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Real Reading 4
Real Reading 4
REAL READING 4
Creating an Authentic Reading Experience
PAUL NATION
Real Reading 4 Teachers Manual Copyright 2011 by Pearson Education, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form 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 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, 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 our Companion Websites, our online catalog, and our local offices around the world. Visit us at pearsonlongman.com.
CONTENTS
CHAP-
Unit Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Vocabulary Skill
Vocabulary Strategy
1
The Science of Sound
1 Earworms
2
In The Garden
3 Tokyo Farmer
4 My Invisible Garden
3
Children and Manners Fluency Practice 1
Phrasal Verbs
Reading 1 Crows Brains Reading 2 Building a Better Robot 7 The Biggest Trees on Earth
4
Tall Trees
Scanning Visualizing
8 Up a Tree
5
The Time of Your Life
9 On Turning Ten
Numerical Prefixes
Using Word Cards: Different Types of Cards for Different Types of Learning
6
Food for Thought Fluency Practice 2
12 Meat Under Fire Reading 1 Running Around the World Reading 2 Trends in Tourism
iv
Unit
Chapter
Reading Skill
Vocabulary Skill
Vocabulary Strategy
7
Astronomy: Is Anybody Out There?
13 Another Earth
14 Seeing Is Believing
8
Less Is More
15 The Small House Movement 16 Twenty-four Rooms in One 17 How to Survive a Mountain Lion Attack
Roots
9
Face-to-Face with Big Cats Fluency Practice 1
Onomatopoeia
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 Worlds First Sustainable City 21 Keeping an Eye on the Sky Identifying Rhetorical Structure Collocations Recognizing Multiple Text References
10
Sustainability
11
Multitasking: Can You Handle It?
12
Doing Business in the Developing World Fluency Practice 2
CHAP-
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.
Variations
Ask students to answer the discussion questions in writing at home. Have them read their partners 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.
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.
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 (, , 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 23 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 dont 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 1015 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 others 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 articlea, an, or thethe 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.
(1520 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 7
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 510 minutes, and then have partners score each others 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
(1015 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 13 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 partners or group members answers in class and discuss their answers.
(1015 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.
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.
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 1015 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.
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.
10
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 11
Tests
The reproducible testsavailable in both Microsoft Word and PDF formatsappear 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.
12
UNIT NOTES
1
UNIT
CHAP-
CHAPTER 1 CHAPTER 2
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
14
Unit Notes
1 2
UNIT
IN THE GARDEN
TOKYO FARMER MY INVISIBLE GARDEN
OVERVIEW
CHAP-
CHAPTER 3 CHAPTER 4
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
Unit Notes
15
1 3
UNIT
CHAP-
CHAPTER 5 CHAPTER 6
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 (ones) throat, field of vision, jerk, moan, pleadingly, poll, propel, remainder, remedy, sob, steady, straighten up, with ease
16
Unit Notes
1 4
UNIT
TALL TREES
THE BIGGEST TREES ON EARTH UP A TREE
OVERVIEW
CHAP-
CHAPTER 5 CHAPTER 6
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 (ones) way
Unit Notes
17
1 5
UNIT
CHAP-
CHAPTER 9 CHAPTER 10
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
18
Unit Notes
1 6
UNIT
CHAP-
CHAPTER 11 CHAPTER 12
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
Unit Notes
19
1 7
UNIT
CHAP-
CHAPTER 13 CHAPTER 14
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
B. Have groups write their paraphrases on the board. Vote for the most interesting, shortest, or clearest paraphrase.
20
Unit Notes
1 8
UNIT
LESS IS MORE
THE SMALL HOUSE MOVEMENT TWENTY-FOUR ROOMS IN ONE
OVERVIEW
CHAP-
CHAPTER 15 CHAPTER 16
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 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
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. Ask them to underline the target words in their descriptions.
Unit Notes
21
1 9
UNIT
CHAP-
CHAPTER 17 CHAPTER 18
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 (ones) ears, rusty, tame, twitch
B. Have students answer the questions from Exercise A in writing. Ask them to underline the target words in their answers.
