real reading 4

ALICE SAVAGE

DAVID WIESE

Series ConsultantPAUL NATION

TEACHER’S MANUAL

REAL READING 4Creating an AuthenticReading Experience

Real Reading 4Teacher’s Manual

Copyright © 2011 by Pearson Education, Inc.

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

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

Model Lesson Plan by Colin Ward

Staff credits: The people who made up the Real Reading 4 team, representing editorial, production, design, and manufacturing, are Pietro Alongi, Dave Dickey, Nancy Flaggman, Ann France, Barry Katzen, Dana Klinek, AmyMcCormick, Martha McGaughey, Joan Poole, Robert Ruvo, Debbie Sistino, Katherine Sullivan, and Jennifer Stem.

PEARSON LONGMAN ON THE WEB

Pearsonlongman.com offers onlineresources for teachers and students. Access our Companion Websites, our online catalog,and our local offices around the world.

Visit us at pearsonlongman.com.

ISBN-10: 013502773XISBN-13: 9780135027738

CONTENTS1CHAP-

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

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

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

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

Scope and Sequence

Unit Chapter Reading Skill

VocabularySkill

VocabularyStrategy

1The Science of

Sound

1 Earworms UnderstandingBasic TextOrganization

Previewing andPredicting

Nouns, Verbs,Adjectives, andAdverbs

Making WordCards

2 How We Use Sound

2In The Garden

3 Tokyo FarmerRecognizingPoint of View

UnderstandingFigurativeLanguage

Similes vs.Metaphors

Finding theCore Meaningof Words

4 My Invisible Garden

3Children and

Manners

5 Manners: Do ChildrenReally Need Them?

UnderstandingImplied MainIdeas

Phrasal Verbs

LearningPhrasal VerbsThroughExampleSentences6 The Nanny Diaries

Fluency Practice 1 Reading 1 Crows’ BrainsReading 2 Building a Better Robot

4Tall Trees

7 The Biggest Trees onEarth Scanning

Visualizing

Nouns asAdjectives andVerbs

GuessingMeaning fromContext

8 Up a Tree

5The Time of Your

Life

9 On Turning Ten

UnderstandingFigurativeLanguage —Multiple Levelsof Meaning

UnderstandingExamples

NumericalPrefixes

Using WordCards: DifferentTypes of Cardsfor DifferentTypes ofLearning10 A New Take on the

Golden Years

6Food for Thought

11 Feeding the ChildrenWell Distinguishing

Fact fromOpinion

The Prefixesanti-, de-, andre-

ChoosingWhich Words toStudy

12 Meat Under Fire

Fluency Practice 2 Reading 1 Running Around the WorldReading 2 Trends in Tourism

iv Scope and Sequence

Scope and Sequence v

Unit Chapter Reading Skill

VocabularySkill

VocabularyStrategy

7Astronomy: IsAnybody Out

There?

13 Another EarthParaphrasing

UnderstandingVisual Aids

The Prefixesinter- and extra-

Using WordCards: AddingPictures toExampleSentences14 Seeing Is Believing

8Less Is More

15 The Small HouseMovement

Identifying KeyDetails

RootsUsing WordParts to GuessMeaning16 Twenty-four Rooms

in One

9Face-to-Face with

Big Cats

17 How to Survive aMountain Lion Attack

Following Stepsin a Process

OnomatopoeiaThe KeywordTechnique

18 Life of Pi

Fluency Practice 1 Reading 1 Why Are We Shy?Reading 2 Choosing to Be Different

10Sustainability

19 Reaching Our Limits:Welcome to 2100

IdentifyingRhetoricalStructure

RecognizingMultiple TextReferences

Collocations

Using WordCards:ChangingOrder andGrouping

20 Desert State Puts OilWealth Into World’s FirstSustainable City

11Multitasking: Can

You Handle It?

21 Keeping an Eye onthe Sky Understanding

APA and MLAStyle

The Prefixmulti-

Using DifferentLearning Styles

22 The Effects ofMultitasking

12Doing Business

in the DevelopingWorld

23 The Next Billion

MakingConnections

Expressions

Using an OnlineConcordancerto Learn Moreabout Idiomsand Expressions

24 A Company Prospers bySaving Poor People’sLives

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

MODEL LESSON PLAN

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

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

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

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

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

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

Think Before You Read

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

A. and B. (approximately 10 minutes)

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

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

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

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

2 Model Lesson Plan

HOW TO USE THE LESSON PLAN1CHAP-

Variations

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

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

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

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

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

Prepare to Read

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

A. (approximately 10–15 minutes)

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

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

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

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

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

Model Lesson Plan 3

Variations

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

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

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

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

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

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

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

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

B. (approximately 5–10 minutes)

• Have students work in pairs to complete the exercise.

