Reading World - Student Book 1 (답지)

Reading World 1
Part 1 Part 2
Unit 1 Animals: Living Fossils Unit 6 Health: The Human Heart

Lesson 1 The Tuatara: A New Zealand Lesson 1 An Interesting Organ
Survivor Lesson 2 Aerobic Exercise
Lesson 2 The Most Powerful Jaws in the Review Connecting Lesson 1 & Lesson 2
World
Review Connecting Lesson 1 & Lesson 2 Unit 7 Environmental Issues: Fishing
Lesson 1 Tuna: A Threatened Species?
Unit 2 The Origins of Names: Food Lesson 2 A Danger to Marine Life
Lesson 1 A Special Drink for a Special Review Connecting Lesson 1 & Lesson 2
Child
Lesson 2 The Story of a Special Salad Unit 8 People and Culture: Yemen
Review Connecting Lesson 1 & Lesson 2 Lesson 1 Discover Yemen
Lesson 2 The Skyscrapers Made of Mud
Unit 3 Technology: Thrill Rides Review Connecting Lesson 1 & Lesson 2
Lesson 1 It’s the Thrill
Lesson 2 Gravity Can Be Fun Unit 9 Our Earth: Coral Reefs
Review Connecting Lesson 1 & Lesson 2 Lesson 1 Underwater Cities in Trouble
Lesson 2 The Belize Barrier Reef
Unit 4 Sports: Tennis Review Connecting Lesson 1 & Lesson 2
Lesson 1 A Sport that Has Grown in
Diversity Unit 10 A “How-to” guide: Doing Well
Lesson 2 The Williams Sisters at School
Review Connecting Lesson 1 & Lesson 2 Lesson 1 How to Survive a Bad Report
Card
Unit 5 Arts: Fashion Lesson 2 Playing It Cool with Bullies
Lesson 1 Six Superstar Models Review Connecting Lesson 1 & Lesson 2
Lesson 2 Amazing Fashion
Review Connecting Lesson 1 & Lesson 2
Reading World 1_ Answer Key_ e-future 1

Unit 1 Animals: Living Fossils
Lesson 1: The Tuatara: A New Zealand Survivor
1. Pre-Reading
p. 11
A B
The answers may vary. 1 distinct 6 habitat
This section is a teacher-led small group discussion. It is 2 fossil 7 status
designed to prepare the students for reading the 3 target 8 classify
passage. 4 operate 9 scientific
5 flourish 10 response
2. During Reading
p. 14~16
A B C D
1b B-1: P2 – The tuatara is an example of a LIVING fossil (Dear 1c 1d
2c customers of e-future, this was our error. Please 2a 2c
3a update your textbooks to reflect this change)
4a P3 – The tuatara is an endangered species threatened by
5b habitat loss and predators. E
B-2:
1. habitat loss The tuatara is an 1d
2. the Polynesian rat endangered species.
3. other mammals such as cats and
dogs
1. The DOC operates a successful Tuatara numbers can
breeding program increase in the future.
2. The DOC created a number of
mammal-free island sanctuaries
3. Tuataras were reintroduced to the
New Zealand mainland

3. After Reading
p. 17
A B C D
1 flourish 1 flourish The answers may The answers may
2 target 2 distinct vary. (This section is a vary.
3 scientific 3 classify student-led pair or small
4 response 4 target group discussion that
5 distinct 5 response reviews the lesson. It is
6 classify 6 status left to the teacher’s
7 operate discretion to decide how
8 fossils to teach and answer this
9 status section.)
10 habitat

Unit 1 Lesson 2: The Most Powerful Jaws in the World
1. Pre-Reading
p. 19
A B
The answers may vary. 1 streamlined 6 despite
This section is a teacher-led small group discussion. 2 nowadays 7 adaptation
It is designed to prepare the students for reading 3 jaw 8 enable
the passage. 4 unlikely 9 thrive
5 therefore 10 fearsome
2. During Reading
p. 22~24
A B C D
1c B-1: P3 – The crocodile is well adapted to its environment. 1a 1c
2a P4 – The crocodile has very powerful jaws. 2b
3c B-2: E F
4c Crocodiles have a number of They have helped crocodiles to 1b 1a
5b adaptations. survive.
They have a streamlined body. They can swim swiftly.

They have webbed feet. They can make fast turns and
sudden moves in the water.
They have powerful jaws. They can attack and kill large
prey.
Wild crocodiles are thriving. It all adds up to a large
Captive crocodiles live on number of crocodiles.
crocodile farms.

3. After Reading
p. 25
A B B C
1 Adaptations 1 fearsome The answers may The answers
2 nowadays 2 adaptations vary. (This section is a may vary.
3 streamlined 3 nowadays student-led pair or
4 thrive 4 thrive small group discussion
5 Therefore 5 despite that reviews the lesson.
6 unlikely 6 unlikely It is left to the teacher’s
7 fearsome discretion to decide how
8 enabled to teach and answer
9 jaw this section.)
10 despite

Unit 1 Review: Connecting Lesson 1 and Lesson 2
1. Summary and Discussion

A. Main Ideas and Supporting Details
p. 26 (Note, the main ideas can be in any order)
Lesson 1 Summary: The tuatara: A New Zealand Survivor
Main Ideas 6. Living fossils are animals which have survived, while many
members of their scientific family have become extinct.
3. The tuatara is a living fossil which lives only in New Zealand.
2. The tuatara survived while the dinosaurs and other reptiles became
extinct.
7. New Zealand Department of Conservation is helping to increase the
tuatara population.
S. Detail 9. Polynesian rats were introduced to New Zealand 800 years ago.
Lesson 2 Summary: The Most Powerful Jaws in the World

Main Ideas 8. Crocodiles are living fossils that have survived for 200 million years.
10. Crocodiles are one of the four remaining members of
Crocodylomorpha family.
4. Among crocodile’s adaptations, the most valuable one is their
powerful jaws.
5. There are a large number of crocodiles now and they continue to
thrive.
S. Detail 1. The crocodile’s bite force is more than 352 kilograms per square
centimeter.

