Real Reading 4: Creating An Authentic Reading Experience

TEACHER’S MANUAL
REAL READING 4
Creating an Authentic
Reading Experience
ALICE SAVAGE
DAVID WIESE
Series Consultant
PAUL NATION
Real Reading 4
Teacher’s Manual
Copyright © 2011 by Pearson Education, Inc.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any
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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.
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ISBN-10: 013502773X
ISBN-13: 9780135027738
1
CHAP-
CONTENTS
Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
Model Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Unit Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Student Book Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Scope and Sequence
Reading Vocabulary Vocabulary

Unit Chapter
Skill Skill Strategy
1
Understanding
1 Earworms
Basic Text
Nouns, Verbs,
Organization Making Word
Adjectives, and
Cards
Adverbs
The Science of 2 How We Use Sound Previewing and
Sound Predicting
Recognizing
2 3 Tokyo Farmer
4 My Invisible Garden
Point of View
Understanding
Figurative
Similes vs.
Metaphors
Finding the
Core Meaning
of Words
In The Garden Language
3
5 Manners: Do Children
Really Need Them? Learning
Understanding Phrasal Verbs
Implied Main Phrasal Verbs Through
Ideas Example
Children and 6 The Nanny Diaries Sentences
Manners
Fluency Practice 1 Reading 1 Crows’ Brains

Reading 2 Building a Better Robot
7 The Biggest Trees on
4 Earth
8 Up a Tree
Scanning
Visualizing
Nouns as
Adjectives and
Verbs
Guessing
Meaning from
Context
Tall Trees
Understanding
5
Figurative Using Word
9 On Turning Ten
Language — Cards: Different
Multiple Levels Numerical Types of Cards
of Meaning Prefixes for Different
The Time of Your Types of
10 A New Take on the
Life Understanding Learning
Golden Years
Examples
11 Feeding the Children
6 Well Distinguishing
Fact from
Opinion
The Prefixes
anti-, de-, and
re-
Choosing
Which Words to
Study
Food for Thought 12 Meat Under Fire
Fluency Practice 2 Reading 1 Running Around the World

Reading 2 Trends in Tourism
iv Scope and Sequence

Reading Vocabulary Vocabulary
Unit Chapter
Skill Skill Strategy
7 13 Another Earth
Paraphrasing
Understanding
The Prefixes
inter- and extra-
Using Word
Cards: Adding
Pictures to
Astronomy: Is Example
Visual Aids
Anybody Out 14 Seeing Is Believing Sentences
There?
8
15 The Small House
Movement Using Word
Identifying Key
Roots Parts to Guess
Details
16 Twenty-four Rooms Meaning
Less Is More in One
9
17 How to Survive a
Mountain Lion Attack
Following Steps The Keyword
Onomatopoeia
in a Process Technique
Face-to-Face with 18 Life of Pi
Big Cats
Fluency Practice 1 Reading 1 Why Are We Shy?

Reading 2 Choosing to Be Different
Identifying
19 Reaching Our Limits:
10
Rhetorical Using Word
Welcome to 2100 Structure Cards:
Collocations Changing
20 Desert State Puts Oil Recognizing Order and
Sustainability Wealth Into World’s First Multiple Text Grouping
Sustainable City References
11 21 Keeping an Eye on
the Sky Understanding
APA and MLA
Style
The Prefix
multi-
Using Different
Learning Styles
Multitasking: Can 22 The Effects of
You Handle It? Multitasking
12 23 The Next Billion
Making
Connections
Expressions
Using an Online
Concordancer
to Learn More
Doing Business 24 A Company Prospers by about Idioms
in the Developing Saving Poor People’s and Expressions
World Lives
Fluency Practice 2 Reading 1 A Cleaner Way to Shop?

Reading 2 Your Second Life
Scope and Sequence v

MODEL
LESSON
PLAN
1
CHAP-
HOW TO USE THE LESSON PLAN
Overview of Unit Format

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

This lesson plan can serve as a generic guide for any unit in the Student Book.
• Suggested methods for delivering instruction for each section or activity in a unit are
presented.
• Alternative ways to handle each activity are provided under the heading Variations.
These options allow instructors to vary the way they treat the same activity from chapter
to chapter and in so doing to identify the methods that work best for a specific class or
individual students.
Think Before You Read
Each unit begins with a thought-provoking opener that introduces students to the unit theme,
elicits vocabulary relevant to the theme, and includes discussion questions to activate
students’ prior knowledge and stimulate interest.
A. and B. (approximately 10 minutes)
• Ask students to silently read the discussion questions. Answer any questions the students
have. Then elicit one possible answer for the first discussion question. Give students a few
minutes to read the discussion questions.
• Have students label everything that they see in the pictures. If they do not know a word in
English, they should look it up in a translation dictionary or ask the instructor or a
classmate.
• Have students form pairs or small groups to discuss their answers. Tell them they will
report at least one of their answers to the class. Instruct them to write any new words they
encounter on the New Words pages in the back of the book.
• After 10 minutes, ask several students to share their answers.
2 Model Lesson Plan

Variations
• Ask students to answer the discussion questions in writing at home. Have them read their
partner’s or group members’ answers in class and discuss their answers.
• Assign one discussion question per pair or small group. Have each pair or group discuss
the question and report their ideas to the class.
• Start listing important vocabulary on the board that comes out of the class discussion or
your reaction to students’ responses. Ask about students’ familiarity or knowledge with the
words. Offer other examples of and contexts for the words as necessary.
• Choose one discussion question and have each student do a one-minute freewrite to
expand ideas generated from the discussion. The students’ writing can be passed around
the class or reviewed in small groups to encourage further feedback and discussion. The
activity may also serve as a closure to the discussion.
• After students have discussed the questions, ask them to write for 1 to 3 minutes in
answer to the questions. Have students exchange their writing with a partner or group
member and compare their ideas.
Prepare to Read
This section previews words and phrases that students will encounter in the reading. Students
reflect on what they already know and then answer questions about the topic.
A. (approximately 10–15 minutes)
• Tell students that they will be learning new vocabulary that they need for the readings in
the chapter and reading in general. Explain that learning a word is a gradual, cumulative
process, and that this activity is designed to raise their awareness of what it means to
know a word. Although some of the words in the list may be familiar to students, that
does not necessarily mean that they know the word well enough to be able to use it in
their own speech and writing. Conversely, they might be able to pronounce and spell the
word perfectly, and yet not really know what it means.
• Tell them that almost all of the vocabulary words that are targeted in this book are
high-frequency words, so they are very useful for English language learners. Tell students
they will see these words in general texts like magazines and newspapers, as well as in
academic texts like textbooks and journal articles.
• Have students complete the vocabulary exercise without using a dictionary. Tell them to
pay close attention to what they already know about the words, as well as what they need
to learn.
• Have students compare their answers with a partner. Walk around the class to monitor
discussions. Listen for students’ knowledge of the words. Make notes on any particular
problems or misunderstandings you notice so that you can focus on them later.
• Bring the class together. Pronounce all targeted words for students, and have students
repeat after you. Refer to the Pronunciation Table at the back of the book as necessary.
List the vocabulary on the board. Ask for volunteers from each group to write stress
markers and example sentences for the target vocabulary on the board. Then bring the
class together and elicit corrections if necessary.
Model Lesson Plan 3

Variations
• Have students complete the exercise for homework and compare answers with a partner.
• Categorize the vocabulary according to part of speech. Write the headings Noun, Verb,
Adjective, and Adverb on the board. Have students copy the headings on paper. In pairs 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. (approximately 5–10 minutes)
• Have students work in pairs to complete the exercise.

• Have students label everything that they see in the pictures. If they do not know a word 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 (approximately 10–15 minutes)
Each unit contains one or two key reading skills.

