ia ers eae [eise nara CERNING aaa READING EXPLORER _ TEACHER’S GUIDE PAUL MACINTYRE ¢ DAVID BOHLKE ¢ COLLEEN SHEILS Second Edition NATIONAL |g [Ly ceestec o%e CENGAGE LEARNING "© LearningETON | % CENGAGE TERING Learning Reading Explorer Teacher's Guide 2 Second Edition Paul Macintyre, David Bohike, and Colleen Sheils Publisher: Andrew Robinson Executive Editor: Sean Bermingham Senior Development Editor: Derek Mackrel Editorial Assistant: Dylan Mitchell Director of Global Marketing: In Martin Product Marketing Manager: Lindsey Miller Senior Director of Production: ‘Michael Burggren Senior Content Project Manager: Ta Jin Hock ‘Manufacturing Planner: Mary Beth Hennebury Compositor: Si Global Cover Design: Creative Director: Christopher Roy, Art Director: Scott Baker, Senior Designer: Michael Rosenquest Photo Credits: Cover, 1Frans Lanting/National ‘Geographic Creative, 3 AP Images/Bruno Broken Printed in the United States of America Print Number: 02 Print Year: 2016 Copyright © 2015 National Geographic Learning a part of Cengage Learning ALL RIGHTS RESERVED. No par ofthis work covered bythe copyright herein may be reproduce, transmitted, stored or used in ay form or by any means sraphic, electronic, or mechanical, including but nt limited to photocopying, recording, scanning, igtizing taping, Web dstbuton, information networks, or information storage and retrieval ystems, except as permitted under Section 107 or 108 ofthe 1976 United States Copyright Act, without the prior written permission of the publisher. For permission to use materia from this texto product, submit all equests online at cangage.com/permissions | Further permissions questions canbe emailed to Permissionrequest@cengage.com ISBN-13:978-1-285-84694-1 National Geographic Learning 20 Channel Center Street Boston, MA 02210 USA Cengage Leaning sa leading provider of customized learning solutions with office locations around the globe, including Singapore, the United Kingdom, ‘Australia, Mexico, Brazil and Japan. Locate your local office at international.cengage.com/region Cengage Learning products are represented in Canada by Nelson Education, Ltd. ‘Visit National Geographic Leatning online at NGL.Cengage.com Visit our corporate website at wwrw.cengage.comContents eM Ra ar ae ea ate Bera ad Preparing Leamers to Read EM aa pea em Coy Using Video in Class ra aed oes paver arc Ni eee AY Osea Cad Nee ea Unit 2: Our Bond with Animals Unit 3: History Detectives Ce auton aU ne Unit 6: Reef Encounters Ce Ss oo Unit 8: Great Explorers Tea een au Unit 11: Incredible Insects Unit 12: Going to Extremes foleyTake a tour of Reading Explorer Thank you for choosing to use Reading Explorer Book 2. Here are 10 steps to help you get familiar with the course: |, First, look at the lst of Contents on page 3 * of the Student Book. You'll see the book is organized into 12 units. The book can be used for a short course of 24-36 hours using just the core units or can be extended for longer courses, for example, by using the Viewing activities in class. 7, Look at the Scope and Sequence * on pages 4-5 of the Student Book. You'll see that each unit is based ona theme of general interest, for example, “Food and Health.” Within each unit are two lessons, each based around a reading passage. You'll also note the range of reading skills and vocabulary building sections covered in the book. 4g, Read Welcome to Reading Explorer! * on page 6 of the Student Book. It highlights the new features of the Second Edition and how they help students to become active, fluent readers. re) , Skim through a Unit ofthe Student Book cae * and compare it against the Unit Walkthrough on the following pages of this Teacher's Guide. Each unit is accompanied in the Teacher's Guide by teaching suggestions and background notes (see pages 20-79),5. 10. * frequency words are highlighted in red. A complete list * DVD Package. The clips can be used with the Viewing * course. The Online Workbook contains the 12 video clips, ExamView® question banks is available Turn to one of the Reading Passages in the Student Book (e.g., Student Book page 9). The reading passages are all adapted from authentic National Geographic sources, which are listed in the Credits on pages 191-192 of the Student Book. Each reading passage is also available as an audio recording in the Classroom Audio CD/DVD Package as well as in the Online Workbook, providing a useful model for pronunciation and intonation. You'll note in each reading passage that useful, high- of these Target Vocabulary words is available online at NGL.Cengage.com/readingexplorer. For suggestions on oO teaching vocabulary, see pages 14-16 of this Teacher's Guide. Check out the Video clips on the Classroom Audio CD/ section at the end of each Student Book unit, and also with the video comprehension activities in the Online Workbook. The scripts for the videos are available at NGL. Cengage.com/readingexplorer. You'll see that the video narration recycles many of the target vocabulary items. For ideas on using video in class, see pages 16-17 of this Teacher's Guide. Check out the range of ancillary components of the audio recordings of the 24 reading passages, and a variety of interactive comprehension and vocabulary activities. Cee Le The activities are self-grading and provide reinforcement for the language presented in each unit. Additional learning and teaching resources are available online at NGL.Cengage.com/readingexplorer. An Assessment CD-ROM containing for teachers who want to create customized tests or give students additional language practice. See page 17 of this Teacher's Guide for suggestions on assessing learners’ progress. ally, note that each of the Student Books and Teacher's Guides are also available as eBooks. For more information, go to NGL. Cengage.com/readingexplorer.GREAT .. ae & Before You Read tasks introduce key terms and content that learners will encounter in the reading passage, and develop previewing skills such as skimming and making predictions. ‘Warm Up discussion questions help to raise learners’ interest in the unit theme and activate learners prior knowledge. ‘Maps, captions, charts, and graphs develop learners’ visual literacy—their ability to decode graphic information effectively. Each Reading Passage is adapted from an authentic National Geographic source; the language has been carefully graded and the reading contains ten high-frequency "target vocabulary” items.Reading Comprehension activities include question types commonly found in high-stakes international exams, such as TOEFL® and TOEIC®, } Reading Skill tasks include a variety of graphic organizers, which help leamers to understand the relationship between key The text box ideas in the passage. explaining the skill often identifies signal words that make students more aware of how the text has been constructed. Each chapter presents a different Reading Skill. Examples of the skill are often drawn from the chapter's reading passage. The Reading Skill section is addressed in each chapter of the Teacher's Guide with suggestions for further development. The Vocabulary Practice page in each chapter focuses on the ten target vocabulary items, giving students the chance to encounter them in different contexts and understand their meaningss Un Walkthrough (Continued) THE TRAVELS OF LUE Background information on the subject of the passage gives students a better perspective. ) Asecond reading in each unit expands naan learners’ knowledge of the unit theme _ and further builds vocabulary. The Teacher's Guide has suggestions for the Reading Comprehension tasksin each chapter. Line numbers showing where the answers can be | found in the passage are | available in the Answer Key. A Critical Thinking challenge questi at the end of each Reading Skill encourages students to work to discuss, and support their opicollocations, affixes, and usage to develop learner independence. For example, Thesaurus boxes present common synonyms so students increase their vocabularies by learning subtle differences between words with similar meanings. Vocabulary Building boxes highlight common | | Tora) shatso Fay Each unit features a Viewing section based on a video from National Geographic that is related to the unit theme. Video activities provide additional comprehension and vocabulary practice while motivating learners to learn more about the unit topic. It is expected that the video will be played more than once, first for gist comprehension and then to let students focus on details. A Before You Watch section activates students’ background knowledge and familiarizes them with vocabulary they will encounter in the film. Students are often asked to predict information they think will be presented in the video. The While You Watch section checks on the student's predictions, then shifts to a focus on details, from the video. Sometimes this is organized as a word web summary; at other times students may have to sequence events or match statements with people in the video. After You Watch usually contains several Critical Thinking questions that ask students to go beyond a literal interpretation of the video's contents. The activities vary, but students are challenged to le synthesize information they have read and watch xs oAims and Principles The Reading Explorer series aims to develop learners’ skills in reading, vocabulary building, and critical thinking, using topics and visuals adapted from real-world National Geographic content. A key principle of Reading Explorer is that today's learners need to be exposed to a wide variety of reading types. Information in the twenty-first century is increasingly conveyed in multimodal formats, that is, using a combination of text with graphics, diagrams, tables, photographs, and video. Exposure to the variety of formats in Reading Explorer will help learners to develop their visual literacy as well as their textual literacy. Another principle of Reading Explorer is that fluent readers employ a variety of strategies for reading, which, in turn, is based on various purposes for reading. In other words, the reading process is often multipurpose. With Reading Explorer, learners develop active learning strategies such as: * Using their own background knowledge of the topic, and awareness of text types, in order to make predictions about a passage; © Reading “top-down” to gain an overall idea of the purpose, type, and structure of a text; * Processing “bottom-up” clues such as contextual information and word parts in order to comprehend unfamiliar vocabulary, and the meaning of cohesive markers such as pronoun references; © Scanning a text quickly to locate specific information; 10 * Processing what is literally given in a text, (literal comprehension) as well as what is implied or inferred by the writer (inferential comprehension); * Recognizing relationships within a paragraph, or across a text, such as identifying cause and effect relationships, or