22
Unit Notes
1 10
UNIT
SUSTAINABILITY
REACHING OUR LIMITS: WELCOME TO 2100 DESERT STATE PUTS OIL WEALTH INTO WORLDS FIRST SUSTAINABLE CITY
OVERVIEW
CHAP-
CHAPTER 19 CHAPTER 20
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 Worlds 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
Unit Notes
23
1 11
UNIT
CHAP-
CHAPTER 21 CHAPTER 22
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
24
Unit Notes
1 12
UNIT
CHAP-
CHAPTER 23 CHAPTER 24
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 Peoples 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
Unit Notes
25
UNIT
CHAPTER 1
Main Point 2 Example: brain repeats tune as a way of scratching an itch, similar to itching caused by histamines Main Point 3: power of music important to advertising industry Main Point 3 Example: brain repeats not only the tune of an earworm but also the words and the message Main Point 4: different people are more or 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
(page 1)
Prepare to Read
B.
(page 2)
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 cant get rid of the music. C. 1. a 2. b 3. b
(page 6)
(page 9)
Vocabulary Check
A. 1. c 2. b B. 1. 2. 3. 4. a c b a 5. a 6. b 7. a 3. a 4. b
5. c 6. c
7. c
Comprehension Check
A. 1. F 2. F 3. T B. a. 3 C. b. 1 c. 2 4. T 5. F 6. T 7. F 8. ? 9. ?
(page 7)
Prepare to Read
UNIT
CHAPTER 2
(page 12)
B. Answers will vary. Possible answers: 10. F 11. T 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 someones attention through making a noise. C. 1. b 2. b
d. 4
Topic and Main Idea: earworms and why they occur Main Point 1 Example: more tunes out in the world than in the past (car radio, background music)
27
Vocabulary Check
1. 2. 3. 4. 5. 6. deafening acoustic beam lethal frequency temporarily 7. 8. 9. 10. 11.
(page 15)
B. 2. 3. 4. 5. 6. 7. 8. 9. 10. P, affectionately N, straining P, passion P, benefits P, simple, elegant, right P, oxygen-producing green zones P, environmentally-friendly P, happy N, gobbling
Comprehension Check
Answers will vary.
(page 15)
UNIT
CHAPTER 3
C. Answers may vary. Possible answers: rooftop 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
(page 19)
1. a man working in his garden, a farm 2. The picture on the left looks more old-fashioned.
Prepare to Read
B.
UNIT
CHAPTER 4
(page 26)
Prepare to Read
B.
(page 20)
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 2. a
(page 23)
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
A.
(page 30)
Vocabulary Check
A. 1. 2. 3. 4. B. 1. a 2. b 3. a 4. a fades straining weeds stories
1. 2. 3. 4. B.
b c b b
5. 6. 7. 8.
a b a c
9. a 10. b
5. c 6. b
(page 24)
4. shot 5. transplant
Comprehension Check
A. 1, 2, 4, 5, 7
Comprehension Check
A. 1. C 2. G 3. H 4. A 5. D 6. F
(page 31)
7. B 8. E
28
Comprehension Check
(page 42)
A. Answers will vary. Possible answer: Teaching children manners is an important task for parents. B. Answers will vary. Possible answers:
(page 33)
(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.
1. Parents are busy and guilty and worried about their childrens 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 childrens 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 2. b
UNIT
CHAPTER 5
(page 37)
Prepare to Read
B.
UNIT
CHAPTER 6
(page 44)
1. a woman with two children, standing in a supermarket 2. angry, frustrated, tired, upset
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
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
(page 41)
screamed at the top of my lungs manipulating slam proceed reinforces manners wailing helpless grief consideration writhe impulsive
Vocabulary Check
A. 1. 2. 3. 4. 5. 6. 7. clear my throat sobbing jerk moaning remedy steady straighten up
(page 47)
29
UNIT
CHAPTER 7
(page 61)
Comprehension Check
A. a. 7 b. 5 c. 1 B. 1. b 2. b 3. c 4. b 5. b d. 2 e. 6 f. 3 g. 4
A. 1. Some are much larger than others, some are conifers, some are not, different colors.
Prepare to Read
B. 1. 379.3 feet 2. 4,000 years
(page 50)
(page 62)
3. California
Vocabulary Check
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
A.