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

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

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

Variations

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

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

Reading Skill (approximately 10–15 minutes)

Each unit contains one or two key reading skills.

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

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

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

4 Model Lesson Plan

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

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

Variations

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

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

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

C. (approximately 5–10 minutes)

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

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

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

Variations

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

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

Read (approximately 10–15 minutes)

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

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

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

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

Model Lesson Plan 5

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

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

Variations

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

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

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

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

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

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

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

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

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

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

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

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

6 Model Lesson Plan

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

Vocabulary Check (approximately 5–10 minutes)

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

• Have students complete the exercise for homework.

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

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

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

Variations

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

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

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

Read Again / Comprehension Check (15–20 minutes)

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

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

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

• Have students complete the exercises for homework.

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

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

Model Lesson Plan 7

Variations

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

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

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

Discuss (10–15 minutes)

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

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

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

• Circulate and take notes on students’ responses.

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

Variations

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

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

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

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

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

8 Model Lesson Plan

Vocabulary Skill Building (10–15 minutes)

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

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

• Have one student read the instruction text aloud.

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

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

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

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

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

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

Variations

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

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

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

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

Learn the Vocabulary

A., B., and C. (15–20 minutes)

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

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

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

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

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

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

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

Model Lesson Plan 9

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

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

Variations

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

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

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

Fluency Practice (approximately 30–60 minutes)

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

Fluency Strategy (approximately 5–10 minutes)

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

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

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

Variations

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

Before You Read (approximately 10–15 minutes)

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

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

10 Model Lesson Plan

Variations

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

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

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

• If necessary, help students calculate their reading speed.

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

Variations

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

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

Comprehension Check (approximately 10–15 minutes)

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

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

Variations

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

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

Vocabulary Practice (approximately 10–15 minutes)

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

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

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

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

Variations

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

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

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

Model Lesson Plan 11

Tests

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

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

• Part 1: Comprehension

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

• Part 2: Vocabulary

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

• Part 3: Vocabulary Skill Building

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

12 Model Lesson Plan

UNIT NOTES

14 Unit Notes

CHAPTER 1 EARWORMSCHAPTER 2 HOW WE USE SOUND

THE SCIENCE OF SOUND1CHAP-1UNIT

OVERVIEW

UNIT THEME: Audio TechnologyThis unit focuses on the science of sound, how it affects the brain, and how it can be used in thedevelopment 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 unusualways. (732 words)Target Vocabulary: acoustic, activate, beam, deafening, frequency, high-pitched, innovation,lethal, offensive, restore, temporarily

SKILLS AND STRATEGIESReading Skills: Understanding Basic Text Organization; Previewing and PredictingVocabulary Skill: Nouns, Verbs, Adjectives, and AdverbsLearn the Vocabulary Strategy: Making Word Cards

Follow-up Activity: Speaking and WritingA. 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. Have students answer the questions from Exercise A in writing. Ask them to underline thetarget words in their answers.

Unit Notes 15

CHAPTER 3 TOKYO FARMERCHAPTER 4 MY INVISIBLE GARDEN

IN THE GARDEN1CHAP-2UNIT

OVERVIEW

UNIT THEME: Gardening and AgricultureThis 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 4In “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 STRATEGIESReading Skills: Recognizing Point of View; Understanding Figurative LanguageVocabulary Skill: Similes vs. MetaphorsLearn the Vocabulary Strategy: Finding the Core Meaning of Words

Follow-up Activity: Writing, Speaking, and ListeningA. 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 aspossible in their discussion.

B. Have students write (or present) a proposal for the site answering the following questions.

1. Where is the site? Who owns it?2. How will the site benefit the community?3. What can be planted there?4. Who would the gardeners be?5. What would happen to any fruits or vegetables that are grown in the garden?

16 Unit Notes

CHAPTER 5 MANNERS: DO CHILDREN REALLY NEED THEM?CHAPTER 6 THE NANNY DIARIES

CHILDREN AND MANNERS1CHAP-3UNIT

OVERVIEW

UNIT THEME: Early Childhood Education and LiteratureThis unit focuses on the effects that permissive styles of parenting have on children and the peoplewho take care of them.

CHAPTER 5In “Manners: Do Children Really Need Them,” a pediatrician shares thoughts about the benefits ofgood 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 6In this excerpt from The Nanny Diaries, a young nanny takes a job caring for a four-year-old from awealthy 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 STRATEGIESReading Skills: Understanding Implied Main IdeasVocabulary Skill: Phrasal VerbsLearn the Vocabulary Strategy: Learning Phrasal Verbs Through Example Sentences

Follow-up Activity: Speaking and WritingHave students work in pairs to discuss and write a suggestion for each of the situations. Tellthem 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 withhis hands.