the links between main and supporting ideas; * Identifying what is factually true in a text, versus the writer's personal opinion. An additional principle of the series is that reading is a multistage process. In particular, learners should be well prepared before they start to read a text and should later have an opportunity to reflect on what they have learned. This concept is known as the KWL technique. Using this approach, students identify: * What they know about the topic (i.., their prior knowledge, or schema) ‘* What they want to know (i.e., their purpose for reading) + What they /earned (i.e, their comprehension of the reading) With Reading Explorer, learners are also encouraged to go beyond the passage—and develop learner independence—by exploring the topic through the Classroom Audio CD/DVD Package and by exploring the topics online.Teaching Tips Preparing Learners to Read How should teachers prepare for a unit? Teachers should go through the unit themselves before a class, taking note of any questions students may have. The Teacher's Guide provides background information and resources to help answer students’ questions. Relevant websites at the start of each unit provide opportunities to learn more, and students can be directed to them for further exploration. Take time to read the overview, answer keys, and detailed teaching notes on language, cultural background, and vocabulary. The Viewing section gives teaching suggestions on using the video effectively. Why is it important to prepare learners before reading? Reading is an interaction between what students already know about a topic and new material in a reading passage. They will understand and enjoy reading more if their background knowledge is drawn upon. Moreover, learners need a reason to read How should teachers use the Warm Up section? Every Reading Explorer unit starts with a section called Warm Up. This helps students make connections between what they already know— the "K" part of the KWL approach—and the topics covered in the unit. Full-page photographs from National Geographic help raise students’ interest in the unit theme, and discussion questions help students relate the reading topics to their own lives. The Teacher's Guide provides possible responses to these questions as well as additional challenge questions that encourage students to think about the overall theme of the unit. How should teachers use the Before You Read section? Before You Read is made up of two activities, A and B, and comes at the start of each lesson Activity A often pre-teaches some key vocabulary and content that is essential to understanding the reading passage. These words (j.e., the support vocabulary) are presented in context and set in bold for emphasis. This support vocabulary appears later in the passage and is important for overall comprehension; however, it is not essential that students acquire (ie., learn and remember) these words at this stage. More explanation about vocabulary, including the distinction between support, and target vocabulary, is given on pages 14-16. In Activity A, learners complete tasks such as using the bold words to label a photograph or map, matching definitions, answering questions, or completing a short paragraph. In the process, they build visual literacy skills by reading graphically presented information, such as captions, headers, map or graph keys, just as in magazines, in newspapers, and on the Internet. Activity B provides a purpose for reading. For example, students should read the reading passage quickly to identify the main idea or make predictions about the content. Establishing what they want to learn is the "W" in KWL. It is important that after reading, teachers should take time to see what students have learned—: KWL—from the passage. What are the main previewing skills? The main previewing skills are skimming (reading quickly for the main idea), scanning (reading quickly existing knowledge of a topic to anticipate tf content of the passage). By reading quick!Building Learners’ Reading Skills ‘What are the features of Reading Explorer texts? Titles and headers provide clues to the organization of a reading passage and the main ideas. Sometimes the pre-reading activities will draw special attention to them, Ask students about titles and headers after a first reading. Check whether they are able to put the headers into their own words. Often, paragraphs have one main idea expressed in the header. Target vocabulary items are highlighted in red within the passage. These high- frequency words have been selected because they occur often in nonfiction reading, They are useful words that students should learn and remember. Target vocabulary is developed further in the vocabulary section within each unit and recycled throughout the series. Teachers can teach target vocabulary in various ways. Some teachers may prefer to pre-teach these words before leamers read the passage; others may prefer to wait until after learners have completed a first reading of the text, before they teach or elicit the meaning of the target words. Line numbers are provided every five lines in each reading passage. In class discussions, encourage students to use the line numbers when responding to comprehension questions. When students work in pairs, ask them to refer to the text using line numbers. 2 Photographs, maps, graphics, and captions provide information that reinforces ideas from the reading passage. If students haven't been directed to use these resources in Before You Read, draw attention to them by asking questions that can be answered only with information found there. The Teacher's Guide provides suggestions for utilizing these resources to help promote visual literacy. Footnote definitions for lower-frequency words (e.g., acronyms or technical terms) that are important for understanding the passage are provided at the bottom of the page.How can teachers promote reading fluency? Reading fluency is the ability to read smoothly and effortlessly while understanding the ideas expressed in the text. To help leamers achieve this goal, teachers can * Encourage learners to read chunks of text by phrases, rather than word by word. * Discourage learners from “tracing” words with their fingers or subvocalizing (reading aloud) the words while reading, as these slow down the reading process. + In subsequent readings of the passage, have students read quickly without stopping for a timed period such as two minutes. Then check how far the learners get each time. + Play the audio recording of the passage from the CD, and have learners read the passage at the same speed. + Recommend that leamers avoid checking each unfamiliar word in a dictionary, particularly when they read a passage for the first time. For further ideas on developing reading skills and fluency, see Anderson, N. J. (1999). Exploring Second Language Reading: Issues and Strategies. Boston: Heinle. How should teachers check reading comprehension? Reading comprehension activities check students’ understanding and their ability to use specific reading skills. The comprehension section immediately follows each reading passage. Some teachers may prefer to have students attempt to answer the questions without referring back to the text. However, note that some comprehension questions specifically refer to paragraphs or lines in the text. Additional reading comprehension questions can be found in the Online Workbook How can teachers promote reading skills? The Reading Skill section explicitly teaches and practices one academic reading skill to enhance leamers’ reading comprehension. The section teaches a variety of reading skills, for example * Identifying the Purpose of Paragraphs (e.g., page 17 of the Student Book) * Distinguishing Facts from Theories (e.g., page 49 of the Student Book) * Breaking Down Long Sentences (e.g., page 79 of the Student Book) + Understanding Synonyms (e.g., page 111 of the ‘Student Book) * Understanding Inference (e.g., page 141 of the Student Book) + Identifying an Author's Tone or Point of View (e.g., page 157 of the Student Book) * Synthesizing Information from Multiple Sources (e.g., page 187 of the Student Book) The Reading Skill section guides students in using several types of graphic organizers (Venn diagrams, T-charts, concept maps, flow charts, timelines, etc.). This gives students tools for organizing information in reading passages and helps them develop visual literacy skills. How does Reading Explorer prepare students for standardized tests? Reading Explorer has texts and question types similar to those used on international English exams. Each reading comprehension task has seven multiple-choice questions. Each question focuses on a particular skill, such as * Understanding the gist (overall theme) of the entire passage * Choosing the main idea or the most appropriate title for the passage Identifying the main idea of smaller portions of text (e.g., a paragraph) ‘+ Finding factual details (usually paraphrased from the text) * Identifying the meaning of references in the text (e.g., pronoun references) * Understanding the meaning of vocabular in context (different from target or supporty)-7 vocabulary) SD) + Paraphrasing ideas* Inferring someone's intention or opinion * Detecting the author's purpose The labels on the questions are also an effective teaching tool to familiarize students with their purposes and formats. The labels are explained in the glossary at the end of the Teacher's Guide. Developing Learners’ Vocabulary What is Reading Explorer's approach to language learning? Reading Explorer aims to build the high-frequency vocabulary that learners need for academic and real-world success. The series presents words in context, and then follows with exercises that teach and recycle them. Vocabulary research has shown that both implicit and explicit instruction are important in developing vocabulary that students can retain and actively use. Reading Explorer provides teachers with both options. ‘What are the different types of vocabulary in Reading Explorer? All components of Reading Explorer—reading texts, video, and audio—are carefully graded to build students’ vocabulary. Reading Explorer categorizes vocabulary into the following types: ‘* Target vocabulary: These are high-frequency words in academic and non-fiction reading. Knowing them and their related forms will help students become effective and fluent readers. Target words are highlighted in red. Target vocabulary is practiced in the Vocabulary Practice section of each unit of the Student Book (e.g., page 12) and are recycled in the Viewing section. * Support vocabulary: These words appear in bold in each unit's Before You Read section and are accompanied by photographs and graphics that help learners understand their meaning. They pre-teach vocabulary related to the topic of the reading passage mW * Specialized or technical vocabulary: These are footnoted