Level 2 - Additional Reading Practice

Reading Explorer 2, Third Edition
Additional Reading Practice

Unit 1A
Read the passage and choose the correct answer for each question.
Sweets from around the World
Since the beginning of time, people have enjoyed foods that taste sweet. Originally, desserts
were made from local, naturally sweet foods like fruit, nuts, and honey. However, during the
Middle Ages, sugar from sugarcane plants began to be traded around the world. This
provided a new ingredient for making sweets. At that time, sugar was something only the rich
could afford to buy. But by the 19th century, sugar-filled desserts were being mass produced
in factories and sold to common, everyday people.
Today, you can find aisles of sweet treats in almost any grocery store. There is no end to the
cookies, cakes, chocolates, candy, ice cream, puddings, and pies that you can buy. But around
the world, you can still find desserts that are unique––desserts that represent certain cultures
or places. For example, churros from Latin America are fried dough sprinkled with cinnamon
sugar. Fried plantains (a kind of banana) are a sweet treat in certain parts of Africa. Pastries
made with honey and pistachio nuts can be found in the Middle East. And bean curd cookies
are sold in Asia. These desserts are made from local ingredients, and local people have been
eating them for generations.
How people eat dessert is different from place to place. Some people see dessert as an
occasional treat––something they do not eat very often, maybe only as part of a celebration.
Others have dessert on a daily basis, and perhaps even more than one dessert a day. Some
people call a piece of fruit dessert. Others may eat leftover cake or cookies for breakfast.
Although the way people eat dessert and the ingredients of the dessert may differ from place
to place, one thing is certain. People will never stop enjoying a bit of something sweet.
1. What is the purpose of the passage?

a. to tell a story
b. to give information
c. to compare cultures
d. to explain a process
2. What is the first paragraph mainly about?

a. how to make sugar
b. the history of desserts
c. the first kinds of desserts
d. when factories began making desserts
3. In the second paragraph, what does the word unique mean?
a. special, not like any other
b. traded around the world
c. small in size
d. very sweet
4. In the fifth sentence of the final paragraph, what does the word Others refer to?
a. fruit
b. people
c. cookies
d. ingredients
5. What does the passage say is true about most people?

a. They eat the same amount of desserts.
b. They eat the same kinds of desserts.
c. They only eat local desserts.
d. They like desserts.
Unit 1B
Taking the Right Steps
Since ancient times, people have used Earth’s natural resources to grow food. Farmers look
for the best places to plant their crops. Yet, the land is not always right for farming. It can be
too dry, too wet, or too rugged. If the land is not suited for farming, people change it. They
reshape it. They build dams or cut down forests.
The Incas were expert farmers who changed their land. The Incas were an ancient people who
lived in South America. They built a vast empire of 12 million people. These people lived
among the snowy Andes mountains.
There was not a lot of flat land to farm on. Farming on a hillside was a bad idea. Water runs
downhill when it rains. The water can cause erosion, or wearing away of the soil. When the
soil is worn away, it takes valuable nutrients with it. Plants cannot grow.
To feed millions of people, the Incas had to create something new. So they invented a form of
farming called terrace, or step, farming. The Incas changed their land by digging into it. They
carved huge steps into the sides of the mountains. They stacked stones around each step to
make a solid wall. Then they filled in the space behind the walls with soil. This made flat
places to plant crops.
When flowing rainwater reached a terrace, it slowed down and soaked into the soil. The
water helped crops grow. The walls in terrace farming also helped control erosion. The plants
grew well. From far away, these terrace farms looked like a living staircase. The Incas grew
corn, potatoes, and quinoa. Quinoa is a grain they used to make cereal, flour, and soups.
Today, people all over the world use terrace farming to grow crops. In Asia, rice grows in
terraced fields called paddies. In Europe, grapes and olives grow on terrace farms.
1. What is the passage mainly about?

a. the culture of the Incas
b. the history of the Incas
c. a method of farming
d. how to grow grain
2. In the first paragraph, what does the phrase suited for mean?
a. to have the right conditions
b. to use for another purpose
c. to buy from someone else
d. to not agree on something
3. In the passage, what is NOT mentioned about the Incas?
a. They built a large empire.
b. They were expert farmers.
c. They lived in the Andes mountains.
d. They ate only grains and vegetables.
4. In the passage, what is NOT mentioned about terrace farming?

a. It provides flat spaces to grow crops.
b. It is used to grow any kind of crop.
c. It slows down rain water.
d. It controls soil erosion.
5. Which paragraph gives other examples of places where terrace farming takes place?
a. the first paragraph
b. the second paragraph
c. the fourth paragraph
d. the final paragraph
Unit 2A
A Fascinating Creature
Which sea creature eats most of its food during the summer, likes to sing and dance, and is as
big as a bus? If you guessed the humpback whale, you are correct. The humpback whale is
truly an amazing creature.
Humpback whales live in groups called pods. Pods swim in oceans all over the world,
spending summer months along the coastlines. There they feed on krill (a small, shrimp-like
animal), plankton (a sea plant), and other small fish. They use a filtering system to eat. Water
flows into their mouths through two rows of baleen plates. The plates catch food but let the
water back out. Then the food goes to the whale’s stomach to be digested.
During the winter months, humpbacks swim to warmer waters near the equator to mate.
When humpbacks mate, the male humpbacks often “sing” to attract the females. Once a
female becomes pregnant, it takes about a year before its baby is born. Newborn humpbacks
stay close by their mothers. Scientists have noticed that mother and baby always seem to be
touching each other––perhaps as a sign of affection.
Humpback whales are known for leaping out of the water. Scientists do not know whether
they do this just for fun, or for a more practical reason, such as to clean themselves. In either
case, the whales use their large tail fins, or flukes, to throw themselves out of the water and
into the air, before landing with a big splash.
There are about 30,000 to 40,000 humpback whales today. Scientists keep track of individual
whales by looking at the white markings on their bellies. Each whale has unique markings, so
scientists are able to identify it. Scientists gather information such as the whale’s size, its
songs, and where it travels to. Thanks to scientists’ research, we continue to learn more about
these fascinating creatures.
1. What do scientists know for sure about humpback whales?

a. how to identify them
b. why they leap out of the water
c. why babies and their mothers touch each other
d. exactly how many humpbacks there are
2. Which word from the passage means “a small, shrimp-like animal”?