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

• Ask and answer questions to confirm that students comprehend the skill. For example,
you might ask them how previewing is different from predicting, or when they should
scan a text rather than skimming it.
• Recycle previously taught skills in future units to promote greater mastery.
Variations
• Assign two students to prepare a short 2–3 minute lesson that describes what the skill is,
when it is used, and why it is helpful. Have students present the lesson and answer
questions that the class has. Monitor as necessary. Have students take the class through
Exercise C to check answers.
• Offer examples of using the skill by bringing in other texts or using texts you have found
online. Make the texts short, simple, and level-appropriate.
• Have students keep a Reading Skill log that lists the reading skills from the book in one
column, a short definition of the skill in the second column, its occurrence (pre-, during,
post-reading) in the third column, and a blank fourth column for the number of times they
use the skill. As students read the texts in the book or outside texts, have them keep track
of the skills they are using by putting a checkmark () every time they use a skill.
C. (approximately 5–10 minutes)
• 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 (approximately 10–15 minutes)
Each unit contains two major readings. Vocabulary is tightly controlled, and target words are
recycled from one chapter to the next within a unit and from unit to unit.
• Preview the reading by looking at the title, subtitles, illustrations, and boldfaced target
vocabulary. Have students guess the topic, main idea, and purpose of the reading from
their previewing.
• Tell students to read each reading two or three times.
• Encourage students not to use a dictionary the first time they read because it interrupts the
reading comprehension process. Tell students to focus on main ideas during the first read
even if some words are unfamiliar. The second time, have students reread and mark
Model Lesson Plan 5

unfamiliar vocabulary words. On the third reading, let students use a dictionary to look up
words they do not know, and that seem important to their comprehension of the text. Point
out that if they can understand the sentence by merely eliminating the unknown word,
then it is probably not necessary to learn that word, at least not for the moment.
• Encourage students to develop and use annotating as they read. Tell students to underline
or highlight main ideas and important details. Also, have them make notes in the margins
about things they don’t understand or that they find particularly interesting. This will
make it easier for them to participate in a class discussion of the reading.
Variations
• Have students read the text for homework. Tell students to follow the above system of
reading, and be prepared to respond to questions about the main ideas and details of the
reading.
• Begin discussion of the reading by writing a question on the board about a main idea of
the text. Give students a few minutes to answer the question with a partner with their
books closed.
• Play the audio recording of the reading. Have students read along silently as they listen to
the audio.
• Using the audio recording, play a selected section of the reading. Have students retell the
main point of the section in small groups or as a class.
• Give students 10–15 minutes to read the essay or article in class for timed-reading
practice. Explain that research has shown that if readers push themselves to read at a
faster than comfortable rate, they often have a higher comprehension of the reading. Have
students use a large index card or folded white paper to cover up the lines in the reading,
moving the card or paper downward on the page as they read. Students can time
themselves by recording their start and end times, and calculating their reading rate using
this formula (the number of words in each reading is provided in the Unit Notes):
number of words in reading ⴜ total time in seconds 60 ⴝ words per minute
This will motivate students to increase their reading speed. Do not let them use
dictionaries.
• Have students take turns retelling the main points of a reading as a whole or paragraph by
paragraph to a partner. Circulate through the room, assisting students with difficult
passages. Especially difficult passages may merit a whole-class discussion.
• Have students write a “one-minute” summary of the introduction (or another section) of a
reading as a type of pop quiz. Teachers may wish to collect the summaries and grade
them, especially with students who are not keeping up with reading assignments.
• Assign small groups the task of carefully rereading sections of a reading. One group
member should be prepared to explain the gist of the section to the entire class, with other
group members taking notes on main points, and still others using a dictionary to make
word cards on difficult target vocabulary from the passage.
• Have students complete a graphic organizer based on the ideas in a reading. Helpful
organizers include Venn diagrams, KWL charts (what I know, what I want to learn, what I
learned), and timelines.
• Divide the reading into four or five parts. Assign one group of students for each part. Have
each group make a poster that identifies the main idea of the section and lists any
important vocabulary with definitions or example sentences. Students can also draw a
picture or symbol that represents the main idea of their section. Have each group present
their poster to the rest of the class.
6 Model Lesson Plan

• Divide students into permanent study groups. Study groups can serve as resources inside
and outside the class to discuss reading texts, help each other with difficult passages, and
check each other’s homework. They can also study together before exams.
Vocabulary Check (approximately 5–10 minutes)
This section gives students an opportunity to focus on the meaning of the target vocabulary
before completing the comprehension activities.
• Have students complete the exercise for homework.
• Have students check answers with a partner. Circulate and answer questions.
• Go over the answers with the class. Write the target vocabulary words on the board.
• Practice group and then individual drilling of words that are challenging for students to
pronounce. Indicate stressed syllables on the board.
Variations
• Have students complete the exercise with a partner or small group. Circulate through the
room, assisting students with any items they have difficulty with.
• Ask students to identify grammatical clues in the items. For example, if the blank is
preceded by an article—a, an, or the—the item is likely a noun. If the blank is preceded
by a subject, the item is likely a verb. Have students notice the grammatical clues in the
items as well determine the part of speech for each word.
• Have students look back at the reading to identify collocations with the boldfaced target
vocabulary. Have them write sentences about the reading using three to five collocations.
Bring in collocations dictionaries for students to reference in small groups as they write
their sentences, or make photocopies of particular entries you want them to focus on.
Have students write example sentences on the board. Answer any questions students have.
Read Again / Comprehension Check (15–20 minutes)
The reading goal gives students a purpose for rereading the text before completing the
comprehension activities. Engaging and varied exercises help students achieve the reading
goal. Target vocabulary is recycled, giving students additional exposure to high-frequency
words and expressions.
• Emphasize to students the importance of second and third readings. Tell them that each
time they read, they should have a particular goal in mind. Offer examples of times you
have read with different goals and purposes in mind. Ask students for their own examples.
• Have students look at the Reading Goal for the reading. Ask students how they will
achieve the goal. Help them identify what strategies they can use to complete the task,
including ones previously learned. Explain that the exercises in the Comprehension Check
will help them to achieve the goal.
• Have students complete the exercises for homework.
• Have students compare their answers in pairs or small groups. Circulate and check their
answers.
• As you circulate, make note of any items students had difficulty with. Bring the class back
together to discuss the difficult items.
Model Lesson Plan 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 5–10 minutes, and then have partners score each other’s quizzes.
• Assign individual exercises or parts of exercises to specific pairs or groups. Ask a student
in each pair or group to report answers to the class.
• Bring in outside readings on the topic of the unit readings to give students additional
reading practice. Outside readings should be short and easy enough to be read quickly, for
example, in the minutes before class begins, or as an end-of-class activity or short quiz.
Have students identify main ideas. Have them look for any connections they see between
the outside reading and book text. Look for any target vocabulary in the reading to point
out to students.
Discuss (10–15 minutes)
Each unit contains two post-reading discussion activities. A variety of activities for small-
group or pair work encourages students to use vocabulary from the current unit as well as
previous units.
• Have students preview the discussion questions. Answer any questions.
• Have students answer the questions in small groups. Tell them they will report at least one
of their answers to the class.
• Circulate and take notes on students’ responses.
• Call on students to share their answers. Encourage them to use the target vocabulary in
their responses. Write the target vocabulary on the board for reference.
Variations
• Encourage students to work with different partners for each discussion activity.
• Have students answer the questions in pairs. Assign one discussion question per pair. Then
group two pairs together to share and compare responses as a small group.
• As students share their responses in groups or with the whole class, ask follow-up
questions using the target vocabulary of the chapter. Ask students to answer in complete
sentences using the target vocabulary. Put a check mark () next to the words for each
instance students use the word in the discussion.
• After students have discussed the questions, have them write for 1–3 minutes in answer to
one of their questions. Have students exchange their writing with a partner and compare
their ideas.
• Ask students to answer the discussion questions in writing at home. Have them read their
partner’s or group members’ answers in class and discuss their answers.
8 Model Lesson Plan

Vocabulary Skill Building (10–15 minutes)
There is one vocabulary skill building exercise per unit. This section offers presentation and
practice with common vocabulary skills.
• Write the name of the vocabulary skill on the board.
• Have one student read the instruction text aloud.
• Answer any questions students have about the vocabulary within the instructional text.
• Elicit the answer to the first item of the exercise as an example.
• Have students complete the exercise. Circulate to answer questions and confirm that
students comprehend the skill.
• Ask several students to report their answers to the class.
• Ask students to explain how the vocabulary skill can be useful when reading.
• Recycle previously taught vocabulary skills in future units to promote greater mastery.
Variations
• Have students answer the practice questions in pairs. Ask students to recall the skill while
going over the answers together as a class.
• Have students answer the practice questions for homework. Have them compare their
answers with a partner or group members. Ask several students to report their answers.
• Assign pairs of students to present the skill to the class.
• Have students use their dictionaries in class to find other examples of the vocabulary skill.
Use the targeted words in the unit whenever possible.
Learn the Vocabulary
A., B., and C. (15–20 minutes)