within each passage, with definitions provided beneath the text. What are some ways to teach vocabulary in context? When learning another language, students need specific instructions in order to build vocabulary rapidly. Guessing the meaning of unknown or new words from context works best when students have already developed a sizeable core vocabulary. For this reason, teachers may choose to pre-teach the target vocabulary before learners approach the reading. However, even elementary and intermediate students benefit from being taught skills for understanding new vocabulary in context. Here are some suggestions for building these skills: ‘+ Draw attention to the target vocabulary highlighted in the passage. Have students pay attention to the surrounding words. Is the new word associated or collocated with other words? * Decide on the new word's part of speech. How does it function in the sentence? Are there clues such as articles (an, the), adjectives, adverbs, or verb endings? ‘+ Are some components of the word familiar? Look for clues to meaning in word roots, prefixes, and suffixes. + Is the new word defined within the text? Sometimes a synonym is given nearby in the passage. Teaching strategies for understanding words from context will promote better reading skills. Whenever possible, encourage students to work out meaning from context without interrupting the flow of their reading. In particular, suggest that students avoid using a dictionary to look up word meanings while reading, as this will slow them down and decrease their reading fluency. Several of the Reading Skill sections present strategies for using context to understand unfamiliar vocabulary.The Teacher's Guide contains suggestions for presenting and practicing vocabulary for each unit. In addition, clarifications are provided for appropriate usage and cultural considerations of certain words. How is target vocabulary practiced and reviewed? After being presented in context in the main reading passage, target vocabulary items are subsequently recycled in several sections of the book: 4. The Vocabulary Practice pages in each unit focus on using the target vocabulary in various contexts. Sometimes students complete gaps in a reading with the key words. At other times, they manipulate target words or find appropriate definitions for them in context. Knowing a word does not just involve knowing its spelling and meaning; itis also important that learners become aware of word structure, collocations, synonyms, and usage. While much of the focus of the Vocabulary Practice page is ‘on word meaning, the Vocabulary Building boxes supplement this by highlighting relevant word forms and associations. There are four types in Student Book 2: Word Link: Students develop decoding strategies based on word parts such as roots, prefixes, and suffixes. Word Partnership: Common collocations and set phrases involving target vocabulary items are presented, so that learners can increase their vocabulary awareness through acquisition of lexical chunks. Thesaurus: Synonyms of target vocabulary are identified so students can become more aware of subtle differences between words with similar meanings. Usage: Information is provided on common usage, such as the varied meanings of a word, and the distinction between formal and slang connotations. 2. The Viewing section in each unit is based on a topic related to the unit theme. Many of the target vocabulary items are featured in the narration of the video, which has been carefully graded for language level. Expanded While You Watch activities and Critical Thinking questions following the video give students an opportunity to use newly acquired vocabulary as they discuss the unit topic and relate it to their own ideas. For more on using video in class, see pages 16-17 of this Teacher's Guide. and self-scoring activities review the target vocabulary from the Student Book and include question types such as multiple-choice, drag and drop, and sentence completion. What role do dictionaries play in learning? Although target vocabulary is presented and practiced in context in Reading Explorer, dictionaries stil play an important role in learning vocabulary. Whichever dictionary you and your students decide to use, it is important to become familiar with its features and use it regularly. Some teachers find it helpful to bring a range of dictionaries to class and develop activities that require students to contrast and compare them, What tips can teachers offer students in learning vocabulary? Asa teacher, you can help students become successful language learners by: * Creating opportunities for vocabulary practice and making it fun ‘+ Making your classroom “vocabulary rich” by placing notes and labels on walls and boards * Creating flashcards and games (such as bingo and “hangman") as a way of reviewing recently learned vocabulary * Including vocabulary in your assessment * Teaching vocabulary acquisition strategies (such as learning key affixes and word roots) * Using word webs, drawings, and othe aids to help students remember wore* Requiring students to keep vocabulary notebooks and checking them often * Promoting extensive reading by encouraging learners to read graded readers, such as the Footprint Reading Library, available at NGL. Cengage.com/footprint, or the Page Turners Reading Library, available at NGL.Cengage.com/ pageturners. For further ideas on teaching vocabulary, see Nation, |. S. P. (2008). Teaching Vocabulary: Strategies and Techniques. Boston: Heinle. Using Video in Class What are the features of the Viewing section? The video features a theme related to the whole unit. It has three tasks: * Before You Watch: This section prepares students for what they will be watching. * While You Watch: This section requires students ‘to complete a variety of activities about what they have watched. It recycles target vocabulary and tests students’ understanding of the video. * After You Watch: The questions in this section allow students to think critically about what they have learned in the unit, including ideas from the video, and to relate the unit to their own lives. Al video clips are on the Classroom Audio CD/ DVD Package. The Online Workbook contains additional comprehension questions about the video. Why teach video-viewing In daily life, nonfiction videos can be found on television, on the Internet, and in theaters as documentaries. Just as Reading Explorer provides a wide variety of authentic text and graphic material to build students’ nonfiction reading skills, the series also builds viewing skills with videos from National Geographic. Reading Explorer promotes visual literacy so learners can competently use a wide range of modern media. 16 Videos differ from word texts in important ways. First, students are processing information by viewing and listening simultaneously. Visual images include information about the video's setting as well as nonverbal communication such as facial expressions and body movements. The soundtrack contains narration, conversations, music, and sound effects. Some contextual words may appear on screen in signs or as identification of people or settings. In addition, full English subtitles (“closed captions") are available as a teaching and learning option. What are the stages of viewing? Previewing prepares students for the video, engages their background knowledge about the topic, and creates interest in what they will watch. Effective previewing methods include: © Brainstorming and discussing what the class already knows about the topic * Using photographs and the video's title to predict the content + Pre-teaching key vocabulary essential to understanding the video content Viewing may occur multiple times and at different speeds while: * Watching for gist comprehension or the main ideas from the film ening closely for detail listening for opinion and inference Post-viewing activities include: * Describing the main points and paying attention to the sequence of events and the individuals who speak * Answering Critical Thinking questions that relate the video to the students’ own lives or experiencesHow should teachers use the videos to teach? The narration on each video has been carefully graded to feature vocabulary and structures that are appropriate for students’ proficiency levels The location of the video section at the end of each unit ensures that students already bring background knowledge and target vocabulary to the viewing process. Here are techniques for using video in class: * Pause, rewind, or fast-forward the video to focus on key segments or events + Pause the video midway to allow students to predict what will happen next. Resume the video so students can check their predictions * Have students watch the video with the sound muted, to focus only on what they see. If this approach is used, follow-up discussion helps students share their ideas about the content of the video. Then play with sound for students to check their ideas. + Have students watch without subtitles or sound and make predictions about what they will hear; then play with subtitles and sound for students to check their predictions. * Have students follow the script (available on NGL. Cengage.com/readingexplorer) as they listen to the video to help in improving intonation, pitch, and stress. Stop and replay key phrases for students to repeat. * Have students watch the video independently and complete the comprehension questions on the Online Workbook To extend viewing skills to speaking and writing skills, have students make a presentation or create ‘a written report about a short video of their choice, using language they have learned from the Student Book and video narration. Assessing Learners’ Progress How can leamers’ progress be assessed with Reading Explorer? Ongoing assessment with Reading Explorer allows teachers to obtain feedback on students' progress in vocabulary, reading skills, and visual literacy. ‘Ways that teachers can assess learners include: * Reading comprehension questions that reflect current question formats on standardized English exams * Vocabulary practice sections that check learners’ understanding of recently acquired vocabulary * Self-grading vocabulary activities and reading and viewing comprehension questions in the Online Workbook * Assessment CD-ROM with ExamView® so teachers can quickly create customized tests The ExamView® software provided with Reading Explorer contains banks of questions on readings and vocabulary for each unit. The questions mirror many of the types and formats of questions used in the Student Book. With ExamView®, teachers can create and customize exams quickly and easily. The ExamView® component provides the following for each unit of Reading Explorer: + An additional reading passage related to the unit topic, with comprehension questions * A bank of additional questions relating to the target vocabulary of the unit The questions cover a variety of task types, including multiple choice, true or false, and completion. The reading comprehension questions focus on the same range of reading skills that are highlighted in the Student Book, for example, understanding main ideas, details, and inferences, identifying references, and understanding vocabulary from context.Name: Class: — Reading Explorer: Reading Summary Worksheet Unit: Reading title ‘A. What is the reading passage mostly about? B. What places are mentioned in the reading? . Ina few words, give the topic or main idea of each paragraph: D. Describe one of the photos or graphics in the reading. Did it give you an example of something in the text or provide additional information? Explain E. List the ten words highlighted in the text. Write a sentence or definition for each. 9. 