Real Reading 3: Creating An Authentic Reading Experience

TEACHER’S MANUAL
REAL READING 3
Creating an Authentic
Reading Experience
LY NN BONESTEEL
Series Consultant
PAUL NATION
Real Reading 3
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 form or
by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher.
Pearson Education, 10 Bank Street, White Plains, NY 10606.
Model Lesson Plan by Colin Ward
Staff credits: The people who made up the Real Reading 3 team, representing editorial, production, design,
and manufacturing, are Pietro Alongi, Dave Dickey, Nancy Flaggman, Ann France, Barry Katzen, Dana Klinek,
Amy McCormick, Martha McGaughey, Joan Poole, Robert Ruvo, Debbie Sistino, Katherine Sullivan, and Jennifer Stem.
PEARSON LONGMAN ON THE WEB

Pearsonlongman.com offers online resources
for teachers and students. Access our
Companion Websites, our online catalog, and
our local offices around the world.
Visit us at pearsonlongman.com.
ISBN-10: 0137144466
ISBN-13: 9780137144464
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
1 Move Over, Hollywood! Previewing/
Predicting/
Parts of Speech: Making Word
Skimming
2 Marketing the Future: Review Cards
Pop Culture Trends in Scanning
Pop Culture
the BRICs
3 Running Around the Understanding

Using Word
2 World Basic Text

Cards:
Organization
Different Types
The Prefix cross-
of Cards for
4 Bigger Is Better: Except Understanding
Different Types
Personal Best When It’s Not Text
of Learning
Organization
Understanding
5 Your Second Life Text
3 Organization —
Process
Preparing a
Collocations
Finding the
Core Meaning
of Words:
Doing Real 6 Virtual Reality: Example
Graphic
Business in the A Powerful Tool Sentences
Organizer or
Virtual World Outline to
Study From
Fluency Practice 1 Reading 1 Sleeper Hits

Reading 2 A Tall Order
7 Choosing To Be
4
Writing a
Different Finding the
Summary
Core Meaning
The Suffix -free
of Words: Using
Recognizing
8 Welcome to Leisureville a Dictionary
Checking Out Point of View
5 9 Reading Colors
Understanding
Analogies
Adverb
Placement:
Adverbs that
Modify Verbs
Guessing
Meaning from
Context
Great Minds 10 Not Enough Points on
the Chicken
11 Crows’ Brains and
6
Understanding
Geckos’ Feet Understanding
Text Using the
the Meaning of
Organization — Keyword
Compound
Compare/ Technique
Words
Creature Feature 12 Creature Comforts Contrast
Fluency Practice 2 Reading 1 Can’t Name That Tune

Reading 2 The Language of Pheromones
iv Scope and Sequence

Reading Vocabulary Vocabulary
Unit Chapter
Skill Skill Strategy
7
Identifying
13 Trends in Tourism Using a
Purpose
Dictionary to
Core Meanings Find the Core
Understanding
14 Just Back: High Tide in Meaning of
Getting Away Descriptive
La Serenissima Related Words
From It All Language
Making
15 A Blossom Lunch Inferences Using Word
8 16 The First Home-Cooked

Understanding
the Relationship
Between Ideas
Understanding
Words that
Signal Cause
and Effect
Cards:
Changing
Order,
Grouping, and
Civilized Dining Meal — Cause and Spaced Learning
Effect
9 17 Widows
18 Lost and Found

Reading Poetry
Understanding
Idioms
Using Word
Cards: Adding
Visual Images
Family Matters
Fluency Practice 1 Reading 1 The Haiku Master

Reading 2 So You Want to Write Haiku?
19 Branding and Product
10 Placement
20 Case Study: 3M’s

Entrance into the
Skimming
Recognizing
Text References
Collocations
Using a
Dictionary to
Find
Collocations
Business
Russian Market
11 21 Symbiosis
Understanding
Definitions
The Adjective
Suffixes: -ing
and -ed
Choosing
Words to Learn:
Field-specific
Biology: The 22 Mixing It Up Skimming Terminology
Science of Life
23 Being a Genius is Hard
12 Work
24 Through the Eyes of

Paraphrasing
The Prefixes:
extra-, hyper-,
mini-, micro-,
uni-, mono-
Avoiding
Interference
When Learning
New Words
Born Special
Love
Fluency Practice 2 Reading 1 Tulip Fever

Reading 2 Who Am I Today?
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
POP CULTURE
CHAP-
CHAPTER 1 MOVE OVER, HOLLYWOOD!

CHAPTER 2 MARKETING THE FUTURE: POP CULTURE TRENDS
IN THE BRICS
OVERVIEW
UNIT THEME: Popular Culture

This unit focuses on popular culture around the world.
CHAPTER 1
In “Move Over, Hollywood!” a blogger writes about Taiwanese superstar Jay Chou, who has just
starred in his first Hollywood movie. (754 words)
Target Vocabulary: appeal, catch up with, celebrity, distraction, implication, influence, inspire,
legend, miss the boat, promote, role, sell out, slim, undeniable, unique
CHAPTER 2
“Marketing the Future: Pop Culture Trends in the BRICs” is an article from a global marketing
newsletter discussing the impact that the emerging economies of Brazil, Russia, India, and China
(the BRICs) are having on popular culture. (725 words)
Target Vocabulary: contemporary, currently, explosion, luxury, marketing, motivate, movement,
resources, significant, trend, vivid
SKILLS AND STRATEGIES

Reading Skills: Previewing/Predicting/Skimming; Scanning
Vocabulary Skill: Parts of Speech: Review
Learn the Vocabulary Strategy: Making Word Cards
Follow-up Activity: Speaking, Listening, and Vocabulary

Have students prepare a five-minute presentation on their favorite musician, writer, fashion
designer, visual artist, actor, or director. Instruct them to include visual or audio aids
appropriate for the type of pop culture they have selected. For example, if their presentation is
about a musician, they might play a short segment of a song as well as show a picture of the
musician during a performance. Ask students to include at least five vocabulary targets from
the unit in their presentation. Tell them not to read or memorize their presentation; rather,
they should practice it several times before the day of the presentation so that they feel
comfortable with the content and can remember it.
14 Unit Notes
12
UNIT
PERSONAL BEST
CHAP-
CHAPTER 3 RUNNING AROUND THE WORLD

CHAPTER 4 BIGGER IS BETTER, EXCEPT WHEN IT’S NOT
OVERVIEW
UNIT THEME: Athletes and Athletic Ability

This unit focuses on athletes and athletic accomplishments, both professional and amateur.
CHAPTER 3
“Running Around the World” is about the role that running plays in three very different cultures: the
elite marathoners of Kenya, the Tarahumara of Mexico, and the monks of Hiei in Japan. (756 words)
Target Vocabulary: appreciation, capacity, cycle, dramatic, elite, enormous, give someone an edge,
intense, lung, play a role, reward, rigorous, sweat
CHAPTER 4
In “Bigger Is Better, Except When It’s Not,” the writer explores the importance of body type to one’s
success in a particular sport. (889 words)
Target Vocabulary: accurate, at first glance, beneficial, championship, cross-section, exception,
horizontal, initially, load, muscle, rank, reasoning, store, stride

Reading Skills: Understanding Basic Text Organization; Understanding Text Organization
Vocabulary Skill: The Prefix cross-
Learn the Vocabulary Strategy: Using Word Cards: Different Types of Cards for Different Types of
Learning
Follow-up Activity: Writing and Vocabulary

