobbling

C. Answers may vary. Possible answers: rooftop

Answers will vary.

UNIT

B.

1. The women are in a restaurant. They are eating and talking. They are smiling. 2. She is thinking about gardening. She feels happy. C. 1. b

Vocabulary Check

2. a

(page 30)

A.

Vocabulary Check

(page 23)

A.

1. 2. 3. 4.

fades straining weeds stories

5. urban 6. self-sustaining 7. affectionately

3. a 4. a

5. c 6. b

Comprehension Check A. 1, 2, 4, 5, 7

28


b c b b

5. 6. 7. 8.

a b a c

(page 24)

9. a 10. b

B.

1. dose 2. profound 3. rough

B.

1. a 2. b

1. 2. 3. 4.

4. shot 5. transplant

Comprehension Check

(page 31)

A.

1. C 2. G

3. H 4. A

5. D 6. F

7. B 8. E

B. Answers will vary.

Comprehension Check

C.

A. Answers will vary. Possible answer:

2. F 3. F 4. U

5. F 6. U 7. F

8. F 9. U 10. F

11. F 12. U

Vocabulary Skill Building 1. M 2. M 3. S

4. X 5. X 6. X

7. X 8. M 9. S

Learn the Vocabulary

(page 33)

10. S 11. X 12. X

(page 35)

A. Answers will vary. Possible answers:

Bloom: When something blooms it grows and becomes productive like a flower that eventually bears fruit. Fade: to become less strong, less bright on the way to becoming something else Strain: to push oneself, sometimes too hard Transplant: to take something or someone and move it/the person to a new place.

UNIT

3

Teaching children manners is an important task for parents. B. Answers will vary. Possible answers:

D. 2

1. Parents are busy and guilty and worried about their children’s future. 2. They need to learn appropriate social behavior. 3. Children do not say “hello,” scream at the top of their lungs, and slam doors. 4. It is too general. The advice is to be specific. 5. Parents give in to children’s demands. 6. Infants only have one way to communicate to get their needs met. Toddlers have others. 7. They should teach him to separate feelings and behavior. 8. She greets people politely and uses please and thank you. C.

1. b

CHAPTER 5


UNIT

3 (page 37)

A.

2. b

CHAPTER 6

Prepare to Read

(page 44)

B.

1. a woman with two children, standing in a supermarket 2. angry, frustrated, tired, upset

Vocabulary Check 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

(page 42)

(page 41)

screamed at the top of my lungs manipulating slam proceed reinforces manners wailing helpless grief consideration writhe impulsive

1. parents, child, babysitter (or nanny) 2. the two people on the left C.

1. a young student who works as a nanny 2. Grayer has bad manners.

Vocabulary Check

(page 47)

A.

1. 2. 3. 4. 5. 6. 7.

clear my throat sobbing jerk moaning remedy steady straighten up


29

B.

1. 2. 3. 4.

UNIT

authoritative field of vision propel pleadingly

4

5. poll 6. remainder 7. with ease


Comprehension Check

(page 48)

d. 2 e. 6

f. 3 g. 4

3. c 4. b

1. 379.3 feet 2. 4,000 years

Vocabulary Check bent down figure out cut down on whipped out lose track of

6. 7. 8. 9. 10.

act up pass [it] on get tired of give up settle for

1. 2. 3. 4.

b c b a

5. 6. 7. 8.

c b a a

(page 65)

9. c 10. b

Comprehension Check

B.

figure out acts up turning them into getting tired of passed it on cut down on whip out give up settle for bring them up


Type of tree: Giant Sequoia Location: The Sierra Mountains Height: 275 feet tall Trunk diameter: 36.5 feet around the base Water source: melting snow Quantity of wood in tree: 125 miles of foot-wide boards an inch thick, or 660,000 feet (page 52)

1. I bent down and picked up the puppy. 2. I lost track of my phone. Have you seen it? 3. He was bothering us, so we told him to go away. 4. My grandmother brought up ten children. 5. I need to figure out what to do about my daughter’s behavior. 6. I passed some baby clothes on to my sister when she had a baby.