2. At home, a child slams the door after entering or leaving, even after being asked tostop.

3. A child tells her parents friends to do things for her in an authoritative voice.

Unit Notes 17

CHAPTER 5 THE BIGGEST TREES ON EARTHCHAPTER 6 UP A TREE

TALL TREES1CHAP-4UNIT

OVERVIEW

UNIT THEME: TreesThis unit focuses on the biology of the world’s tallest trees and the attraction that they hold foryoung people.

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

CHAPTER 6In “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 STRATEGIESReading Skills: Scanning; VisualizingVocabulary Skill: Nouns as Adjectives and VerbsLearn the Vocabulary Strategy: Guessing Meaning from Context

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

18 Unit Notes

CHAPTER 9 ON TURNING TENCHAPTER 10 A NEW TAKE ON THE GOLDEN YEARS

THE TIME OF YOUR LIFE1CHAP-5UNIT

OVERVIEW

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

CHAPTER 9In “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 toanother, pursue, spare, strenuous, take up, volunteer

SKILLS AND STRATEGIESReading Skill: Understanding Figurative Language—Multiple Levels of Meaning; UnderstandingExamplesVocabulary Skill: Numerical PrefixesLearn the Vocabulary Strategy: Using Word Cards: Different Types of Cards for Different Types of Learning

Follow-up Activity: Speaking and WritingA. 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: 65�). Have students initial thestage that they think is the most satisfying. Have groups who share opinions sit togetherand discuss why theirs is the best stage. Tell them to use as many target words aspossible.

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

Unit Notes 19

CHAPTER 11 FEEDING THE CHILDREN WELLCHAPTER 12 MEAT UNDER FIRE

FOOD FOR THOUGHT1CHAP-6UNIT

OVERVIEW

UNIT THEME: Food and NutritionThis 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 schoollunches healthier. (740 words)Target Vocabulary: curriculum, dedicated, defrost, exhort, follow suit, fossil fuel, made fromscratch, 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 STRATEGIESReading Skill: Distinguishing Fact from OpinionVocabulary Skill: The Prefixes anti-, de-, and re-Learn the Vocabulary Strategy: Choosing Which Words to Study

Follow-up Activity: Speaking and WritingA. Have students ask and answer the questions with a partner. Tell them to use as many


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 useadjective forms correctly in their writing. Ask them to underline the target words in theiranswers.

20 Unit Notes

CHAPTER 13 ANOTHER EARTHCHAPTER 14 SEEING IS BELIEVING

ASTRONOMY: IS ANYBODY OUT THERE?1CHAP-7

UNIT

OVERVIEW

UNIT THEME: AstronomyThis unit discusses the possible existence of other inhabitable planets and whether and how itmight be possible to travel to them.

CHAPTER 13“Another Earth” explains some of the ways astronomers can now identify Earth-like planets inspace. (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 difficultto 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 STRATEGIESReading Skills: Paraphrasing; Understanding Visual AidsVocabulary Skill: The Prefixes inter- and extra-Learn the Vocabulary Strategy: Using Word Cards: Adding Pictures to Example Sentences

Follow-up Activity: Speaking and WritingA. Have students work in small groups to paraphrase the statements.

1. There are over 100 billion stars in our galaxy, known as the Milky Way.2. The possibility that extraterrestrial life can visit earth is worthy of investigation.3. Although water may exist on the planet, it is probably in the form of gas, not liquid.4. 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.

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

Unit Notes 21

CHAPTER 15 THE SMALL HOUSE MOVEMENTCHAPTER 16 TWENTY-FOUR ROOMS IN ONE

LESS IS MORE1CHAP-8UNIT

OVERVIEW

UNIT THEME: ArchitectureThis 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, movement, partition, practical, prior,storage

CHAPTER 16In “Twenty-four Rooms in One” a Hong Kong architect has created moveable walls that allow himto 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 STRATEGIESReading Skill: Identifying Key DetailsVocabulary Skill: RootsLearn the Vocabulary Strategy: Using Word Parts to Guess Meaning



1. What room in a home do you use the most? Explain.2. What room do you use the least? Explain.3. How would you design a small house to suit your preferences?4. What details would you include? (e.g., moveable walls, built-in shelving, etc.)

B. 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. Askthem to underline the target words in their descriptions.

22 Unit Notes

CHAPTER 17 HOW TO SURVIVE A MOUNTAIN LION ATTACKCHAPTER 18 LIFE OF PI

FACE-TO-FACE WITH BIG CATS1CHAP-9UNIT

OVERVIEW

UNIT THEME: Animal StudiesThis unit explores the human-big cat relationship. The first reading explains how to fend off amountain 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 18In Life of Pi a young man in a life raft comes to terms with the fact that there is a live tiger in theboat 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 STRATEGIESReading Skills: Following Steps in a ProcessVocabulary Skill: OnomatopoeiaLearn the Vocabulary Strategy: The Keyword Technique



1. Are you afraid of any animals? Which ones? Why?2. Is it right to keep wild animals in a zoo?3. Is it OK to free animals that have been kept in a zoo all their lives? Why or why not?4. What are the differences between a wild animal and a pet?