Have students choose one of the topics below and write a short essay (maximum 300 words).
Tell them to follow the basic text organization that is described in the unit: introductory
paragraph with hook and main idea, body paragraph(s) with main point(s), and concluding
paragraph with restatement of main idea. Ask students to use and underline at least five target
words from the unit in their essays.
• Why [the name of a famous athlete] is so successful
• Why I like [the name of the sport]
• Why I don’t like [the name of the sport]
Unit Notes 15
13
UNIT
DOING REAL BUSINESS IN THE
CHAP-
VIRTUAL WORLD
CHAPTER 5 YOUR SECOND LIFE
CHAPTER 6 VIRTUAL REALITY: A POWERFUL TOOL
OVERVIEW
UNIT THEME: Virtual Reality

This unit focuses on the increasing importance of virtual reality in business and other professions.
CHAPTER 5
In “Your Second Life,” the writer describes how Second Life, a popular online virtual reality game,
works and how it is possible to make real money in Second Life. (744 words)
Target Vocabulary: as far as we know, creature, digital, exchange, expense, income, merge,
property, range, roughly, toy, virtual
CHAPTER 6
“Virtual Reality: A Powerful Tool” is an article about the ways in which virtual reality is used by a
wide range of professionals, from doctors to hair stylists. (660 words)
Target Vocabulary: absorbed, ancient, attractive, destroy, likely, model, mostly, operation, perform,
spot, swallow, vehicle

Reading Skills: Understanding Text Organization—Process; Preparing a Graphic Organizer or
Outline to Study From
Vocabulary Skill: Collocations
Learn the Vocabulary Strategy: Finding the Core Meaning of Words: Example Sentences
Follow-up Activity: Speaking, Reading, Writing, and Listening

Have students do online research to find out about the use of virtual reality in a profession
that interests them. Students can type in the search terms virtual reality jobs for ideas. If a
student is interested in civil engineering, for example, he or she can type in the search terms
civil engineering ⫹ virtual reality. Once students have found information on the profession
they have chosen, they should prepare a short (3- to 5-minute) presentation on their findings
to the class. The presentation should answer the questions How frequently is VR used in this
profession? and What is it used for? [i.e., What kinds of things do (name of professional, e.g.,
civil engineers) use VR for?]. Tell students to use as many target words as possible. The class
should listen for answers to these questions during the presentation.
16 Unit Notes
14
UNIT
CHECKING OUT
CHAP-
CHAPTER 7 CHOOSING TO BE DIFFERENT

CHAPTER 8 WELCOME TO LEISUREVILLE
OVERVIEW
UNIT THEME: Alternative Lifestyles

This unit focuses on people from around the world who choose to live a lifestyle that sets them
apart from the mainstream of society.
CHAPTER 7
“Choosing to Be Different” is about people from a variety of cultures who choose lifestyles that set
them apart from others in their societies. (714 words)
Target Vocabulary: accumulate, carefree, claustrophobic, disturb, fate, isolation, leisure, reject,
retirement, senior citizen, set apart from, uneasy, withdraw
CHAPTER 8
“Welcome to Leisureville” is about life in a retirement community in the United States. (535 words)
Target Vocabulary: catch up on, excerpt, facility, gossip, keep time, permanent, pinch, ponder,
slogan, sting, widow

Reading Skills: Writing a Summary; Recognizing Point of View
Vocabulary Skill: The Suffix -free
Learn the Vocabulary Strategy: Finding the Core Meaning of Words: Using a Dictionary
Follow-up Activity: Speaking, Reading, Vocabulary, and Listening

Have students work in small groups to research one of the lifestyles mentioned in the unit.
Assign each group a lifestyle. To find information, students can type in the name of the group
(e.g., urban homesteaders or retirement communities in the United States.) The presentations
should give at least four pieces of information that were not contained in the unit. Students
can present their findings to the class in the form of a PowerPoint or an oral presentation.
Questions that the presentations might answer include the following:
1. How are the Bakhtiari/the Hikikomori educated if they do not attend school?
2. What are the biggest challenges for urban homesteaders?
3. How much does it cost to live in a retirement community?
Tell students to use as many target words as possible. At the end of each presentation,
encourage the class to ask the group questions.
Unit Notes 17
15
UNIT
GREAT MINDS
CHAP-
CHAPTER 9 READING COLORS

CHAPTER 10 NOT ENOUGH POINTS ON THE CHICKEN
OVERVIEW
UNIT THEME: Synesthesia

This unit focuses on how people with an uncommon neurological condition called synesthesia
experience the world.
CHAPTER 9
In “Reading Colors,” two women with synesthesia describe how their synesthesia affects their
experience of the world. (824 words)
Target Vocabulary: activate, default, defective, endeavor, hesitate, hook, incorporate, intentionally,
perceive, sensation, simultaneously, wear off
CHAPTER 10
In “Not Enough Points on the Chicken,” a neurologist tells the story of a dinner party where he
discovered that his host had a rare form of synesthesia involving touch and taste. (750 words)
Target Vocabulary: conflict, conservative, course, diagnosis, flow, grasp, grin, identify with, illusion,
rub, stir up, sweep, sympathetic, texture

Reading Skills: Understanding Analogies
Vocabulary Skill: Adverb Placement: Adverbs that Modify Verbs
Learn the Vocabulary Strategy: Guessing Meaning from Context
Follow-up Activity: Writing, Speaking, and Listening

1. Put students in groups and have them write three descriptions, one for each of the
things in the list. Tell them that each description must contain at least one analogy.
Tell students to use as many target words as possible.
• the human brain
• the human eye
• learning a foreign language
2. Have each group read the descriptions aloud. Then ask the class which analogies
worked the best.
18 Unit Notes
16
UNIT
CREATURE FEATURE
CHAP-
CHAPTER 11 CROWS’ BRAINS AND GECKOS’ FEET

CHAPTER 12 CREATURE COMFORTS
OVERVIEW
UNIT THEME: How Animals Help Humans

This unit focuses on how understanding and working together with animals is beneficial to humans.
CHAPTER 11
In “Crows’ Brains and Geckos’ Feet,” the writer describes some interesting discoveries that have
been made about crows and geckos and how these discoveries can be used to benefit humans.
(738 words)
Target Vocabulary: accommodate, bend, cautious, colleague, genius, instinctively, intersection,
obligation, partnership, primate, suburb, thrive, widespread
CHAPTER 12
“Creature Comforts” is about unusual service animals that assist people who are disabled.
(789 words)
Target Vocabulary: anxiety, barely, breed, costume, disability, lawsuit, mild-mannered, miniature,
privilege, suspicion, tap, threatening

Reading Skills: Understanding Text Organization—Compare/Contrast
Vocabulary Skill: Understanding the Meaning of Compound Words
Learn the Vocabulary Strategy: Using the Keyword Technique
Follow-up Activity: Speaking and Writing

1. Have each student choose two animals or plants to compare and contrast. Tell them to
work alone to come up with a list of similarities and differences. Then put them in
pairs to brainstorm more things to add to their lists.
2. Have students write an essay comparing and contrasting the two animals or plants that
they discussed in Step 1. Tell them to use appropriate signal words and grammatical
patterns and as many target words as possible. Here are some suggestions for students
who have a hard time deciding what to write about.
Animals Plants
crows and parrots tomatoes and oranges
dogs and wolves roses and sunflowers
horses and camels lettuce and spinach
Unit Notes 19
17
UNIT
GETTING AWAY FROM IT ALL
CHAP-
CHAPTER 13 TRENDS IN TOURISM

CHAPTER 14 JUST BACK: HIGH TIDE IN LA SERENISSIMA
OVERVIEW
UNIT THEME: Travel and Tourism

This unit focuses on travel and tourism trends and experiences.
CHAPTER 13: Trends in Tourism