10. F. Make a sentence using one of the words in the footnotes. G. What are two or three things that you learned from this reading? 18 This page may be photocopied. © 2015 National Geographic Learning, a part of CerName: Class: Reading Explorer: Video Summary Worksheet Unit: Video title ‘A. Note the people, locations, and events that you see in the video, B. Ina few words, give the main idea of the video. C. Answer these questions about the video. Where was it filmed? Give the name of the location(s) and continent(s) ‘Who are the people in the video (if any)? What are their jobs? What was the main purpose of the video? For example, to give information, to entertain, or to persuade you to change your mind about something. D. Were there words or phrases in the video that were new to you? Note them here, with a definition or sample sentence, E, What are two or three things that you leamed from the video? F. If you could film this video, what would you do differently? This page may be photocopied. © 2015 National Geographic Learning, 2 part of Cengage Learningi Food and Health the extinction of crops. Warm Up Answer Key Answers will vary. Possible answers include: 1. Healthy foods may include foods and dishes made up mostly of whole foods (foods that are not processed) such as fruits, vegetables, meats, legumes, nuts, etc. 2. Unhealthy foods may include processed foods, such as junk food or fast food, or sweet desserts made with a lot of sugar. 3. Because people eat so many processed foods today, many people believe we ate healthier food in the past when we only ate whole foods. Teaching Notes Have students look at the photo and read the caption. Note that the second e in the word vegetables is almost silent. It is not unusual for vegetables to be referred to casually as veggies Ask them: * What vegetables do you see in the picture? eggplant, peppers (red, yellow, orange, green), squash (pumpkin, butternut squash, etc.) ‘= Where was this picture probably taken? in a vegetable garden or on a farm. 20 Unit Unit Introduction This unit focuses on food and health. Students will read about why sugar is addictive and then learn about how different species of food are being preserved to prevent Key Words for Internet Research: 1845 potato famine, Diane Ott Whealy, food and health, healthy foods, heirloom crops, Heritage Farm, illness and sugar, Nikolay Vaviloy, seed preservation, sugar, sugar addiction, unhealthy foods, whole foods For More Information: ngm.nationalgeographic.com/2013/08/ sugar/cohen-text ‘* Why are fruits and vegetables good for us? Fruits and vegetables provide nutrients in the form of vitamins and minerals. They also provide us with fiber and are low in fat * Why do fruits and vegetables add a “fresh touch of beauty” to a meal? They add beautiful and bright colors to a plate of food + How can vegetables be prepared in a healthy way? Healthy ways of preparing vegetables. include baking/roasting, stir-frying, boiling, braising, fermenting, and eating them raw. + How can they be prepared in an unhealthy way? Deep-frying vegetables, over-salting them, sweetening, or over-processing them will take away some of their health benefits. Some unhealthy foods made from vegetables include potato chips, french fries, vegetable tempura, pumpkin pie, etc. Challenge: Have students work in small groups to brainstorm two lists of foods: healthy and unhealthy. Then ask students which of their lsts is longer and which was easier to create.SSL) Sweet Love Lesson Overview Target Vocabulary: addiction, advertised, battle, cut down on, drug, efficient, facilities, obvious, recommend, storing Reading Passage Summary: Read about how our love of sweet foods is actually an addiction to sugar that's causing us more harm than good. Answer Key Before You Read A. 1.€;2.b; 3.¢,4.d;5.a B. Students’ answers may vary. The actual answer is that sugar is an addictive drug. Reading Comprehension 4..a; 2. d; 3. c (lines 18-21); 4. a (paragraph 4); 5.c (lines 24-26); 6. d (lines 29-30); 7. d Reading Skill A. 1. a; 2. a; 3. b; 4. b; 5.b Critical Thinking Answers will vary. Some may argue that it sugar is addictive, then manufacturers have a responsibility to prevent creating a population of sugar addicts. However, others may argue that a manufacturer only has a responsibilty to state on its product's label how much sugar is contained in it, and that they are not responsible for the health of people who then choose to consume that product anyway. Vocabulary Practice A. 1, drug; 2. recommend; 3. addicted B.1.b; 2. b; 3. b; 4.4; 5.b; 6.4; 7.4 Teaching Notes Before You Read ‘A. Matching: Explain that all items have been made with sugar. Point out that yogurt, item 1, refers to sweetened frozen yogurt as pictured in the bottom left photo. Have students complete ‘Activity A and then check their answers at the bottom of page 10. Afterwards, ask which sugar amounts surprised them. Note that one teaspoon of sugar is about 4.2 grams. B. Scan: Write the question on the board. Have students work in pairs. Explain that scanning is useful when they have specific information that they want to find out. Point out that in this case they only want to find out why people love sugar. Reading Comprehension Multiple Choice: Have students read the entire passage silently and then answer the questions. Check answers as a class. As they give you their answers, have students give line references from the reading. In Question 3, the scientist being quoted is explaining that human bodies are actually designed to exist on very little sugar. Our bodies convert sugar to fat. This gives us energy that can be stored for usage when we don’t have food. But now that we have enough food, we eat too much sugar and have too much stored fat, and this is causing illnesses. For Question 7, students must realise that This refers to the information in the last line of Paragraph 4 that tells us that some manufacturers use sugar to replace taste in low-fat foods. Reading Skill Point out that in Before You Read, students were asked to scan. Explain that for Reading Skill, they will practice skimming. Both skills require looking ‘over content quickly; when scanning, students are searching the passage for specific information, while when skimming, they are looking over the picture, headings, and the first and last sentences of each paragraph to get the gist or general idea. Before students skim, review the main components of a paragraph with them: the topic sentence and supporting sentences. Explain that the main idea of a paragraph is in the topic sentence, which is usually the first or last sentence, but not always. For paragraph 2, the first sentence is a quot the connection between sugar and illness. A, ‘ea is usually a form of support for a topic si tence, so this might confuse students at first.point is repeated again in the last sentence of the paragraph. The main idea in Paragraph 4 is not clearly stated until the third sentence. Critical Thinking Have students share ideas from their discussion with the class. It might be interesting for students to also discuss whether governments or institutions like schools or hospitals have a responsibilty to limit sugar intake. In what places do they think a sugar ban might be useful? Vocabulary Practice ‘A. Completion: Have students do Activity A. Then, have students check answers with a partner. The word addiction is often used to refer to a drug addiction, but it can also be used to describe any compulsive behavior around a thing or activity, such as a food addiction or a gambling addiction. In general, the word is used to refer to serious problems, but itis also used in a more casual way to talk about something you like a lot. People may say that a person is addicted to a TV show that they love to watch, for example. UCL Food for the Future Lesson Overview Target Vocabulary: continents, crop, flavor, historic, marketplace, scale, seeds, solely, suggested, varieties Reading Passage Summary: There is concern that too many unique varieties of food crops are going extinct in present times. As a result, efforts to save and preserve seeds and grow crops from the past are being made. Answer Key Before You Read A.1.d; 2. ¢; 3b; 4.a B. Answers will vary, but students should recognize that the topic is related to preserving food crops and/or seeds that are disappearing. 22 Unit B. Words in Context: Have students do Activity B. Then check answers as a class. The verb store is used in the reading passage to explain how our bodies store sugar. Students are probably familiar with the noun store to describe a place that (stores and) sells things. Word Partnership To cut down on something means to use less of it. Its used with a noun, such as cut down on sugar, or a noun phrase, such as cut down on drinking soda. The phrase is often used to talk about limiting something in your diet, but it can also be used to talk about limiting anything that you do in excess: cut down on texting. Challenge: Have students make a list of their top three favourite sweet foods. Then divide the class into groups based on what their favorite sugary food is Tell groups to brainstorm some ways in which they can cut down on eating that sugary item. 1.b; 2. ¢ (lines 2-3); 3. d (line 10); 4. b (lines 14-17); 5. a (lines 14-16); 6. b (lines 26-27); 7. (lines 34-35) ‘Skill A. 1. a; 2. b; 3. b; 4. b; 5b; 6. Critical Thinking Answers will vary. it may be easier for some to emotionally connect to saving endangered animals because of the bond that humans have with animals. Others may argue that without food diversity, the human species may eventually face extinction itself. Vocabulary Practice A.A. varieties; 2. continents; 3. -scale; 4. historic; 5. crop 2. g;3.h; 4.2; 5.b; 6.€;7.