2. Vocabulary Review
p. 27~28
A Crossword Puzzle B Word Definition C Words in Context
Down 1c 1 operate
1. target 2c 2 scientific
2. despite 3b 3 distinct
3. fearsome 4b 4 habitat
4. therefore 5b 5 classify
5. jaw 6a 6 status
6. unlikely 7a
8c
Across 9b
7. thrives 10 a
8. scientific
9. enable
10. response
11. fossil
12. streamlined
3. Discussion
p.28
The answers may vary. (This section is a student-led pair or small group discussion that
reviews the unit. It is left to the teacher’s discretion to decide how to teach and answer this
section.)

Unit 2 The Origins of Names: Food
Lesson 1: A Special Drink for a Special Child
1. Pre-Reading
p. 30
A B
The answers may vary. 1 encouragement 6 touching
This section is a teacher-led small group 2 decoration 7 mixture
discussion. It is designed to prepare the 3 actress 8 professionalism
students for reading the passage. 4 flavor 9 knowledgeable
5 fancy 10 financially
2. During Reading
p. 34~36
A B C D
1c B-1: 1d 1d
2c Only adults drank cocktails Shirley Temple felt frustrated. 2b 2c
3b because cocktails contain
E F
4d alcohol.
1b 1d
5b
The financially-troubled world Shirley Temple’s movies were
needed a little encouragement. popular because they were
feel-good stories.
The new cocktail was delicious, The new drink quickly caught
fancy, and alcohol free. on with children across the
country.
B-2:
1. They are alcohol free. 1. They contain alcohol.
2. Children can drink it. 2. Children can’t drink them.
Both of them are fancy and popular.

3. After Reading
p. 37
A B C D
1 actress 1 fancy The answers may The answers
2 flavor 2 touching vary. (This section is a may vary.
3 encouragement 3 mixture student-led pair or
4 mixture 4 flavor small group discussion
5 touching 5 knowledgeable that reviews the lesson.
6 fancy It is left to the teacher’s
7 decoration discretion to decide how
8 financially to teach and answer
9 knowledgeable this section.)
10 professionalism

Unit 2 Lesson 2: The Story of a Special Salad
1. Pre-Reading
p. 39
A B
The answers may vary. 1 law 6 chef
This section is a teacher-led small group discussion. It 2 crunchy 7 familiar
is designed to prepare the students for reading the 3 raw 8 prohibit
passage. 4 grated 9 soggy
5 enterprise 10 escape
2. During Reading
p. 42~44
A B C D
1d B-1: P2 – Caesar Cardini invented Caesar salad in 1923 at his 1b 1d
2b Tijuana hotel. 2a 2c
3d P3 – Caesar Cardini started selling Caesar salad dressing
4b in bottles and it became very popular.
5a B-2: E F
1. Put fresh romaine lettuce in a bowl. 1a 1b
2. Combine olive oil, lemon juice, Worcestershire sauce, black
pepper and raw egg to make the dressing.
3. Lightly toss with grated parmesan cheese and crunchy
croutons.
4. Serve with grilled chicken or strip of steak if you want to.
5. Eat right away.

3. After Reading
p. 45
A B C D
1 law 1 familiar The answers The answers
2 familiar 2 raw may vary. (This may vary.
3 prohibited 3 soggy section is a student-
4 chef 4 prohibited led pair or small
5 soggy 5 enterprise group discussion that
6 grated 6 escaped reviews the lesson. It
7 crunchy is left to the teacher’s
8 enterprise discretion to decide
9 escaped how to teach and
10 raw answer this section.)


p.46 (Note, the main ideas can be in any order)
Lesson 1 Summary: A Special Drink for a Special Child
Main Ideas 3. Shirley Temple was a famous actress in the 1930s.
2. Shirley Temple went to parties with adults, but felt left out during
cocktail hour.
8. One bartender invented a non-alcoholic cocktail and named it after
Shirley Temple.
10. The drink, made of ginger ale, orange juice, and grenadine,
became popular.
S. Detail 7. The world was financially troubled in the 1930s.
Lesson 2 Summary: The Story of a Special Salad

Main Ideas 6. The Caesar salad was invented in Mexico in 1923 by Caesar Cardini.
5. The salad is made with romaine lettuce, olive oil, lemon juice, and
eggs.
1. Later, Cardini sold his Caesar salad dressing in bottles.
9. Caesar salad is a light salad that is full of flavor.
S. Detail 4. Caesar Cardini would prepare the salad at the table.

p.47~48
Down 1c 1 law
1. encouragement 2a 2 chef
2. fancy 3a 3 touching
3. touching 4c 4 escape
4. financially 5b 5 fancy
5. actress 6b 6 knowledgeable
6. decoration 7a
8b
Across 9c
7. grated 10 b
8. crunchy
9. prohibit
10. professionalism
11. chef
12. law
3. Discussion
p. 48
section.)