(page 66)
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)
B. Answers will vary. Possible answers: 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 dont know how old the oldest tree is nor how tall the tallest one is.
A. Answers will vary. Possible answers: 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 daughters behavior. 6. I passed some baby clothes on to my sister when she had a baby.
30
Prepare to Read
B.
UNIT
CHAPTER 8
(page 76)
7. f 8. d
(page 68)
UNIT
Vocabulary Check
A. 1. 2. 3. 4. B. 1. c 2. a 3. f 4. i bush foliage gap layers
(page 71)
CHAPTER 9
(page 78)
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 7. d 8. h
(page 72)
5. g 6. e
Prepare to Read
B.
(page 79)
Comprehension Check
A. 1. b 2. a C. 1. 2. 3. 4. 3. a 4. c 5. a 6. b
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).
Vocabulary Check
1. 2. 3. 4. 5. 6. 7. look back simplicity wizard came down with solemnly disfiguring psyche
(page 82)
(page 74)
Comprehension Check
(page 83)
A. Answers will vary. Possible answer: When 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
B. Answers will vary. Possible answers: climate expert animal track ocean view winter sun 6. forest noise 7. adult animal 8. winter cloud
Prepare to Read
B.
UNIT
CHAPTER 10
(page 92)
(page 85)
e d f g
5. c 6. a 7. b
1. two elderly people, with bicycles 2. It depends on what typical is. They look active and happy. C. 2, 4, 6 D. 2
Vocabulary Check
(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
CHAPTER 11
(page 96)
1. a hamburger and french fries, a piece of fish with some asparagus 2. Answers will vary.
Prepare to Read
B.
(page 97)
Vocabulary Check
A.
(page 100)
Comprehension Check
A. a. 5 b. 3 c. 7 B. d. 6 e. 5
(page 90)
7. remodel
5. c 6. c
(page 101)
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.
Comprehension Check
A. 2, 3, 5, 6, 8 B. 1. b 2. c 3. a 4. c 5. a 6. b
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Prepare to Read
B.
UNIT
CHAPTER 12
(page 104)
UNIT
CHAPTER 13
(page 122)
1. a girl eating an apple C. 1. In the United States, meat eating has become a controversial issue.
1. It looks like a city of the future or a scene from a science fiction movie.
Prepare to Read
B.
(page 123)
Vocabulary Check
A. 1. a 2. c B. 1. consumption 2. digest 3. a 4. a
(page 107)
1. a boy looking through a telescope, a picture of the solar system (planets) 7. c C. Underline: Astronomers have already discovered a handful of Earthlike planets, and when you consider the number of stars out there, its pretty likely that there are more. These scientific findings indicate that we are not alone in the universe. D. 1. S 2. I 3. B
(page 126)
5. c 6. a 3. objection 4. reluctantly
Comprehension Check
A. 2. F 3. O 4. F 5. F 6. F 7. F 8. O 9. F 10. O
(page 108)
11. O 12. O
Vocabulary Check
1. 2. 3. 4. 5. 6. mainstream extraterrestrial launch orbit essential credible 7. 8. 9. 10. 11.
(page 110)
10. h
Comprehension Check
A. 1. M 2. D 3. D 4. M 5. D 6. D
(page 128)
7. D 8. M
4. anti
(page 112)
Prepare to Read
9. 10. 11. 12. No, 2 No, 4 Yes No, 1 B.
UNIT
CHAPTER 14
(page 129)
1. The graph compares the number of people who believe in extraterrestrial events.
Student Book Answer Key 33
C. 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
UNIT
CHAPTER 15
(page 138)
Vocabulary Check
A.
(page 132)
Prepare to Read
B.