¢,8.Teaching Notes Before You Read ‘A. Matching: Encourage students to guess the meaning of each word by using the context and possible definitions. They may be familiar with the word species in relation to animals. Explain that the term can be used for a related group of any living thing, including plants. Students learned the verb store in Lesson 1A for the action of saving something for later use. The definition for preserve may seem similar to students. Explain that the word preserve means to keep something alive or maintain it in its existing state. You can store a non-living thing but not a living thing. The verb preserve has another meaning specifically about food, which refers to the process of adding something to food to keep it from going bad. B. Predict: Explain that the first paragraph gives a background story and does not state the main idea directly. Point out that students will have to infer the main idea based on the picture, caption, and first paragraph. Have them discuss their predictions with a partner. Then ask them to practice skimming to get the gist of the entire passage, and check their answers. Have them discuss with their partners again to see if their predictions have changed at all. Reading Comprehension Multiple Choice: Have students read the entire passage silently and then answer the questions. Tell them to also check their prediction for Before You Read Activity B. Check answers as a class. For Question 1, point out that while the passage first talks about the danger of, and reasons why, some food species are disappearing (item a), it is mainly about the need to preserve these disappearing species (item b). For Question 3, have students explain the steps of finding what others is referring to. Students must follow the word others to the word Some in the previous sentence first, and then to the word species in the sentence before that. Reading Skill Purpose: Explain that each paragraph in a text usually has a purpose or function. Have students read the list of purposes on page 17. Have students do Activity A, then check answers together. Elicit examples from the text that helped students decide on each paragraph’s purpose. For example, for Paragraph 3, ask students to identify the topic sentence. It is the last sentence of the paragraph. English writing is generally organized in a logical manner. Write the correct answers on the board so students can see the purpose of each paragraph, and therefore the presentation of ideas in the text. The author first gives historical background, then describes the problem, then gives evidence to show how bad the problem is, then offers a solution, then offers an additional example of the solution, then gives a concluding idea Critical Thinking Point out that the question says as important not more important. Then have students share ideas from their discussion with the class. It may be interesting to revisit this question after students complete Unit 2 about our relationships with animals. Challenge: Have students work in groups of four. Have each student search online to learn about an heirloom crop that should be saved. Ask them to present to their group about the crop. Have the group vote on which crop they want to save. Then have each group present about that crop to the class. After each group presents, have the class vote on which crop to save. Vocabulary Practice A. Completion: Have students do Activity A. Then have students check answers with a partner. Note that the word scale is hyphenated in the activity because it is being partnered with large and used as an adjective to modify global crisis. The noun scale is often partnered with an adjective of size, especially large and small, to specify to what size or extent something is. B. Definitions: Have students do Activity B. answers together. Have students write s for each word.Word Link Have students work in pairs to brainstorm additional nouns with the suffix -ance. Tell them they must identify the verb it comes from as well Have each pair share their list with the class. Some examples include: dominance (dominate), defiance (defy), resemblance (resemble), remembrance (remember), disappearance (disappear) VIEWING: Olive Oil Video Summary: The humble olive tree has been an important part of life in Greece for thousands of years, providing food, shelter, and even peace in the form of an olive branch. Answer Key Before You Watch A. 1. Syria; 2. Spain, Italy, Greece; 3. Answers may vary. The Mediterranean region has a mild climate with warm summers and cool winters. There are only two seasons and the temperature usually does not rise above 22°C (72°F) in the summer. While You Watch A.4.7;2.7,3.F; 4.7; 5.F After You Watch ‘A.1. the same tree; 2. fruit; 3. thousands; 4, black B. 1. Answers will vary. 2. Answers will vary. 3. Answers will vary. Possible answers include: blueberries, almonds, Greek yogurt, flaxseeds, shiitake mushrooms, wild salmon, etc. Teaching Notes Before You Watch For suggestions on building students’ viewing skill, see pages 16-17. Explain that not all the information, on the map is needed to answer the questions. Tell them to focus only on the necessary information. Point out that the answer to Question 3 is not on the map, so they should base their answers on what they know about the climate of the Mediterranean 2 unit region. Check answers as a class. Elicit on which parts of the map each answer was found. To answer Question 1, students must understand that origin of olive cultivation means the place where olives were first grown. You Watch Have students read over the statements. Then have them watch the video. After watching, have students check answers in pairs, before playing the video again to check answers. Ask them to correct the false statements. (Most of the olive crop goes into making olive oil; The colors and shapes of the olive tree make Naxos a peaceful place.) After You Watch A. Completion: Have students complete the sentences in Activity A. Have them check answers with a partner. Then, play the video again for them to check answers. B. Discuss: While it's often associated with ‘Mediterranean cuisine, olive oil is now being used around the world because it is much healthier than other cooking oils. There are three basic categories of olive oil based on how the oil is processed: extra-virgin olive oil, virgin olive oil, and olive oil. Take a class poll of the answer to Question 2. Then elicit answers to Question 3. Tell students that individual foods with a high nutrient content are called superfoods. Some examples of superfoods include: blueberries, almonds, Greek yogurt, flaxseeds, shiitake mushrooms, wild salmon, etc. Challenge: Have students work in pairs to list as many items made from the olive tree as they can think of. Some items include: light (the oil is used as fuel), soap, medicine, wood items (bowls, spoons, games), etc.Hl Our Bond With Animals BW Unit Introduction GE ANIMALS This unit focuses on the human bond with animal: whale songs and the interaction between dogs and humans. Warm Up Answer Key 41. Answers will vary. The elephant is acting playful with its caretaker, and both human and animal appear to be happy. It's possible that they are both thinking positive thoughts about the other. 2. Animals communicate with sounds, body language, and movements. 3. Answers will vary. When humans and domesticated animals live together for a long time, they often become able to interpret each other's moods, thoughts, and emotions as communicated through sound, movement, and body language Teaching Notes Write the word elephant on the board and pronounce it. Tell students to look at the photo and read the caption. Ask them using examples of humpback Key Words for Internet Research: animal bond, animal companionship, dog breeds, humpback whale song, singing whales, whale migration, working dogs s For More Information: animals.nationalgeographic.com/animals/ mammals/humpback-whale/ + What is the baby elephant in the photo doing? The elephant calf in the photo appears to be behaving in an affectionate and playful way with its human caretaker. Where is the baby elephant? The elephant is at the David Sheldrick Wildlife Trust in Kenya, a conservation center that rescues and rehabilitates orphaned baby elephants and rhinoceros. ‘= What do you know about elephants and baby elephants? Elephants are the largest land mammals in the world. There are two different species: African elephants and Asian elephants. They only eat plants. They can grow as tall as. four meters (13 feet), weigh as much as 7,000 kg (15,000 Ibs), and live up to 70 years. A baby elephant is called a calf. Elephants are pregnant for around two years before giving birth. Elicit a short discussion about whether the affection shown in the picture surprises students or not. Ask > if they think elephants are good companions for humans, and why or why not.Lesson Overview Target Vocabulary: alarmed, apparently, aware, complex, curiously, interacting, leaping, season, single, unknown Reading Passage Summary: Read about humpback whales and explore research findings about their songs and singing habits. Answer Key Before You Read A.1. often; 2. jumps out of, 3. catch fish; 4. singing B, Students should scan the article to check answers to Activity A Reading Comprehension 4. ¢; 2. b (lines 31-32); 3. a (lines 24-25); 4. d 38);5. c; 6. a; 7. b (lines 18 and 45-46) Reading Skill A.1.a;2.a;3.b B. 1. the whale's voice; 2. Douglas Chadwick; 3. the humpback; 4. the humpback (a different whale from 3) Critical Thinking Answers will vary. The author suggests the males are competing with other males. In the past, scientists thought the sounds were a ‘mating call for males to attract females. Because whales in the same area all sing the same song, and the songs change, (which means the whales are composing them) perhaps they sing simply because they enjoy it or in order to communicate with each other. Vocabulary Practice A. 1. single; 2. aware; 3. Apparently; 4. leap; 5. alarmed B. 1. complex; 2. season; 3. unknown; 4. interact; 5. curious 26 Unit Song of the Humpback Teaching Notes Before You Read A. Quiz: Have students look at the photo, read the short description in Activity A, and guess the correct word to complete each statement. Humpback whales can grow up to 14-19 meters long (46- 62 feet) and weigh up to 40 tons (36 metric tons or 80,000 Ibs). Whales swim in a group called a pod. The humpback whale is an endangered species. B. Scan: Remind students that scanning means looking over something quickly to find specific information. Check answers to Activity A as a class. Ask students to identify the line on which they found the correct information. Question 1 is answered on line 4, Question 2 on lines 5-6, Question 3 on line 8, and Question 4 on line 9. Reading Comprehension ‘Multiple Choice: Have students read the entire passage silently and then answer the questions. Check answers as a class, asking students to give evidence for their answers using line references from the passage. For Question 4, point out that tunes means songs. For Question 5, explain that the word period here refers to the punctuation mark that ends a sentence. Darling says “Period” to emphasize that his explanation is finished. Challenge: For students who have completed the multiple choice activity, point