Unit 3 Technology: Thrill Rides
Lesson 1: It’s the Thrill
1. Pre-Reading
p. 51
A B
The answers may vary. 1 approach 6 elderly
This section is a teacher-led small group 2 effect 7 boundary
discussion. It is designed to prepare the students 3 involved 8 thrill
for reading the passage. 4 yawn 9 consideration
5 warning 10 pregnant
2. During Reading
p. 54~56
A B C D
1d B-1: P2 – Thrill rides are designed to give riders a sense of 1c 1d
2a danger. 2a
3d P3 – The physical effects of thrill rides make them
4c dangerous for some people but fun for others.
5a B-2: E F
1. We ride thrill rides. 1b
2. The rides give us a sense of danger. 2b
3. The sense of danger speeds up the heart rate.
4. Our bodies release adrenaline into the bloodstream.
5. Adrenaline makes us feel alive and energized.
6. We enjoy thrill rides!

3. After Reading
p. 57
A B C D
1 elderly 1 thrill The answers The answers
2 warning 2 approaching may vary. (This may vary.
3 yawning 3 involved section is a student-
4 effects 4 boundary led pair or small
5 boundary 5 effects group discussion
6 thrill 6 elderly that reviews the
7 involved lesson. It is left to
8 consideration the teacher’s
9 approaching discretion to decide
10 pregnant how to teach and
answer this section.)

Unit 3 Lesson 2: Gravity Can Be Fun
1. Pre-Reading
p. 59
A B
The answers may vary. 1 loop 6 backward
This section is a teacher-led small group discussion. It 2 calculate 7 steep
is designed to prepare the students for reading the 3 sensation 8 passenger
passage. 4 fearful 9 physics
5 ultimate 10 upside down
2. During Reading
p. 62~64
A B C D
1d B-1: P3 – Roller coasters are designed by special engineers. 1c 1d
2b P4 – Sometimes roller coasters get stuck on the track. 2a
3b
4c B-2:
5b 1. Gravity – Roller Coasters E
2. Engine – Ordinary Trains 1c
3. Go straight – Ordinary Trains 2a
4. Twist, turn, and go upside down – Roller Coasters
5. To go somewhere – Ordinary Trains
6. To enjoy the thrill – Roller Coasters

3. After Reading
p. 65
A B C D
1 passengers 1 upside down The answers may The answers may
2 steep 2 backward vary. (This section is a vary.
3 sensation 3 sensation student-led pair or
4 fearful 4 loop small group discussion
5 upside down 5 fearful that reviews the lesson.
6 calculate It is left to the teacher’s
7 loop discretion to decide how
8 physics to teach and answer
9 ultimate this section.)
10 backward


Lesson 1 Summary: It’s the Thrill
Main Ideas 5. Thrill rides are special rides that excite riders with a sense of
danger.
9. The ‘danger’ of a thrill ride causes the body to release adrenaline,
which feels good.
7. Thrill rides are not for everyone.
2. New technology is helping thrill rides to become safer and more fun.
S. Detail 3. You may lose your hat on a thrill ride.
Lesson 2 Summary: Gravity Can Be Fun

Main Ideas 10. Roller coasters are rides that go up and down steep hills, and even
upside down.
4. A roller coaster gets all of its energy from the first drop.
8. Roller coasters are designed by special engineers who must
understand physics and math.
6. Roller coasters sometimes stop or get stuck in the middle of the
track.
S. Detail 1. The energy generated on the first drop is called potential energy.

p.67~68
Down 1a 1 steep
1. approach 2b 2 elderly
2. physics 3a 3 sensation
3. upside down 4a 4 boundary
4. calculate 5c 5 physics
5. pregnant 6b 6 yawned
6. thrill 7c
8c
Across 9b
7. loop 10 a
8. yawn
9. warning
10. considerations
11. steep
12. backward
3. Discussion
p. 68
section.)

Unit 4 Sports: Tennis
Lesson 1: An Amazing Sport
1. Pre-Reading
p. 71
A B
The answers may vary. 1 medieval 6 diversity
This section is a teacher-led small group 2 universal 7 wealthy
discussion. It is designed to prepare the students 3 reserve 8 fashionable
for reading the passage. 4 guest 9 tournament
5 popularity 10 traditionally
2. During Reading
p. 74~76
A B C D
1c B-1: P2 – A form of Tennis was invented in the 12 th century but 1c 1b
2b the modern game was invented by Walter Clopton 2a 2a
3d Wingfield in 1873. E F
4d P3 – Tennis became fashionable among wealthy people in 1b 1d
5c Europe, the United States, and Australia.
B-2:
Tennis is popular in Western countries. Past & Present
Only rich people play tennis. Past
Popular tennis players come from places like Present
Argentina.
W.C. Wingfield writes the first rule book for Past
tennis.
Tennis is watched on TV by millions of people. Present

3. After Reading
p. 77
A B C D
1 diversity 1 popularity The answers may The answers may
2 universal 2 universal vary. (This section is vary.
3 medieval 3 wealthy a student-led pair or
4 guests 4 fashionable small group discussion
5 reserved 5 diversity that reviews the
6 popularity lesson. It is left to the
7 fashionable teacher’s discretion to
8 tournaments decide how to teach
9 wealthy and answer this
10 traditionally section.)

Unit 4 Lesson 2: The Williams Sisters
1. Pre-Reading
p. 79
A B
The answers may vary. 1 racket 6 natural
This section is a teacher-led small group 2 broadcast 7 rivalry
discussion. It is designed to prepare the 3 journalist 8 tune in
students for reading the passage. 4 reality 9 outstanding
5 back and forth 10 dominate
2. During Reading
p. 82~84
A B C D
1c B-1: 1d 1c
2c The Williams sisters were They quickly developed their 2c 2a
3d naturals and they began their skills and began winning
E
4a training when they were four. tournaments.
5c 1c
The two best female players in They often have to play each
the world were the Williams other in big tournaments.
sisters.
They are not only fantastic People like watching and
players, but their lives are an hearing about the Williams
outstanding story. sisters.
B-2:
Before birth Their father planned for his daughters to
be stars.
4 years old Their father put them out on the court.
Before they were 10 They began winning tournaments.
1998 They played against each other in a

tournament for the first time.
Today They often have to play each other.