a. pod
b. krill
c. fluke
d. plankton
3. According to the second paragraph, what happens first when humpback whales eat?
a. Water flows into their mouths.
b. Water flows out of their mouths.
c. Food is digested in their stomachs.
d. Food is caught in the baleen plates.
4. In the third paragraph, what does the phrase a sign of affection mean?
a. the way a mother teaches its baby
b. information about whales
c. a marking on the whales
d. a way to show love
5. In the third sentence of the final paragraph, what does the word it refer to?
a. information
b. research
c. whale
d. size
Unit 2B
Search and Rescue Dogs
Humans and dogs have been living and working together for thousands of years. Because of
their protective and playful nature, people often acquire dogs as pets for children. Dog
owners have also found these domestic animals useful when they go hunting for wild
animals. Today, because of their natural curiosity and excellent sense of smell, many dogs are
being trained to help with a variety of search and rescue missions, for example, when a skier
is lost in a snowy wilderness area or a child disappears in a huge national park.
The first known use of dogs to help rescue people took place in the Great St. Bernard Pass, a
route located in the mountains between Switzerland and Italy. There, hikers often became lost
during bad winter weather. For many centuries, a group of religious men called monks ran a
small hotel there where travelers could spend the night. In the 17th century, the monks began
taking dogs with them when they went out to rescue lost travelers. They knew the dogs could
use their sense of smell to locate people, but they soon discovered that the animals also had
an excellent sense of direction, even when it was impossible to see anything through the
blowing snow. Using dogs for search and rescue missions became common during the First
World War. At that point, dogs were trained to help find injured fighters in the fields when
the conflict stopped for a moment.
Not every dog can do this complex and important work. The training can last up to two years,
and trainers look for four qualities in the animals they choose. First of all, the dog must
interact well with humans. Second, it must have a talent for keeping its awareness on one
single thing for a long period of time. Third, it has to enjoy playing games, since the training
involves constantly doing the same thing over and over. Finally, it must be obedient at all
times. Dogs with these qualities have become a valuable part of many life-saving teams
around the world.
1. What is the main purpose of the passage?

a. to show how rescue dogs are trained
b. to explain what makes a good rescue dog
c. to present some basic facts about rescue dogs
d. to describe the history of the use of rescue dogs
2. In the second sentence of the first paragraph, what does the word their refer to?
a. people’s
b. dogs’
c. children’s
d. pets’
3. According to the writer, which event occurred first?
a. The monks discovered that the dogs had a good sense of direction.
b. The monks began taking dogs with them on rescue missions.
c. The monks opened a hotel in the Great St. Bernard Pass.
d. The monks discovered that the dogs had an excellent sense of smell.
4. In the second paragraph, what does the phrase took place mean?
a. started
b. failed
c. disappeared
d. happened
5. What is the main idea of the final paragraph?

a. Not all dogs make good rescue dogs.
b. Rescue work is complex and demanding.
c. Trainers choose only dogs that interact well with people.
d. A dog that is easily bored will not make a good rescue dog.
Unit 3A
The Valley of the Kings
In the middle of Egypt, on the west bank of the Nile River lies the Valley of the Kings. This
ancient burial place is where 63 royal tombs have been found. The bodies of pharaohs, their
family members, and their trusted leaders were buried there. The earliest tombs date back to
the 16th century B.C.
According to historians, this area was used for the burial of kings for a period of 500 years.
After this, the tombs were forgotten, only to be visited by grave robbers. The robbers stole
many of the artifacts (objects from the past) and removed whatever valuable objects they
could.
Archaeologists rediscovered the tombs in the late 1700s. Despite the work of the grave
robbers, the graves still displayed the great power and wealth of those buried there. Many
tombs were decorated with paintings of Egyptian mythology (ancient stories that show the
beliefs of a people). These paintings gave archaeologists clues as to what the ancient
Egyptians believed.
One interesting belief was that the objects in the grave would be used by the dead person in
the afterlife. Clothing, games, and walking sticks were found in the tomb of King
Tutankhamen, or King Tut. His grave was one of the only undisturbed graves––the grave
robbers never got to. The artifacts show us what the people who buried King Tut wanted to
provide to him in the afterlife.
Archaeologists continue to explore the Valley of the Kings. It is one of the most famous
archaeological sites in the world. Tourists visit there as well. It is fascinating to learn about
ancient Egypt: how they buried people, what objects were put in the graves, what they
believed would happen to the bodies, etc. The tombs in the Valley of the Kings will never be
forgotten again.

a. the history of the Valley of the Kings
b. the way ancient Egyptians buried people
c. ancient Egyptian beliefs about the afterlife
d. archaeologists who discovered King Tut’s tomb
2. What is true about the Valley of the Kings?

a. Only kings were buried there.
b. The tombs were all completed by the 16th century B.C.
c. Many tombs have paintings of Egyptian mythology in them.
d. All the artifacts from the graves have been put in museums.
3. In the third paragraph, what does the sentence Despite the work of the grave robbers, the
graves still displayed the great power and wealth of those buried there mean?
a. Even though robbers had removed valuable objects from the graves, you could still
see how rich the people who were buried there had been.
b. The grave robbers were not able to take away the most valuable artifacts because
these objects were too large.
c. The graves had a special power that kept grave robbers from entering them.
d. The bodies of the grave robbers were also found buried in the tombs.
4. In the second sentence of the third paragraph, what does the phrase those buried there
refer to?
a. graves
b. grave robbers
c. archaeologists
d. ancient Egyptians
5. In the fourth paragraph, what does the word undisturbed mean?

a. not expensive, made from cheap materials
b. not marked, not identifiable
c. new, not there for a long time
d. not moved, not broken into
Unit 3B
The Iceman’s World
In 1991, two German hikers found a dead body high up on a mountainside in an area between
Italy and Austria. The body was partly frozen, and at first the hikers thought the death might
have occurred recently. However, scientists soon discovered that the “Iceman,” as he became
known, had died about 5,300 years earlier. They are also pretty sure that someone murdered
him. It is amazing how many other details researchers were able to find out about this
mysterious man’s life.
Where Did He Live?

Scientists say that the Iceman originally came from an area not far from where he was found.
They learned this by analyzing his teeth and bones. These parts of the body contain tiny
amounts of material from the rock, soil, and water of all the places where a person has spent
some time. Careful analysis showed that the Iceman was born a few kilometers south of the
mountain. These same tests indicated that as an adult he spent between one and two months
of every year high up in the mountains. Since the tests scientists conducted did not turn up
any materials from soils much farther south, most of them believe he probably did not travel
very far from home during his lifetime.
What Did He Do for a Living?

The answer is debatable. As scientists found certain types of plant materials on his body and
clothing, one theory is that he might have labored as a farmer. However, since he spent time
high up in the mountains every year, researchers have deduced that he may also have been a
shepherd. This would have supplied wool and meat for his family. Some scientists have
implied that he might even have been a hunter who spent part of his time in the mountains
killing animals for food. The fact that they found a simple knife near him, as well as bits of
two different types of wild animal meat in his stomach, would support this view. Whatever he
did, his life ended very suddenly on that mountainside 5,300 years ago.

a. how the Iceman died
b. what Earth was like 5,300 years ago
c. where and how the Iceman lived
d. why the Iceman moved around so much
2. In the second sentence of the second paragraph, what does the word They refer to?
a. scientists
b. bones
c. places
d. kilometers
3. What does the first sentence in the final paragraph mean?
a. People do not understand the question.
b. No one knows the answer for sure.
c. The answer will never be known.
d. People should not argue about the answer.

a. Scientists got information from materials on the Iceman’s body and clothing.
b. Scientists are not sure what the Iceman did for a living.
c. The Iceman died suddenly 5,300 years ago.
d. The Iceman was probably a farmer.
5. Which statement would the writer probably agree with?