(page 139)
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 doesnt break easily. 6. C 7. C B. 1. 2. 3. 4. 5. 6. prompt worthy overestimate fundamental punch vast
(page 133)
Vocabulary Check
A. 1. b B. 1. e 2. d 3. b 2. a
3. a 4. g
4. c 5. f
Comprehension Check
A. Person in the Location reading Jay Shafer Job title
(page 144)
Comprehension Check
A. Figure 2 1. paragraph 1 2. to give extra information Figure 3 1. paragraph 4 2. to explain complex ideas
Why s/he designs small houses help people create balanced lifestyle
California architect
founder of low price Jot House owner of low price the Martin and quick House to build Company architect to save the environment
(page 135)
34
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 dont like vacuuming and dusting . . .
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 citys shortage of space.
Prepare to Read
B.
UNIT
CHAPTER 16
(page 152)
4. c
(page 146)
B. 1. b 2. a
1. A man is lying in a hammock in a very high-tech apartment. C. 1. Underline: 344-square-foot apartment (line 30)
Vocabulary Check
A. 1. c 2. c B. 3. b 4. c
(page 148)
UNIT
CHAPTER 17
(page 156)
1. C 2. X, Before the sun disappeared, the room was filled with radiance. 3. X, The architects 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
Prepare to Read
A. 1. people hiking C.
(page 157)
Comprehension Check
A. 2
(page 150)
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
35
Vocabulary Check
A. Answers will vary. B. 1. 2. 3. 4. gaze nostrils retreat grunted 5. 6. 7. 8.
(page 160)
Vocabulary Check
(page 166)
A. Answers may vary. Possible answers: frailty mating season sideways snarls
(page 161)
Comprehension Check
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 dont 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 3. c 4. b 5. a 6. c
(page 167)
Comprehension Check
A. 1. b 2. c 3. c 4. b 5. c
(page 169)
Prepare to Read
B.
UNIT
CHAPTER 18
10
UNIT
CHAPTER 19
(page 179)
1. a tiger in a boat, a shipwreck C. 1. a tiger 2. He is not in immediate danger because the tiger has eaten recently.
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.
Prepare to Read
B.
(page 180)
1. The graph shows the change in the worlds population between 1650 and 2011.
36 Student Book Answer Key
C. 1. b 2. a 3. b
(page 183)
Vocabulary Check
4. a A. 1. b 2. b 3. c B. 4. a 5. c 6. a
(page 191)
Vocabulary Check
A. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. droughts starvation resources abused collapse settlements out of the question abandon standard of living sprays linked to harsh
7. b
1. C 2. C 3. X, A self-sufficient person doesnt 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
(page 185)
(page 192)
Comprehension Check
A. 1. b 2. a 3. c 4. a 5. b
A. Answers will vary. Possible answers: 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
(page 186)
11
UNIT
CHAPTER 21
(page 195)
Prepare to Read
B.
10
UNIT
CHAPTER 20
1. A woman is talking on the phone, holding a baby, and cookingall at the same time.
Prepare to Read
B.
(page 188)
(page 196)
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)
Vocabulary Check
A. 1. e 2. b 3. a 4. d 5. g
(page 199)
37
B. 1. a 2. c 3. b 4. c 5. c 6. b 7. b
Comprehension Check
A. 1. c 2. b 3. a 4. b 5. c
(page 200)
12
UNIT
CHAPTER 23
(page 212)
1. On the left there is a picture of a luxury boutique. On the right there is an open-air market.
Prepare to Read
(page 213)
Prepare to Read
B. Answers will vary. C.
11
UNIT
CHAPTER 22
B. 1. Three boys are sitting at a table and looking at computers with their teacher.
(page 202)
Vocabulary Check
(page 216)
A. Answers will vary. Possible answers: 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
1. Pashler/Spelke, Hirst & Neisser/Just, Carpenter, Keller, Emery, Zajac, & Thulborn 2. research about multitasking
Vocabulary Check
A. Answers will vary. B. 1. audibly 2. consistently 3. operate
(page 207)
Comprehension Check
A. 1. O 2. F 3. O 4. F 5. O 6. F 7. O 8. F 9. F
10. O
(page 209)
38
Comprehension Check
B. Product XO laptop Cost
(page 218)
keeps things cold without makes refrigeration needing to be plugged in; accessible to more people works for 24 hours in even the warmest climates cheap, nutritious food source reduces unemployment; 1,600 new jobs created per factory
yogurt
Prepare to Read
A.