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

Unit Notes 23

CHAPTER 19 REACHING OUR LIMITS: WELCOME TO 2100CHAPTER 20 DESERT STATE PUTS OIL WEALTH INTO WORLD’S

FIRST SUSTAINABLE CITY

SUSTAINABILITY1CHAP-10UNIT

OVERVIEW

UNIT THEME: Environmental StudiesThis unit provides two perspectives on the future: the first predicts a possible future with scarceresources; 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 workmight 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, aUnited 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 STRATEGIESReading Skill: Identifying Rhetorical Structure; Recognizing Multiple Text ReferencesVocabulary Skill: CollocationsLearn the Vocabulary Strategy: Using Word Cards: Changing Order and Grouping

Follow-up Activity: Researching and SpeakingHave students work in small groups to research a sustainable city on the Internet. They canpresent their findings to the class in the form of a PowerPoint or an oral presentation. Thepresentations 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.

24 Unit Notes

CHAPTER 21 KEEPING AN EYE ON THE SKYCHAPTER 22 THE EFFECTS OF MULTITASKING

MULTITASKING: CAN YOUHANDLE IT?1CHAP-11

UNIT

OVERVIEW

UNIT THEME: PsychologyThis unit examines multitasking from the point of view of an air traffic controller and then looks atan 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 bemore detrimental than beneficial for most people. (1,110 words)Target Vocabulary: audibly, build up, consistently, in favor of, inefficiency, long-term, on a regularbasis, operate, perception, range, rotate, run risks

SKILLS AND STRATEGIESReading Skills: Understanding APA and MLA styleVocabulary Skill: The Prefix multi-Learn the Vocabulary Strategy: Using Different Learning Styles

Follow-up Activity: Speaking and WritingA. 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. Have students write their ideas from Exercise A in a short essay. Ask them to underlinethe target words in their paragraphs.

Unit Notes 25

CHAPTER 23 THE NEXT BILLIONCHAPTER 24 A COMPANY PROSPERS BY SAVING POOR

PEOPLE’S LIVES

DOING BUSINESS IN THEDEVELOPING WORLD1CHAP-12

UNIT

OVERVIEW

UNIT THEME: BusinessThis 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 amongpeople who are not in the wealthiest 15 percent. (824 words)Target Vocabulary: accordingly, conventional, devoted, durable, end user, enterprising, householdname, 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 STRATEGIESReading Skill: Making ConnectionsVocabulary Skill: ExpressionsLearn the Vocabulary Strategy: Using an Online Concordancer to Learn More about Idioms andExpressions

Follow-up Activity: Writing and SpeakingHave students work in groups of three to play a vocabulary game. They should write eachvocabulary word or phrase from the unit on a slip of paper and then turn them all over andassemble 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 partnerto guess the word gets the slip. Then the next player takes a turn. When all the slips aregone, the player with the most slips wins.

STUDENT BOOK ANSWER KEY

Student Book Answer Key 27

Think Before You Read (page 1)

A.

1. three people listening to music

Prepare to Read (page 2)

B.

1. A man is brushing his teeth, working at hiscomputer, driving his car, and trying to goto sleep.

2. There is music in his head. He can’t get ridof the music.

C.

1. a 2. b 3. b

Vocabulary Check (page 6)

A.

1. c 3. a 5. c 7. c2. b 4. b 6. c

B.

1. a 5. a2. c 6. b3. b 7. a4. a

Comprehension Check (page 7)

A.

1. F 4. T 7. F 10. F2. F 5. F 8. ? 11. T3. T 6. T 9. ?

B.

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

C.

Topic and Main Idea: earworms and whythey occur

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

Main Point 2 Example: brain repeats tune as away of scratching an itch, similar to itchingcaused by histamines

Main Point 3: power of music important toadvertising industry

Main Point 3 Example: brain repeats not onlythe tune of an earworm but also the wordsand the message

Main Point 4: different people are more orless likely to get earworms

Main Point 4 Example: musicians are moresusceptible than other people, women moresusceptible than men

Conclusion: research about earworms will beused more and more in the future by bothmusicians and advertisers

Vocabulary Skill Building (page 9)

1. annoyance 7. infectious2. brainy 8. itch3. distance 9. professional4. expertise 10. phenomenal5. functional 11. repeatedly6. hire 12. silence


B. Answers will vary. Possible answers:

1. clock, hand on steering wheel, handhonking car horn

2. The alarm clock rings. The car horn honks.The purpose of both objects is to getsomeone’s attention through making anoise.

C.