“Trends in Tourism” is a Web page designed for travel professionals that describes trends in tourism,
such as storm chasing and culinary tourism. (618 words)
Target Vocabulary: be associated with, destination, engulf, fee, first hand, flood, foresight,
man-made, subscribe, tuck in, violent
CHAPTER 14: Just Back, High Tide in La Serenissima

“Just Back: High Tide in La Serenissima” is a travel article describing what Venice is like when it is
flooded. (435 words)
Target Vocabulary: antique, captivating, circuit, crate, dawn, depth, ferry, invader, retreat, splash,
submerge, tide, wade

Reading Skills: Identifying Purpose; Understanding Descriptive Language
Vocabulary Skill: Core Meanings
Learn the Vocabulary Strategy: Using a Dictionary to Find the Core Meaning of Related Words
Follow-up Activity: Speaking, Listening, and Vocabulary

Have students prepare a five-minute presentation on a place they have visited or would like to
visit in the future. Tell them to bring in pictures of the place (photographs or images from
magazines or the Internet) to show to their classmates as they give their presentations. Tell
students to use as many target words as possible in their presentations.
20 Unit Notes
18
UNIT
CIVILIZED DINING
CHAP-
CHAPTER 15 A BLOSSOM LUNCH

CHAPTER 16 THE FIRST HOME-COOKED MEAL
OVERVIEW
UNIT THEME: Cooking

This unit focuses on cooking and its importance in human life.
CHAPTER 15
“A Blossom Lunch” describes one meal prepared by an American cookbook writer when she was
living in Italy. (544 words)
Target Vocabulary: approach, coat, enhance, flame, gather, pityingly, scent, slide, stay put, stem,
stroke, terrace, thrill
CHAPTER 16
“The First Home-Cooked Meal” is a review of a book that introduces a theory attributing one stage
of human evolution to the invention of cooking. (744 words)
Target Vocabulary: agriculture, devote oneself to, digest, distinct, enable, jaw, lead to, mate,
nutritional, profound, shift

Reading Skills: Making Inferences; Understanding the Relationships between Ideas—Cause
and Effect
Vocabulary Skill: Understanding Words That Signal Cause and Effect
Learn the Vocabulary Strategy: Using Word Cards: Changing Order, Grouping, and Spaced
Learning
Follow-up Activity: Writing and Reading

Have students prepare a class cookbook of recipes of their favorite dishes. Ask each student to
contribute one recipe that he or she has either written in English or translated from another
language into English. Insist that students NOT copy the recipe from an English language
cookbook. If possible, make copies of the book for everyone in the class. At the end of the
term, have a party and ask students to bring their favorite dishes.
Unit Notes 21
19
UNIT
FAMILY MATTERS
CHAP-
CHAPTER 17 WIDOWS
CHAPTER 18 LOST AND FOUND
OVERVIEW
UNIT THEME: Family

This unit focuses on relationships among family members.
CHAPTER 17
“Widows” is a poem that deals with the relationship between two sisters, one of whom has been
recently widowed. (235 words)
Target Vocabulary: be at it, companionship, dragging, evaporate, get used to, insult, make
allowance for, not give an inch, object (of a game), opponent, pastime
CHAPTER 18
“Lost and Found” is an excerpt from the first chapter of a novel about a mother and daughter and
how their relationship is changed by their participation in a television reality show. (802 words)
Target Vocabulary: chip, decipher, eliminate, fragile, freak out, overflow, provision, qualify, reunite,
rigid, segment, trail behind, unison

Reading Skills: Reading Poetry; Making Predictions
Vocabulary Skill: Understanding Idioms
Learn the Vocabulary Strategy: Using Word Cards: Adding Visual Images
Follow-up Activity: Writing

1. Have students complete one of the tasks.
• Write an original poem in English.
• Translate a poem from their native language into English.
• Rewrite “Lost and Found” from the daughter’s perspective. (It is written from the
mother’s perspective.) Think about how the daughter might see, feel, and describe
the same events that the writer describes from the mother’s point.
2. Ask for volunteers to read their poems, translations, or stories to the class. Encourage
students to participate, but do not compel them. Alternatively, with the permission of
the writers, you might choose to read several examples. The writers can be identified
or anonymous, depending on individual student preference.
22 Unit Notes
1
UNIT
BUSINESS
10
CHAP-
CHAPTER 19 BRANDING AND PRODUCT PLACEMENT

CHAPTER 20 CASE STUDY: 3M’S ENTRANCE INTO THE
RUSSIAN MARKET
OVERVIEW
UNIT THEME: Doing Business

This unit focuses on teaching some basic marketing terms and introducing students to the case
study method.
CHAPTER 19
“Branding and Product Placement,” an excerpt from a business textbook, explains what branding
and product placement are and why they are important marketing tools. (684 words)
Target Vocabulary: awareness, brand, catch up, come to mind, disregard, likewise, method,
setting, standard, strength
CHAPTER 20
“Case Study: 3M’s Entrance into the Russian Market” illustrates why 3M was successful in entering
the Russian market when many other companies had failed. (870 words)
Target Vocabulary: bribe, essential, ethics, expertise, found (a company), innovation, mission,
operation, potential, refuse, turnover, unstable, willingness

Reading Skills: Skimming; Recognizing Text References
Vocabulary Skill: Collocations
Learn the Vocabulary Strategy: Using a Dictionary to Find Collocations
Follow-up Activity: Writing and Speaking

1. Have students copy the chart below into their notebooks, leaving plenty of room to
record information. For one week, tell students to keep a record of any product
placements that they notice.
Product (include brand name, Where you saw the product (e.g.,
e.g., Pepsi or Coke) in a television show, a movie, etc.)
2. At the end of the week, write the chart on the board. Have students come up to the
board to fill it in with the information they have recorded. Discuss which products
appeared the most and where they appeared most frequently.
Unit Notes 23
1
UNIT
BIOLOGY: THE SCIENCE OF LIFE
11 CHAP-
CHAPTER 21 SYMBIOSIS
CHAPTER 22 MIXING IT UP
OVERVIEW
UNIT THEME: Biology

This unit focuses on defining and explaining two terms that are used in biology: symbiosis and
hybridization.
CHAPTER 21
“Symbiosis,” an excerpt from an introductory level biology textbook, explains what symbiosis is and
how biologists classify symbiotic relationships. (697 words)
Target Vocabulary: astonishing, classification, concept, dizzying, interactive, maintain, organism,
predator, reproduce, shelter, striped, tail
CHAPTER 22
“Mixing It Up” is a magazine article that discusses what an animal hybrid is and gives some
examples of both natural and “man-made” hybrids. (573 words)
Target Vocabulary: cub, enchanted, endangered, exotic, have a soft spot for, hybrid, itch,
offspring, show off, soul, technique

Reading Skills: Understanding Definitions; Skimming
Vocabulary Skill: The Adjective Suffixes: –ing and -ed
Learn the Vocabulary Strategy: Choosing Words to Learn: Field-Specific Terminology
Follow-up Activity: Speaking and Listening

1. Have students choose a term that is specific to a field they are interested in (e.g.,
molecule in chemistry, artifact in history or archaeology, etc.). Give them time to
think about how they could explain it to someone who knows little or nothing about
that field.
2. Put students in pairs and have them teach their terms to each other. Then tell them to
change partners and explain their term again, trying to improve their explanation the
second time. Have students change partners one final time. Finally, ask for volunteers
to teach their terms to the whole class.
24 Unit Notes
1
UNIT
BORN SPECIAL
12
CHAP-
CHAPTER 23 BEING A GENIUS IS HARD WORK