(page 66)

A.


30

3. California

(page 50)

A.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

(page 62)

B.

5. b


1. 2. 3. 4. 5.

A.

Prepare to Read

B.

1. b 2. b

(page 61)

1. Some are much larger than others, some are conifers, some are not, different colors.

A.

a. 7 b. 5 c. 1

CHAPTER 7


1. Coastal redwoods are taller and can draw moisture from the air. 2. They grow fastest during their during their second stage of life. 3. Researchers can climb into the trees. 4. Redwoods can pull moisture from the air. 5. It can provide soil conditions so other plants can grow. These plants provide food and shelter for insects and small animals. 6. We don’t know how old the oldest tree is nor how tall the tallest one is.

UNIT

4


CHAPTER 8

A.

1. a 2. f

Prepare to Read

3. c 4. e

5. e 6. c

7. f 8. d

UNIT

5

1. A girl is climbing a tree.

Vocabulary Check

(page 71)

CHAPTER 9


A.

bush foliage gap layers

5. tangle 6. swing 7. leap

3. f 4. i

(page 78)

A.

1. a little girl playing with blocks or Legos, a woman writing, a man talking on the phone, a man with vegetables he has just gathered

B.

1. c 2. a

(page 68)

B.

1. 2. 3. 4.

(page 76)

5. g 6. e

7. d 8. h

Prepare to Read

(page 79)

B.

Comprehension Check

(page 72)

A.

1. b 2. a

3. a 4. c

C.

5. a 6. b

1. c 2. descend, get lower

C.

1. 2. 3. 4.

curved rotting logs warm and sunny the buzz of cicadas, the swish of the horses’ tails, and a train whistle 5. The pine tree had layers of branches radiating out from the trunk. 6. She was in the white birch (but still holding to a branch of the pine).


(page 74)

N V N V

5. 6. 7. 8.

V N A V

9. A 10. V


2. 3. 4. 5.

Vocabulary Check 1. 2. 3. 4. 5. 6. 7.

look back simplicity wizard came down with solemnly disfiguring psyche

(page 82)

8. 9. 10. 11. 12. 13.

Comprehension Check

digits turn soul drained skin insights

(page 83)

A. Answers will vary. Possible answer: When

A.

1. 2. 3. 4.

1. a small boy standing at a window 2. sad, worried

climate expert animal track ocean view winter sun

6. forest noise 7. adult animal 8. winter cloud

you turn ten, you move away from childhood fantasy and towards a more adult reality. C.

1. 2. 3. 4. 5. 6. 7. 8.

to turn around and look behind you not complicated or full of detail a unit for counting, a number serious, not light or silly to become empty the outer layer of something move toward something that gives support move to change direction Student Book Answer Key

31

UNIT

5


CHAPTER 10

(page 92)

A.

Prepare to Read

1. 2. 3. 4.

(page 85)

B.

1. two elderly people, with bicycles 2. It depends on what “typical” is. They look active and happy. C. 2, 4, 6

e d f g

5. c 6. a 7. b

B.

1. 2. 3. 4.

ten sides 100 parts one horn millisecond

5. monotheistic 6. triangle 7. 200 years old

D. 2

Vocabulary Check

UNIT

(page 89)

1. X, Taking a long run is strenuous exercise. OR Taking a short walk is not strenuous exercise. 2. X, A medical student who studies and works eighty hours a week has almost no spare time. 3. C 4. X, Old people do not have as much physical flexibility as children. OR Children have more flexibility than old people. 5. C 6. C 7. C 8. X, People are not paid when they are volunteering. 9. X, If you have taken up golf, you will need equipment. 10. C 11. C

Comprehension Check

d. 6 e. 5

B.