a. There are many more frozen bodies in this mountain area.
b. The hikers should not have told anyone about the body.
c. Scientists have amazing ways of finding answers.
d. The Iceman’s life was not very interesting.
Unit 4A
The Tuareg of the Sahara
A camel lets out a loud noise in complaint. Its master needs it to stand, but the camel prefers
to lie on the ground. The master ignores the camel’s protest because the Tuareg caravan must
start moving again. The Tuareg are traders––always moving, always selling. They travel back
and forth from the northern coast of Africa to the southern edge of the Sahara Desert. The
camel carries salt, dates, and sugar. It carries kola nuts, oil lamps, and gold. It carries
whatever it can carry across the hot desert for its masters.
For thousands of years, the Tuareg have roamed the Sahara Desert freely. They are a nomadic
people––moving from place to place where there is food and water. Now, the land has been
divided into many countries: Algeria, Mali, Niger, Libya, and Burkina Faso. Borders hold the
Tuareg back. They are not able to move as freely between countries. And their trade is no
longer needed. Trains and trucks move faster and can carry more goods than Tuareg
caravans. The world does not want to wait for the slow and steady march of camels.
So what choice do the Tuareg have? Some Tuareg have given up the nomadic lifestyle and
moved into cities to find jobs. They blend in to the rest of society and lose some of their
customs and rituals. Others have tried their hand at farming. This prevents them from being
nomads, but it enables them to live together in Tuareg communities and pass on their cultural
values. It is not yet certain whether the Tuareg culture will survive in modern times or not.
Like a camel’s footprint in the sand that gets blown away, perhaps the ways of the Tuareg
will also disappear.

a. which countries contain the Tuareg
b. where Tuareg caravans travel to
c. how the Tuareg culture and way of life is changing
d. how Tuareg caravans are not able to move as freely as before
2. In the last sentence of the first paragraph, what does the word its refer to?
a. desert’s
b. salt’s
c. camel’s
d. master’s
3. In the second paragraph, what does the word nomadic mean?
a. moving from place to place
b. not wanting to help others
c. not having any neighbors
d. spending a lot of money
4. What is NOT a reason the Tuareg culture may disappear?

a. Tuareg farmers are passing down cultural values.
b. Some Tuareg are moving to the city to find jobs.
c. The Tuareg are not able to move freely between countries.
d. Cars and trucks are more useful than Tuareg caravans.

a. to give information about the Tuareg
b. to argue why Tuareg culture is so important
c. to tell the story of a Tuareg who moved to the city
d. to compare Tuareg who live in the city with farmers
Unit 4B
Stick Fighting
The ancient martial art of stick fighting began in India thousands of years ago. It is called
kalaripayattu, which means “practice of the arts of the battlefield.” Kalaripayattu is made up
of many elements such as leaping into the air, striking with sticks, and wrestling.
Kalaripayattu is one of the oldest martial arts in the world. It first appeared in writing in the
11th century. A historian described the use of stick fighting as part of warfare between two
competing Indian dynasties, the Cholo and Chera families. In the 1500s, a Portuguese
explorer named Duarte Barbosa wrote down his observations of kalaripayattu. He noted how
seven-year-old children trained daily and eventually began practicing with weapons
(including swords and spears, not just sticks).
Barbosa may have observed one of the kalari schools. These special schools served as the
main places of education. According to historians, the practice of stick fighting was as
important as reading and writing.
Over the years, kalaripayattu became very popular. People from different social classes, or
castes, participated in it. Some girls were allowed to learn the art. People from various
religious groups took up kalaripayattu: Muslim, Christian, and Hindi.
However, in the 1800s, the number of people practicing kalaripayattu went down greatly. The
introduction of firearms changed warfare completely. Sticks and swords were no match for
guns. India went under British rule, and the practice of kalaripayattu was made illegal. Kalari
schools no longer operated. People were only able to practice kalaripayattu in secret.
It was not until the 1920s that interest in the art increased again. It became a way to show
national pride. In the 1970s, martial arts such as karate became popular worldwide.
Kalaripayattu gained more attention during this time as well. Today, kalaripayattu continues
to be practiced as a traditional art form.

a. to tell the story of a kalaripayattu fighter
b. to compare karate and kalaripayattu
c. to give the history of kalaripayattu
d. to explain how to do kalaripayattu
2. What word from the passage means the same as social classes?
a. castes
b. elements
c. dynasties
d. observations
3. What was NOT a reason why kalaripayattu became less popular?

a. Karate became popular.
b. Firearms were invented.
c. Kalari schools closed down.
d. The British made kalaripayattu illegal.
4. At the end of which paragraph would the sentence It was the martial art for everyone fit
best?
a. the first paragraph
b. the second paragraph
c. the fourth paragraph
d. the fifth paragraph
5. Why do people practice kalaripayattu today?

a. to do something illegal
b. to show national pride
c. to be ready for war
d. to be popular
Unit 5A
The Russian Metro
Deep below the surface of Moscow, an efficient system of subway cars operates. Opened in
1935, Moscow’s metro carries more people than London’s and Paris’ metros combined. The
first metro stations were built to be expressions of the Soviet Union’s power and wealth, with
high ceilings and incredible artwork. Toward the end of the Soviet Union, stations were made
in a more practical manner––with less expensive materials and few decorations. Today, the
metro is nothing less than impressive.
If you stand in the middle of a metro station at its busiest hour, you will see a subway car stop
every 90 seconds. It lets off hundreds of people, and hundreds of people get back on. People
leaving and entering the station walk shoulder to shoulder, packed like sardines.1 In the
subway car itself, there may be little standing room left, and sometimes nothing to hold on to.
When the car goes around a corner quickly, people just lean against each other to keep from
falling.
It is doubtful that the metro planners had this sight in mind back in the early 1900s. They
recognized how rapidly the city of Moscow was growing and how the city needed a rapid
transit system. Buses and trams were not enough for the increasing population. Underground
systems had been built elsewhere, such as the London Underground, so Russian designers
proposed that a similar system be built in Moscow.
Despite several failed proposals, the city finally agreed that it needed a tunnel system. After
World War I, the government seriously began planning the metro. In 1935, the first subway
cars began operating. More than 80 years later, 10,000 trains operate, traveling over 3,000
kilometers and carrying over nine million passengers.
1 Sardines are a kind of fish that are often sold in cans.
1. What is true about the Russian metro?

a. It is the oldest subway system in the world.
b. It has grown a lot since 1935.
c. All the stations were built to look impressive.
d. Passengers have to wait a long time for a car.
2. In the first paragraph, what does the word practical mean?

a. impressive
b. expensive
c. useful
d. new
3. In the first sentence of the second paragraph, what does the word its refer to?
a. busiest hour’s
b. subway car’s
c. metro station’s
d. Soviet Union’s
4. In the second paragraph, what does the phrase packed like sardines mean?
a. very close together with little space in between
b. packaged in a factory
c. feeling like being underwater
d. not smelling very good
5. What is the third paragraph mostly about?

a. how the planners never knew how many people would eventually use the metro
b. how the Russian metro became similar to the London Underground
c. how the planners saw the need for an underground tunnel system
d. how buses and trams were not big enough to fit a lot of people
Unit 5B
Grand Central Terminal: A Short History
Grand Central Terminal is one of the most famous and beautiful buildings in New York City.
Every year, thousands of native New Yorkers and sightseers who are not taking one of the
many trains that serve the station still make time to visit this magnificent structure.
The Old Grand Central