Each unit contains one Learn the Vocabulary section, which challenges students to practice
strategies and techniques outlined by Paul Nation that will help them to acquire not only the
target vocabulary but also vocabulary beyond the text.
• Write the name of the vocabulary strategy on the board.
• Have one or more students read the instructional text aloud.
• Answer any questions students have about vocabulary within the instructional text.
• Elicit the answer to the first item of the exercise as an example.
• Have students complete the exercise. Circulate to answer questions and confirm that
students comprehend the skill.
• Help students notice that they have been building on their vocabulary knowledge
throughout the unit. Emphasize the importance of identifying new words and how their
knowledge of the words has changed and improved.
Model Lesson Plan 9

• Finish by bringing the class together as a whole. Ask students to keep the skill in mind as
they learn vocabulary in future units.
• Recycle previously taught Learn the Vocabulary strategies in future units to promote
greater mastery.
Variations
• Have students test each other using the word cards they made. Have students read or show
one side of the card and have their partner guess the other side (e.g., a word, a definition,
a picture)
• Have students use their word cards to play review games, such as charades. Divide the
class into two or three teams. Have students choose a word from their word card list to act
out in front of the class to their team. Have the team guess the word. Give each team a
point for a correct guess, marking their totals on the board.
• Have students work in groups of four or five to write a story. Have each student in the
group choose a word from their word cards. Give the groups 10–15 minutes to write a
story using all the words. If necessary, offer possible topics, such as The Best Day of My
Life, A Great Surprise, or An Unlucky Day.
Fluency Practice (approximately 30–60 minutes)
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 (approximately 5–10 minutes)
• Present the fluency strategy. Read through important points or call on a student to read the
strategy box aloud.
• Ask students how the strategy can improve their fluency while reading.
• Ask and answer questions to confirm that students comprehend the skill.
Variations
• Have students read the strategy box for homework. The next day, call on students to
explain the skill. Make notes on the board that define the skill, explain its purpose, and
identify its importance.
Before You Read (approximately 10–15 minutes)
• 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 Model Lesson Plan

Variations
• Have students complete the exercises for homework. Ask students to write their answers
on paper. Have students compare their answers in small groups. Circulate and answer any
questions.
Read
A. and B. (approximately 10–20 minutes)
• Have students work individually to complete the reading and time themselves.
• If necessary, help students calculate their reading speed.
• Have students record their reading speeds in the Fluency Progress Chart at the back of
the book.
Variations
• Have students complete Exercise A (first timed reading) at home. Then have 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 (approximately 10–15 minutes)
• Have students complete the exercises individually. Circulate and answer any questions.
• Refer students to the Fluency Practice Answer Key at the back of the book. Have 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 (approximately 10–15 minutes)
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 tests—available in both Microsoft Word and PDF formats—appear online
in Test Master. They allow teachers to evaluate students’ progress and to identify areas where
students might have problems developing their reading and vocabulary skills. The tests
should be given upon completion of the corresponding units. Answer keys are provided to
make marking the tests as straightforward as possible.
There is a test for each of the 12 units. Every test begins with a reading that ties in with the
unit theme. The reading is followed by three parts:
• Part 1: Comprehension
The Comprehension section tests students’ understanding of the reading and their ability
to apply the reading skill(s) introduced in the unit.
• Part 2: Vocabulary
The Vocabulary section assesses students’ knowledge of the target vocabulary.
• Part 3: Vocabulary Skill Building
The Vocabulary Skill Building section tests students’ mastery of the vocabulary skill
introduced in the unit.
12 Model Lesson Plan

UNIT
NOTES
1
UNIT
THE SCIENCE OF SOUND
CHAP-
CHAPTER 1 EARWORMS
CHAPTER 2 HOW WE USE SOUND
OVERVIEW
UNIT THEME: Audio Technology

This unit focuses on the science of sound, how it affects the brain, and how it can be used in the
development of new technologies.
CHAPTER 1
“Earworms” tries to answer the question Why does certain music can get stuck in the head?
(870 words)
Target Vocabulary: catchy, consciousness, device, familiar, function, get rid of, hum, infect, invade,
itch, phenomenon, subjected, susceptible, tune
CHAPTER 2
“How We Use Sound” discusses five recent technologies that are based on using sound in unusual
ways. (732 words)
Target Vocabulary: acoustic, activate, beam, deafening, frequency, high-pitched, innovation,
lethal, offensive, restore, temporarily
SKILLS AND STRATEGIES

Reading Skills: Understanding Basic Text Organization; Previewing and Predicting
Vocabulary Skill: Nouns, Verbs, Adjectives, and Adverbs
Learn the Vocabulary Strategy: Making Word Cards
Follow-up Activity: Speaking and Writing

A. Have students ask and answer the questions in small groups. Tell them to use as many
target words as possible.
1. How often do you listen to music, podcasts, or other audio recordings? Rarely?
Sometimes? Often? Explain.
2. When was the last time you had an earworm? Do you get them often? Explain.
3. Based on the answers given in your group, do you agree that earworms happen more
frequently to people who listen to a lot of music?
B. Have students answer the questions from Exercise A in writing. Ask them to underline the
target words in their answers.
14 Unit Notes
12
UNIT
IN THE GARDEN
CHAP-
CHAPTER 3 TOKYO FARMER

CHAPTER 4 MY INVISIBLE GARDEN
OVERVIEW
UNIT THEME: Gardening and Agriculture

This unit focuses on the pleasures of working in traditional and not so traditional gardens.
CHAPTER 3
“Tokyo Farmer” is a blog about the rooftop farms on Tokyo skyscrapers. (809 words)
Target Vocabulary: affectionately, bloom, clamor, drudgery, fade, self-sustaining, shade, story,
strain, sway, urban, wander, weed
CHAPTER 4
In “My Invisible Garden,” a writer details her passion for her garden and gardening. (953 words)
Target Vocabulary: affair, bring up, dose, gorgeous, in exchange for, lose track of, mineral,
profound, recount, rough, settle for, shot (a photograph), trail off, transplant, uncomprendingly

Reading Skills: Recognizing Point of View; Understanding Figurative Language
Vocabulary Skill: Similes vs. Metaphors
Learn the Vocabulary Strategy: Finding the Core Meaning of Words
Follow-up Activity: Writing, Speaking, and Listening

A. Have students work in groups to choose an area of the campus or city that would be
appropriate for starting a community garden. Tell them to use as many target words as
possible in their discussion.
B. Have students write (or present) a proposal for the site answering the following questions.
1. Where is the site? Who owns it?
2. How will the site benefit the community?
3. What can be planted there?
4. Who would the gardeners be?
5. What would happen to any fruits or vegetables that are grown in the garden?
Unit Notes 15
13
UNIT
CHILDREN AND MANNERS
CHAP-
CHAPTER 5 MANNERS: DO CHILDREN REALLY NEED THEM?