1. People are living longer. 2. Exercise and a healthy diet are both important to longevity. 3. Relationships with other people are important to longevity. 4. It is important to have a sense of purpose.

32



(page 96)

A.

1. a hamburger and french fries, a piece of fish with some asparagus 2. Answers will vary.

Prepare to Read

(page 97)

B.

1. a classroom, a teacher with some students, food on the table C. 1, 3, 4, 6 D. 1

Vocabulary Check

(page 100)

A. (page 90)

A.

a. 5 b. 3 c. 7

6

CHAPTER 11

1. stocked 2. organic 3. produce

4. curriculum 5. fossil fuel 6. dedicated

7. remodel

B.

1. c 2. b

3. a 4. b

5. c 6. c

Comprehension Check A. 2, 3, 5, 6, 8 B.

1. b 2. c

3. a 4. c

5. a 6. b

(page 101)

UNIT

UNIT

CHAPTER 12

6

Prepare to Read

7

CHAPTER 13


(page 104)

B.

(page 122)

A.

1. a girl eating an apple

1. It looks like a city of the future or a scene from a science fiction movie.

C.

1. In the United States, meat eating has become a controversial issue.

Prepare to Read

(page 123)

B.

Vocabulary Check

(page 107)

1. a boy looking through a telescope, a picture of the solar system (planets)

A.

1. a 2. c

3. a 4. a

5. c 6. a

7. c

C. Underline: Astronomers have already

discovered a handful of Earthlike planets, and when you consider the number of stars out there, it’s pretty likely that there are more. These scientific findings indicate that we are not alone in the universe.

B.

1. consumption 2. digest

3. objection 4. reluctantly D.

Comprehension Check

(page 108)

A.

2. F 3. O 4. F

5. F 6. F 7. F

8. O 9. F 10. O


11. O 12. O

(page 110)

A.

1. d 2. m 3. l

4. g 5. k 6. c

7. j 8. g 9. n

1. S

3. B

Vocabulary Check 1. 2. 3. 4. 5. 6.

mainstream extraterrestrial launch orbit essential credible

(page 126)

7. 8. 9. 10. 11.

criteria galaxy beings dismiss envy

10. h

Comprehension Check

(page 128)

A.

B.

1. vegetarian 2. reopens 3. reshape

1. M 2. D

4. restart 5. reheat 6. redo

C.

UNIT

1. anti

2. de

3. re


7

4. anti

(page 112)

3. D 4. M

No, 1 Yes No, 3 No, 2

5. 6. 7. 8.

No, 3 Yes No, 1 No, 2

9. 10. 11. 12.

No, 2 No, 4 Yes No, 1

5. D 6. D

7. D 8. M

CHAPTER 14

Prepare to Read

A.

1. 2. 3. 4.

2. I

(page 129)

B.

1. The graph compares the number of people who believe in extraterrestrial events. Student Book Answer Key

33

C.

UNIT

1. Underline: Research has shown that close to 33 percent of Americans and millions more people around the world believe that aliens visit the Earth in “unidentified flying objects” or UFOs (see Fig. 1, p. 129). 2. a

Vocabulary Check

(page 132)

8


1. C 2. X, If I say that person is as big as a house, I mean it figuratively. 3. X, We are in a hurry, so we should take the shortcut. 4. C 5. X, Fabric is easy to bend and fold because it doesn’t break easily. 6. C 7. C B.

1. It is a picture of a model house held in someone’s hands.

Comprehension Check

1. On the left there is an old house; on the right a new one. C.

1. a

2. a

Vocabulary Check A.

1. e

2. a

(page 133)

Figure 3 1. paragraph 4 2. to explain complex ideas


2. d

(page 135)

Person in the Location reading

3. b

4. g

5. f

(page 144)

Job title

Why s/he designs small houses

Jay Shafer

California architect

Bryant Yeh

Los Angeles

founder of low price Jot House

Julie Martin

New Orleans

owner of low price the Martin and quick House to build Company

B.


4. c

A.