3. After Reading
p. 85
A B C D
1 reality 1 outstanding The answers may The answers may
2 outstanding 2 tune in vary. (This section is a vary.
3 tune in 3 natural student-led pair or
4 broadcast 4 back and forth small group discussion
5 rivalry 5 journalist that reviews the lesson.
6 racket It is left to the teacher’s
7 back and forth discretion to decide how
8 natural to teach and answer
9 journalist this section.)
10 dominate


Lesson 1 Summary: A Sport that Has Grown in Diversity
Main Ideas 7. Tennis dates back to the middle ages and was played by the
nobility.
2. In 1873 the rules for modern tennis were created in England.
4. It became popular among rich people who lived in English speaking
countries.
9. Today tennis is loved by millions and played all over the world.
S. Detail 6. Top players come from places like Brazil, India, and Argentina.
Lesson 2 Summary: The Williams Sisters

Main Ideas 3. Venus and Serena Williams are two American tennis superstars.
8. Their father was a tennis fanatic and encouraged them to play the
game.
5. The sisters were naturals and quickly became successful players.
10. Today they dominate the sport and play each other for the top
spot.
S. Detail 1. The Williams sisters are more interesting than a Hollywood movie.

p. 87~88
Down 1c 1 natural
1. guests 2a 2 universal
2. medieval 3b 3 dominate
3. universal 4a 4 medieval
4. broadcasts 5b 5 rivalry
5. traditionally 6c 6 popularity
6. diversity 7a
8b
Across 9c
7. popularity 10 c
8. reality
9. racket
10. back and forth
11. natural
12. rivalry
3. Discussion
p. 88
section.)

Unit 5 Arts: Fashion
Lesson 1: Six Superstar Models
1. Pre-Reading
p. 91
A B
The answers may vary. 1 pose 6 billboard
This section is a teacher-led small group 2 officially 7 industry
discussion. It is designed to prepare the students 3 glamorous 8 assignment
for reading the passage. 4 role 9 authority
5 media 10 mainly
2. During Reading
p. 94~96
A B C D
1d B-1: P4 – Only the “Big Six” were officially recognized as 1b 1d
2c supermodels. 2c
3a P5 – The supermodels had super-sized salaries.
4c
5b B-2:
1. They were generally 1. They were more famous E F
anonymous. than the clothes they were 1a 1d
wearing. 2b
2. Their role was to display 2. They were in magazines, on
clothes. billboards, and at celebrity
events.
3. They earned regular 3. They earned super-sized
salaries. salaries.

3. After Reading
p. 97
A B C D
1 posed 1 mainly The answers may The answers may
2 assignments 2 officially vary. (This section is a vary.
3 role 3 assignment student-led pair or
4 glamorous 4 role small group discussion
5 mainly 5 billboard that reviews the lesson.
6 authority It is left to the teacher’s
7 billboards discretion to decide how
8 media to teach and answer
9 industry this section.)
10 officially

Unit 5 Lesson 2: Amazing Fashion
1. Pre-Reading
p. 99
A B
The answers may vary. 1 wild 6 commercial
This section is a teacher-led small group discussion. 2 sewing 7 justifiably
It is designed to prepare the students for reading 3 artistic 8 marketing
the passage. 4 exclusive 9 accessories
5 sculpture 10 imagination
2. During Reading
p. 102~104
A B C D
1c B-1: P2 – Originally the term haute couture referred to the 1d 1c
2d creation of exclusive custom clothing, but it now 2a
3a includes one-off designs created for fashion shows.
4a P3 – Haute couture has an important marketing role.
5d E F
1a 1b
B-2:
Original Meanings of Haute Modern Meanings of Haute
Couture Couture
1247 3568

3. After Reading
p. 105
A B C D
1 sculpture 1 exclusive The answers may The answers may
2 accessories 2 artistic vary. (This section is a vary.
3 marketing 3 wild student-led pair or
4 justifiably 4 commercial small group discussion
5 commercial that reviews the lesson.
6 exclusive It is left to the teacher’s
7 imagination discretion to decide how
8 sewing to teach and answer
9 artistic this section.)
10 wild


Lesson 1 Summary: Six Superstar Models
Main Ideas 9. In the beginning, models were not very famous.
1. By the 1990s, they were more glamorous than movie stars.
3. Later, six top models became world-famous and very rich.
6. These models were called supermodels because they changed the
industry.
S. Detail 5. Christy Turlington earned $800,000 for twelve days work.
Lesson 2 Summary: Amazing Fashion

Main Ideas 7. The wild-looking clothing that models wear at fashion shows is a
part of haute couture.
2. Haute Couture is a French term that means “high dressmaking.”
10. Haute couture plays an important role in increasing sales of the
brand’s other products.
8. Haute couture clothing is a type of wearable art.
S. Detail 4. Sculpture is a form of fine arts.

p. 107~108
Down 1b 1 commercial
1. authority 2a 2 assignment
2. billboard 3b 3 exclusive
3. artistic 4b 4 mainly
4. posed 5c 5 accessories
5. accessories 6a 6 billboard
6. media 7a
8c
Across 9b
7. sculptures 10 c
8. role
9. sewing
10. imaginations
11. officially
12. exclusive
3. Discussion
p. 108
section.)