1. b2. b

1UNIT CHAPTER 1

1UNIT CHAPTER 2


1. deafening 7. restore2. acoustic 8. high-pitched3. beam 9. offensive4. lethal 10. activate5. frequency 11. innovation6. temporarily


Answers will vary.


B.

1. a man working in his garden, a farm2. The picture on the left looks more

old-fashioned.


B.

1. a garden, a man working in the garden2. The garden is on the roof of a building

in a city.

C.

1. b 2. a


A.

1. fades 5. urban2. straining 6. self-sustaining3. weeds 7. affectionately4. stories

B.

1. a 3. a 5. c2. b 4. a 6. b


A. 1, 2, 4, 5, 7


B.

1. The women are in a restaurant. They areeating and talking. They are smiling.

2. She is thinking about gardening. She feelshappy.

C. 1. b


A.

1. b 5. a 9. a2. c 6. b 10. b3. b 7. a4. b 8. c

B.

1. dose 4. shot2. profound 5. transplant3. rough


A.

1. C 3. H 5. D 7. B2. G 4. A 6. F 8. E

B.

2. P, affectionately3. N, straining4. P, passion5. P, benefits6. P, simple, elegant, right7. P, oxygen-producing green zones8. P, environmentally-friendly9. P, happy

10. N, gobbling

C. Answers may vary. Possible answers: rooftopfarms benefit residents and environment,provide shade and food, change carbonmonoxide into oxygen, contribute to theeconomy, make political sense, people enjoyworking on the farms

28 Student Book Answer Key

2UNIT CHAPTER 3

2UNIT CHAPTER 4


B. Answers will vary.

C.

2. F 5. F 8. F 11. F3. F 6. U 9. U 12. U4. U 7. F 10. F

D. 2


1. M 4. X 7. X 10. S2. M 5. X 8. M 11. X3. S 6. X 9. S 12. X

Learn the Vocabulary (page 35)

A. Answers will vary. Possible answers:

Bloom: When something blooms it grows andbecomes productive like a flower thateventually bears fruit.

Fade: to become less strong, less bright onthe way to becoming something else

Strain: to push oneself, sometimes too hardTransplant: to take something or someone

and move it/the person to a new place.


A. Answers will vary. Possible answer:

Teaching children manners is an importanttask for parents.


1. Parents are busy and guilty and worriedabout their children’s future.

2. They need to learn appropriate socialbehavior.

3. Children do not say “hello,” scream at thetop of their lungs, and slam doors.

4. It is too general. The advice is to bespecific.

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 separatefeelings and behavior.

8. She greets people politely and uses pleaseand thank you.

C.

1. b 2. b


A.

1. a woman with two children, standing in asupermarket

2. angry, frustrated, tired, upset


1. screamed at the top of my lungs2. manipulating3. slam4. proceed5. reinforces6. manners7. wailing8. helpless9. grief

10. consideration11. writhe12. impulsive

3UNIT CHAPTER 5


B.

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

C.

1. a young student who works as a nanny2. Grayer has bad manners.


A.

1. clear my throat2. sobbing3. jerk4. moaning5. remedy6. steady7. straighten up

3UNIT CHAPTER 6

B.

1. authoritative 5. poll2. field of vision 6. remainder3. propel 7. with ease4. pleadingly


A.

a. 7 d. 2 f. 3b. 5 e. 6 g. 4c. 1

B.

1. b 3. c 5. b2. b 4. b


A.

1. bent down 6. act up2. figure out 7. pass [it] on3. cut down on 8. get tired of4. whipped out 9. give up5. lose track of 10. settle for

B.

1. figure out2. acts up3. turning them into4. getting tired of5. passed it on6. cut down on7. whip out8. give up9. settle for

10. bring them up



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.



A.

1. Some are much larger than others, someare conifers, some are not, differentcolors.


B.

1. 379.3 feet 3. California2. 4,000 years


1. b 5. c 9. c2. c 6. b 10. b3. b 7. a4. a 8. a


A.

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


1. Coastal redwoods are taller and can drawmoisture from the air.

2. They grow fastest during their during theirsecond 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 providefood and shelter for insects and smallanimals.

6. We don’t know how old the oldest tree isnor how tall the tallest one is.

4UNIT CHAPTER 7



A.

1. a 3. c 5. e 7. f2. f 4. e 6. c 8. d


B.

1. A girl is climbing a tree.


A.

1. bush 5. tangle2. foliage 6. swing3. gap 7. leap4. layers

B.

1. c 3. f 5. g 7. d2. a 4. i 6. e 8. h


A.

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

C.

1. curved2. rotting logs3. warm and sunny4. the buzz of cicadas, the swish of

the horses’ tails, and a train whistle5. 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).


A.