CHAPTER 24 THROUGH THE EYES OF LOVE
OVERVIEW
UNIT THEME: Exceptional Talent

This unit focuses on exceptional talent in a variety of fields and where such talent comes from.
CHAPTER 23
In “Being a Genius is Hard Work,” the writer discusses what a genius is and how someone becomes
a genius. (737 words)
Target Vocabulary: acquire, admiration, adversity, confirm, exceptional, exhibit, hardly, have access
to, individual, minimize, obsessively, strive, toddler
CHAPTER 24
In the blog entry “Through the Eyes of Love,” the mother of an autistic child describes how her son
became a gifted artist. (741 words)
Target Vocabulary: accelerate, adopt, affection, anticipate, curriculum, disorder, extraordinary,
hyperactive, livelihood, pace, repetitive, scenery, strain

Reading Skills: Paraphrasing
Vocabulary Skill: Prefixes extra-, hyper-, mini-, micro-, uni-, mono-
Learn the Vocabulary Strategy: Avoiding Interference When Learning New Words
Follow-up Activity: Speaking and Listening

1. Divide the class into three groups for a debate about genius. Encourage students to use
target words as much as possible.
Group A will defend this position: True genius is made, not born.
Group B will defend this position: True genius is born, not made.
Group C will listen to the debate and decide which group was more convincing. That
group is the winner.
2. Ask students to decide which of the debate positions they agree with. Have them copy
the statement on a sheet of paper and write three reasons that they agree with it. Ask
them to underline the targets words they use.
Unit Notes 25
STUDENT BOOK
ANSWER KEY
UNIT
CHAPTER 1 UNIT
CHAPTER 2
1
Think Before You Read (page 1)
1
Prepare to Read (page 9)
A. B.
1. Brazil, India, China, Russia 1. It’s a picture of some buildings or houses.
It was taken in Brazil.
Prepare to Read (page 2) C.
B. 1. Brazil, Russia, India, China
1. Jay Chou, from Taiwan 2. street art, television programs
2. Answers will vary. 3. by the year 2050
4. Brazil: street art, television Russia:
C.
fashion, film India: film China: video
2. Possible answers: a, b, d, f games
D. 2
Vocabulary Check (page 6)
A. Vocabulary Check (page 13)

1. celebrity 5. undeniable A.
2. legend 6. miss the boat
3. appeal 7. role 1. currently 3. explosion
4. inspire 8. implication 2. marketing 4. trend
B. B.
1. F 1. contemporary 5. movement
2. F, If your chances of winning are slim, you 2. motivate 6. vivid
3. resources 7. significant
not
will probably win. 4. luxury
3. T ^
4. T Comprehension Check (page 14)
5. T A.
6. F, When the tickets to a show sell out, you
1. BRIC 6. B
not 2. BRIC 7. R
can buy them right before the
^ 3. B 8. R
performance.
4. R 9. I
7. T
5. I 10. C
Comprehension Check (page 7) B. 2, 3, 4
A. C. 2
Jay Chou: 3, 5, 6, 7
Vocabulary Skill Building (page 15)
Zhilin: 1, 4
Cameron Diaz: 1, 3 A.
B. 1. N 6. A
2. N 7. ADV
1. He is a very successful actor and musician,
3. ADV 8. V
and he as won a lot of awards.
4. A 9. N
2. Answers may vary. Possible answers:
5. V 10. V
legendary, unique
3. missed the boat
C. 2, 3, 6, 7
Student Book Answer Key 27
B. B.
1. X 5. X 9. X 1. 2
2. 6. 10. 2. 3
3. 7. 3. 5
4. X 8. 4. 6
C.
Main Idea: Running is important all over the
UNIT
CHAPTER 3
2
world.
Main Point 1: Marathon running is the best-
known example.
Examples or Details: big business, millions of
Think Before You Read (page 19) people watch on TV, millions of dollars in
A. prizes, business promote products, Kalenjin
tribe in Kenya (ideal body type and
1. A lot of people are running together. This advantage because of altitude)
is a race, or a marathon.
2. runners Main Point 2: For the Tarahumara, running is
its own reward.
Examples or Details: call themselves “running
people,” not much contact with outside
B. world, traditional games ⫽ 2–3 day races
1. Answers will vary. Possible answers: Main Point 3: Japanese monks run to reach
Mexico, Boston, Japan enlightenment.
C. Examples or Details: 1,000-day challenge,
intense periods of running followed by
1. There is a hook, and yes, it has its own extreme deprivation, seven years to complete
paragraph (paragraph one). the challenge, very few finish, description of
2. Running continues to play an important challenge
role in cultures around the world (line 15).
3. 3
4. 1 UNIT
CHAPTER 4
2
5. Yes. Underline: Running has always
played a significant role in human life and
culture.
Vocabulary Check (page 23) Prepare to Read (page 27)

A. B.
1. respect 5. advantage 1. Similarities: Both men look proud, happy,
2. easy 6. exactly successful, and are either greeting their
3. remember 7. significant fans or surrounded by them. Differences:
4. succeed The man on the left is heavy and looks
B. very powerful. The man on the right is
very tall.
1. f 3. e 5. b
2. a 4. g 6. c C. c
Comprehension Check (page 24) Vocabulary Check (page 30)
A. 2. T
3. F, When we stand up, our bodies are
2. MP 4. H 6. SD 8. MI vertical
3. MP 5. SD 7. SD horizontal.
28 Student Book Answer Key

legs Prepare to Read (page 37)
4. F, We stride with our arms.
5. T B.
6. F, When people explain their reasoning, 1. She looks tired, or unhappy. She is dressed
why something is the way it is casually.
they explain how they do something. 2. The woman in the picture on the computer
7. F, When you store energy you use it is dressed very stylishly. She looks happy.
later
C. c
right away.
8. T
9. F, If you lift heavy loads every day, your Vocabulary Check (page 39)
bigger 1. b 4. a 7. b 10. b
muscles will get smaller. 2. a 5. c 8. c 11. b
10. T 3. b 6. a 9. a 12. c
11. T
12. F, If you believe something initially, you Comprehension Check (page 41)
believe it at first A.
will always believe it.
1. T 3. ? 5. T
2. F 4. T
Comprehension Check (page 31)
B.
A. 2
a. 3 c. 1 e. 4
B. b. 2 d. 6 f. 5
1. f 4. c 7. g C.
2. i 5. a 8. h
3. b 6. d 9. e a. 2 c. 3 e. 6
b. 1 d. 4 f. 5
C. Answers may vary. Possible answers:
Swimmer: tall, muscular, powerful legs
Rower: tall, muscular UNIT
CHAPTER 6
3
Long-distance runner: short, muscular, light
and slim body, slim legs, powerful legs
Long-distance cyclist: short, muscular,
powerful legs
B.
1. b. crosswalk 4. f. cross-reference
1. They are doctors or nurses. They are in an
2. c. cross-training 5. a. crossfire
operating room.
3. e. cross-section 6. d. crossroads
2. They are practicing an operation on a
virtual patient.
C. 2
UNIT
CHAPTER 5
3
Vocabulary Check
1.
2.
3.
attractive
vehicles
model
(page 46)
7.
8.
9.
performed
likely
absorbed
A. 4. swallowed 10. ancient
1. The girl is playing dress-up. The boy at the 5. destroyed 11. mostly
top is reading. The children on the right are 6. operation 12. spot
playing with a truck.
2. In all of the pictures, people are playing.
The people are all children.
Comprehension Check (page 47) C.
A. 1, 3, 5, 6, 7, 8, 9 1. yes
2. paragraph 2
B. b
3. They have chosen lifestyles that set them
C. apart from others.
Main Idea: There are many important uses of 4. 4
VR other than entertainment. 5. c
I. Medical uses
A. doctors practice difficult operations Vocabulary Check (page 64)
B. pain control: patients go on VR adventure
II. Business world A.
A. cars: design and carry out VR crash tests 1. carefree 4. uneasy
B. architects: design VR model homes 2. reject 5. retirement
III. Scientific uses 3. withdraw
A. meteorologists: experience dangerous
B.
weather conditions
B. chemists: look at complex molecules 1. bad 5. without
C. paleontologists: VR time travel 2. more 6. reason
D. entomologists: VR models of insects 3. different 7. retired
IV. Beauty industry 4. elevators 8. throw away
A. hairdressers: show clients how a
different hairstyle will look Comprehension Check (page 66)
B. dentists: show you a more attractive smile A.