out the photo and the caption on page 25 and write the following questions on the board: What does migration mean? Do you know any other animals that migrate? Additional comprehension questions are available on the Online Workbook. Reading Skill A. Reference: Remind students that a pronoun takes the place of a noun. Elicit a quick list of pronouns to write on the board: he, she, we, J, they, it, one, this, that, those, these, him, her, them, etc. Then have students read the pat serio on Understanding Pronoun Reference. Explait that the reference is usually to something ier ye g oO Vyin the same sentence or in a previous sentence. Tell students they must think about the context, too. For Question 1, while schools of small fish is the last noun to appear in the previous sentence, the pronoun one is instead referring back to humpbacks, which is the subject of the previous sentence. Students should understand from context that the whale, not the school of fish, is what sings. B. Reference: Have students complete Activity B, and then check answers as a class. Note that three of the four answers are replacing nouns related to the whale. Ask students to read the last paragraph aloud and say the humpback whale every time they see the pronoun it. Point out how much longer the sentences become. Challenge: Have students circle all the pronouns in Paragraphs 5 and 6 (lines 35-43) and identify the reference for each. Critical Thinking The passage informs us of both the reasons scientists believed in the past and more recent theories However, the author clearly states that the real reason for the songs is unknown. Point out that the author says the songs may be a type of anthem for the whales. Ask students to talk about what purpose their own country's national anthem has, and why whales might need one too. Vocabulary Practice A. Completion: Have students do Activity A, then check answers with a partner. The word apparently means “as far as we know” and is used to introduce a theory that you have been told or know but are not completely certain is true. B. Definitions: Have students do Activity B. Check answers as a class. Students will probably be familiar with season in relation to spring, summer, autumn/fall, and winter. Explain that season can also be used to describe any period of time during a year when a particular event occurs. Thesaurus The verb leap means to jump forward with great force. There are many ways to say jump depending on how far, long, and powerful the jump is, or what direction the jump is in. Dive means to jump in a downward direction, usually into water. Soar means to jump high in the air or fly, while hop generally means to take little jumps, and spring means to jump quickly or suddenly. Dogs in a Human World Lesson Overview Target Vocabulary: affection, donated, garbage, luggage, obedient, plenty, rescued, selection, talents, track Reading Passage Summary: Read about three breeds of dogs that have very different roles in human society. Answer Key Before You Read A. 1. From left to right, the types of dogs are: German shepherd, mountain dog (possibly a cross with a shepherd), Staffordshire bull terrier, English mastiff, mountain dog (possibly Estrelan), Rat terrier 2. German shepherds are known to be good working dogs and protectors; Rat terriers are known for being able to kill rats and other pests. 3. The German shepherd is often used as a guard dog or police dog because they're obedient and fierce. Rat terriers have been used for pest control. 4. Answers will vary depending on where a person lives and what kind of pet they want, but good pets are usually friendly, not aggressive, and easy to live with. B, Wheaten terrier, carer; beagle, worker; Yorkshire terrier, pampered Reading Comprehension 4..c;2.b (paragraph 1); 3. d (lines 22-2: (line 38); 5. d (line 39); 6. a (caption and lr 13-14 and 20-24); 7. c (lines 46-48) * oO So & Ownit2 27 Y,Reading Skill A. 1. date/number, about 14,000 years ago (line 2); 2. name, Shaynee (line 13); 3. reason, They bring love and cheer to patients (lines 12-13); 4. place, in airports (line 20); 5. name, doga (line 38) B. 1. T (lines 4-5); 2. F (line 15); 3. T (line 28); 4.T (line 45) Critical Thinking Answers will vary. Some other animals that have a close relationship with humans include horses, cats, and birds. Other animals that are kept as. pets include: hamsters, guinea pigs, rabbits, snakes, turtles, lizards, fish, etc. Vocabulary Practice A. 1. luggage; 2. garbage; 3. track; 4. donated; 5. talents B, 1. rescue; 2. select; 3. obedient; 4. plenty; 5. affection Teaching Notes Before You Read A. Discussion: Elicit a class discussion about different dog breeds. Write any comments students make about special skills or how each breed helps humans next to the breed's name on the board. Then have students vote which breed would be the best pet. Elicit reasons why. B. Scan: Each dog is named and its breed is described under the three headings. Note that students should use these headings to find the information quickly. Check answers as a class. Reading Comprehension Multiple Choice: Have students read the entire passage silently and then answer the questions. Check answers as a class, asking students to give evidence for their answers using line references from the passage. Draw students’ attention to the headings for each section. Ask what they mean and why each dog is well suited to its task. The photos and captions provide helpful information. For Question 7, point to the last sentence of the 28 Unit2 paragraph for its focus on the special relationship between man and dog. Point out the Did You Know? note on the page. When space flights first began, animals were sent to test conditions for humans. Laika was a stray dog found on the streets of Moscow. Unfortunately, she died some hours after take off, likely from over-heating. Her initial survival showed scientists that a living being could live through the journey of entering space, while her death became a part of a global debate around animal rights. Reading Skill A. Scan: Have students read the paragraph on Scanning for Details. Remind students that they did some scanning in Lesson 2A and also in Unit 1. Explain that scanning involves looking over a text quickly to find specific information. Often this information is data in the form of a name, place, date, number, or reason. Have them scan silently to complete Activity A. Check answers as a class. B. Scan: Tell students to first answer the questions based on what they remember from the reading. Then have them check their answers by scanning. for the specific information. Check answers as a class. Challenge: Ask students the following questions and give them a ten second time limit to find each answer in the text: Do therapy dogs help both children and adults? (yes) Why is a beagle good at tracking smells? (powerful nose) How are some dogs treated like children? (They have their own rooms and clothes—and go to classes.) Critical Thinking Explain that dogs are generally considered to be humans’ closest animal companion because they have been integrated into our daily lives in various ways. Note that the video will look at this further. Vocabulary Practice ‘A. Matching: Have students do Activity A. Then, have students check answers with a partner.the feeling of love or liking for someone. We show our affection with a smile or hug, for example. If someone is affectionate, it means that they tend to show their feelings, often with physical touch. Thesaurus A talent is a natural ability to do something well You are born with a talent, so you cannot learn it but you can develop it VIEWING: Man’s Best Friend Video Summary: Dogs have had an important partnership with humans for thousands of years, beginning with the wolf and becoming the domestic pet we know today as the dog. Answer Key Before You Watch 4. husky; 2. Siberia, north Asia, the Arctic; 3. They help humans hunt and travel. While You Watch The following should be checked: examples of dogs that help humans; a dog's sense of smell; history of human partnership with dogs; theories on why humans acquired dogs After You Watch A.1.6,2.b;3.a;4.€ B.1.¢;2.4;3.b;4.¢,5.a C. Answers will vary. Students should support their opinions with reasons and examples Teaching Notes Before You Watch ‘A. Warm Up: For suggestions on building students’ viewing skills, see pages 16-17. Ask students to answer the questions. Have them check their answers with a partner. The Siberian Husky is a working dog breed known for pulling sleds, often in sled races and for hunting and traveling. The husky has a thick coat of fur and can tolerate the cold temperatures of the Arctic. While You Watch A. Preview: Have students read the topics before watching the video. If necessary, elicit or explain the meaning of sense of smell, partnership, acquired, and train. After students watch the video, have them check their answers with a partner. After You Watch ‘A, Multiple Choice: Have students answer the questions for Activity A. Check answers as a class. For Question 4, note that to domesticate means to train dogs to live as pets. Ask students for their thoughts and opinions on why humans first domesticated dogs. Challenge: Have students work in pairs to read the following opinion article that says that dogs actually domesticated humans: news. nationalgeographic.com/news/2013/03/130302- dog-domestic-evolution-science-wolf-wolves- human/ Have a class discussion on the article. Ask students opinions about whether we domesticated dogs or they domesticated us. : Have students work alone to match the breed with the description. Then have them check their answers, Elicit and/or explain additional information about each breed to prepare students for the discussion in Activity C. For example, border collie have a natural talent for herding or organizing other animals. German shepherds are often used as police dogs because they are both smart and can be aggressive if necessary Irish wolfhounds are often guard dogs or hunting companions. Chihuahuas are known as a companion breed. The greyhound’s speed makes it a popular dog for a kind of hunting called coursing, as well as for racing. C. Discuss: Have students answer the questions in Activity C in groups. Point out that students should think about what they want or need their dog to do before they decide which breed they want. Are they looking for a companion dog or a work would choose and why.Biistory Detectives Unit Introduction This unit explores two < historical murder mysterie: the death of the Egyptian, King Tut, and what happened Key Words for Internet Research: archeology, Egyptian tombs, Howard Carter, the Iceman, Inca civilization, King Tutankhamen/King Tut, mummies, Otzi, iF to the Iceman in the Italian pharaohs, Valley of the Kings, Zahi Hawass FMM ssyy Alps over 5,300 years ago. oy snore information: rt ngm.nationalgeographic.com/2007/07/ iceman/hall-text Warm Up Ask them: Answer Key 1. Scientists learn about the past from written records and physical remains such as the ruins of buildings, equipment, or personal possessions that have survived, and sometimes human bodies. 