1. N 5. V 9. A2. V 6. N 10. V3. N 7. A4. V 8. V


2. climate expert 6. forest noise3. animal track 7. adult animal4. ocean view 8. winter cloud5. winter sun

4UNIT CHAPTER 8


A.

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


B.

1. a small boy standing at a window2. sad, worried

C.

1. c2. descend, get lower


1. look back 8. digits2. simplicity 9. turn3. wizard 10. soul4. came down with 11. drained5. solemnly 12. skin6. disfiguring 13. insights7. psyche


A. Answers will vary. Possible answer: Whenyou turn ten, you move away from childhoodfantasy and towards a more adult reality.

C.

1. to turn around and look behind you2. not complicated or full of detail3. a unit for counting, a number4. serious, not light or silly5. to become empty6. the outer layer of something7. move toward something that gives support8. move to change direction

5UNIT CHAPTER 9


A.

1. e 5. c2. d 6. a3. f 7. b4. g

B.

1. ten sides 5. monotheistic2. 100 parts 6. triangle



B.

1. two elderly people, with bicycles2. It depends on what “typical” is. They look

active and happy.

C. 2, 4, 6

D. 2


1. X, Taking a long run is strenuous exercise.OR Taking a short walk is not strenuousexercise.

2. X, A medical student who studies andworks eighty hours a week has almost nospare time.

3. C4. X, Old people do not have as much

physical flexibility as children. ORChildren have more flexibility than oldpeople.

5. C6. C7. C8. X, People are not paid when they are

volunteering.9. X, If you have taken up golf, you will

need equipment.10. C11. C


A.

a. 5 d. 6b. 3 e. 5c. 7

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.

5UNIT CHAPTER 10

3. one horn 7. 200 years old4. millisecond


A.

1. a hamburger and french fries, a piece offish with some asparagus

2. Answers will vary.


B.

1. a classroom, a teacher with some students,food on the table

C. 1, 3, 4, 6

D. 1


A.

1. stocked 4. curriculum 7. remodel2. organic 5. fossil fuel3. produce 6. dedicated

B.

1. c 3. a 5. c2. b 4. b 6. c


A. 2, 3, 5, 6, 8

B.

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

6UNIT CHAPTER 11



B.

1. a girl eating an apple

C.

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


A.

1. a 3. a 5. c 7. c2. c 4. a 6. a

B.

1. consumption 3. objection2. digest 4. reluctantly


A.

2. F 5. F 8. O 11. O3. O 6. F 9. F 12. O4. F 7. F 10. O


A.

1. d 4. g 7. j 10. h2. m 5. k 8. g3. l 6. c 9. n

B.

1. vegetarian 4. restart2. reopens 5. reheat3. reshape 6. redo

C.

1. anti 2. de 3. re 4. anti


A.

1. No, 1 5. No, 3 9. No, 22. Yes 6. Yes 10. No, 43. No, 3 7. No, 1 11. Yes4. No, 2 8. No, 2 12. No, 1

6UNIT CHAPTER 12


A.

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


B.

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

C. Underline: Astronomers have alreadydiscovered a handful of Earthlike planets,and when you consider the number of starsout there, it’s pretty likely that there aremore. These scientific findings indicate thatwe are not alone in the universe.

D.

1. S 2. I 3. B


1. mainstream 7. criteria2. extraterrestrial 8. galaxy3. launch 9. beings4. orbit 10. dismiss5. essential 11. envy6. credible


A.

1. M 3. D 5. D 7. D2. D 4. M 6. D 8. M

7UNIT CHAPTER 13


B.

1. The graph compares the number of peoplewho believe in extraterrestrial events.

7UNIT CHAPTER 14

C.

1. Underline: Research has shown that close to 33 percent of Americans andmillions more people around the worldbelieve that aliens visit the Earth in“unidentified flying objects” or UFOs (seeFig. 1, p. 129).

2. a


A.

1. C2. 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. C5. X, Fabric is easy to bend and fold

because it doesn’t break easily.6. C7. C

B.

1. prompt2. worthy3. overestimate4. fundamental5. punch6. vast


A.

Figure 2

1. paragraph 12. to give extra information

Figure 3

1. paragraph 42. to explain complex ideas


B.1. international2. extracurricular3. interpersonal4. extra-credit5. extraordinary6. extraterrestrial



A.

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


B.

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

C.

1. a 2. a


A.

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

B.

1. e 2. d 3. b 4. g 5. f


A.

8UNIT CHAPTER 15

Personin thereading

Location Job titleWhy s/hedesignssmall houses

JayShafer

California architect help peoplecreate balancedlifestyle

BryantYeh

LosAngeles

founder ofJot House

low price

JulieMartin

NewOrleans

owner ofthe MartinHouseCompany

low price and quick to build

SarahSusanka

NorthCarolina

architect to save theenvironment

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 largespaces that can work as spaces for artists . . .