1. paragraph 1 2. to give extra information

34

3. a

Comprehension Check

Figure 2

international extracurricular interpersonal extra-credit extraordinary extraterrestrial

(page 142)

B.

A.

1. 2. 3. 4. 5. 6.

(page 139)

B.

1. b prompt worthy overestimate fundamental punch vast

(page 138)

A.

Prepare to Read

A.

1. 2. 3. 4. 5. 6.

CHAPTER 15

Sarah North Susanka Carolina

architect

help people create balanced lifestyle

to save the environment

B.

1. T, In communities across the U.S. . . . 2. T, . . . a 70-square-foot home that he built himself . . .

3. F, This allows for an open plan with large spaces that can work as spaces for artists . . . 4. T, . . . the Martins restored and lived in the oldest house on the Gulf Coast before Katrina destroyed it. 5. F, The U.S. government has spent millions to assist in their construction. 6. F, Reducing the size of homes is an easy way to limit energy use and the pollution that goes with it. 7. T, This allows the tenants/residents to live in a variety of places without the inconvenience of having to pack up and move their possessions. 8. F, I don’t like vacuuming and dusting . . .

UNIT

8

CHAPTER 16

B.

1. T, He has a Wii game system for downhill skiing. 2. F, Computer system disappears when he makes kitchen appear. 3. T, He uses remote controls and handles to raise and lower the screens. 4. T, He is forty-six and has lived there since he was fourteen. 5. T, His latest effort alone cost over $200,000. 6. F, He has a guest bed. 7. F, The population grew by one-half million in the last ten years. 8. T, There has been an increase in domestic violence, caused in part by the city’s shortage of space.


(page 152)

A.

1. b

Prepare to Read

(page 146)

B.

1. A man is lying in a hammock in a very high-tech apartment.

2. d

3. a

3. c 4. a

5. b 6. b

4. c

B.

1. b 2. a

C. UNIT

1. Underline: 344-square-foot apartment (line 30)

Vocabulary Check


A.

1. c 2. c

9

(page 148)

CHAPTER 17

3. b 4. c

5. c

(page 156)

A.

1. a mountain lion

B.

1. C 2. X, Before the sun disappeared, the room was filled with radiance. 3. X, The architect’s transformation of the old apartment did not keep it the same as it had been when he was growing up. 4. C 5. X, He plans to suspend a light from the ceiling. 6. C

Comprehension Check

(page 150)

Prepare to Read

(page 157)

A.

1. people hiking C.

1. yes 2. to teach the reader how to survive an attack by a mountain lion 3. the second paragraph and the last paragraph 4. eleven

A. 2 Student Book Answer Key

35

Vocabulary Check

(page 160)

A. Answers will vary.

gaze nostrils retreat grunted

5. 6. 7. 8.

frailty mating season sideways snarls

Comprehension Check

(page 161)

A. 1, 3 B. Answers will vary. Possible answers:

1. Do not play dead. Stay on the defensive. Use whatever means you have available to strike back. Aim for sensitive areas, such as the eye and nostrils. Roll sideways to shake the cat off of you. 2. Tell the child to stay still and not panic. 3. Stay calm and look big and tough. Slowly back away, one step at a time, while gazing at the mountain lion and threatening it by shouting and throwing stones. 4. Make sure your dog is on a leash. Threaten from a distance. C. Answers will vary. Possible answers:

1. Yes, maintain eye contact, appear big and tough, and slowly back away. 2. No, do not bend down. You should keep rocks in your pockets. 3. Tell the children to stay still and not panic.

1. X, Farmers harvest their produce. 2. X, You will not enjoy the fury of a mother cat. 3. C 4. X, Most cats and dogs live about twenty years, so they don’t usually outlast their owners. 5. X, They had a petrifying experience when they took the boat out on the ocean in a big storm. 6. C B.

1. b 2. c

9

CHAPTER 18

Prepare to Read

3. c 4. b

5. a 6. c

Comprehension Check

(page 167)

A.