CHAPTER 6 THE NANNY DIARIES
OVERVIEW
UNIT THEME: Early Childhood Education and Literature

This unit focuses on the effects that permissive styles of parenting have on children and the people
who take care of them.
CHAPTER 5
In “Manners: Do Children Really Need Them,” a pediatrician shares thoughts about the benefits of
good manners and the possible consequences of neglecting to teach appropriate behavior to
children. (917 words)
Target Vocabulary: consideration, grief, helpless, impulsive, manipulate, manners, proceed,
reinforce, scream at the top of (their) lungs, slam, wail, writhe
CHAPTER 6
In this excerpt from The Nanny Diaries, a young nanny takes a job caring for a four-year-old from a
wealthy New York family. (833 words)
Target Vocabulary: authoritative, clear (one’s) throat, field of vision, jerk, moan, pleadingly, poll,
propel, remainder, remedy, sob, steady, straighten up, with ease

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

Have students work in pairs to discuss and write a suggestion for each of the situations. Tell
them to use as many target words as possible.
1. In a restaurant, a child sobs loudly when his mother will not let him eat his food with
his hands.
2. At home, a child slams the door after entering or leaving, even after being asked to
stop.
3. A child tells her parents friends to do things for her in an authoritative voice.
16 Unit Notes
14
UNIT
TALL TREES
CHAP-
CHAPTER 5 THE BIGGEST TREES ON EARTH

CHAPTER 6 UP A TREE
OVERVIEW
UNIT THEME: Trees

This unit focuses on the biology of the world’s tallest trees and the attraction that they hold for
young people.
CHAPTER 5
“The Biggest Trees on Earth” gives biological information about the redwood forests along the
Pacific coast. (848 words)
Target Vocabulary: assume, diameter, ecosystem, emerge, frontier, giant, limb, manage to,
penetrate, rot
CHAPTER 6
In “Up a Tree” a new girl in a California town makes her first friend when they climb a tree
together. (1,113 words)
Target Vocabulary: alert, bush, cylinder, desperately, foliage, gap, grab, gravity, layer, lean, leap,
shrug, swing, tangle, work (one’s) way

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

Have students do online research to find out more about different kinds of tropical, pine, or
hardwood forests around the world. Once they have identified a forest to study, such as the
tropical rain forest in Costa Rica, they should prepare a short presentation that answers
specific questions such as Where in the world is the forest? What is the climate like? What
kinds of trees and animals live in the forest? What can people see if they visit? Tell them to
use as many target words as possible. The class should listen for answers to these questions
during the presentation.
Unit Notes 17
15
UNIT
THE TIME OF YOUR LIFE
CHAP-
CHAPTER 9 ON TURNING TEN

CHAPTER 10 A NEW TAKE ON THE GOLDEN YEARS
OVERVIEW
UNIT THEME: Ages and Stages of Life

This unit gives two perspectives on different stages of life. One is a poem about youth, and the
other is an examination of aging at a time when people are living longer.
CHAPTER 9
In “On Turning Ten?” the author explores what it feels like for a child facing a tenth birthday.
(259 words)
Target Vocabulary: come down with, digit, disfiguring, drain, insight, look back, psyche,
simplicity, skin, solemnly, soul, turn (ten) wizard
CHAPTER 10
“A New Take on the Golden Years” discusses four factors shared by people who live long,
reasonably healthy lives. (896 words)
Target Vocabulary: anticipate, breakthrough, flexibility, in sum, likelihood, one thing leads to
another, pursue, spare, strenuous, take up, volunteer

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

A. Write four or five stages of life on the board (e.g., childhood: 0–10, young adulthood:
11–20, adulthood: 20–40, middle-age: 40–60, retirement: 65⫹). Have students initial the
stage that they think is the most satisfying. Have groups who share opinions sit together
and discuss why theirs is the best stage. Tell them to use as many target words as
possible.
B. Have students write a short essay expressing their opinions about the stage of life they
have chosen. If there is time, have them exchange papers with a partner and write a
response.
18 Unit Notes
16
UNIT
FOOD FOR THOUGHT
CHAP-
CHAPTER 11 FEEDING THE CHILDREN WELL

CHAPTER 12 MEAT UNDER FIRE
OVERVIEW
UNIT THEME: Food and Nutrition

This unit explores dietary trends that affect school lunches and attitudes toward eating meat.
CHAPTER 11
“Feeding the Children Well” features the work of a chef who has the mission of making school
lunches healthier. (740 words)
Target Vocabulary: curriculum, dedicated, defrost, exhort, follow suit, fossil fuel, made from
scratch, organic, overhaul, produce, remodel, spacious, stock
CHAPTER 12
“Meat Under Fire” presents several perspectives on vegetarianism and meat eating. (745 words)
Target Vocabulary: acre, advocate, cite, consumption, digest, grain, objection, on the defensive,
reluctantly, texture, willing

Reading Skill: Distinguishing Fact from Opinion
Vocabulary Skill: The Prefixes anti-, de-, and re-
Learn the Vocabulary Strategy: Choosing Which Words to Study

A. Have students ask and answer the questions with a partner. Tell them to use as many
1. In your opinion, what should go into a healthy school lunch?
2. In what ways should schools be involved in educating children about diet?
3. What do you think parents should teach children about diet?
B. Have students answer the questions from Exercise A in writing. Remind students to use
adjective forms correctly in their writing. Ask them to underline the target words in their
answers.
Unit Notes 19
17
UNIT
ASTRONOMY: IS ANYBODY
CHAP-
OUT THERE?
CHAPTER 13 ANOTHER EARTH
CHAPTER 14 SEEING IS BELIEVING
OVERVIEW
UNIT THEME: Astronomy

This unit discusses the possible existence of other inhabitable planets and whether and how it
might be possible to travel to them.
CHAPTER 13
“Another Earth” explains some of the ways astronomers can now identify Earth-like planets in
space. (826 words)
Target Vocabulary: being, credible, criteria, dismiss, envy, essential, extraterrestrial, galaxy, launch,
mainstream, orbit
CHAPTER 14
“Seeing is Believing” points out that even if we could find a habitable planet, it would be difficult
to get there, and it suggests some possibilities. (790 words)
Target Vocabulary: account, fabric, fundamental, literally, overestimate, planetarium, probe,
prompt, punch, shortcut, skepticism, vast, worthy

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

A. Have students work in small groups to paraphrase the statements.
1. There are over 100 billion stars in our galaxy, known as the Milky Way.
2. The possibility that extraterrestrial life can visit earth is worthy of investigation.
3. Although water may exist on the planet, it is probably in the form of gas, not liquid.
4. There have been countless accounts of alien visitations around the world, but one of
the things that prompts skepticism is how aliens would get here in the first place.
B. Have groups write their paraphrases on the board. Vote for the most interesting, shortest,
or clearest paraphrase.
20 Unit Notes
18
UNIT
LESS IS MORE
CHAP-
CHAPTER 15 THE SMALL HOUSE MOVEMENT

CHAPTER 16 TWENTY-FOUR ROOMS IN ONE
OVERVIEW
UNIT THEME: Architecture

This unit describes two approaches to making attractive homes in small spaces.
CHAPTER 15
“The Small House Movement” explains a new architectural trend that is making tiny houses
fashionable. (872 words)
Target Vocabulary: displace, domestic, layout, maintenance, 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

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

1. What room in a home do you use the most? Explain.
2. What room do you use the least? Explain.
3. How would you design a small house to suit your preferences?
4. What details would you include? (e.g., moveable walls, built-in shelving, etc.)
B. Have students imagine that they are describing their ideal tiny home to an architect.
Instruct them to write a description of the rooms giving as many details as possible. Ask
them to underline the target words in their descriptions.
Unit Notes 21
19
UNIT
FACE-TO-FACE WITH BIG CATS
CHAP-
CHAPTER 17 HOW TO SURVIVE A MOUNTAIN LION ATTACK

CHAPTER 18 LIFE OF PI
OVERVIEW
UNIT THEME: Animal Studies

This unit explores the human-big cat relationship. The first reading explains how to fend off a
mountain lion; the second piece describes a boy’s encounter with a tiger on a life raft.
CHAPTER 17
“How to Survive a Mountain Lion Attack” gives step-by-step instructions for surviving a
confrontation with a mountain lion. (909 words)
Target Vocabulary: charge, foe, formidable, frailty, gaze, grunt, hold your ground, majestic,
mating season, menacing, nostrils, retreat, sideways, snarl, spine-chilling
CHAPTER 18
In Life of Pi a young man in a life raft comes to terms with the fact that there is a live tiger in the
boat with him. (812 words)
Target Vocabulary: come clean, despair, fury, growl, in the same boat, intently, outlast, petrifying,
prick up (one’s) ears, rusty, tame, twitch

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

1. Are you afraid of any animals? Which ones? Why?
2. Is it right to keep wild animals in a zoo?
3. Is it OK to free animals that have been kept in a zoo all their lives? Why or why not?
4. What are the differences between a wild animal and a pet?
B. Have students answer the questions from Exercise A in writing. Ask them to underline the
target words in their answers.
22 Unit Notes
1
UNIT
SUSTAINABILITY
10
CHAP-
CHAPTER 19 REACHING OUR LIMITS: WELCOME TO 2100