Before the construction of Grand Central Terminal, another train station called Grand Central
Depot was located on this spot. When it was built in 1871, it was the largest indoor space in
the entire United States. The person responsible for establishing it was Cornelius Vanderbilt,
the man who created the New York Central Railroad. As his railroad business grew beyond
New York State, he managed to connect New York City and Chicago with a single rail line.
This was an extremely successful project from an economic point of view. However, it was
so successful that within 30 years the depot was too crowded and unsafe for operation.
The New Grand Central

The kinds of trains that were used in the late 1800s were dirty, noisy, and dangerous. They
ran above the ground, making the area surrounding the station extremely unpleasant and
unsafe. After a particularly terrible accident in 1902, talk of modernizing the old Grand
Central Depot began. At this point, a decision was made to build a whole new station and to
use electrical equipment to help solve the current problems. The plan permitted modern
electrically-powered trains to run underground. The project featured a series of office
buildings and hotels conveniently connected to the station by underground walkways.
Construction of the new Grand Central Terminal was completed in 1913.
The Story Continues

Although the terminal was a very successful operation for many years, there were problems
during the 1950s, when rail business fell off as air travel and driving became increasingly
popular. Then, in the 1960s, plans were made to build a huge new building over the station,
which threatened to destroy its beauty. Problems like these will probably continue, but with
the help of the people who love it, this very special building will surely survive.
1. What is the passage is mainly about?

a. a successful businessman
b. a famous building
c. the railroad industry
d. United States history
2. What does the second sentence of the first paragraph mean?
a. Native New Yorkers like how the station looks.
b. Many different people make a special trip just to look at the station.
c. Most native New Yorkers do not use the trains at the station.
d. Sightseers often take trains to and from the station.
3. In the first paragraph, what does the word magnificent mean?

a. educational
b. unknown
c. wonderful
d. artificial
4. In the last sentence of the second paragraph, what does the word it refer to?
a. Grand Central Terminal
b. Grand Central Depot
c. New York Central Railroad
d. the New York to Chicago rail line

a. Grand Central Terminal is a very successful operation.
b. Cars and planes hurt the railroad business.
c. Despite all its problems, Grand Central Terminal will survive.
d. Grand Central Terminal had problems in the 1950s and 1960s.
Unit 6A
Can the World’s Coral Reefs Be Saved?
Coral reefs are the largest structures built by any living thing, including humans. As they lie
under the surface of the water, most people do not realize that they are actually like huge
mountains rising from the ocean floor. Recently, many coral reefs have begun to suffer
serious damage, and some can no longer support the wide variety of plants and other life
forms they did in the past. The damage seems to come from three basic sources: direct
physical destruction of the coral reefs themselves, pollution produced by humans, and the
warming of ocean waters caused by climate change.
Direct Destruction
For centuries, limestone––one of the main elements found in coral reefs––was used in the
construction of houses and other types of buildings. Although it was available from other
sources, limestone from coral reefs was the usual choice in areas near an ocean. Coral reefs
are also used in jewelry making and to decorate fish tanks. Finally, some methods of fishing
use explosions to break coral reefs apart. Although these practices are changing, much
damage has already been done.
Human Pollution
For years, industrial pollution has had a negative effect on the world’s coral reefs. Recently,
however, scientists have hypothesized that another category of pollution is also threatening
coral reefs’ survival. It appears the sunscreen that millions of swimmers use to protect their
skin from the sun causes coral reefs to die. The chemicals in sunscreen do not kill the
creatures themselves. Instead, the chemicals cause coral reefs to push out the tiny brilliantly
colored plants called algae that live inside their bodies. When this happens, the whole coral
reef begins to die.
Climate Change
Officials at the U.S. Environmental Protection Agency have gathered information showing
that climate change may be the biggest threat to conserving coral reefs worldwide. When the
water gets too warm, the coral reef responds as if pollution is present––it forces the algae out.
With the algae gone, the coral reef turns white, or “bleaches.” This is a sure sign that the
coral reef is no longer a living thing.

a. the effects of pollution on coral reefs
b. how coral reefs can be saved
c. how climate change affects coral reefs
d. a variety of threats to coral reefs
2. In the second sentence of the first paragraph, what does the word they refer to?
a. coral reefs
b. humans
c. people
d. mountains
3. What is the main idea of the third paragraph?

a. Industrial pollution damages coral reefs.
b. Scientists are studying coral reefs.
c. Sunscreen appears to damage coral reefs.
d. Coral reefs need algae to survive.
4. Where do coral reefs get their bright colors from?

a. the sun
b. algae
c. warm water
d. pollution
5. According to the passage, what probably happens when a coral reef dies?
a. It still looks the same.
b. It creates a lot of pollution.
c. Other related life forms disappear.
d. It causes the surrounding waters to get warmer.
Unit 6B
The Great White Shark
A seal leaps from the edge of the rocky island. It swims down into the clear blue water. The
sunlit waters grow darker as the seal dives deeper. Large clumps of thick seaweed block its
path. Despite the seaweed, it dips and spins as it continues to look for small fish to eat.
Not far away, a great white shark senses that the seal is in the water. The shark’s skin is
sensitive. It senses the movement made by the swimming seal. The shark quickly changes
direction. It swims toward the seal.
As the shark swims closer, it picks up another signal. The shark can sense the seal’s
heartbeat. The signal is faint, but the shark follows it. Finally, the shark sees the seal. Yet the
seal does not notice the shark swimming toward it. It is too busy chasing a fish through
seaweed.
The shark is hard to spot. After all, only its belly is white. The top of its body is gray to black.
To the seal, the shark’s back blends in with the dark water. The shark swims closer to the
seal. The seal catches its fish and races up to the surface. The shark speeds up to follow.
At last, the seal senses danger. It turns its head to look over its shoulder. The shark opens its
mouth. The seal tries to escape by swimming faster. Few animals can outswim a great white
shark. With a powerful push of its tail, the shark closes the gap between them.
The shark tries to bite the seal but just misses its tail. The seal dives back down into the sea.
The shark breaks off its attack even though the seal would have been a good meal. Even a
great hunter like the great white shark misses once it a while. The shark sinks to the depths
again to look for other prey.

a. to tell a story of a hunt
b. to compare sharks and seals
c. to list the characteristics of sharks
d. to argue why sharks are the best hunters
2. What happens first?

a. The shark tries to bite the seal.
b. The seal looks for a fish to eat.
c. The shark senses the seal’s heartbeat.
d. The shark goes back down into the sea.
3. According to the fourth paragraph, why is it difficult for the seal to see the shark?
a. because there is a lot of seaweed in the seal’s way
b. because the top of the shark’s body matches the color of the water
c. because the seal has bad eyesight
d. because the shark swims so fast
4. In the first sentence of the final paragraph, what does the word its refer to?
a. shark’s
b. seal’s
c. tail’s
d. sea’s
5. In the final paragraph, what does the word prey mean?