2. Ancient Egypt was a civilization along the Nile River over 3,000 years ago. It is known for its complex religion and language, and great feats of architecture and art. Ancient Egypt was ruled by a series of powerful pharaohs. The pharaoh was both the political and religious leader of the people. Over the course of its civilization, Ancient Egypt had a number of dynasties in power, or families who ruled for years through hereditary succession. 3. Answers will vary. Teaching Notes Write the word archeologist on the board and find out what students know about this kind of scientist. Note that the word can also be spelled archaeologist. 30 Units + Who are the people in the photo? They are archeologists. * What do archeologists study, and why? They study the past of human activity to try to understand it better. Note that archeology is connected to learning about humans. The study of fossils is paleontology. + How do archeologists study the past? They find places where human activity took place in the past and try to get clues from the environment by digging up items. * Why do archeologists dig items up? Reasons may vary, but generally archeologists find, examine, and analyze items to learn more about human history, cultural history, and human evolution. Challenge: Point out the lesson title: History Detectives. Ask students to explain how archeologists are history detectives. Have them work in pairs. Ask for volunteers to share their answers with the class.Was King Tut Murdered? Lesson Overview Target Vocabulary: analyzed, attached, conducted, effective, injury, luxurious, murder, offering, ruled out, vulnerable Reading Passage Summary: Discover how modern technology is used to learn more about the mystery of King Tutankhamen’s death in 1322 a.c. Answer Key Before You Read A1.d;2.b;3.¢4.a B. Theories include murder, an injury from war or a hunting accident, and an infection from a leg fracture Reading Comprehension 1. (lines 36-37, 46); 2. d; 3. d (lines 35-36); 4. d; 5. c (lines 41-43); 6. a (line 39); 7. a (line 38) Reading SI A. a. line 38; b. line 2; ¢. line 5; d. line 11; . page 41 (in the caption); f. line 3; g. line 32; h. line 20 B. from left to right: f, b,c, e, d,h, ga Critical Thinking Answers will vary. Students should support their opinions with reasons. Vocabulary Practice A. 1. conducted; 2. injury; 3. luxurious; 4, rule out; 5. vulnerable B. 1. offer; 2. analyze; 3. effective; 4. murder; 5. attachment Teaching Notes Before You Read ‘A. Completion: Have students do Activity A. A ‘mummy is a dead body that has been preserved using chemicals or by accidental exposure to extreme cold and low humidity. A coffin is the box in which a dead body is buried or cremated while a tomb is a larger structure or building that contains the coffin. Have students look over the photo on pages 38-39, in which they can see an archeologist looking at King Tut's mummy in a coffin in Tut's tomb B, Scan: Remind students that they are to read the passage as quickly as possible, looking for information about how King Tut died. After one minute, have students close their books and tell what, they learned. Reading Comprehension Multiple Choice: Have students read the entire passage silently and then answer the questions. Check answers as a class, asking students to give evidence for their answers using line references from the reading passage. For Question 1, scientists don’t know how Tut died yet. However, new information does support one theory. It was discovered that Tut had a bone disease, so it is possible that an infection from a fractured leg caused his death. Question 7 requires students to go back to the first sentence of the paragraph (line 38) to find that they refers to Hawass and his team. Note that there are four references to they between lines 38 and 42. Review the paragraph on Understanding Pronoun Reference on page 27, if necessary. Point out the Did You Know? note on page 42 Explain that a cane or walking stick is used to help support someone who needs help walking. Since Tut was only 19 years old, these sticks are a clue for history detectives that the young king probably had health problems. Reading Skill A. Noticing: Have students do Activity A, then check answers with a partner. For e, the story about King Tut's tomb being robbed is in the caption on page 41, so there is no line number. The text says the tombs were robbed in ancient times. Students should recognize that the tomb robbing happened before Howard Carter's dig began. B. Labeling: Have students do Activity B. P that not all the events appear in order in, so students have to think about the corAlso note that some events have specific dates, while others do not. Point out the break in the timeline, which indicates that there is a long period of no activity between events. Check answers as a class. Critical Thinking Itis possible that as technology improves even more, we will be able to identify the exact reason for King Tut's death one day. Even with the technological evidence that Hawass provided, others are still hoping to uncover something completely new about this ancient mystery, so its likely that people will keep trying Vocabulary Practice ‘A. Completion: Have students do Activity A, then check answers with a partner. When scientists conduct an experiment, they organize the research and carry it out. You can also conduct tests or conduct research. Note that conduct is also often used together with business RL Lesson Overview Target Vocabulary: beneath, cruelly, debatable, deduce, enabled, frozen, implies, indicated, laborer, wealthy Reading Passage Summary: Investigation of the “Iceman,” a frozen mummy found in the Italian Alps, gives clues about his life and death 5,300 years ago. Answer Key Before You Read A. Predictions will vary. Actual answers are: 1. He was not young, and he was probably an important and wealthy man. (paragraph 2); 2. He was killed in the Otztal Alps over 5,300 years ago. (paragraph 1) He was killed by an injury from a stone arrow that hit him from. behind. (paragraph 5) B. Students should use the headings in the passage to help them scan for the correct answers. 32 Unita B. Completion: Have students do Activity B. Check answers as a class. To analyze something means to examine it in detail. It is common in both science and business to analyze data. Challenge: Ask students to write a paragraph to imagine more about the life of the person who became the mummy with the love poem. Ask them, Who was the man? What kind of relationship did he have with his wife? Why did he want to murder the emperor? What happened to him? Thesaurus Something that is effective is successful in creating a wanted result. For example, the reading technique of skimming is an effective way to get the gist of a passage quickly. Another use of effective is in effect, which means that something is active or in operation. For example, The new law will become effective tomorrow. Who Killed the Iceman? Reading Comprehension 1. b; 2. ¢ (lines 3-4); 3. d (line 10); 4. a (line 22); 5. c (lines 29-31); 6. d (lines 34-35); 7. a Reading Skill A. 1. lines 2-3; 2. lines 4-5; 3. line 9; 4, lines 32-33; 5. line 34; 6. lines 35-36; 7. line 37; 8. lines 39-40; 9. lines 41-42; 10. line 42 B. 1. F, 2. F; 3. T (believe, line 9); 4. F; 5. F; 6. T (unlikely, line 34; may mean, line 35); 7.T (perhaps, line 37; scientists don't think so, line 41); 8. F; 9. T (More likely, line 41); 10. T (may have thought, line 42) Critical Thinking ‘Answers will vary. Some ideas include: He had an argument while eating dinner and ran away, and then was chased and killed from behind; He was hunting and another hunter accidentally injured him with an arrow; He was at a meeting ofVocabulary Practice A. 1. debatable; 2. deduce; 3. frozen; 4. imply; 5. enable B. 1. cruel; 2. wealthy; 3. laborer; 4. indicates; 5. beneath Teaching Notes Before You Read ‘A. Discussion: Have students work in pairs to answer the questions. For Question 1, students may infer that he was wealthy from the list of possessions found with him. Or they may guess he is a hunter or a warrior/soldier because he was carrying so many weapons. For the first part of Question 2, the answers can be found in the caption and information on page 45. The second question will require students to theorize based on his condition. They may guess that the dark object under his skin is a weapon that injured him, or that the deep cuts suggest that his death was not natural B, Scan: Have students read quickly for specific information to check their answers to Activity A Encourage them to use the headings in the passage to guide their search for the information Reading Comprehension ‘Multiple Choice: Have students read the entire passage silently and then answer the questions. Check answers as a class, asking students to give evidence for their answers using line references from the reading passage. Encourage students to explore the passage more carefully, especially to understand the vocabulary items imply (suggest in an indirect way that something is true) and deduce (reach a conclusion based on other things that are true). Use the following questions to illustrate the two processes mentioned: How did the Iceman's body remain in perfect condition? The extreme cold and ice preserved his body. What implies that the Iceman wasn't a laborer? His arms don't have a laborer's muscles. What implies that the Iceman was wealthy? He had a copper axe, something rare and valuable in those times. Why do scientists deduce that he was murdered? The stone arrow. Reading Ski A. Noticing: Explain that scientific writing is often filled with facts and theories. Archeologists use the facts they uncover during their examinations to deduce a theory about the human or human. activity they are researching. Explain to students that they will use the information that they underline to answer the questions in Activity B. Tell them to number the information they underline to correspond with the item number in the list, so it is easy to go back to for Activity B. B. Fact or Theory: Note that most students have experience with true/false questions where T stands for true and F for false. Here, Tis for a theory and F is for a proven fact. Review the words that may indicate a theory. These are the words students should look for and circle when they find a theory. Check answers as a class. Critical Thinking Have students discuss the questions in pairs. Then have them share ideas with the class. Vocabulary Practice A. Definitions: Have students do Activity A, then check answers with a partner. Have them write new sample sentences for each vocabulary word. ‘Ask each pair to share one sentence. Point out again the words deduce and imply, which are key terms to the unit. The word enable in the passage means to allow or make (something) possible. B. Completion: Have students do Activity B. Check answers as a class. Note that the word indicate means to show, but it's often used when something is strongly suggested but not absolutely certain Challenge: For students who have completed Activities A and B, write the following question on the board. Additional vocabulary questions are available on the Online Workbook. If you had been hiking in the Alps and found the Iceman, what would you have done? Word Partnership The noun debate describes a discussiowith various adjectives. if something is open to debate, itis open to discussion or suggestions from other points of view. If something is a major debate, itis a topic that people have very strong, opposing opinions about. A political debate is about a political topic, and often happens during a campaign between two opposing candidates or politicians. When using debate as a verb to talk about having a discussion with varying views, we often say let's debate the issue. VIEWING: Inca Mummy Video Summary: An important discovery is made when a mummified young Inca girl turns out to be one of many human sacrifices. Answer Key Before You Watch A.1.a;2.