CHAPTER 20 DESERT STATE PUTS OIL WEALTH INTO WORLD’S
FIRST SUSTAINABLE CITY
OVERVIEW
UNIT THEME: Environmental Studies

This unit provides two perspectives on the future: the first predicts a possible future with scarce
resources; the second describes plans for a sustainable, pollution-free city near Abu Dhabi.
CHAPTER 19
“Reaching our Limits: Welcome to 2100” describes a dismal future but also explains how work
might be done to make the future more hopeful. (898 words)
Target Vocabulary: abandon, abuse, collapse, drought, harsh, linked to, out of the question,
resources, settlement, spray, standard of living, starvation
CHAPTER 20
“Desert State Puts Oil Wealth into World’s First Sustainable City” describes plans for Masdar, a
United Arab Emirate city that will be powered by renewable, clean energy. (727 words)
Target Vocabulary: breeze, dust, flush out, generate, humid, microclimate, orient, outskirts,
pedestrian, promising, put into perspective, renewable, self-sufficient, take over

Reading Skill: Identifying Rhetorical Structure; Recognizing Multiple Text References
Vocabulary Skill: Collocations
Learn the Vocabulary Strategy: Using Word Cards: Changing Order and Grouping
Follow-up Activity: Researching and Speaking

Have students work in small groups to research a sustainable city on the Internet. They can
present their findings to the class in the form of a PowerPoint or an oral presentation. The
presentations should answer the following questions:
1. What is the name of the city?
2. Where is it?
3. In what ways is the city sustainable?
After the presentations, students can vote on the city they think is the most sustainable.
Unit Notes 23
1
UNIT
MULTITASKING: CAN YOU
11 CHAP-
CHAPTER 21
HANDLE IT?
KEEPING AN EYE ON THE SKY
CHAPTER 22 THE EFFECTS OF MULTITASKING
OVERVIEW
UNIT THEME: Psychology

This unit examines multitasking from the point of view of an air traffic controller and then looks at
an overview of the research.
CHAPTER 21
“Keeping an Eye on the Sky” is an interview with an air traffic controller. (932 words)
Target Vocabulary: channel, distorted, distracted, drawback, exception, impair, on the go, readily,
recollection, rural, simultaneously, switch
CHAPTER 22
“The Effects of Multitasking” is a survey of various research that suggests that multitasking may be
more detrimental than beneficial for most people. (1,110 words)
Target Vocabulary: audibly, build up, consistently, in favor of, inefficiency, long-term, on a regular
basis, operate, perception, range, rotate, run risks

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

A. Have students complete the tasks with a partner. Ask students to base their discussion on
the readings in the unit. Tell them to use as many target words as possible.
1. Summarize the research that supports the notion that multitasking is a myth.
2. Summarize the research that suggests that multitasking is possible.
3. Give your opinion about whether multitasking is practical for most people.
B. Have students write their ideas from Exercise A in a short essay. Ask them to underline
the target words in their paragraphs.
24 Unit Notes
1
UNIT
DOING BUSINESS IN THE
12
CHAP-
DEVELOPING WORLD
CHAPTER 23 THE NEXT BILLION
CHAPTER 24 A COMPANY PROSPERS BY SAVING POOR
PEOPLE’S LIVES
OVERVIEW
UNIT THEME: Business

This unit explores the creation of products for new markets in the developing world.
CHAPTER 23
“The Next Billion” introduces a new development in business, which is targeting markets among
people who are not in the wealthiest 15 percent. (824 words)
Target Vocabulary: accordingly, conventional, devoted, durable, end user, enterprising, household
name, in debt, install, nutritious, plug in, roll up (their) sleeves, run by, sole, strike a deal
CHAPTER 24
“A Company Prospers by Saving Poor People’s lives” tells about a for-profit company that
manufactures low-cost products for people living in the developing world. (807 words)
Target Vocabulary: backpacking, cave, charitable, coup, daring, disclose, entertain, filter,
insecticide, refugee, soaked, supplier, transmit, version

Reading Skill: Making Connections
Vocabulary Skill: Expressions
Learn the Vocabulary Strategy: Using an Online Concordancer to Learn More about Idioms and
Expressions
Follow-up Activity: Writing and Speaking

Have students work in groups of three to play a vocabulary game. They should write each
vocabulary word or phrase from the unit on a slip of paper and then turn them all over and
assemble them in a stack. The first player chooses a slip but does not show it to the others.
He or she must describe the word without using the vocabulary word itself. The first partner
to guess the word gets the slip. Then the next player takes a turn. When all the slips are
gone, the player with the most slips wins.
Unit Notes 25
STUDENT BOOK
ANSWER KEY
UNIT
CHAPTER 1 Main Point 2 Example: brain repeats tune as a
1
way of scratching an itch, similar to itching
caused by histamines
Main Point 3: power of music important to
advertising industry
Think Before You Read (page 1)
Main Point 3 Example: brain repeats not only
A. the tune of an earworm but also the words
and the message
1. three people listening to music
Main Point 4: different people are more or
less likely to get earworms
Prepare to Read (page 2)
Main Point 4 Example: musicians are more
B. susceptible than other people, women more
susceptible than men
1. A man is brushing his teeth, working at his
computer, driving his car, and trying to go Conclusion: research about earworms will be
to sleep. used more and more in the future by both
2. There is music in his head. He can’t get rid musicians and advertisers
of the music.
Vocabulary Skill Building (page 9)
C.
1. a 2. b 3. b 1. annoyance 7. infectious
2. brainy 8. itch
Vocabulary Check (page 6) 3. distance 9. professional
4. expertise 10. phenomenal
A. 5. functional 11. repeatedly
1. c 3. a 5. c 7. c 6. hire 12. silence
2. b 4. b 6. c
B.
1. a 5. a UNIT
CHAPTER 2
1
2. c 6. b
3. b 7. a
4. a
Comprehension Check (page 7) Prepare to Read (page 12)
A. B. Answers will vary. Possible answers:

1. F 4. T 7. F 10. F 1. clock, hand on steering wheel, hand
2. F 5. F 8. ? 11. T honking car horn
3. T 6. T 9. ? 2. The alarm clock rings. The car horn honks.
The purpose of both objects is to get
B.
someone’s attention through making a
a. 3 b. 1 c. 2 d. 4 noise.
C. C.
Topic and Main Idea: earworms and why 1. b
they occur 2. b
Main Point 1 Example: more tunes out in the
world than in the past (car radio,
background music)
Student Book Answer Key 27

Vocabulary Check (page 15) B.
2. P, affectionately
1. deafening 7. restore
3. N, straining
2. acoustic 8. high-pitched
4. P, passion
3. beam 9. offensive
5. P, benefits
4. lethal 10. activate
6. P, simple, elegant, right
5. frequency 11. innovation
7. P, oxygen-producing green zones
6. temporarily
8. P, environmentally-friendly
9. P, happy
Comprehension Check (page 15)
10. N, gobbling
Answers will vary. C. Answers may vary. Possible answers: rooftop
farms benefit residents and environment,
provide shade and food, change carbon
UNIT
CHAPTER 3 monoxide into oxygen, contribute to the
2
economy, make political sense, people enjoy
working on the farms
Think Before You Read (page 19) UNIT

CHAPTER 4
B.
1. a man working in his garden, a farm
2. The picture on the left looks more
old-fashioned.
2
B.
1. The women are in a restaurant. They are
B. eating and talking. They are smiling.
1. a garden, a man working in the garden 2. She is thinking about gardening. She feels
2. The garden is on the roof of a building happy.
in a city. C. 1. b
C.
Vocabulary Check (page 30)
1. b 2. a
A.
1. b 5. a 9. a
A. 2. c 6. b 10. b
3. b 7. a
1. fades 5. urban 4. b 8. c
2. straining 6. self-sustaining
3. weeds 7. affectionately
4. stories B.
B. 1. dose 4. shot
2. profound 5. transplant
1. a 3. a 5. c 3. rough
2. b 4. a 6. b
A.
A. 1, 2, 4, 5, 7
1. C 3. H 5. D 7. B
2. G 4. A 6. F 8. E
28 Student Book Answer Key

B. Answers will vary. Comprehension Check (page 42)
C.
A. Answers will vary. Possible answer:
2. F 5. F 8. F 11. F
Teaching children manners is an important
3. F 6. U 9. U 12. U
task for parents.
4. U 7. F 10. F
B. Answers will vary. Possible answers:
D. 2
1. Parents are busy and guilty and worried
about their children’s future.
2. They need to learn appropriate social
1. M 4. X 7. X 10. S behavior.
2. M 5. X 8. M 11. X 3. Children do not say “hello,” scream at the
3. S 6. X 9. S 12. X top of their lungs, and slam doors.
4. It is too general. The advice is to be
Learn the Vocabulary (page 35) specific.
5. Parents give in to children’s demands.
A. Answers will vary. Possible answers: 6. Infants only have one way to
communicate to get their needs met.
Bloom: When something blooms it grows and
Toddlers have others.
becomes productive like a flower that
7. They should teach him to separate
eventually bears fruit.
feelings and behavior.
Fade: to become less strong, less bright on
8. She greets people politely and uses please
the way to becoming something else
and thank you.
Strain: to push oneself, sometimes too hard
Transplant: to take something or someone C.
and move it/the person to a new place. 1. b 2. b
UNIT
CHAPTER 5 UNIT
CHAPTER 6
3
3
A. B.
1. a woman with two children, standing in a 1. parents, child, babysitter (or nanny)
supermarket 2. the two people on the left
2. angry, frustrated, tired, upset C.