a. an animal that is hunted by other animals
b. a place to find something to eat
c. a kind of shark
d. a kind of seal
Unit 7A
A Win-Win Situation
A flower is made up of many parts. Long, slender stalks called stamens grow from the middle
of the flower. An anther sits on top of each stamen. The anther makes pollen. Pollen is a
powder-like substance that plants need to make seeds. And seeds grow new plants.
Most plants need help moving pollen from one flower to another. Rooted in place, plants
must find ways to bring animals to them. When an animal drinks a flower’s nectar (a sweet
liquid from the flower), pollen from the flower sticks to the animal. The animal then goes to
another flower and the pollen on its body spreads to that flower. This results in pollination.
Plants attract animals to themselves in a number of ways. Some plants send a message with
their color. Red flowers, for example, attract hummingbirds. Irises have a bright, colorful
pattern on their petals that acts as an arrow or guide. It points bees in the right direction. The
bees follow the pattern to the center of the flower where the nectar and pollen are found.
Another way flowers attract animals is through scent. A flower that smells sweet tells a bee to
come. The smell of a cactus flower calls to bats. Some plants give off a bad smell to attract
animals. The titan arum, also called the “stinky plant,” has the smell of rotting meat. Some
flies and beetles flock to this plant. They think it is a dead animal. That might sound nasty to
humans, but to these insects, it is a treat.
Plants and the animals that pollinate them have a special relationship. When animals visit
flowers, they get something they want––nectar. When they carry the pollen to another plant,
the second plant is pollinated. Both the animals and the plants benefit. It is a win-win
situation.
1. What do animals help plants to transfer from one flower to another?

a. nectar
b. pollen
c. stamens
d. anthers
2. In the second paragraph, what does the phrase rooted in place mean?
a. connected with each other
b. very close to each other
c. moving roots around
d. unable to move around freely
3. What is the third paragraph mainly about?
a. how a flower’s color attracts animals
b. why hummingbirds like the color red
c. how some plants can give directions
d. where nectar and pollen are found
4. In the fifth sentence of the third paragraph, what does the word It refer to?
a. message
b. direction
c. pattern
d. color
5. According to the fourth paragraph, what is true about the titan arum plant?
a. It attracts bees.
b. It smells bad.
c. It eats flies.
d. It is red.
Unit 7B
A Master of Perfume
The creation of a new perfume is not a simple process. It requires a lot of imagination, a deep
understanding of how the sense of smell works, and almost always a considerable amount of
time. Edmond Roudnitska, a Frenchman who died in 1996, was a world-renowned perfume
expert. Some people claim that he had the greatest nose of all time. In his 60 years in the
business, he created only 17 perfumes that he considered good enough to put on the market.
However, these 17 are some of the most commercially successful combinations of essences
of the 20th century, and include several products for Marcel Rochas and Christian Dior.
Roudnitska did not follow the traditional route of other perfume makers. Although he was
born in Grasse, the perfume capital of the world at the time, he had no education,
background, or work experience when he first found employment in the industry. Within a
year, he left his hometown to take over as the top perfumer for a company outside of Paris.
After working there for about 20 years, he formed his own creative workplace, Art et Parfum,
in a small town near Paris. Later, he moved the company to a location near Grasse, where he
lived and worked until he died at age 91.
Roudnitska had an excellent understanding of biology and how the sense of smell works in
humans. He used this skill to create his distinctive perfumes. He emphasized that people
needed to understand two basic rules if they wanted to obtain results like his. The first rule is
that even if you put a lot of a certain essence into a mixture, the nose is never able to sense all
of it. The second rule is that if one essence in a mixture is present in an extremely small
amount, the nose will automatically strengthen this odor, perhaps causing it to dominate
others in the mix. Making use of these special understandings, Roudnitska created some of
the most successful perfumes in the world.

a. to describe how perfume is made
b. to describe some distinctive perfumes
c. to describe the life work of Edmond Roudnitska
d. to describe what makes a perfume commercially successful
2. In the first paragraph, what does the phrase put on the market mean?
a. display in stores
b. sell at a local market
c. sell to the general public
d. become extremely successful
3. Which of these activities did Edmond Roudnitska do first?
a. He formed the company Art et Parfum.
b. He created perfumes for Christian Dior.
c. He worked for a perfume company in Grasse.
d. He worked for a perfume company outside of Paris.
4. In the fourth sentence of the second paragraph, what does the word there refer to?
a. his hometown
b. a location near Grasse
c. a company outside of Paris
d. the perfume capital of the world

a. The nose cannot smell all the essences in a mixture.
b. Roudnitska was able to create very distinctive perfumes.
c. Successful perfumers understand how the sense of smell works.
d. Sometimes a small amount of an essence can dominate others in a mixture.
Unit 8A
Marco Polo’s Influence
Marco Polo undertook the journey to the Far East when he was only 17 years old. He traveled
with his father and uncle, and as soon as the trip was over he shared stories about what he had
seen. They were full of information about the cultures and geography of the Asian lands he
had visited, as well as of his adventures. Although other explorers had visited this remote part
of the world before, Polo’s reports were unparalleled in their level of excitement and detail.
Polo arrived home in Venice in 1295. Then, three years later, he was called to fight in a war
between the cities of Venice and Genoa and had the misfortune of being taken and held by
the Genoan side. While waiting to be freed, he met a writer named Rustichello da Pisa who
greatly admired the stories Polo told him. Rustichello da Pisa wrote them down in the form of
a book that was published and called The Description of the World or The Travels of Marco
Polo. It became very popular and was much admired by many people. However, some people
did not believe that the information in the book was true and said it should be called The
Million Lies. Despite this, the book contributed greatly to an increased interest in the Far
East.
Christopher Columbus knew about the travels of Marco Polo when he first sailed westward
with the objective of finding a new route to the Eastern lands in 1492. In fact, one writer at
the time claimed that Columbus had read and studied Polo’s book prior to asking Portugal to
finance his voyage. However, he may have gotten the information through word of mouth. A
library in Seville has a copy of Polo’s book that was owned by Columbus. It has notes written
in it, possibly by Columbus himself. However, these notes appear to have been written only
after Columbus’s third trip to the Americas. So did he read Polo’s book before 1492, or did
he not? It is up to future researchers to try to discover the answer.
1. What is the main purpose of the passage?

a. to give information about the cultures and geography of the Far East
b. to show how Marco Polo’s book affected the world
c. to explain why Columbus decided to make his voyages
d. to summarize what Marco Polo wrote about
2. According to the writer, which event occurred first?