¢,3.b;4.d B. Predictions will vary. Actual answer is: b While You Watch A. top row, left to right: 3, 1; bottom row, left to right: 4, 2 After You Watch A.4.T (believed to be); 2. T (according to Reinhard, the Inca believed); 3. F; 4. F B, Answers will vary. Possible answers include: 4. The cold, frozen ground, and the ice on the mountaintop. 2, Scientists can learn more about ancient cultures and people, such as what people looked like, what they wore, and perhaps some things about their belief system. 3, Tut's body was carefully wrapped by embalmers in ancient Egypt and his tomb contained many sarcophaguses and coffins. ‘Otzi’s body was preserved by the cold like the girl, but he was not carefully buried like she was. 36 Unita Teaching Notes Before You Watch A. Preview: Have students complete Activity A. If necessary, let them use dictionaries. Check answers asa class. Explain that each of these is a key word that will help them while watching the video. B. Predict: Ask students to complete Activity B. They will check their guesses while watching the video. Elicit what students know about the Inca civilization. Write their ideas on the board and return to check them after viewing the video. Some ideas may be: The Inca Empire was in the Andes Mountains in South America in today's Ecuador, Peru, Bolivia, and Chile. Its high point was between 1200 A. and 1500 4.0. when the Spanish arrived. For suggestions on building students’ viewing skills, see pages 16-17. While You Watch A. After students watch the video, have them check answers with a partner. Then have them go back to check their predictions in Before You Watch. After You Watch ‘A. Fact or Theory: Remind students that for this activity, T is for a theory, something that may be a good explanation but has not been proven to be true, and F is for a proven fact. Play the video again to have students check answers, then check answers as a class. Elicit the words that they heard which indicated a theory. For Question 1, the narrator says that they are believed to be. For Question 2, the narrator says both according to and believed. B, Discuss: Have students discuss the questions in Activity B in groups. Then discuss them as a class. Point out that the girls in the story were not royalty like King Tut. Inca rulers, on the other hand, were mummified very carefully and placed in elaborate tombs, like King Tut. Some historians believe that mummification was so important to the IncaB Traditions and Rituals of the nomadic Tuareg people, and the ancient Chinese martial art of kung fu. Warm Up Answer Key Answers will vary. Students should give examples or details to support their answers. Teaching Notes Write the word Holi on the board and find out what students know about this Hindu festival. Ask them: * Where are the people in the photo? The Holi festival is held in India and Nepal. * What colors do you see in the photo? Green, pink, red, yellow, blue, and purple Unit Introduction This unit focuses on two old cultural traditions that are still practiced today: the elaborate wedding ceremony Key Words for Internet Research: Dengfeng, Henan Province, kung fu, martial art schools, Master Hu Zhengsheng, nomads of the Sahara, Shaolin temple, tagelmust, Tuareg wedding For More Informatio ngm.nationalgeographic.com/2011/09/ sahara-tuareg/gwin-text ngm.nationalgeographic.com/2011/03/ shaolin-kung-fu/gwin-text * How is Holi celebrated? People throw coloring, and perfumed water and powder at each other. * Why is Holi celebrated? Known as the festival of love and color, it celebrates the beginning of spring. Challenge: Have students share a tradition that they know or have heard about from a culture other than their own. Tell them to explain what they know about the tradition briefly.Bride of the Sahara Lesson Overview Target Vocabulary: approved, ceremony, demonstrate, jealous, reserved, reunited, symbol, tents, wedding, wraps Reading Passage Summary: Read about an elaborate wedding in the desert of the nomadic Tuareg people. Answer Key Before You Read ‘A. her wedding B.b Reading Comprehension 4.2. ¢;3, a (lines 11-12); 4, d (lines 19-20); 5. c (line 23); 6. b (lines 26-27); 7. b (line 29) Reading Skill ‘A. nomad: lines 4, 30; drew: line 6; tagelmust: lines 15, 17; warrior: line 16; jinns: lines 18, 27; henna: line 19; ehan: line 21 B.1.4;2.g;3.b;4.c,5.f,6.¢;7.d Critical Thinking Answers will vary. Assalama is 15 and Mohamed is 25. Vocabulary Practice A.1. tents; 2. reserved; 3. ceremony; 4. wrap; 5. symbolize; 6. reunite; 7. weddings B. 1. jealous; 2. reserved; 3. reunite; 4. ceremony; 5. demonstrate; 6. approve Teaching Notes Before You Read A. Discuss: Note that Assalama is described as a bride in the caption, so students should deduce that itis her wedding. Ask students what is happening in the photo. The Tuareg people are a nomadic people who live in North Africa, mostly in parts of the Sahara Desert. The ancestors of the present-day Tuaregs were traders who founded the city of Timbuktu. 36 units B. Skimming for the Main Idea: Remind students that skimming means to quickly read over the whole text, focusing on the first and last sentences of each paragraph. Students should recognize that most of the sentences are related to the wedding ceremony of the Tuareg couple Reading Comprehension ‘Multiple Choice: Have students read the entire passage silently and then answer the questions. Check answers as a class, asking students to give evidence for their answers using line references from the reading passage. Another way to say ask for (her) hand in marriage in Question 2 is to propose. Question 6 requires students to infer that jinns are evil creatures. Note that the reading passage describes Assalama and Mohamed as cousins. In Tuareg culture, it is not unusual for a female cousin to be chosen as a partner for marriage. Itis also possible that the two are distant relatives, who simply refer to each other as cousins. However, cousin marriage is not uncommon in parts of North Africa and the Middle East. Reading Skill ‘A. Scan: Have students do Activity A. Tell them that some words occur more than once in the passage. Have students check answers with a partner. B. Matching: Tell students to go back and read the sentences around each word. Have students do Activity B, then check answers together. For drew, students should recognize that Assalama is getting water from a well. The word nomad appears at the beginning and end of the passage. It is easier to understand in context in the last paragraph. Note that the word is also defined in the glossary at the bottom of the article. Students encountered the word jinns in Question 6 of the Reading Comprehension. The words harmed and jealous on lines 26-27 of the passage should also help them understand that jinns are bad spirits. The wo ga607> ehan is clearly defined on line 21. A tagelmust'is pictured on page 57 and described on lin ay. 1 oOmeaning of warrior might be hard to deduce from the sentence on line 16, but itis also defined in the glossary at the bottom of the page. Henna is clearly explained on line 19. Critical Thinking Typical ages for getting married vary per culture and also depend on religion. However, the average age across most cultures is mid to late twenties for both men and women. This is closer to Mohamed's age in the story than Assalama's. Women, however, get married at a slightly younger age than men in many countries. The Taureg people are Muslim, and the average age for women to get married in many Islamic countries is 20. Vocabulary Practice A. Completion: Have students do Activity A. Then, have students check answers with a partner. To reserve something means to save it for future use. Lesson Overview Target Vocabulary: accept, basis, convince, ensure, inspired, publicity, remind, self-defense, series, violence Reading Passage Summary: Movies have made the ancient martial art of kung fu a popular form of modern entertainment, and the old ways of kung fu are being challenged as a result. Answer Key Before You Read A. 1. monk; 2. Acrobatics; 3. temple; 4. master; 5. martial art B. Predictions will vary. The actual answer is that kung fu today often integrates acrobatics and jumping, something not a part of traditional kung fu, which is about disciplined fighting, not entertainment. B. Completion: Have students do Activity B. Check answers as a class. Have students write new sentences using each of the vocabulary words from the lesson. An easy synonym for demonstrate is show. Note that a separate definition of demonstrate is to protest. Challenge: Ask students to write a postcard to a friend to describe a Wodaabe geerewol ceremony in which young women pick their marriage partners. If necessary, have them search online to learn more about the ceremony first. Word Link The prefix re- is used to show something is being repeated or done again, such as in reunite. Additional examples include: reuse, remarry, rebuild, review, and restart. In some cases, the prefix is hyphenated to avoid confusion with other words, such as re-sign a contract (sign the contract again) versus resign from a job (quit the job). The Changing Face of Kung Fu Reading Comprehension 41. ¢ (line 22); 2. b (lines 5-7); 3. b (lines 12-14); 4. d (lines 19-20); 5. c; 6. b; 7..¢ Reading Skill A. Paragraph 1: a. S, b. M; Paragraph 2: a. M, b. S; Paragraph 3: a. S, b. M; Paragraph 4: a. S, b. M; Paragraph 5: a. S, b. M Critical Thinking Answers will vary. Students should support their opinions with reasons. Students may also think about changes in traditional cuisines, celebrations, and ways of dressing Vocabulary Practice A. 1. basis; 2. inspired; 3. series; 4. convinced; 5. ensure B. 1. a; 2. a; 3. b; 4.4; 5.a