1. b 2. c

3. c 4. b

5. c


(page 169)

A.

1. b 2. a

3. b 4. b

5. a 6. a


UNIT

UNIT

(page 166)

A. Answers may vary. Possible answers:

B.

1. 2. 3. 4.

Vocabulary Check

10

CHAPTER 19


(page 179)

A. (page 163)

B.

1. a tiger in a boat, a shipwreck

1. There are two versions of possible future cities. One has flooding, darkness, pollution, men with guns. The other looks clean and prosperous and shows modern mass transit.

C.

1. a tiger 2. He is not in immediate danger because the tiger has eaten recently.

Prepare to Read

(page 180)

B.

1. The graph shows the change in the world’s population between 1650 and 2011. 36


Vocabulary Check

C.

1. b

2. a

3. b

Vocabulary Check

4. a

A.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

A.

1. b 2. b 3. c

(page 183)

Comprehension Check (page 185)

3. c 4. a

Circle: Masdar, “the source”, the walled city, the desert ecocity, a zero-carbon city, the city, a city, the global capital of the renewable energy revolution

5. b


(page 186)

A.

UNIT

6. 7. 8. 9. 10.

(page 192)


A.

take shows friendly rising current

7. b

1. C 2. C 3. X, A self-sufficient person doesn’t need a lot of help from other people. 4. X, The expansive Sahara Desert is not an example of a microclimate. 5. C 6. C 7. C

Comprehension Check

1. 2. 3. 4. 5.

4. a 5. c 6. a

B.

droughts starvation resources abused collapse settlements out of the question abandon standard of living sprays linked to harsh

1. b 2. a

(page 191)

financially meet run deeply take

11

CHAPTER 21


(page 195)

A. UNIT

10

CHAPTER 20

Prepare to Read

1. A woman is talking on the phone, holding a baby, and cooking—all at the same time.

Prepare to Read

(page 196)

B. (page 188)

B.

1. The picture shows a scene of a future city, probably in a Middle Eastern country (because of the clothes shown). C.

Circle: no fresh water, no soil, and no animals (paragraph 2) Circle: seven square kilometers of desert (paragraph 2)

1. Two men are at the controls in an air traffic control booth.

Vocabulary Check

(page 199)

A.

1. e 2. b 3. a

4. d 5. g


37

B.

UNIT

1. a 2. c

3. b 4. c

5. c 6. b

Comprehension Check

7. b

(page 200)

A.

12

CHAPTER 23

Think Before You Read A.

1. c 2. b

3. a 4. b

5. c

1. On the left there is a picture of a luxury boutique. On the right there is an open-air market.

Prepare to Read UNIT

11

B.

1. Three boys are sitting at a table and looking at computers with their teacher. (page 202)

Vocabulary Check


1. Pashler/Spelke, Hirst & Neisser/Just, Carpenter, Keller, Emery, Zajac, & Thulborn 2. research about multitasking

Vocabulary Check

(page 207)

A. Answers will vary. B.

1. audibly 2. consistently 3. operate

4. perception 5. range 6. rotate

Comprehension Check

(page 207)

A.

4. F 5. O 6. F

7. O 8. F 9. F

10. O

Vocabulary Skill Building A.

1. b 2. d

3. a 4. e


(page 216)


C.

1. O 2. F 3. O

(page 213)

CHAPTER 22

Prepare to Read

38

(page 212)

5. f 6. c

(page 209)

1. If something is not durable, it is likely to break easily. 2. The end users of cooking equipment are people who eat the food. 3. Coca-Cola, FedEx, Ford, Honda, Macintosh 4. Someone might be in debt if he or she borrowed a lot of money to buy a car or a house or to go to school. 5. A private school costs more. It might have smaller classes and more resources for the students. 6. An enterprising person is independent, has a lot of ideas, and works hard. 7. Beans, apples, cheese B.