a. Polo met the writer Rustichello da Pisa.
b. Polo traveled to the Far East.
c. Polo went back to Venice in 1295.
d. Polo was called to fight in a war.
3. In the last sentence of the first paragraph, what does their refer to?
a. cultures
b. Asian lands
c. adventures
d. reports

a. Columbus was influenced by Marco Polo.
b. Columbus wanted to find a new route to the Far East.
c. Columbus asked Portugal to finance his voyage.
d. Columbus had read Marco Polo’s book.
5. In the final paragraph, what does the sentence However, he may have gotten the
information through word of mouth mean?
a. Someone may have written down what he said.
b. The information he had gotten may have been false.
c. Someone may have told him the information.
d. He may have given someone else the information.
Unit 8B
Journey to the South Pole
It was winter in the year 1911. A team of men and their sled dogs began preparing for a long
journey. Their leader, Roald Amundsen, had one goal in mind. The adventurous Norwegian
wanted to be the first person to reach the South Pole. To accomplish his goal, Amundsen
would have to travel more than 2,900 kilometers and face many difficulties. Excited by the
opportunity to make history, Amundsen could not resist the challenge.
Amundsen and his team made all the preparations. Equipped with food and fuel, supply
stations were set up in advance. This way, Amundsen would not have to carry everything as
he made his way to the Pole. When spring came, Amundsen felt ready to start his journey. He
brought his four toughest men with him. Once they loaded the sleds, the dogs sped off. The
men skied beside them.
Snow and bitter winds pushed against them and slowed them down. Amundsen’s dogs were
growing thin from all the hard work. Now, a large glacier stood in their path. The tired dogs
fought to pull the sleds up the steep ice. They dug their claws deep into the ice to keep their
footing. Struggling with each step, they pressed on for days. Feeling hungry and exhausted,
some of the men were also getting frostbite on their fingers and toes.
One afternoon, Amundsen stopped the sleds. He checked his navigational instruments. Then
he told his men that they were standing at the South Pole. The men could not believe it. Their
difficult journey was worth all the hardship. They had finally reached the South Pole.
Celebrating their success, the team marked the Pole with the flag of Norway. And Amundsen
did make history as the first person to reach the South Pole.

a. to tell a story
b. to describe a process
c. to make an argument
d. to compare two things
2. In the first paragraph, what does the phrase to make history mean?
a. to do something important that people will remember
b. to do something that people did a long time ago
c. to learn from past mistakes
d. to write a history book
3. In the sixth sentence of the third paragraph, what does the word they refer to?
a. winds
b. dogs
c. claws
d. fingers
4. In the final paragraph, what does the word hardship mean?

a. instruments
b. difficulty
c. success
d. history
5. According to the passage, which of the following is true?

a. The journey was not very difficult.
b. Amundsen’s team was not well prepared.
c. Some of the team members’ fingers and toes froze.
d. The men knew they had reached the Pole when they saw Norway’s flag.
Unit 9A
Just a Phase
“Why did you do that,” the mother cries as she looks at her three-year-old son. The boy is
covered with marker from head to toe. Apparently, he was tired of coloring on paper and
decided to color on himself. If he had been an adult, maybe he would have answered his
mother’s question with, “Well, mom, I’m at a phase right now where I want to explore
everything around me. I wanted to see what marker felt like on my skin. That’s why!" But
instead, the boy just looks at his mother and smiles.
Some parents believe their children do bad things to make their lives difficult. In most cases,
however, children do these things just to experiment with their environments. Parenting
experts suggest that experimentation is how children learn. We know that children love to
play make-believe. Experts claim that these creative experiences are opportunities for
children to practice what they are learning about the real world.
Parenting experts have discovered that there are different developmental stages in a child’s
life. In the example from the first paragraph, the three-year-old is in a sensory stage. He is
learning through what he feels, sees, tastes, hears, and touches. This is the reason for the
markings all over his body. Experts point out that older children, four to five-year-olds, start
paying more attention to rules. They get upset when their siblings or classmates break the
rules. Some children get so upset that they may hit the rule-breaking child. When the teacher
or parent asks, “Why did you do that,” they might say, “I don't know.” And just like the
three-year-old boy, they probably do not know how to answer the question. But if they could,
perhaps they would say, “Don't worry. It’s just the developmental phase I’m in right now.”
1. In the first paragraph, why did the mother ask, “Why did you do that?”
a. She was frustrated.
b. She treated her son like an adult.
c. She expected her son to answer her.
d. She wanted to know what her son was learning.
2. In the second paragraph, what does the phrase play make-believe mean?
a. to experience new things
b. to make things by yourself
c. to create games or stories in your mind
d. to play a game with many other children
3. What is the second paragraph mainly about?
a. which games children like to play
b. how children learn through experimentation
c. how children make their parents’ lives difficult
d. what children are learning about the real world
4. In the final paragraph, what does the word sensory mean?

a. relating to the five senses
b. relating to learning
c. difficult
d. new
5. According to the final paragraph, why do some children get so upset?

a. because they break a rule
b. because other kids break rules
c. because they do not like other children
d. because they do not know how to answer questions
Unit 9B
More Than Just a Number
A person’s IQ is a measurement of a person’s intelligence. It stands for “intelligence

quotient,” the amount or degree of intelligence. IQ tests have been around since the beginning
of the 20th century, although people have been trying to measure intelligence for much
longer than that.
French psychologist Alfred Binet was one of the first people to come up with what we know
as the IQ test. In 1905, he was tasked with creating a tool for measuring which students in
school were more likely to do poorly. A new law had been passed in France that made all
children go to school. Education leaders wanted to separate out the children who were not as
intelligent as the others.
Binet developed a test that would consider two factors: a child’s chronological age (how old a
child is) and a child’s mental age (whether a child thinks at, below, or above the level of other
children his or her age). He developed questions for specific age groups. If a child could
answer questions that older children could answer, that child’s mental age was higher than his
or her chronological age. If a child could not answer questions that children his or her own
age could answer, then that child’s mental age was lower than his or her chronological age.
Binet did not believe his test fully measured a person’s intelligence. He felt intelligence was
something you could not put a number on. He said more research needed to be done. Despite
this, an American psychologist at Stanford University read Binet’s work and developed the
test further. It became known as the Stanford-Binet Intelligence Scales. This test became one
of the most popular IQ tests of the 20th century. The test may be useful, but Alfred Binet was
right: intelligence is more than just a number.
1. In the second paragraph, what does the word psychologist mean?

a. a doctor who treats people with sicknesses and injuries
b. a person who studies the way people think and feel
c. a person who works for the government
d. a person who teaches at a university
2. What is the second paragraph mainly about?

a. why education leaders wanted to separate French school children
b. why some students do more poorly in school than others
c. why Alfred Binet became a psychologist
d. why Alfred Binet created an IQ test
3. What information was Binet’s test based on?
a. chronological and mental age
b. family background
c. height and weight
d. personality

a. to argue an opinion on IQ tests
b. to give information about IQ tests
c. to compare different IQ tests
d. to list the benefits of IQ tests
5. Which statement would Binet probably agree with?

a. We should separate more intelligent students from less intelligent students in
schools.
b. It is impossible to measure a person’s intelligence.
c. There are too many factors that determine a person’s intelligence for any single
test to take into account.
d. Children with a mental age higher than their chronological age tend to do poorly at
school.
Unit 10A
Is Global Warming Real?
What Is Happening?
Earth is showing many signs of climate change. It is a fact that average temperatures around
the world have climbed 0.8 degrees Celsius since 1880. The speed of warming is also
increasing, with the years from 1980 to 2000 being the hottest in 400 years. The ice in the
Arctic region is melting rapidly, and this area may experience its first completely ice-free
summer by 2040. Further south, coral reefs, which are affected by tiny changes in water
temperature, suffered the greatest losses ever recorded in 1998. In some places, as much as 70
percent of the reef area died. Scientists predict that as temperatures continue to rise in the
next 50 years, these sorts of events will also increase.
Are Humans Causing It?