1. a young student who works as a nanny
2. Grayer has bad manners.
1. screamed at the top of my lungs
2. manipulating Vocabulary Check (page 47)
3. slam
A.
4. proceed
5. reinforces 1. clear my throat
6. manners 2. sobbing
7. wailing 3. jerk
8. helpless 4. moaning
9. grief 5. remedy
10. consideration 6. steady
11. writhe 7. straighten up
12. impulsive
B. UNIT
CHAPTER 7
1.
2.
3.
4.
authoritative
field of vision
propel
pleadingly
5. poll
6. remainder
7. with ease 4
Comprehension Check (page 48) A.

A. 1. Some are much larger than others, some
are conifers, some are not, different
a. 7 d. 2 f. 3 colors.
b. 5 e. 6 g. 4
c. 1
B.
1. b 3. c 5. b B.
2. b 4. b 1. 379.3 feet 3. California
2. 4,000 years
A.
1. bent down 6. act up 1. b 5. c 9. c
2. figure out 7. pass [it] on 2. c 6. b 10. b
3. cut down on 8. get tired of 3. b 7. a
4. whipped out 9. give up 4. a 8. a
5. lose track of 10. settle for
B. Comprehension Check (page 66)
1. figure out A.
2. acts up
Type of tree: Giant Sequoia
3. turning them into
4. getting tired of Location: The Sierra Mountains
5. passed it on Height: 275 feet tall
6. cut down on Trunk diameter: 36.5 feet around the base
7. whip out
Water source: melting snow
8. give up
9. settle for Quantity of wood in tree: 125 miles of
10. bring them up foot-wide boards an inch thick, or
660,000 feet
Learn the Vocabulary (page 52) B. Answers will vary. Possible answers:
1. Coastal redwoods are taller and can draw
A. Answers will vary. Possible answers:
moisture from the air.
1. I bent down and picked up the puppy. 2. They grow fastest during their during their
2. I lost track of my phone. Have you second stage of life.
seen it? 3. Researchers can climb into the trees.
3. He was bothering us, so we told him to 4. Redwoods can pull moisture from the air.
go away. 5. It can provide soil conditions so other
4. My grandmother brought up ten children. plants can grow. These plants provide
5. I need to figure out what to do about my food and shelter for insects and small
daughter’s behavior. animals.
6. I passed some baby clothes on to my sister 6. We don’t know how old the oldest tree is
when she had a baby. nor how tall the tallest one is.

UNIT
CHAPTER 8 Learn the Vocabulary (page 76)
4
A.
1. a
2. f
3. c
4. e
5. e
6. c
7. f
8. d
B.
UNIT
CHAPTER 9
5
1. A girl is climbing a tree.
A. Think Before You Read (page 78)

1. bush 5. tangle
A.
2. foliage 6. swing
3. gap 7. leap 1. a little girl playing with blocks or Legos, a
4. layers woman writing, a man talking on the phone,
a man with vegetables he has just gathered
B.
1. c 3. f 5. g 7. d Prepare to Read (page 79)
2. a 4. i 6. e 8. h
B.
Comprehension Check (page 72) 1. a small boy standing at a window
2. sad, worried
A.
C.
1. b 3. a 5. a
2. a 4. c 6. b 1. c
2. descend, get lower
C.
1. curved Vocabulary Check (page 82)
2. rotting logs
3. warm and sunny 1. look back 8. digits
4. the buzz of cicadas, the swish of 2. simplicity 9. turn
the horses’ tails, and a train whistle 3. wizard 10. soul
5. The pine tree had layers of branches 4. came down with 11. drained
radiating out from the trunk. 5. solemnly 12. skin
6. She was in the white birch (but still 6. disfiguring 13. insights
holding to a branch of the pine). 7. psyche

A. Answers will vary. Possible answer: When

A.
you turn ten, you move away from childhood
1. N 5. V 9. A fantasy and towards a more adult reality.
2. V 6. N 10. V
C.
3. N 7. A
4. V 8. V 1. to turn around and look behind you
2. not complicated or full of detail
B. Answers will vary. Possible answers:
3. a unit for counting, a number
2. climate expert 6. forest noise 4. serious, not light or silly
3. animal track 7. adult animal 5. to become empty
4. ocean view 8. winter cloud 6. the outer layer of something
5. winter sun 7. move toward something that gives support
8. move to change direction
UNIT
CHAPTER 10 Vocabulary Skill Building (page 92)
5
A.
1.
2.
3.
e
d
f
5. c
6. a
7. b
4. g
B.
B.
1. two elderly people, with bicycles
2. It depends on what “typical” is. They look 1. ten sides 5. monotheistic
active and happy. 2. 100 parts 6. triangle
3. one horn 7. 200 years old
C. 2, 4, 6
4. millisecond
D. 2
Vocabulary Check
UNIT
CHAPTER 11
6
(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 A.
spare time.
3. C 1. a hamburger and french fries, a piece of
4. X, Old people do not have as much fish with some asparagus
physical flexibility as children. OR 2. Answers will vary.
Children have more flexibility than old
people. Prepare to Read (page 97)
5. C B.
6. C
7. C 1. a classroom, a teacher with some students,
8. X, People are not paid when they are food on the table
volunteering. C. 1, 3, 4, 6
9. X, If you have taken up golf, you will
D. 1
need equipment.
10. C
11. C
A.
1. stocked 4. curriculum 7. remodel
A. 2. organic 5. fossil fuel
3. produce 6. dedicated
a. 5 d. 6
b. 3 e. 5 B.
c. 7 1. c 3. a 5. c
B. 2. b 4. b 6. c
1. People are living longer. Comprehension Check (page 101)
2. Exercise and a healthy diet are both
important to longevity. A. 2, 3, 5, 6, 8
3. Relationships with other people are
B.
important to longevity.
4. It is important to have a sense of purpose. 1. b 3. a 5. a
2. c 4. c 6. b

UNIT
CHAPTER 12 UNIT
CHAPTER 13
6
7
B. A.
1. a girl eating an apple 1. It looks like a city of the future or a scene
C. from a science fiction movie.
1. In the United States, meat eating has Prepare to Read (page 123)
become a controversial issue.
B.
1. a boy looking through a telescope, a
A. picture of the solar system (planets)
1. a 3. a 5. c 7. c C. Underline: Astronomers have already

2. c 4. a 6. a discovered a handful of Earthlike planets,
and when you consider the number of stars
B. out there, it’s pretty likely that there are
1. consumption 3. objection more. These scientific findings indicate that
2. digest 4. reluctantly we are not alone in the universe.
D.
1. S 2. I 3. B
A.
2. F 5. F 8. O 11. O
3. O 6. F 9. F 12. O 1. mainstream 7. criteria
4. F 7. F 10. O 2. extraterrestrial 8. galaxy
3. launch 9. beings
Vocabulary Skill Building (page 110) 4. orbit 10. dismiss
5. essential 11. envy
A. 6. credible
1. d 4. g 7. j 10. h
2. m 5. k 8. g Comprehension Check (page 128)
3. l 6. c 9. n
A.
B.
1. M 3. D 5. D 7. D
1. vegetarian 4. restart
2. D 4. M 6. D 8. M
2. reopens 5. reheat
3. reshape 6. redo
C.
UNIT
CHAPTER 14
7
1. anti 2. de 3. re 4. anti
Learn the Vocabulary (page 112)
A. Prepare to Read (page 129)

1. No, 1 5. No, 3 9. No, 2
B.
2. Yes 6. Yes 10. No, 4
3. No, 3 7. No, 1 11. Yes 1. The graph compares the number of people
4. No, 2 8. No, 2 12. No, 1 who believe in extraterrestrial events.