Unit 6 Health: The Human Heart
Lesson 1: An Interesting Organ
1. Pre-Reading
p. 111
A B
The answers may vary. 1 blood vessel 6 fist

This section is a teacher-led small group 2 cell 7 vein
discussion. It is designed to prepare the 3 on the other hand 8 artery
students for reading the passage. 4 stretch 9 romance
5 nutrient 10 in fact
2. During Reading
p. 114~116
A B C D
1b B-1: P2 – The heart has a difficult job because it is the center 1b 1b
2d of the circulatory system. 2d
3b P3 – All animals in the world have hearts, but not all of
4d them are the same.
5a
B-2: E F
Humming Bird the size of a pencil eraser 1,400 1d 1d
times/minute
Human the size of our fist 70 times/minute
Blue Whale as big as a small car 8 times/minute
The smaller the heart is, the faster it beats.

3. After Reading
p. 117
A B C D
1 artery 1 in fact The answers may The answers may
2 In fact 2 on the other vary. (This section is a vary.
3 nutrients hand student-led pair or
4 Romance 3 romance small group discussion
5 cells 4 stretched that reviews the lesson.
6 blood vessels It is left to the teacher’s
7 On the other hand discretion to decide how
8 stretched to teach and answer
9 veins this section.)
10 fist

Unit 6 Lesson 2: Aerobic Exercise
1. Pre-Reading
p. 119
A B
The answers may vary. 1 physical education 6 properly
This section is a teacher-led small group 2 productive 7 membership
discussion. It is designed to prepare the students 3 physician 8 normally
for reading the passage. 4 habit 9 promote
5 creative 10 heart rate
2. During Reading
p. 122~124
A B C D
1d B-1: P3 – Schools are teaching kids to exercise so they will 1d 1c
2b have healthy lives in the future. 2b
3a P4 – Aerobic exercise is now being promoted at work
4b because healthy employees are more productive
5d and creative.
B-2:
People spend more time They are more likely to be E F
watching TV than they do on tired, depressed, or sick. 1b 1d
exercise.
If children learn good exercise Schools are trying to teach
habits when they are young, kids to exercise when they are
they will continue them when young.
they get older.
Employees who get regular Companies are now offering
aerobic exercise are more fitness classes, organizing
productive and creative in company sports programs, or
their jobs. giving free gym membership.

3. After Reading
p. 125
A B C D
1 physical 1 promote The answers may vary. The answers may
education 2 properly (This section is a student-led vary.
2 heart rate 3 productive pair or small group discussion
3 membership 4 normally that reviews the lesson. It is
4 promote 5 creative left to the teacher’s discretion
5 normally to decide how to teach and
6 creative answer this section.)
7 habits
8 physicians
9 productive
10 properly


Lesson 1 Summary: An Interesting Organ
Main Ideas 4. All animals have hearts, including humans.
6. The heart is a muscular organ that pumps blood through our
bodies.
2. The heart is the center of the circulatory system.
8. It’s important to keep our heart healthy.
S. Detail 9. A blue whale’s heart beats 8 times a minute.
Lesson 2 Summary: Aerobic Exercise

Main Ideas 1. Nowadays, people get less aerobic exercise than before, and it
affects their health and happiness.
7. If you get regular aerobic exercise, you can live a long and healthy
life.
10. To promote good health, schools and companies are teaching and
encouraging aerobic exercise.
5. There are many forms of aerobic exercise. Find one you like and do
it regularly.
S. Detail 3. The average American watches four hours of TV a day.

p. 127~128
Down 1a 1 cells
1. fists 2c 2 creative
2. membership 3b 3 circulatory
3. arteries 4c 4 properly
4. physician 5a 5 nutrients
5. stretch 6b 6 habit
6. cell 7c
8a
Across 9c
7. normally 10 b
8. veins
9. creative
10. properly
11. blood vessels
12. productive
3. Discussion
p. 128
section.)

Unit 7 Environmental Issues: Fishing
Lesson 1: Tuna: A Threatened Species?
1. Pre-Reading
p. 131
A B
The answers may vary. 1 quota 6 hopefully
This section is a teacher-led small group discussion. 2 overfished 7 widely
It is designed to prepare the students for reading 3 stock 8 either
the passage. 4 severely 9 succeed
5 carnivorous 10 sustainable
2. During Reading
p. 134~136
A B C D
1c B-1: P3 – The fishing of skipjack tuna is sustainable, but other 1c 1d
2b species have been overfished. 2b
3d P4 – Yellowfin, bluefin, and bigeye have been overfished
E
4c because they are prized for use as sashimi.
1d
5d
2d
B-2:
Bluefin tuna have been severely Bluefin tuna stocks are now
overfished. at risk of collapse. The
population of bluefin
decreased by 92%.
In response to decreasing tuna Tuna are now being farmed
stocks, scientists have been in tanks.
trying to breed tuna in captivity.
If we all play our part. Tuna stocks will recover to
their former levels.