A group of more than 2,500 scientists from more than 130 countries released a report in 2007
saying that humans have caused all or most of the current warming. For example, the growth
of industrial operations, the loss of forest lands, and increased quantities of air pollution all
cause global warming. We are putting so much pollution into the environment that plants and
oceans cannot handle it. Even if we can stop all the activities that cause this pollution, the
problems would still continue for many years.
What Is Going to Happen?

Although no one knows for sure what the future holds, researchers expect that there will be
serious problems if we do not stop global warming. The sea level could rise between 18 and
58 centimeters by the end of the century. This would mean that large parts of Southeast Asia
and other low-lying coastal lands would be covered with water. Increased temperatures could
make it difficult for farmers to grow a sufficient amount of food, causing critical problems
and possibly leading to starvation in some areas. Damage from heat waves, wildfires, and
other extreme weather events would likely increase. This will cause financial loss as well as
the loss of human lives. It is clear that global warming is a serious problem. Many
governments and individuals are using all the resources they can to try to save the
environment and solve the problem of global warming.

a. how global warming started
b. the disappearance of the world’s natural resources
c. some good ways to stop global warming
d. the causes and effects of global warming
2. What is the main idea of the first paragraph?
a. Global warming should be stopped.
b. Global warming is causing a variety of changes.
c. The speed of global warming is increasing every year.
d. Temperatures are going to continue to rise for the next 50 years.
3. In the first paragraph, what does the word rapidly mean?

a. evenly
b. occasionally
c. quickly
d. noisily
4. According to the passage, what is true about the problems of global warming?
a. They will probably be solved in less than 10 years.
b. They were probably just as bad 30 years ago as they are now.
c. They may cause large parts of Earth’s land to be covered with water.
d. People have been trying to solve them since 1880.
5. According to the passage, which of the following is NOT a result of global warming?
a. The sea level is rising around the world.
b. The world’s forests are disappearing.
c. Some farmers may have difficulty growing enough food.
d. Extreme weather events are increasing.
Unit 10B
Will Polar Bears Survive?
Wild polar bears are only found in the Arctic, the region around the Earth’s North Pole. This
region sits in the middle of the Arctic Ocean. Although it is an ocean, you could walk across
it. It is so cold the surface freezes into ice. Most polar bears live and hunt on the ice. The ice
is strong enough to hold a polar bear’s weight.
In the southern regions of the Arctic, the ice melts in the summer. When this happens, polar
bears move onto land. Land is not the best place for polar bears because they are cut off from
their main food supply: fish and seals. Hunting on land is hard work. Polar bears need to use
twice as much energy as other animals to walk. Just 12 seconds of running can burn more
energy than a polar bear would get from eating a whole seal!
Scientists measuring arctic temperatures have discovered an alarming trend. The Arctic is
heating up. As it becomes warmer, ice melts earlier in the year. This gives the bears less time
to hunt on the ice, forcing them onto land sooner. Many polar bears cannot find enough food
on land.
For polar bears, warmer weather could mean disaster. They have to find enough food to
survive the warmest months. Already in some areas, the bears must eat enough in only three
or four months to last the rest of the year. That means they go for months eating nothing at
all.
Polar bears have a history of survival. Their eating habits change depending on where they
can find food: on ice or on land. They adapt to survive. Scientists are not sure what will
happen to polar bears. But there is hope that polar bears will survive despite the challenges
they face in a warmer world.

a. to describe a problem
b. to talk about history
c. to argue a point
d. to tell a story
2. In the second paragraph, what does the phrase cut off mean?
a. cut into pieces by something sharp
b. separated, cannot get to something
c. hunt for a long time
d. eat too much
3. In the fourth sentence of the third paragraph, what does the word them refer to?
a. food
b. polar bears
c. scientists
d. temperatures
4. What is the writer’s opinion on the polar bears’ chances of survival?

a. They will likely survive because they have survived up until now despite climate
changes.
b. They will only survive if people help them.
c. They will not survive because their food supply is gone.
d. They will not survive because Earth will only get hotter.
5. In the final paragraph, what does the sentence They adapt to survive mean?
a. The live off of no food during the summer months.
b. They change how they live in order to stay alive.
c. Some polar bears live to be 100 years old.
d. They change the way they look to stay alive.
Unit 11A
The Everyday Life of Army Ants
Army ants are known for their ability to form huge cooperative groups that are capable of
going out and killing as many as 10,000 animals a day. Some of the creatures they kill are
larger than the ants themselves. The ants also travel long distances during these food
searches, even though they are almost totally blind. In addition to these surprising facts, the
details of the home life of these amazing insects are also worth learning about.
Domestic Life
Army ants have special parts on their feet called hooks that allow them to connect their legs
securely to another ant’s. They use these hooks to form a large nest called a hive, which
hangs from a tree. They add nothing extra to this structure, so the hive, constituted entirely of
the bodies of worker ants, is actually a living thing.
Making Babies
In the hive lives a single queen whose job is to produce all of the babies for the group. At one
point, several female worker ants leave the hive and come back with a male with wings who
will become the queen’s mate. Some males are credited with helping a queen produce as
many as 300,000 baby ants. The male then dies, leaving the queen to care for the eggs. They
are placed in the middle of the hive and are retained there until they are large enough to
survive on their own. If the group needs to be moved for some reason, the ants all hold on to
each other and form a ball, and the entire living hive moves itself to a new location.
Who’s the Boss?

The queen is the most important ant because she is the source of all the ants in the group.
Next come the workers, who collect food and keep the hive clean. Then there are the soldiers,
whose job is to oversee the safety of the hive and to protect it from anything that disturbs it.
When they discover a threat, their reaction is quick and very forceful. It usually takes them
only moments to stop the invaders. Although these creatures’ way of life may seem unusual
to us, their organization is what keeps them alive.

a. how ants protect themselves from attackers
b. what life is like inside a hive of ants
c. how ants are able to travel long distances
d. how ants construct their hives
2. In the second sentence of the first paragraph, what does the word they refer to?
a. creatures
b. 10,000 animals
c. cooperative groups
d. army ants
3. According to the passage, what do army ants connect to build nests?

a. trees
b. arms
c. legs
d. heads
4. In the third paragraph, what does the sentence they are large enough to survive on their
own mean?
a. They are able to stay alive by eating other ants.
b. They can live without outside support.
c. They can have their own baby ants.
d. They are larger than most other ants.

a. An ant hive is a very organized place.
b. The queen ant controls all of the other ants.
c. Worker ants are more important than soldier ants.
d. Soldier ants can fight off powerful invaders.
Unit 11B
Mirror Image
If you were to draw a line down a moth’s back, the moth’s right side would look like a
reflection of its left side. This is called bilateral symmetry. Moths are an example of
symmetry in nature. In nature, though, both sides are not always exactly the same. You can
see that if you draw a line of symmetry down the middle of your face. You might notice that
one eyebrow is slightly higher than the other. Maybe when you smile, you have only one
dimple instead of two. Both sides of your face have an eye, an ear, and half a smile. Both are
almost alike. So your face is still symmetrical.
When you look at a luna moth, it is very easy to see bilateral symmetry. Find one resting with
its wings open. Then you can really see how its two sides look the same. A pair of pale green
wings grows from each side of the moth’s body. Two feathery antennae stick up from its
head. Its body parts are about the same size and shape. They are evenly arranged along its
white furry body.
If you take a look at the pretty patterns on its green and purple wings, you can see symmetry
there, too. A ribbon of purple runs along the edges of its wings. The matching spots on its
wings look just like a pair of eyes staring at you. The patterns are made by thousands of tiny
overlapping and matching scales.
Bilateral symmetry is all around you. Most animals have it. Camels, beetles, pigeons, and
frogs have it. You can even look at your pet for signs of symmetry. Moths are a great
example. Once you start looking, you will see nature’s symmetry all around you.