Underline: In many parts of the world, there are
people who know about modern life but are not
A. interested in being a part of it. (paragraph 3)
1. e 2. a 3. c 4. b 5. d Hikikomori are young people, usually young
men, who do not follow the usual path of
B.
education, career, marriage, and family.
1. perform an operation (paragraph 4) Another group includes those
2. model home who are concerned about the environment.
3. prices come down (paragraph 5) It is made up of Americans
4. beauty industry fifty-five years of age and older living in
5. life-size model retirement communities in the southern
United States. (paragraph 6)
B.
UNIT
CHAPTER 7
4
Main Idea: People who chose to “check out”
come from many different backgrounds and
live all over the world.
Main Point 1: Bakhtiari nomads of Iran (not
interested in modern life)
B. Examples and Details: do not live in cities,
2. c attend school, get jobs/travel in desert on
foot/summer in the mountains, winter in the
desert
Main point 2: Hikikomori (reject modern life)
B.
Examples and Details: withdraw from
1. The people in the picture on the left are education, marriage, jobs/live in their
shepherds, somewhere in the mountains. bedrooms/take out food/dirty dishes/they
The man on the right is a gardener, make other Japanese uneasy
working on a rooftop in a city.
Main Point 3: Urban homesteaders (concerned UNIT
CHAPTER 9
5
about the environment)
Examples and Details: live in cities/no
supermarkets/grow food in their backyards/
produce own electricity/barter with others
Main Point 4: American retirees Think Before You Read (page 76)
Examples and Details: live in southern U.S./ Answers will vary.
safe, clean communities/always good
weather/no children, no noise/enjoy favorite Prepare to Read (page 77)
leisure activities C.

1. They see a different color and shape for
each letter. The shapes combine and mix
1. cancer-free 4. salt-free with each other. The color of a word is
2. fat-free 5. smoke-free influenced by its initial letter.
3. trouble-free 6. stress-free 2. They love it.
3. no
D. 3
UNIT
CHAPTER 8
4
Vocabulary Check
1.
2.
3.
a
a
a
(page 81)
7.
8.
9.
a
b
a
B. 4. a 10. b
1. The billboard advertises a retirement 5. a 11. b
community. 6. b 12. a
2. They are dancing.
C.
A. 3
1. a 2. b
B.
Vocabulary Check (page 70) 1. b 7. b
1. catch up on 7. facility 2. c 8. b
2. excerpt 8. permanent 3. a 9. b
3. keep time 9. pinching 4. b 10. b
4. widows 10. gossip 5. b 11. b
5. slogan 11. stings 6. c
6. ponder C. Answers will vary.
Comprehension Check (page 72) Vocabulary Skill Building (page 84)

A. a A.
B. Positive: attractively, comfortable, enjoy, 2. leap 5. activated
friendly, happy, lovely, lucky, nice, relax 3. colored 6. using
Negative: claustrophobic, miserable, problem, 4. change 7. sees
sting, uncertain fate, uneasy
B.
C. Answers may vary. Possible answers:
1. hesitantly 5. virtually
Circle: happy, lovely, nice, problem
2. intentionally 6. intensely
Underline: attractively, claustrophobic,
3. simultaneously 7. permanently
comfortable, enjoy, friendly, lucky, miserable,
4. separately 8. horizontally
problem, relax, sting, uncertain fate, uneasy

UNIT
CHAPTER 10 UNIT
CHAPTER 11
5
6
B. A.
1. There is a man playing the trumpet. 1. a seeing eye dog, a miniature horse, a crow
Something pointed: objects on the table, 2. Answers will vary.
the trumpet. Something round: the sun, the 3. Answers will vary.
man’s head, the red and blue balls in the
sky, the chicken on the table Prepare to Read (page 94)
C. 1, 2, 3 B.
1. It is a crow. It is holding a twig.
C.
A.
1. crows, geckos
1. conflicts
2. a New Caledonian crow
2. grins
3. a writer
3. identify with
4. crows
4. texture
5. a biologist
5. illusion
6. geckos
6. flows
B. Vocabulary Check (page 96)
doesn’t enjoy A.
1. F, A conservative enjoys experiencing
new things. 1. humans 4. uneasy
2. steel 5. similar
knows
3. ponder 6. easy
2. F, When your doctor doesn’t know what is
wrong with you, he or she gives you a B.
diagnosis. 1. g 3. e 5. b
3. T 2. h 4. d 6. a
4. T
hold onto
5. F, When you grasp something, you drop it. Comprehension Check (page 98)
not A.
6. F, If people are sympathetic to your
^ probably reject you. 1. a. I, b. MP, c. I
situation, they will
2. a. I, b. I, c. MP
7. T 3. a. I, b. I, c. MP, d. I
8. T 4. a. MP, b. I
5. a. MP, b. I
B.
A. Making tools: Betty with the wire
Underline: “I feel it like I’m actually grasping Learning: Betty with the wire, crows using the
something.” (line 37) For Michael, sensation cars to crack nuts, other crows learning from
was simultaneous, like a jambalaya, instead first crows to crack nuts, crows figuring out
of a meal served in neat, separate courses. how to use a vending machine
(line 46) Solving problems: Betty with the wire, crows
using the cars to crack nuts, crows figuring
out how to use a vending machine

Using tools: Betty with the wire Vocabulary Skill Building (page 106)
Planning: Betty with the wire, crows using the
A.
cars to crack nuts, other crows learning from
first crows to crack nuts, crows figuring out 1. law ⫹ suit ⫽ a problem or complaint that
how to use a vending machine someone brings to a court of law to be
Adapting to new situations and environments: settled
Betty with the wire, crows using the cars to 2. house ⫹ trained ⫽ an animal that uses a
crack nuts, other crows learning from first litter box or goes to the bathroom outside
crows to crack nuts, crows figuring out how to 3. seeing ⫹ eye ⫹ dog ⫽ a dog trained to
use a vending machine guide blind people
4. test ⫹ tube ⫽ a small, narrow glass
container with a round bottom, used in
scientific experiments
UNIT
CHAPTER 12
6
5. vending ⫹ machine ⫽ a machine that you
can get candy or drinks from by putting in
a coin

UNIT
CHAPTER 13
7
B.
1. a miniature horse
2. The horse has been trained to help the
woman, who is disabled.
C.
A. Venice, Italy/Tower of London/Mt. Everest

1. but, in fact, still, plus, also
2. miniature guide horses and guide dogs
Vocabulary Check (page 103) B.