3. After Reading
p. 137
A B C D
1 succeed 1 severely The answers may The answers may
2 severely 2 stock vary. (This section is a vary.
3 either 3 hopefully student-led pair or small
4 hopefully 4 widely group discussion that
5 sustainable 5 succeed reviews the lesson. It is
6 carnivorous 6 carnivorous left to the teacher’s
7 overfished discretion to decide how
8 quota to teach and answer this
9 widely section.)
10 stock

Unit 7 Lesson 2: A Danger to Marine Life
1. Pre-Reading
p. 139
A B
The answers may vary. 1 creature 6 strictly
This section is a teacher-led small group discussion. It 2 regulate 7 controversial
is designed to prepare the students for reading the 3 drift 8 hazard
passage. 4 enforce 9 resolution
5 adopt 10 critically
2. During Reading
p. 142~144
A B C D
1b B-1: P2 – Before the 1980s, driftnets were small and didn’t 1b 1d
2d cause a problem. However, in the 80s and 90s large 2b 2d
3b driftnets were very damaging.
4a P3 - Drift nets can become “ghost nets” and cause huge
E F
5b amounts of damage.
1b 1a
B-2:
1. ⓐ There is a lot of controversy around the use of drift nets.
– Effect
ⓑ Drift nets create large amounts of by-catch – Cause
2. ⓐ Drift nets are sometimes lost and become ghost nets.
– Effect
ⓑ Drift nets are not anchored to the sea bottom or to boats.
– Cause
3. ⓐ Drift nets were catching massive amounts of by-catch
and destroying fishing stocks. - Cause
ⓑ The UN banned the use of drift nets in international
waters. - Effect

3. After Reading
p. 145
A B C D
1 adopt 1 creatures The answers may The answers may
2 hazards 2 critically vary. (This section is a vary.
3 controversy 3 regulated student-led pair or small
4 strictly 4 hazards group discussion that
5 enforcing 5 controversy reviews the lesson. It is
6 creatures left to the teacher’s
7 drifted discretion to decide how
8 resolution to teach and answer this
9 regulated section.)
10 critically


Lesson 1 Summary: Tuna: A Threatened Species?
Main Ideas 1. Overfishing of tuna continues, despite repeated warnings and
recommended quota.
3. The highest grades of tuna are especially prized in Asia for sashimi.
5. Bluefin tuna have been severely overfished, and they are now
threatened.
8. You can help save the wild tuna by not eating threatened species.
S. Detail 9. Some tuna live in tanks.
Lesson 2 Summary: A Danger to Marine Life

Main Ideas 10. In the 1980s and 90s, drift nets were blamed for destroying fish
stocks.
2. Drift nets are controversial because they create large amounts of
by-catch.
7. Sometimes, drift nets become ghost nets and kill all kinds of marine
creatures.
4. Drift net fishing is banned in some places and regulated in others
but it continues to be a problem.
S. Detail 6. The North Pacific Ocean contains tuna, salmon, and squid.

p. 147~148
Down 1b 1 drifted
1. hazard 2b 2 creature
2. severely 3a 3 strictly
3. widely 4c 4 severely
4. resolution 5a 5 carnivorous
5. overfished 6c 6 regulated
6. critically 7b
8a
Across 9c
1. hopefully 10 a
7. quota
8. adopted
9. drift
10. sustainable
11. enforcing
3. Discussion
p. 148
section.)

Unit 8 People and Culture: Yemen
Lesson 1: Discover Yemen
1. Pre-Reading
p. 151
A B
The answers may vary. 1 nearly 6 wallet
This section is a teacher-led small group discussion. 2 economy 7 expert
It is designed to prepare the students for reading 3 religion 8 mountainous
the passage. 4 least 9 custom
5 peaceful 10 steal
2. During Reading
p. 154~156
A B C D
1d B-1: P4 – Religion is a very important part of life in Yemen, and 1b 1d
2b Yemeni art reflects this. 2a
3d P5 – Yemen is a safe country, but it does have problems
4b near its border.
E F
5c
1b 1a
B-2:
1. mountainous 1. mountainous
2. populated 2. less populated
3. receives the most rain 3. stays dry for most of the
year
Yemen has a Yemen has Yemen’s economic

troubled past. developed a lot in future is uncertain.
recent years.

3. After Reading
p. 157
A B C D
1 wallet 1 nearly The answers may The answers may
2 mountainous 2 peaceful vary. (This section is a vary.
3 economics 3 expert student-led pair or small
4 religion 4 least group discussion that
5 custom 5 mountainous reviews the lesson. It is
6 peaceful 6 custom left to the teacher’s
7 expert discretion to decide how
8 nearly to teach and answer this
9 least section.)
10 stealing

Unit 8 Lesson 2: The Skyscrapers Made of Mud
1. Pre-Reading
p. 159
A B
The answers may vary. 1 entirely 6 kingdom
This section is a teacher-led small group discussion. It is 2 paste 7 central
designed to prepare the students for reading the 3 storage 8 comfortable
passage. 4 trader 9 towering
5 fortunately 10 brick
2. During Reading
p. 162~163
A B C D
1d B-1: P2 – Shibam is a town in central Yemen that grew up 1d 1a
2c instead of out. 2a 2b
3b P3 – In Shibam, the tallest mud-brick buildings ever
4b known fill the town.
5b
B-2:
The town was growing but it The town grew up toward the E F
didn’t have much space. sky. 1c 1b
The builders painted on a thick The mud-brick buildings were
paint or paste. protected from rain.
The mud-brick buildings keep Life in the mud-brick
cool in the summer and are buildings was comfortable.
spacious.

3. After Reading
p. 165
A B C D
1 bricks 1 traders The answers may The answers may
2 towering 2 fortunately vary. (This section is vary.
3 Fortunately 3 entirely a student-led pair or
4 central 4 bricks small group discussion
5 comfortable 5 central that reviews the
6 Kingdom 6 comfortable lesson. It is left to the
7 paste teacher’s discretion to
8 traders decide how to teach
9 storage and answer this
10 entirely section.)