1. 2. 3. 4. 5. 6. 7. 8.

devoted accordingly plugged in sole struck a deal installed roll up their sleeves conventional

Comprehension Check

(page 218)

B. Product

Cost

Specific needs it meets

Problems it solves

XO laptop

currently $188, the price may drop to $75 as orders increase

meets needs of children; durable, energy-saving battery

allows poor children to have access to the Internet

sustainable $25 fridge

keeps things cold without makes refrigeration needing to be plugged in; accessible to more people works for 24 hours in even the warmest climates

yogurt

cheap, nutritious food source

UNIT

12

7 cents per cup

CHAPTER 24

Prepare to Read

Comprehension Check

(page 224)

A.

(page 220)

A.

1. Children are drinking water from a river through special straws.

Vocabulary Check

reduces unemployment; 1,600 new jobs created per factory

(page 223)

A. Answers will vary. B.

1. She gives money to charitable organizations. 2. He agreed to disclose information about his company’s finances. 3. The original software had problems, but the next version was better. 4. There was a change of government after the military coup. 5. They soaked the tomatoes and then cooked them. 6. He poured the water through a filter to remove the bacteria.

1. 2. 3. 4. 5.

Z P, Z, L, W Z, L L P

6. 7. 8. 9. 10.

Z W P, Z, L P L

B.

1. e 2. b

3. c 4. a

5. f 6. d


(page 225)

A.

1. X 2. 

3.  4. 

5.  6. X

Vocabulary Practice 1

(page 237)

Think About Meaning

Answers may vary. Possible answers: 1. 2. 3. 4.

a, c a, b a, b, c b, c

5. 6. 7. 8.

a, b a, b b, c a

Practice a Skill

1. 2. 3. 4.

Adv Adj Adj N

5. 6. 7. 8.

V V Adv Adj

9. V 10. Adj


39


(page 238)

1. 2. 3. 4. 5.

Think About Meaning

1. b 2. a

3. a 4. b

5. b 6. a

Practice a Skill

1. S 2. M

3. M 4. S

5. S 6. M


7. S 8. S

kind sing sit purchase wonderful

6. 7. 8. 9. 10.

take expect chew excitement sell

Practice a Skill

1. 2. 3. 4. 5.

child problems ticket phones sweets

6. 7. 8. 9. 10.

ten 1000 five many 100

6. 7. 8. 9.

three two one one


(page 242)

Think About Meaning (page 239)

Think About Meaning

1. 2. 3. 4. 5.

Practice a Skill

pick up a rock bad grade hope upset studying

Answers may vary. Possible answers: Cooks in a kitchen

Workers at a building site

Politicians in a meeting

defrost

acre

acre

grain

objection

advocate

made from scratch

on the defensive

exhort

on the defensive

remodel

on the defensive

organic

stock

objection

spacious

stock Practice a Skill


(page 240)

Think About Meaning

1. 2. 3. 4.

grab rot emerge assumed

5. 6. 7. 8.

penetrate diameter desperately gravity

A.

1. clear 2. experts  1, 2, 4

3. diameter 4. frontier

B.

5. 6. 7. 8.

antiwar depersonalize legalize reappear


(page 243)

1. 2. 3. 4. 5.

gravity penetrate advocate emerged device

6. 7. 8. 9. 10.

on the defensive activate assumed phenomenon oxygen

Practice a Skill

1. tangle 2. gravity  1, 3

3. layer 4. diameter


S D S S

5. 6. 7. 8.

D S S D


(page 241)

1. b 2. c

3. a 4. b

Vocabulary Practice 8 Think About Meaning

Think About Meaning

40

antiaging antismoking antifashion rewrite

Think About Meaning

Practice a Skill

1. 2. 3. 4.

1. 2. 3. 4.

9. S 10. S

1. 2. 3. 4.

a, c b, c a, c c

5. 6. 7. 8.

b a, c b a, c

(page 244)

Real Reading 4

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