1. a 4. a 7. b 10. b 1. The postcard on the left is Alcatraz, near
2. c 5. b 8. a 11. c San Francisco. The postcard on the right
3. b 6. a 9. c 12. b shows a tornado.
C.
1. c
A. 2. a
1. T 3. F 5. ? 7. T
2. ? 4. F 6. T Vocabulary Check (page 120)
B. A.
Answers may vary slightly. Possible answers: 1. is associated with 4. destinations
2. subscribe 5. fees
Dogs: work for 8 years, can be threatening,
3. engulfed 6. firsthand
expensive to train, more common than
horses, can travel more easily in airplanes B.
Dogs and miniature horses: trainable, used as 1. T
service animals 2. F, Your house is built by the side of a river.
Miniature horses: work for 30⫹ years, herd You do not have to worry about floods.
animals, mild-mannered, less aggressive than 3. F, Tornadoes and snowstorms are
dogs, eat more often, go to the bathroom natural
more often, bigger than dogs, can’t lie down man-made events.
in small places 4. T
5. T

Comprehension Check (page 121) not
6. F, The writer was upset by the situation.
A. ^
not
1. competitive 7. F, The hotel workers were upset by the
^
2. dark situation.
3. scenes of violence, suffering, and death 8. F, There was no electricity in the hotel.
4. Australia and Southeast Asia 9. T
5. storm chasing/dark 10. T
6. to cook local food B. 2, 4, 5
7. Vietnam, West Africa, and the Middle East
8. $60 million/the International Space Station C. b
C.
1. culinary 3. dark UNIT
CHAPTER 15
8
2. extreme 4. storm-chasing
UNIT
CHAPTER 14
7
A.
1. Picture on left: three prehistoric people
Prepare to Read (page 124) rubbing sticks together to make a fire
Picture on right: modern-day woman in a
B. modern kitchen
1. Venice, Italy 3. flooding
2. canals Prepare to Read (page 134)
C. C. b, c, e, f
1. c 2. d 3. a
Vocabulary Check (page 127) A.
A. 1. stems 4. strokes
1. e 3. a 5. d 2. coat 5. slide
2. f 4. c 3. flame
B.
B. 1. scent 5. enhance
1. a 3. a 5. c 7. a 2. pityingly 6. stay put
2. b 4. a 6. b 8. b 3. gathered 7. thrill
4. terrace 8. approached
A.
A.
1. T
2. T 1. in a small town
3. F, Weather forecasters had not predicted Details: only one fruit and vegetable stand,
any flooding on that day. henhouse near where the author is
4. ? staying, church, city hall and grocery
not store all close together
5. F, This was the first time the hotel had 2. the writer’s husband
^
been flooded. Details: author uses “we” in first paragraph,
author knows that Fernando has never

seen a hen, author knows that Fernando is B.
lying when he says he doesn’t like eggs, 1. mate 4. nutritional
author and Fernando staying together and 2. jaws 5. agriculture
eating lunch together 3. digest 6. shift
3. because she is an outsider and doesn’t
understand the local customs
Details: Sergio suggests what they should
make for lunch, doesn’t wait for author A. Answers will vary.
to answer before giving her potatoes, B.
author doesn’t know that she can’t buy
eggs in his store nor that there is a CAUSE EFFECT
henhouse nearby
food is cooked food more nutritious
B. Answers may vary. Possible answers: and easier to digest
1. F, The author isn’t familiar with local less energy needed more energy for
customs and has never before eaten the for digestion bigger brain
food she discusses.
less time needed for more time for
2. T, He is uncomfortable around chickens.
chewing productive activities
3. T, She writes with affection and warmth
such as . . .
about the lunch they prepare, which does
not include complicated ingredients. more time spent at paired mating,
4. F, They eat lunch by themselves on the home male/female roles
terrace.
5. F, He helps her to batter and fry the sage C.
leaves and celery tops 2. cause
6. F, The author refers to “our place” and Wrangham argues that the shift from
“back home in the kitchen.” eating raw to cooked food enabled the
7. (possibly) T, She speaks Italian, and effect
mentions her “first day” in Tuscany. evolution of the larger-brained Homo
8. (possibly) T, She seems to know how to erectus.
cook, but there is no proof in the excerpt 3. cause
that she writes cookbooks. Wrangham argues that because cooking
freed early humans from all of that
effect
UNIT
CHAPTER 16 chewing, they could then devote themselves
8
4.
to more productive activities, such as the
development of tools, agriculture, and
social networks.
cause
Males did not have to hunt as often,
B. effect
which meant they stayed put for longer
1. Austalopithecine
periods of time.
2. Homo habilis
5. cause
3. between 2.0 and 1.5 million years ago
Staying at home and gathering around the
4. Homo sapiens
fire became central to humanity. This led to
C. first box effect
paired mating and perhaps even traditional
Vocabulary Check (page 144) male-female household roles.
A. 6. cause
Many other scientists believe that eating
1. enable 4. lead to meat, rather than cooking food, led to the
2. profound 5. devote oneself to effect
3. distinct evolution of Homo erectus.
7 cause 2. Her husband has recently died.
However, he believes that meat eating 3. She ignores her sister’s sadness and
effect concentrates on the card game.
played a role in an earlier stage of evolution, 4. The two women already seem to be lonely.
from Australopithecines to Homo habilis. Solitare would make them more lonely,
since there is no opponent.
Vocabulary Skill Building (page 148) 5. She prepared them to live alone by
A. teaching them this card game and (we can
infer) other ways of being independent.
1. a 3. b 5. b 6. Her aunt must have had a husband as well,
2. a 4. a 6. b who must have died earlier.
B. Answers will vary.
A.
UNIT
CHAPTER 17
9
1. not give an inch: not yield; be firm
2. make allowance for: give someone an
advantage because they have a handicap or
difficulty
Think Before You Read (page 151) 3. let up: give up, rest
4. give (someone) an edge: give someone an
A. Answers may vary. Possible answer: There advantage
are four generations in the picture. 5. catch up on (something): find out what’s
been happening
B.
B.
1. gave her an edge
1. Two elderly women are playing cards. 2. make allowance for
They seem to be enjoying the game. 3. n’t give an inch
C. 4. catch up on
5. let up
1. spite: a feeling of wanting to hurt or upset
people, for example because you are
jealous or think you have been unfairly
treated
UNIT
CHAPTER 18
malice: the desire or intention to
deliberately want to hurt someone

9
1. get used to 7. dragging B.
2. insult 8. pastime
3. object 9. be at it 1. a ski pole, bishop from a crystal chess set,
4. opponent 10. not give an inch a sheet of rice paper, a trilobite fossil, an
5. evaporate 11. make allowance for aviator’s helmet, a live parrot
6. companionship 2. scavenger hunt: a game in which people
are given a list of unusual things which
Comprehension Check (page 156) they must find and bring back
A. Answers will vary. Possible answers: C.
1. She could mean the card game, or she Underline: Cassie, Brendan, Betsy, Jason, Eli,
could mean an attitude toward life. Barbara Fox

Vocabulary Check (page 161) 2. They are having a meeting.
3. It is hard to say, but it might be some kind
A.
of financial company, because of the bar
1. c 3. a 5. b 7. a graphs in the background.
2. c 4. a 6. c 8. b
B. Prepare to Read (page 174)
1. T B.
2. T 1. The picture is from a movie. The actor is
3. F, When two people sing in unison, they Tom Hanks.
the same note 2. FedEx. The company is associated with
start singing on different notes.
transportation of packages and mail.
don’t
4. F, If you follow the rules, you will be 3. Answers will vary.
^ from the game.
eliminated C.
5. F, When you reunite two people, you 1. c
get them back together after a long time
2. b
introduce them to each other for the first
3. Answers will vary.
time.
4. Answers will vary.
A.
A. Answers will vary.
1. the narrator (Cassie’s mother)
B.
2. The main characters are Cassie’s mother
and Cassie. Other characters are Besty, 1. a
Jason, and Barbara. 2. b
3. The object of the show is for the 3. a
contestants to find, in an unfamiliar city, 4. b
all of the objects on the list. People get 5. a
disqualified or eliminated for failing to find
some of the objects or by losing or Comprehension Check (page 178)
breaking one of the objects.
A.
could
B.
1. F, Coca-Cola wants to borrow $100 billion
1. c 3. a or b dollars.
2. a 4. c 2. T
3. T
C. Answers will vary. 4. T
5. T
6. F, Up to now, product placement has been
UNIT
CHAPTER 19 in many forms of media
10
used mostly in movies.
see
7. F, You can buy a Hewlett Packard
computer at any IKEA store.
Some
8. F, Most companies are now spending more
A.
on product placement than on other types
1. They look like businesspeople. They are of advertising.
colleagues. 9. T