Lesson 1 Summary: Discover Yemen
Main Ideas 4. Yemen is a beautiful country with a rich Islamic culture on the
Arabian Peninsula.
7. Yemen is a poor country with many uneducated young people.
3. Most people in Yemen work as farmers and earn little money.
9. Yemen is a safe country, but some areas near the border can be
dangerous.
S. Detail 1. Yemen farmers earn less than $2 per day.
Lesson 2 Summary: The Skyscrapers Made of Mud

Main Ideas 2. Shibam is a top tourist spot because it has the world’s tallest mud-
brick buildings.
10. Tall buildings were built as the town grew because there wasn’t
much space.
6. The mud-brick buildings have a lot of space and are comfortable in
the summer heat.
5. People are trying to protect the buildings because they are in
danger of disappearing.
S. Detail 8. The incense was sold in far-away kingdoms.

p. 167~168
Down 1c 1 bricks
1. expert 2a 2 peaceful
2. entirely 3b 3 religion
3. towering 4b 4 nearly
4. economy 5c 5 storage
5. traders 6c 6 economy
6. kingdom 7a
8b
Across 9a
7. steal 10 b
8. storage
9. paste
10. customs
11. wallet
12. religion
3. Discussion
p. 168
section.)

Unit 9 Our Earth: Coral Reefs
Lesson 1: Underwater Cities in Trouble
1. Pre-Reading
p. 171
A B
The answers may vary. 1 harsh 6 pollution
This section is a teacher-led small group discussion. It is 2 host 7 politician
designed to prepare the students for reading the 3 forever 8 quarter
passage. 4 ecosystem 9 pace
5 megacity 10 shallow
2. During Reading
p. 174~176
A B C D
1c B-1: P2 – A coral reef is an underwater city made of coral. 1d 1c
2b P3 – The reality is that much of the world’s coral is at risk 2a
3d of extinction.
4c B-2: E F
5b What are they made of? They are made of coral which is 1b 1b
the skeleton of a coral polyp. 2b
Where are they found? They are found in shallow tropical

waters.
What do they do? They support about 25% of all
marine life.
Why are they decreasing? They are decreasing because of

irresponsible fishing, pollution, and
climate change.

3. After Reading
p. 177
A B C D
1 harsh 1 quarter The answers may The answers may
2 hosts 2 pace vary. (This section is vary.
3 pollution 3 shallow a student-led pair or
4 megacities 4 politicians small group discussion
5 quarter 5 harsh that reviews the
6 politicians lesson. It is left to the
7 ecosystem teacher’s discretion to
8 forever decide how to teach
9 shallow and answer this
10 pace section.)

Unit 9 Lesson 2: The Belize Barrier Reef
1. Pre-Reading
p. 179
A B
The answers may vary. 1 threat 6 human being
This section is a teacher-led small group discussion. It 2 hemisphere 7 recognition
is designed to prepare the students for reading the 3 biologist 8 global warming
passage. 4 site 9 majority
5 heritage 10 designate
2. During Reading
p. 182~184
A B C D
1b B-1: P2 – The Belize Barrier Reef is becoming more famous 1b 1d
2c and, in 1996, it was designated as a UNESCO World 2c 2b
3c Heritage Site.
4a P3 – The reef is becoming a popular destination for scuba
5c diving and snorkeling because it is packed full of
exotic animals.
B-2: E
The reef is a great destination The reef attracts over 100,000 1b
for scuba diving and visitors. It is Belize’s number
snorkeling. one tourist attraction.
The reef is the second largest It is a UNESCO Natural World

in the world and there are Heritage Site.
hundreds of species of marine
life on the reef.
The reef faces many The reef may not survive in
challenges and threats to its the future.
survival.

3. After Reading
p. 185
A B C D
1 majority 1 threat The answers The answers
2 heritage 2 site may vary. (This may vary.
3 human being 3 majority section is a student-
4 hemispheres 4 recognition led pair or small
5 biologists 5 human being group discussion that
6 threat 6 designated reviews the lesson. It
7 designated is left to the teacher’s
8 Global warming discretion to decide
9 site how to teach and
10 recognition answer this section.)


Lesson 1 Summary: Underwater Cities in Trouble
Main Ideas 4. Coral reefs are built with coral which is the skeleton of a sea animal.
6. Coral reefs support a lot of marine life. They are like underwater
cities.
9. The world’s coral is at risk of extinction as ocean temperatures
continue to rise.
1. We should change our lifestyles to help save our coral reefs.
S. Detail 3. Some people think coral is a lifeless rock.
Lesson 2 Summary: The Belize Barrier Reef

Main Ideas 8. There are hundreds of species of marine life on the Belize Barrier
Reef.
2. The Belize Barrier Reef is a protected heritage site and only 10% of
it has been researched.
7. The Belize Barrier Reef is a popular tourist attraction.
5. Many factors, including global warming, are damaging the Belize
Barrier Reef.
S. Detail 10. Belize is in the Northern Hemisphere.

p. 187~188
Down 1b 1 harsh
1. ecosystem 2a 2 pace
2. biologist 3c 3 politician
3. majority 4c 4 threat
4. quarter 5a 5 megacity
5. politicians 6b 6 majority
6. forever 7b
8a
Across 9b
7. site 10 c
8. pollution
9. global warming
10. heritage
11. megacity
12. hemisphere
3. Discussion
p. 188
section.)

Unit 10 A “How-to” Guide: Doing Well at School
Lesson 1: How to Survive a Bad Report Card
1. Pre-Reading
p. 191
A B
The answers may vary. 1 semester 6 participation
This section is a teacher-led small group discussion. 2 failure 7 recommendation
It is designed to prepare the students for reading the 3 behavior 8 grade
passage. 4 at least 9 report card
5 commitment 10 classic
2. During Reading
p. 194~195
A B C D
1b B-1: 1d 1a
2b 1. Bad test 2b
3d 2. Lack of participation You get bad grades. E
4c 3. A failure to complete 1a
5b homework 2d
1. You will be worried.
You get a bad report card. 2. Your parents will be
angry.
B-2:
You got bad report card.
Talk to your teacher and find out how your grades were
calculated.
You can solve the problem on If you have been studying

your own. hard and still got a bad grade
Change your behavior. Get some extra help.
Make a detailed plan of how you will improve your grades.
Talk to your parents.