C. UNIT
CHAPTER 15
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
8
Fig. 1, p. 129). A.
2. a
1. It is a picture of a model house held in
someone’s hands.
A. Prepare to Read (page 139)
1. C B.
2. X, If I say that person is as big as a house,
I mean it figuratively. 1. On the left there is an old house; on the
3. X, We are in a hurry, so we should take right a new one.
the shortcut. C.
4. C
1. a 2. a
5. X, Fabric is easy to bend and fold
because it doesn’t break easily.
6. C Vocabulary Check (page 142)
7. C A.
B. 1. b 2. a 3. a 4. c
1. prompt B.
2. worthy
3. overestimate 1. e 2. d 3. b 4. g 5. f
4. fundamental
5. punch Comprehension Check (page 144)
6. vast
A.
Comprehension Check (page 133) Person Why s/he
in the Location Job title designs
A. reading small houses
Figure 2 Jay California architect help people
1. paragraph 1 Shafer create
2. to give extra information balanced
lifestyle
Figure 3
Bryant Los founder of low price
1. paragraph 4 Yeh Angeles Jot House
2. to explain complex ideas
Julie New owner of low price
Martin Orleans the Martin and quick
House to build
B. Company
1. international Sarah North architect to save the
2. extracurricular Susanka Carolina environment
3. interpersonal
B.
4. extra-credit
5. extraordinary 1. T, In communities across the U.S. . . .
6. extraterrestrial 2. T, . . . a 70-square-foot home that he built
himself . . .

3. F, This allows for an open plan with large B.
spaces that can work as spaces for artists . . . 1. T, He has a Wii game system for downhill
4. T, . . . the Martins restored and lived in the skiing.
oldest house on the Gulf Coast before 2. F, Computer system disappears when he
Katrina destroyed it. makes kitchen appear.
5. F, The U.S. government has spent millions 3. T, He uses remote controls and handles to
to assist in their construction. raise and lower the screens.
6. F, Reducing the size of homes is an easy 4. T, He is forty-six and has lived there since
way to limit energy use and the pollution he was fourteen.
that goes with it. 5. T, His latest effort alone cost over
7. T, This allows the tenants/residents to live $200,000.
in a variety of places without the 6. F, He has a guest bed.
inconvenience of having to pack up and 7. F, The population grew by one-half million
move their possessions. in the last ten years.
8. F, I don’t like vacuuming and dusting . . . 8. T, There has been an increase in domestic
violence, caused in part by the city’s
shortage of space.
UNIT
CHAPTER 16 Vocabulary Skill Building
8
(page 152)
A.
1. b 2. d 3. a 4. c
Prepare to Read (page 146) B.
B. 1. b 3. c 5. b
2. a 4. a 6. b
1. A man is lying in a hammock in a very
high-tech apartment.
C.
1. Underline: 344-square-foot apartment UNIT
CHAPTER 17
A.
(line 30)
Vocabulary Check (page 148) 9

1. c 3. b 5. c A.
2. c 4. c
1. a mountain lion
B.
1. C Prepare to Read (page 157)
2. X, Before the sun disappeared, the room
was filled with radiance. A.
3. X, The architect’s transformation of the old 1. people hiking
apartment did not keep it the same as it
C.
had been when he was growing up.
4. C 1. yes
5. X, He plans to suspend a light from the 2. to teach the reader how to survive an attack
ceiling. by a mountain lion
6. C 3. the second paragraph and the last
paragraph
Comprehension Check (page 150) 4. eleven
A. 2
Vocabulary Check (page 160) Vocabulary Check (page 166)
A. Answers will vary. A. Answers may vary. Possible answers:

B. 1. X, Farmers harvest their produce.
1. gaze 5. frailty 2. X, You will not enjoy the fury of a
2. nostrils 6. mating season mother cat.
3. retreat 7. sideways 3. C
4. grunted 8. snarls 4. X, Most cats and dogs live about twenty
years, so they don’t usually outlast their
owners.
5. X, They had a petrifying experience when
A. 1, 3 they took the boat out on the ocean in a big
storm.
B. Answers will vary. Possible answers: 6. C
1. Do not play dead. Stay on the defensive. B.
Use whatever means you have available
to strike back. Aim for sensitive areas, 1. b 3. c 5. a
such as the eye and nostrils. Roll 2. c 4. b 6. c
sideways to shake the cat off of you.
2. Tell the child to stay still and not panic. Comprehension Check (page 167)
3. Stay calm and look big and tough.
A.
Slowly back away, one step at a time,
while gazing at the mountain lion and 1. b 3. c 5. c
threatening it by shouting and throwing 2. c 4. b
stones.
4. Make sure your dog is on a leash. Vocabulary Skill Building (page 169)
Threaten from a distance.
A.
C. Answers will vary. Possible answers:
1. b 3. b 5. a
1. Yes, maintain eye contact, appear big 2. a 4. b 6. a
and tough, and slowly back away.
2. No, do not bend down. You should keep B. Answers will vary.
rocks in your pockets.
3. Tell the children to stay still and not panic.
UNIT
CHAPTER 19
UNIT
CHAPTER 18
10
9
Think Before You Read
A.
(page 179)
1. There are two versions of possible future

cities. One has flooding, darkness,
B. pollution, men with guns. The other looks
clean and prosperous and shows modern
1. a tiger in a boat, a shipwreck mass transit.
C.
1. a tiger Prepare to Read (page 180)
2. He is not in immediate danger because
B.
the tiger has eaten recently.
1. The graph shows the change in the world’s
population between 1650 and 2011.

C. Vocabulary Check (page 191)
1. b 2. a 3. b 4. a
A.
Vocabulary Check (page 183) 1. b 4. a 7. b
2. b 5. c
A. 3. c 6. a
1. droughts B.
2. starvation 1. C
3. resources 2. C
4. abused 3. X, A self-sufficient person doesn’t need
5. collapse a lot of help from other people.
6. settlements 4. X, The expansive Sahara Desert is not
7. out of the question an example of a microclimate.
8. abandon 5. C
9. standard of living 6. C
10. sprays 7. C
11. linked to
12. harsh
Comprehension Check (page 185) A. Answers will vary. Possible answers:

Circle: Masdar, “the source”, the walled
A. city, the desert ecocity, a zero-carbon city,
1. b 3. c 5. b the city, a city, the global capital of the
2. a 4. a renewable energy revolution
A. UNIT
CHAPTER 21
1.
2.
3.
4.
5.
take
shows
friendly
rising
current
6.
7.
8.
9.
10.
financially
meet
run
deeply
take
11
A.
1. A woman is talking on the phone, holding
a baby, and cooking—all at the same time.
UNIT
CHAPTER 20
10
Prepare to Read
B.
(page 196)
1. Two men are at the controls in an air traffic

B. control booth.
1. The picture shows a scene of a future city,

probably in a Middle Eastern country
(because of the clothes shown). A.
C. 1. e 4. d
Circle: no fresh water, no soil, and no animals 2. b 5. g
(paragraph 2) 3. a
Circle: seven square kilometers of desert
(paragraph 2)
B. UNIT
CHAPTER 23
1. a
2. c
3. b
4. c
Comprehension Check
5. c
6. b
7. b
(page 200)
12
A. A.
1. c 3. a 5. c
1. On the left there is a picture of a luxury
2. b 4. b
boutique. On the right there is an open-air
market.