12
UNIT
CHAPTER 24
Comprehension Check
A. 1. 2. 3. 4. 5. B. 1. e 2. b 3. c 4. a 5. f 6. d Z P, Z, L, W Z, L L P 6. 7. 8. 9. 10.
(page 224)
(page 220)
Z W P, Z, L P L
Vocabulary Check
A. Answers will vary. B.
(page 223)
(page 225)
1. She gives money to charitable organizations. 2. He agreed to disclose information about his companys 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.
Vocabulary Practice 1
Think About Meaning
(page 237)
Answers may vary. Possible answers: 1. 2. 3. 4. 1. 2. 3. 4. a, c a, b a, b, c b, c Adv Adj Adj N 5. 6. 7. 8. V V Adv Adj 5. 6. 7. 8. a, b a, b b, c a 9. V 10. Adj
Practice a Skill
39
Vocabulary Practice 2
Think About Meaning 1. b 2. a 1. S 2. M 3. a 4. b 3. M 4. S 5. b 6. a
(page 238)
Practice a Skill 1. 2. 3. 4. 5. ten 1000 five many 100 6. 7. 8. 9. three two one one
Practice a Skill 5. S 6. M 7. S 8. S
Vocabulary Practice 6
Think About Meaning
(page 242)
Vocabulary Practice 3
Think About Meaning 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. kind sing sit purchase wonderful child problems ticket phones sweets 6. 7. 8. 9. 10. 6. 7. 8. 9. 10.
(page 239)
Answers may vary. Possible answers: Cooks in a kitchen defrost grain made from scratch on the defensive organic stock Practice a Skill Workers at a building site acre objection on the defensive remodel spacious stock Politicians in a meeting acre advocate exhort objection on the defensive
take expect chew excitement sell pick up a rock bad grade hope upset studying
(page 240)
Practice a Skill
Vocabulary Practice 4
Think About Meaning 1. 2. 3. 4. A. 1. clear 2. experts 1, 2, 4 B. 1. tangle 2. gravity 1, 3 grab rot emerge assumed 5. 6. 7. 8.
1. 2. 3. 4.
5. 6. 7. 8.
Vocabulary Practice 7
Think About Meaning 1. 2. 3. 4. 5. gravity penetrate advocate emerged device 6. 7. 8. 9. 10.
Vocabulary Practice 5
Think About Meaning 1. 2. 3. 4. S D S S 5. 6. 7. 8. D S S D 9. S 10. S
(page 241)
Vocabulary Practice 8
Think About Meaning 1. 2. 3. 4. a, c b, c a, c c 5. 6. 7. 8. b a, c b a, c
40
Practice a Skill 1. 2. 3. 4. cred dom man flect 5. 6. 7. 8. dom man radi flect
(page 245)
Vocabulary Practice 11
Think About Meaning 1. 2. 3. 4. 5. 6. 7. 8. A. 1. 2. 3. 4. 5. 6. 7. 8. B. 1. 2. 3. 4. 5. multimedia multicolored multibillionaire multilingual multipurpose X multilingual multicolored X multimedia multipurpose X multibillionaire linked to out of the question suspended consciousness shift reluctantly follow suit overhaul
(page 247)
Vocabulary Practice 9
Think About Meaning
1. Circle: come clean, formidable, outlast Underline: 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 air escapes quickly. 2. It makes a hissing sound when the air escapes 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.
Practice a Skill
Vocabulary Practice 10
Think About Meaning
(page 246)
Vocabulary Practice 12
Think About Meaning
(page 248)
Answers will vary. Possible answers: Climate City breeze drought dust generate harsh humid dust harsh outskirts pedestrian self-sufficient settlement Energy generate renewable resources self-sufficient
Answers will vary. Possible answers: 1. 2. 3. 4. 5. 6. 1. 2. 3. 4. 5. 6. 7. 8. a, c b, c b c b a, c roll up their sleeves stand to lose eat their fill make from scratch changed the course of cut back on hold his ground strike a deal
Practice a Skill
Practice a Skill 1. 2. 3. 4. environmentally deeply action show 5. 6. 7. 8. support current take run
41