3. After Reading
p. 197
A B C D
1 failure 1 failure The answers The answers
2 classic 2 recommendation may vary. (This may vary.
3 behavior 3 classic section is a student-
4 semester 4 commitment led pair or small
5 recommendation 5 grades group discussion that
6 participation 6 semester reviews the lesson. It
7 commitment is left to the teacher’s
8 report card discretion to decide
9 at least how to teach and
10 grades answer this section.)

Unit 10 Lesson 2: Playing It Cool with Bullies
1. Pre-Reading
p. 199
A B
The answers may vary. 1 incident 6 bully
This section is a teacher-led small group discussion. It is 2 pretend 7 aggressive
designed to prepare the students for reading the 3 violence 8 bother
passage. 4 ignore 9 regardless
5 vulnerable 10 confrontation
2. During Reading
p. 202~204
A B C D
1c B-1: P2 – The bullies’ main goal is to make you upset so they 1c 1b
2d feel in control. 2a
3a P3 – When it is impossible to ignore a bully, you will have
4c to take more aggressive steps.
5b B-2: E F
What bullies do What students who are being 1d 1c
bullied should do 2d
235 146

3. After Reading
p. 205
A B C D
1 incident 1 vulnerable The answers may The answers may
2 regardless 2 confrontation vary. (This section is a vary.
3 aggressive 3 ignore student-led pair or
4 confrontation 4 incident small group discussion
5 violence 5 bother that reviews the lesson.
6 bother 6 aggressive It is left to the teacher’s
7 ignore discretion to decide how
8 vulnerable to teach and answer
9 bully this section.)
10 pretended


Lesson 1 Summary: How to Survive a Bad Report Card
Main Ideas 5. If you get a bad report card, it’s important to figure out what to do
next.
8. Learn from your failures.
10. Talk to your teacher, make a commitment to change your behavior,
or get some help.
2. Make a detailed plan on how you will improve your grades and talk
to your parents.
S. Detail 7. There is nothing you can do to change the past.
Lesson 2 Summary: Playing It Cool with Bullies

Main Ideas 1. Most bullies make others feel bad so they feel better about
themselves.
3. Change your seat in class and walk away if a bully approaches you.
4. Report the bully to a teacher and never get in a fight with them.
9. If you follow these simple steps, you will survive the bully at your
school.
S. Detail 6. The bully will get in trouble.

p. 207~208
Down 1b 1 failure
1. participation 2b 2 An incident
2. classic 3a 3 confrontation
3. ignore 4c 4 bothering
4. commitment 5a 5 recommendation
5. bullies 6c 6 report card
6. vulnerable 7c
8b
Across 9a
1. pretended 10 b
6. violence
7. report card
8. behavior
9. at least
10. aggressive
3. Discussion
p. 208
section.)

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Reading World 1

Unit 1 Animals: Living Fossils Unit 6 Health: The Human Heart

Reading World 1_ Answer Key_ e-future 1

Reading World 1_ Answer Key_ e-future 2

4 response 4 target group discussion that

5 distinct 5 response reviews the lesson. It is

6 classify 6 status left to the teacher’s

7 operate discretion to decide how

8 fossils to teach and answer this

Reading World 1_ Answer Key_ e-future 3

They have a streamlined body. They can swim swiftly.

Reading World 1_ Answer Key_ e-future 4

4 thrive 4 thrive small group discussion

5 Therefore 5 despite that reviews the lesson.

6 unlikely 6 unlikely It is left to the teacher’s

7 fearsome discretion to decide how

8 enabled to teach and answer

9 jaw this section.)

Reading World 1_ Answer Key_ e-future 5

1. Summary and Discussion

Lesson 2 Summary: The Most Powerful Jaws in the World

Reading World 1_ Answer Key_ e-future 6

Reading World 1_ Answer Key_ e-future 7

Reading World 1_ Answer Key_ e-future 8

4 mixture 4 flavor small group discussion

5 touching 5 knowledgeable that reviews the lesson.

6 fancy It is left to the teacher’s

7 decoration discretion to decide how

8 financially to teach and answer

9 knowledgeable this section.)

Reading World 1_ Answer Key_ e-future 9

Reading World 1_ Answer Key_ e-future 10

4 chef 4 prohibited led pair or small

5 soggy 5 enterprise group discussion that

6 grated 6 escaped reviews the lesson. It

7 crunchy is left to the teacher’s

8 enterprise discretion to decide

9 escaped how to teach and

10 raw answer this section.)

Reading World 1_ Answer Key_ e-future 11

1. Summary and Discussion

Lesson 2 Summary: The Story of a Special Salad

Reading World 1_ Answer Key_ e-future 12

Reading World 1_ Answer Key_ e-future 13

Reading World 1_ Answer Key_ e-future 14

4 effects 4 boundary led pair or small

5 boundary 5 effects group discussion

6 thrill 6 elderly that reviews the

7 involved lesson. It is left to

8 consideration the teacher’s

9 approaching discretion to decide

10 pregnant how to teach and

answer this section.)

Reading World 1_ Answer Key_ e-future 15

Reading World 1_ Answer Key_ e-future 16

4 fearful 4 loop small group discussion

5 upside down 5 fearful that reviews the lesson.

6 calculate It is left to the teacher’s