UNIT
CHAPTER 22
11
B.
1. Three boys are sitting at a table and
looking at computers with their teacher.
B. Answers will vary.
A. Answers will vary. Possible answers:
C.
1. If something is not durable, it is likely to
1. Pashler/Spelke, Hirst & Neisser/Just,
break easily.
Carpenter, Keller, Emery, Zajac, &
2. The end users of cooking equipment are
Thulborn
people who eat the food.
2. research about multitasking
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
A. Answers will vary. house or to go to school.
5. A private school costs more. It might have
B. smaller classes and more resources for the
1. audibly 4. perception students.
2. consistently 5. range 6. An enterprising person is independent, has
3. operate 6. rotate a lot of ideas, and works hard.
7. Beans, apples, cheese
Comprehension Check (page 207) B.
1. devoted
A.
2. accordingly
1. O 4. F 7. O 10. O 3. plugged in
2. F 5. O 8. F 4. sole
3. O 6. F 9. F 5. struck a deal
6. installed
Vocabulary Skill Building (page 209) 7. roll up their sleeves
8. conventional
A.
1. b 3. a 5. f
2. d 4. e 6. c

B.
Product Cost Specific needs it meets Problems it solves
XO laptop currently $188, the meets needs of children; allows poor children to
price may drop to $75 durable, energy-saving have access to the Internet
as orders increase battery
sustainable $25 keeps things cold without makes refrigeration
fridge needing to be plugged in; accessible to more people
works for 24 hours in even
the warmest climates
yogurt 7 cents per cup cheap, nutritious food reduces unemployment;
source 1,600 new jobs created per
factory
UNIT
CHAPTER 24 Comprehension Check (page 224)
12
A.
1.
2.
3.
Z
P, Z, L, W
Z, L
6.
7.
8.
Z
W
P, Z, L
4. L 9. P
A.
5. P 10. L
1. Children are drinking water from a river
B.
through special straws.
1. e 3. c 5. f
Vocabulary Check (page 223) 2. b 4. a 6. d
A. Answers will vary. Vocabulary Skill Building (page 225)

B.
A.
1. She gives money to charitable
1. X 3. 5.
organizations.
2. 4. 6. X
2. He agreed to disclose information about
his company’s finances.
3. The original software had problems, but Vocabulary Practice 1 (page 237)
the next version was better.
Think About Meaning
4. There was a change of government after
the military coup. Answers may vary. Possible answers:
5. They soaked the tomatoes and then cooked 1. a, c 5. a, b
them. 2. a, b 6. a, b
6. He poured the water through a filter to 3. a, b, c 7. b, c
remove the bacteria. 4. b, c 8. a
Practice a Skill
1. Adv 5. V 9. V
2. Adj 6. V 10. Adj
3. Adj 7. Adv
4. N 8. Adj

Vocabulary Practice 2 (page 238) Practice a Skill
1. ten 6. three
Think About Meaning
2. 1000 7. two
1. b 3. a 5. b 3. five 8. one
2. a 4. b 6. a 4. many 9. one
Practice a Skill 5. 100
1. S 3. M 5. S 7. S
Vocabulary Practice 6 (page 242)
2. M 4. S 6. M 8. S
Think About Meaning
Answers may vary. Possible answers:
Think About Meaning Cooks in Workers at a Politicians
1. kind 6. take a kitchen building site in a meeting
2. sing 7. expect
defrost acre acre
3. sit 8. chew
4. purchase 9. excitement grain objection advocate
5. wonderful 10. sell made from on the exhort
Practice a Skill scratch defensive objection
on the remodel on the
1. child 6. pick up a rock
defensive spacious defensive
2. problems 7. bad grade
3. ticket 8. hope organic stock
4. phones 9. upset stock
5. sweets 10. studying
Practice a Skill
1. antiaging 5. antiwar
Think About Meaning 2. antismoking 6. depersonalize
3. antifashion 7. legalize
1. grab 5. penetrate 4. rewrite 8. reappear
2. rot 6. diameter
3. emerge 7. desperately Vocabulary Practice 7 (page 243)
4. assumed 8. gravity
Practice a Skill Think About Meaning
A. 1. gravity 6. on the defensive
2. penetrate 7. activate
1. clear 3. diameter 3. advocate 8. assumed
2. experts 4. frontier 4. emerged 9. phenomenon
1, 2, 4 5. device 10. oxygen
B. Practice a Skill
1. tangle 3. layer 1. b 3. a
2. gravity 4. diameter 2. c 4. b
1, 3
Think About Meaning
Think About Meaning
1. a, c 5. b
1. S 5. D 9. S
2. b, c 6. a, c
2. D 6. S 10. S
3. a, c 7. b
3. S 7. S
4. c 8. a, c
4. S 8. D

Practice a Skill Vocabulary Practice 11 (page 247)
1. cred 5. dom
Think About Meaning
2. dom 6. man
3. man 7. radi 1. linked to
4. flect 8. flect 2. out of the question
3. suspended
Vocabulary Practice 9 (page 245) 4. consciousness
5. shift
Think About Meaning 6. reluctantly
7. follow suit
1. Circle: come clean, formidable, outlast
8. overhaul
Underline: despair, foe, formidable, frailty,
fury, menacing, petrifying, spine-chilling Practice a Skill
Practice a Skill A.
Answers will vary. Possible answers: 1. X
2. multilingual
1. A balloon makes a puff sound when the air
3. multicolored
escapes quickly.
4. X
2. It makes a hissing sound when the air
5. multimedia
escapes slowly.
6. multipurpose
3. You should eat something.
7. X
4. The audience roars when its team makes
8. multibillionaire
a point.
5. Carbonated drinks (like soda and beer) fizz B.
when you open them. 1. multimedia
6. Animals snarl when they are angry or 2. multicolored
frightened. 3. multibillionaire
7. Heavy pieces of furniture might make you 4. multilingual
grunt when you pick them up. 5. multipurpose
8. People snort when they laugh really hard.
Think About Meaning
Think About Meaning
Answers will vary. Possible answers:
Answers will vary. Possible answers:
1. a, c
Climate City Energy 2. b, c
3. b
breeze dust generate
4. c
drought harsh renewable 5. b
dust outskirts resources 6. a, c
generate pedestrian self-sufficient Practice a Skill
harsh self-sufficient 1. roll up their sleeves
humid settlement 2. stand to lose
3. eat their fill
Practice a Skill 4. make from scratch
1. environmentally 5. support 5. changed the course of
2. deeply 6. current 6. cut back on
3. action 7. take 7. hold his ground
4. show 8. run 8. strike a deal

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TEACHER’S MANUAL

PEARSON LONGMAN ON THE WEB

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

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

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

Reading Vocabulary Vocabulary

Fluency Practice 1 Reading 1 Crows’ Brains

7 The Biggest Trees on

11 Feeding the Children

Fluency Practice 2 Reading 1 Running Around the World

iv Scope and Sequence

Fluency Practice 1 Reading 1 Why Are We Shy?

12 23 The Next Billion

Fluency Practice 2 Reading 1 A Cleaner Way to Shop?

Scope and Sequence v

Overview of Unit Format

Suggested Methods of Instruction

Think Before You Read

A. and B. (approximately 10 minutes)

2 Model Lesson Plan

A. (approximately 10–15 minutes)

Model Lesson Plan 3

B. (approximately 5–10 minutes)

• Have students work in pairs to complete the exercise.

Reading Skill (approximately 10–15 minutes)

Each unit contains one or two key reading skills.

4 Model Lesson Plan

C. (approximately 5–10 minutes)

Read (approximately 10–15 minutes)

Model Lesson Plan 5

6 Model Lesson Plan

Vocabulary Check (approximately 5–10 minutes)

Read Again / Comprehension Check (15–20 minutes)

Model Lesson Plan 7

Discuss (10–15 minutes)

8 Model Lesson Plan

Learn the Vocabulary

A., B., and C. (15–20 minutes)

Model Lesson Plan 9

Fluency Practice (approximately 30–60 minutes)

Fluency Strategy (approximately 5–10 minutes)

Before You Read (approximately 10–15 minutes)

10 Model Lesson Plan

Comprehension Check (approximately 10–15 minutes)

Vocabulary Practice (approximately 10–15 minutes)

Model Lesson Plan 11

12 Model Lesson Plan

UNIT THEME: Audio Technology

SKILLS AND STRATEGIES

Follow-up Activity: Speaking and Writing

CHAPTER 3 TOKYO FARMER

UNIT THEME: Gardening and Agriculture

SKILLS AND STRATEGIES

Follow-up Activity: Writing, Speaking, and Listening

CHAPTER 5 MANNERS: DO CHILDREN REALLY NEED THEM?

UNIT THEME: Early Childhood Education and Literature

SKILLS AND STRATEGIES

Follow-up Activity: Speaking and Writing