4. T, . . . the Martins restored and lived in theoldest house on the Gulf Coast beforeKatrina destroyed it.

5. F, The U.S. government has spent millionsto assist in their construction.

6. F, Reducing the size of homes is an easyway to limit energy use and the pollutionthat goes with it.

7. T, This allows the tenants/residents to livein a variety of places without theinconvenience of having to pack up andmove their possessions.

8. F, I don’t like vacuuming and dusting . . .

B.

1. T, He has a Wii game system for downhillskiing.

2. F, Computer system disappears when hemakes kitchen appear.

3. T, He uses remote controls and handles toraise and lower the screens.

4. T, He is forty-six and has lived there sincehe 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’sshortage of space.


A.

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

B.

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


B.

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

C.

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


A.

1. c 3. b 5. c2. c 4. c

B.

1. C2. 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 ithad been when he was growing up.

4. C5. X, He plans to suspend a light from the

ceiling.6. C


A. 2

8UNIT CHAPTER 16


A.

1. a mountain lion


A.

1. people hiking

C.

1. yes2. to teach the reader how to survive an attack

by a mountain lion3. the second paragraph and the last

paragraph4. eleven

9UNIT CHAPTER 17


A. Answers will vary.

B.

1. gaze 5. frailty2. nostrils 6. mating season3. retreat 7. sideways4. grunted 8. snarls


A. 1, 3


1. Do not play dead. Stay on the defensive.Use whatever means you have availableto strike back. Aim for sensitive areas,such as the eye and nostrils. Rollsideways 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 andthreatening it by shouting and throwingstones.

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 keeprocks in your pockets.

3. Tell the children to stay still and not panic.


A. Answers may vary. Possible answers:

1. X, Farmers harvest their produce. 2. X, You will not enjoy the fury of a

mother cat.3. C4. X, Most cats and dogs live about twenty

years, so they don’t usually outlast theirowners.

5. X, They had a petrifying experience whenthey took the boat out on the ocean in a bigstorm.

6. C

B.

1. b 3. c 5. a2. c 4. b 6. c


A.

1. b 3. c 5. c2. c 4. b


A.

1. b 3. b 5. a2. a 4. b 6. a




B.

1. a tiger in a boat, a shipwreck

C.

1. a tiger2. He is not in immediate danger because

the tiger has eaten recently.

9UNIT CHAPTER 18


A.

1. There are two versions of possible futurecities. One has flooding, darkness,pollution, men with guns. The other looksclean and prosperous and shows modernmass transit.


B.

1. The graph shows the change in the world’spopulation between 1650 and 2011.

10UNIT CHAPTER 19


C.

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


A.

1. droughts2. starvation3. resources4. abused5. collapse6. settlements7. out of the question8. abandon9. standard of living

10. sprays11. linked to12. harsh


A.

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


A.

1. take 6. financially2. shows 7. meet3. friendly 8. run4. rising 9. deeply5. current 10. take


A.

1. b 4. a 7. b2. b 5. c3. c 6. a

B.

1. C2. C3. 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. C6. C7. C


A. Answers will vary. Possible answers:Circle: Masdar, “the source”, the walledcity, the desert ecocity, a zero-carbon city,the city, a city, the global capital of therenewable energy revolution


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)

10UNIT CHAPTER 20


A.

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


B.

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


A.

1. e 4. d2. b 5. g3. a

11UNIT CHAPTER 21

B.

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


A.

1. c 3. a 5. c2. b 4. b




C.

1. Pashler/Spelke, Hirst & Neisser/Just,Carpenter, Keller, Emery, Zajac, &Thulborn

2. research about multitasking



B.

1. audibly 4. perception2. consistently 5. range3. operate 6. rotate


A.

1. O 4. F 7. O 10. O2. F 5. O 8. F3. O 6. F 9. F


A.

1. b 3. a 5. f2. d 4. e 6. c

11UNIT CHAPTER 22


A.

1. On the left there is a picture of a luxuryboutique. On the right there is an open-airmarket.


B.

1. Three boys are sitting at a table andlooking at computers with their teacher.



1. If something is not durable, it is likely tobreak easily.

2. The end users of cooking equipment arepeople who eat the food.

3. Coca-Cola, FedEx, Ford, Honda, Macintosh4. Someone might be in debt if he or she

borrowed a lot of money to buy a car or ahouse or to go to school.

5. A private school costs more. It might havesmaller classes and more resources for thestudents.

6. An enterprising person is independent, hasa lot of ideas, and works hard.

7. Beans, apples, cheese

B.1. devoted2. accordingly3. plugged in4. sole5. struck a deal6. installed7. roll up their sleeves8. conventional

12UNIT CHAPTER 23



A.

1. Children are drinking water from a riverthrough special straws.



B.