UNIT
CHAPTER 20 Vocabulary Skill Building (page 188)
10
A.
1. It is essential that all employees follow
standard business practices.
2. It is illegal to take a bribe from a business
associate.
B.
3. Innovation is part of our corporate mission.
1. Post-Its, mechanical pencil, pen, binder 4. In order to build a brand, it is necessary to
clip, spiral notebook spend a lot of time and money.
2. Answers will vary. 5. You can find Google’s mission statement
3. 3M on its Web site.
C. 6. We need to improve our brand awareness
through better product placement.
1. c 2. c 3. b
B.
Vocabulary Check (page 184) 1. take a bribe
A. 2. business associate
3. corporate mission
1. c 2. b 3. b 4. b 5. a 6. b 4. brand awareness
B. 5. build a brand
1. essential 4. innovation 7. turnover 6. follow standard business practices
2. bribe 5. found 7. mission statement
3. mission 6. operation 8. product placement

Learn the Vocabulary (page 190)
A. A.
1. a 3. c 5. b 7. b 9. b 1. Adjectives: high/low,
2. b 4. b 6. b 8. b academic/health/environmental, moral
Nouns: practice/procedure
B. Answers may vary. Possible answers: 2. have, set, meet/reach
Challenge 3M’s Response 3. by
1. uncertainty adapted to local B.
because of breakup conditions, brought 1. low
of Soviet Union cultural awareness, 2. set/have
protected workers: 3. By
helped pay for 4. moral
housing, hired local 5. meet
people, donated to 6. environmental
local schools 7. practice/procedure
2. shift to a market- followed rules, trained
based economy workers in ethics,
encouraged innovation
and creativity
3. Russian mindset trained workers in
ethics, encouraged
innovation and
creativity, protected
workers: helped pay
for housing, hired
local people

UNIT
CHAPTER 21 C.
11
Species A
dogs
Species B
humans
Type of
Symbiosis
M
A. bacteria that live humans M

in the human
1. Picture on the left: a fish coming out of a intestine and
sea sponge feed on human
Picture in the middle: zonkey waste
Picture on the right: pizzly
bees flowers to M
2. All of the things in the pictures are which bees are
animals. attracted
3. It looks like a polar bear and a grizzly bear.
4. hybrid barnacles whales C
sharks small pilot fish M
Prepare to Read (page 194) that swim into
the sharks’
B.
mouths and eat
1. The shrimp and the shrimp gobi (fish) are food on the
very close to each other. It is hard to know sharks’ teeth
if they are touching.
C. UNIT
CHAPTER 22
1. b
2. c

11
1. cycles 8. fate B.
2. maintain 9. dragging
3. interact 10. isolating 1. b. ⫽ lion ⫹ tiger c. ⫽ polar bear ⫹
4. tail 11. productive grizzly bear d. ⫽ whale ⫹ dolphin
5. shelter 12. shelter e. zebra ⫹ donkey f. ⫽ zebra ⫹ horse
6. facility l3. classification 2. page 200: liger page 193: zonkey, pizzly
7. eliminate
Comprehension Check (page 198) A. Answers may vary. Possible answers:
A. 1. A hybrid animal is defined as the offspring
1. c 5. b of the mating of two different species.
2. d 6. h 2. A pizzly refers to a cross between a grizzly
3. e 7. a bear and a polar bear.
4. f 8. g 3. An exotic animal trainer is someone who
trains unusual or exotic animals.
B. 4. A zoal refers to the infant offspring of a
1. B, H zebra and a horse.
2. Ø, B 5. Sinbad is a liger, a cross between a lion
3. B, B and a tiger.
6. When Nancy Nunke refers to “stripeys,” she
is referring to zonkeys, zorses, and zoals.

B. Answers may vary. Possible answers: C.
1. All of the names of the animals begin with 1. Underline first sentence or entire first
“Z.” paragraph.
2. She means that they have many of the 2. Is it the luck of being born a genius, or
same characteristics as zebras. simple hard work?
3. d 3. Answers may vary. Possible answers: three
4. Underline lines 42–45, 46, 64–71, 76 main points: problems of evaluating early
potential, importance of motivation and
Vocabulary Skill Building (page 205) work, importance of environment
A.
2. enchanting, enchanted
3. thrilling, thrilled A.
4. astonishing, astonished 1. have access to
5. threatening, threatened 2. exhibit
6. absorbing, absorbed 3. toddlers
B. 4. acquire
5. minimize
1. astonished, astonishing 6. individuals
2. enchanted, enchanting 7. strive
3. threatening, threatened 8. obsessively
4. absorbing, absorbed
5. fascinating, fascinated B.
6. thrilling, thrilled 1. operation 4. reject
2. privilege 5. defective
3. mostly
UNIT
CHAPTER 23
12
Comprehension Check
work as much as on talent

Main Point 1: hard to define genius
(page 214)
Main Idea: extreme success depends on hard
A. Examples or Details: IQ test doesn’t tell the

whole story – many people do well on it as
1. Picture on the left: Wolfgang Amadeus children and then don’t do anything great/
Mozart, Picture in the middle: John new tests ask kids to think of different
McEnroe, Picture on the right: Shirley solutions to problems
Temple. They are all special because they
showed great talent at an early age. The Main Point 2: importance of motivation and
word in English for such children is work
prodigies. Examples or Details: Gladwell: successful
people work for 10,000 hours (Bill Gates,
Beatles)
Main Point 3: importance of environment
B.
Examples or Details: great thinkers and artists
1. Picture on the left: Bill Gates, Picture on grow up in either great adversity (learn
the right: The Beatles. They are/were to focus) or great privilege (access to
extremely successful. information and resources)

UNIT
CHAPTER 24 Comprehension Check (page 220)
12
A. 3, 4, 6
B.
1–4 years old: hyperactive, did not need much
sleep, didn’t show affection, diagnosed with
B. autism, admired scenery and beautiful
magazines
1. The boy is autistic. The boy looks as if he
2002: acquired an obsession for art
is around ten years old. The boy’s special
2003: Sarah sent him to art classes
skill is art.
2004: participated in four art exhibitions
2. Autism is a developmental disorder that
today: art exhibitions in different countries,
affects communication and social skills.
behavior continues to improve
C.
1. a brain development disorder Vocabulary Skill Building (page 221)
2. four years old 1. extracurricular 4. miniskirt
3. Applied Behavior Analysis 2. unisex 5. microbiologist
4. when he was eight years old 3. hypertension 6. monolingual
5. In the United States, Australia, and the
United Kingdom Vocabulary Practice 1 (page 234)
6. Dr. Treffert is a famous researcher on
autism. Think About Meaning
1. explosion 6. distraction
Vocabulary Check (page 219) 2. movement 7. role
speeds up
3. miss the boat 8. uncertain
1. F, When a car accelerates, it slows down. 4. resource 9. miss the boat
2. T 5. slim 10. ordinary
not Practice a Skill
3. F, If you have a physical disorder, you are
^ 1. vivid 5. To catch
healthy.
4. T 2. undeniable 6. uniquely
3. marketing 7. significance
can’t
5. F, People under a lot of strain can relax 4. distract 8. sold out
easily.
neither calm nor easy Vocabulary Practice 2 (page 235)
6. F, Hyperactive toddlers are calm and easy
Think About Meaning
to take care of.
7. T 1. b 5. b 9. b
8. F, If you want to enjoy the scenery when 2. a 6. a 10. c
car or train 3. a 7. c
you travel, it is best to travel by plane. 4. a 8. c
9. T
10. T
Practice a Skill
do not
11. F, Toddlers and adults naturally walk at the 1. F, When a tennis player hits a ball
same pace. ^ needs
crosscourt, the other player does not need
12. F, When you adopt a new method, you
to move to hit it back.
accept
reject it. 2. T
3. F, If you and your partner are working at
not
13. F, Extraordinary events are quite common. cross purposes on a project, you will
not
probably complete the project quickly.
^