1. She gives money to charitableorganizations.

2. He agreed to disclose information abouthis company’s finances.

3. The original software had problems, butthe next version was better.

4. There was a change of government afterthe military coup.

5. They soaked the tomatoes and then cookedthem.

6. He poured the water through a filter toremove the bacteria.


A.

1. Z 6. Z2. P, Z, L, W 7. W3. Z, L 8. P, Z, L4. L 9. P5. P 10. L

B.

1. e 3. c 5. f2. b 4. a 6. d


A.

1. X 3. � 5. �2. � 4. � 6. X

Vocabulary Practice 1 (page 237)

Think About Meaning

Answers may vary. Possible answers:

1. a, c 5. a, b2. a, b 6. a, b3. a, b, c 7. b, c4. b, c 8. a

Practice a Skill

1. Adv 5. V 9. V2. Adj 6. V 10. Adj3. Adj 7. Adv4. N 8. Adj


B.

12UNIT CHAPTER 24

Product Cost Specific needs it meets Problems it solves

XO laptop currently $188, theprice may drop to $75as orders increase

meets needs of children;durable, energy-savingbattery

allows poor children tohave access to the Internet

sustainablefridge

$25 keeps things cold withoutneeding to be plugged in;works for 24 hours in eventhe warmest climates

makes refrigeration accessible to more people

yogurt 7 cents per cup cheap, nutritious foodsource

reduces unemployment;1,600 new jobs created perfactory


Think About Meaning

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

Practice a Skill

1. S 3. M 5. S 7. S2. M 4. S 6. M 8. S


Think About Meaning

1. kind 6. take2. sing 7. expect3. sit 8. chew4. purchase 9. excitement5. wonderful 10. sell

Practice a Skill

1. child 6. pick up a rock2. problems 7. bad grade3. ticket 8. hope4. phones 9. upset5. sweets 10. studying


Think About Meaning

1. grab 5. penetrate2. rot 6. diameter3. emerge 7. desperately4. assumed 8. gravity

Practice a Skill

A.

1. clear 3. diameter2. experts 4. frontier� 1, 2, 4

B.

1. tangle 3. layer2. gravity 4. diameter� 1, 3


Think About Meaning

1. S 5. D 9. S2. D 6. S 10. S3. S 7. S4. S 8. D

Practice a Skill

1. ten 6. three2. 1000 7. two3. five 8. one4. many 9. one5. 100


Think About Meaning

Answers may vary. Possible answers:

Practice a Skill

1. antiaging 5. antiwar2. antismoking 6. depersonalize3. antifashion 7. legalize4. rewrite 8. reappear


Think About Meaning

1. gravity 6. on the defensive2. penetrate 7. activate3. advocate 8. assumed4. emerged 9. phenomenon5. device 10. oxygen

Practice a Skill

1. b 3. a2. c 4. b


Think About Meaning

1. a, c 5. b2. b, c 6. a, c3. a, c 7. b4. c 8. a, c

Cooks in a kitchen

Workers at abuilding site

Politicians in a meeting

defrost

grain

made fromscratch

on the defensive

organic

stock

acre

objection

on thedefensive

remodel

spacious

stock

acre

advocate

exhort

objection

on the defensive



Practice a Skill

1. cred 5. dom2. dom 6. man3. man 7. radi4. flect 8. flect


Think About Meaning

1. Circle: come clean, formidable, outlastUnderline: despair, foe, formidable, frailty,fury, menacing, petrifying, spine-chilling

Practice a Skill

Answers will vary. Possible answers:

1. A balloon makes a puff sound when the airescapes quickly.

2. It makes a hissing sound when the airescapes slowly.

3. You should eat something.4. The audience roars when its team makes

a point.5. Carbonated drinks (like soda and beer) fizz

when you open them.6. Animals snarl when they are angry or

frightened.7. Heavy pieces of furniture might make you

grunt when you pick them up.8. People snort when they laugh really hard.


Think About Meaning


Practice a Skill

1. environmentally 5. support2. deeply 6. current3. action 7. take4. show 8. run

Climate City Energy

breeze

drought

dust

generate

harsh

humid

dust

harsh

outskirts

pedestrian

self-sufficient

settlement

generate

renewable

resources

self-sufficient


Think About Meaning

1. linked to2. out of the question3. suspended4. consciousness5. shift6. reluctantly7. follow suit8. overhaul

Practice a Skill

A.

1. X2. multilingual3. multicolored4. X5. multimedia6. multipurpose7. X8. multibillionaire

B.

1. multimedia2. multicolored3. multibillionaire4. multilingual5. multipurpose


Think About Meaning


1. a, c2. b, c3. b4. c5. b6. a, c

Practice a Skill

1. roll up their sleeves2. stand to lose3. eat their fill4. make from scratch5. changed the course of6. cut back on7. hold his ground8. strike a deal

real reading 4

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