4. F, When a pilot does a crosscheck, he Vocabulary Practice 5 (page 238)
more than
checks his instruments once very Think About Meaning
carefully. ^ 1. clothing 4. furniture
5. T 2. It slows down. 5. ideas
6. F, A crosswind is a strong wind that is 3. exchange it
more than Practice a Skill
coming from one direction.
^ 1.
2. X, His thoughts flowed freely.
Vocabulary Practice 3 (page 236)
3. X, The two machines were activated
Think About Meaning simultaneously. OR The two machines
T digital were simultaneously activated.
M, T exchange 4.
M expense 5.
M income 6. X, Your endeavors are greatly appreciated.
M, T model Practice a Strategy
M, T operation
M, T property 1. get worse 3. silly
T toy 2. cry 4. change, adjust
M, T virtual
M, T vehicle Vocabulary Practice 6 (page 239)
Practice a Skill Think About Meaning

A. Answers may vary. Possible answers:
1. with 3. for 1. Jill is wearing a costume because she is
2. in 4. from, to going to a party.
2. Tom becomes anxious in social situations,
B.
so it is impossible for him to enjoy large
1. When she is absorbed in a project, she parties.
forgets everything else. 3. You need to be cautious. This is a very
2. The price of a personal computer can range dangerous area.
from $500 to $3000. 4. Parents have an obligation to protect their
Practice a Strategy children.
5. We live in the suburbs outside the city.
1. b 2. b 3. a 4. a 6. Maria is really upset. Her boss sent her
another threatening e-mail.
Vocabulary Practice 4 (page 237) 7. That little boy is barely 10 years old. He
Think About Meaning should be at school.
1. fate 6. ponder 8. The problem has become widespread.
2. accumulate 7. gossip Many people are affected by it.
3. leisure 8. reject Practice a Skill
4. participate 9. inspire
5. occasional 10. free 1. Costume 4. breed
2. instinct 5. partner
Practice a Skill 3. Tap
1. pain-free 4. risk-free
2. cage-free 5. hands-free Vocabulary Practice 7 (page 240)
3. tax-free 6. sugar-free
Think About Meaning
Practice a Strategy
1. gathered 3. refused, denied 1. g 3. a 5. e 7. h
2. left, took out 2. d 4. b 6. f

Practice a Skill B.
Answers may vary. Possible answers: 1. “What a drag!”
1. become aware; realize 2. has a chip on his shoulder
2. agree with 3. dragging your feet
3. a lot of strong emotions at the same time 4. to add insult to injury
Practice a Strategy Vocabulary Practice 10 (page 243)

1. Answers may vary. Possible answers: Think About Meaning
develop, responsible, job, work, better,
higher 1. D 6. S
2. Answers may vary. Possible answers: 2. D 7. S
promo, promontory, promoter, promotion, 3. S 8. D
promotional 4. D 9. S
5. S 10. D
Vocabulary Practice 8 (page 241) Practice a Skill
Think About Meaning 1. a. We are trying to raise awareness of the
Circle: coat, digest, enhance, flame, gather, jaw, need for more cancer research.
nutritional, scent, slide, stem, stroke b. In recent years, public awareness of
environmental issues has risen
Practice a Skill significantly.
Answers may vary. Possible answers: Collocation: raise (public) awareness
1. A shift in wind direction enabled the Meaning: make people understand
firemen to put out the flames. 2. a. What is the essential difference in their
2. The development of agriculture enabled positions on healthcare?
humans to gather in one place and stay put b. The essential difference between the two
for long periods of time. products is price.
3. Agriculture led to the construction of the
first cities. Collocation: essential difference
4. News of the approaching hurricane led to Meaning: most important difference
widespread panic. 3. a. This is the perfect setting for a horror
movie!
Vocabulary Practice 9 (page 242) b. We’ve found the perfect setting for the
wedding.
Think About Meaning
easy Collocation: perfect setting
1. F, It is difficult to chip a fragile plate. Meaning: ideal location
2. T
3. T Vocabulary Practice 11 (page 244)
4. T
Think About Meaning
5. F, When you accommodate someone, you
consider their feelings and try to do what they want 1. T
insult that person. 2. T
6. F, When you get used to something, it threatened and should
doesn’t feel 3. F, Endangered species are dangerous and
feels strange to you. be protected
should be killed.
Practice a Skill
not
A. 4. F, A car that uses only gasoline is an
example of a hybrid vehicle. ^
1. do something slowly
2. have an attitude that you have been 5. T
do not
wronged
6. F, Humans have tails.
3. That’s really too bad/unfortunate/boring. ^
7. T
4. after one bad thing, another bad thing
8. T
Practice a Skill Practice a Skill
1. fascinating Answers will vary. Possible answers:
2. thrilled 1. monochromatic, monocle, monoculture,
3. astonishing monogamy, monolingual, monolith,
4. absorbed monologue, monopoly, monorail,
monotonous
Vocabulary Practice 12 (page 245) 2. unicycle, unify, uniform, unilateral,
Think About Meaning unicorn
3. hyperactive, hyperlink, hyperbole,
1. S 6. D
hypersensitive, hyperventilate
2. S 7. D
4. extramarital, extrajudicial, extracurricular,
3. S 8. S
extraordinary, extraterrestrial
4. D 9. S
5. minibar, miniature, minibus, minibike,
5. D 10. S
minimal, minivan, minimart
6. microscope, microwave, microsecond,
microsurgery, microfilm, microclimate,
microphone, microbiology

Real Reading 3: Creating An Authentic Reading Experience

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Real Reading 3: Creating An Authentic Reading Experience

Uploaded by

Copyright:

Available Formats

TEACHER’S MANUAL

PEARSON LONGMAN ON THE WEB

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

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

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

3 Running Around the Understanding

2 World Basic Text

Fluency Practice 1 Reading 1 Sleeper Hits

11 Crows’ Brains and

Fluency Practice 2 Reading 1 Can’t Name That Tune

iv Scope and Sequence

8 16 The First Home-Cooked

18 Lost and Found

Fluency Practice 1 Reading 1 The Haiku Master

19 Branding and Product

20 Case Study: 3M’s

23 Being a Genius is Hard

24 Through the Eyes of

Fluency Practice 2 Reading 1 Tulip Fever

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

CHAPTER 1 MOVE OVER, HOLLYWOOD!

UNIT THEME: Popular Culture

SKILLS AND STRATEGIES

Follow-up Activity: Speaking, Listening, and Vocabulary

CHAPTER 3 RUNNING AROUND THE WORLD

UNIT THEME: Athletes and Athletic Ability

SKILLS AND STRATEGIES

Follow-up Activity: Writing and Vocabulary

UNIT THEME: Virtual Reality

SKILLS AND STRATEGIES

Follow-up Activity: Speaking, Reading, Writing, and Listening