a. how the moth is one example of nature’s symmetry
b. how things look differently in a mirror’s reflection
c. what kinds of moths have bilateral symmetry
d. why things in nature have symmetry
2. In the second sentence of the second paragraph, what does the word one refer to?
a. bilateral symmetry
b. luna moth
c. side
d. wing
3. In the third paragraph, what does the word scales mean?
a. hard parts on the outside of some animals
b. a device used for measuring things
c. the range of notes in music
d. different colored hair
4. What is NOT true about bilateral symmetry?

a. both sides are always exactly alike
b. one side is a reflection of the other
c. most animals have bilateral symmetry
d. the luna moth is an example of bilateral symmetry
5. Where would the sentence You can start by looking at yourself in a mirror fit best in the
passage?
a. at the end of the first paragraph
b. at the end of the second paragraph
c. at the end of the third paragraph
d. at the end of the final paragraph
Unit 12A
Adventure Is How We Learn
“Adventure is how we learn.” These are the words of Felix Baumgartner. Baumgartner is a
skydiver who took his extreme sport to an even more extreme level. Together with a team of
scientists, Baumgartner prepared to jump from the Earth’s stratosphere, the outer part of the
Earth’s atmosphere that is 10–50 kilometers above ground.
No one had ever attempted this before. Baumgartner would break records. He would also
provide important scientific data. His team of scientists had questions only his jump could
answer. They wanted to know how a human body would react to such a big fall from such a
high place. They wanted to see how well the technology created to protect him worked. They
wanted to find out how far and how fast he could fall––and still survive.
The experiment was not without its dangers. The air pressure is different in the stratosphere
and can do strange things to the body. It causes saliva, tears, and other liquids to turn into
gases and expand. A person’s body starts to swell. It can puff up to twice its normal size.
Also, there is not enough oxygen for a person to breathe. Because of these dangers, scientists
had Baumgartner wear a special suit. The suit provided him with oxygen and kept his body
from swelling up.
Baumgartner got into a giant balloon and went 39 kilometers above the ground. When the
balloon stopped rising, Baumgartner jumped out. At first, he felt like he was floating. Then
he began to pick up speed. He did a free fall towards the earth at a top speed of 1,358
kilometers per hour. Nine minutes after his jump, Baumgartner landed safely on the ground.
He set a speed record and scientists got the answers they were looking for.

a. to tell a story
b. to give advice
c. to explain history
d. to define something
2. In the second paragraph, what does the word attempted mean?

a. thought about
b. jumped
c. tried
d. seen
3. In the second paragraph, which question was NOT asked by the scientists?
a. How would Baumgartner’s body react to the fall?
b. How far and how fast would Baumgartner fall?
c. How hard would Baumgartner hit the ground?
d. How well would the technology of Baumgartner’s protective gear work?
4. In the third sentence of the third paragraph, what does the word It refer to?
a. air pressure
b. stratosphere
c. experiment
d. tears
5. What is the final paragraph mainly about?

a. what Baumgartner’s jump was like
b. how scientists communicated with Baumgartner
c. what Baumgartner was thinking during his jump
d. how the jump helped scientists develop new technology
Unit 12B
A Cave without a Name
Back in 1940, the small town of Boerne, Texas held a contest to name a new cave. A
schoolboy wrote down the phrase “too pretty to have a name.” The judges liked it, and he
won the $250 prize. The cave was officially named “A Cave without a Name.”
The cave was discovered in 1935 by several farm children. The owner of the land decided to
open the cave to the public. Stairs were built into the cave, and to this day guests continue to
descend into its artificially lit chambers. The cave has two main areas. The main part of the
cave has six large rooms where tours are given. The other part has a complex series of tunnels
that can be explored.
The main area’s rooms have amazing displays of various rock formations. Stalactites are
icicle-shaped formations that hang from the ceiling. These were created by years and years of
dripping rainwater. As the water dripped into the cave, it would evaporate and leave behind a
deposit of minerals. The minerals built up over time and formed structures on the ceiling of
the cave. Any rainwater that dripped to the bottom of the cave would form stalagmites. Just
like stalactites, the water would evaporate and leave behind a mineral deposit. The deposit
would form a little tower over time. Sometimes the stalagmites and stalactites would meet up
with each other and form a column.
Visitors who come to see the cave’s natural beauty are rarely disappointed. Live concerts, a
sculpture garden, and over a mile of hiking trails are also offered at the cave. Like its unusual
name, A Cave without a Name continues to attract people’s attention.
1. What is true about A Cave without a Name?

a. It has been open for over 100 years.
b. There is plenty of sunlight in the cave.
c. The cave has six main areas.
d. Its name was inspired by a child’s phrase.
2. In the third sentence of the first paragraph, what does the word it refer to?
a. contest
b. new cave
c. phrase
d. Boerne, Texas
3. In the second paragraph, what does the word artificially mean?
a. beautifully decorated
b. not naturally
c. warmly
d. deeply
4. What is the third paragraph mainly about?

a. how often it rains near caves
b. how rock formations are made
c. what kinds of minerals are in caves
d. how long it takes to form stalactites
5. What attraction is NOT mentioned in the final paragraph?

a. gift shop
b. hiking trails
c. live concerts
d. sculpture garden
Answer Key
Unit 1A Unit 4A Unit 7A Unit 10A

1. B 1. C 1. B 1. D
2. B 2. C 2. D 2. B
3. A 3. A 3. A 3. C
4. B 4. A 4. C 4. C
5. D 5. A 5. B 5. B
Unit 1B Unit 4B Unit 7B Unit 10B
1. C 1. C 1. C 1. A
2. A 2. A 2. C 2. B
3. D 3. A 3. C 3. B
4. B 4. C 4. C 4. A
5. D 5. B 5. C 5. B
1. A 1. B 1. B 1. B
2. B 2. C 2. B 2. D
3. A 3. C 3. D 3. C
4. D 4. A 4. A 4. B
5. C 5. C 5. C 5. A
1. C 1. B 1. A 1. A
2. B 2. B 2. A 2. B
3. C 3. C 3. B 3. A
4. D 4. D 4. B 4. A
5. A 5. C 5. C 5. D
1. A 1. D 1. A 1. A
2. C 2. A 2. C 2. C
3. A 3. C 3. B 3. C
4. D 4. B 4. A 4. A
5. D 5. C 5. B 5. A
1. C 1. A 1. B 1. D
2. A 2. B 2. D 2. C
3. B 3. B 3. A 3. B
4. B 4. B 4. B 4. B
5. C 5. A 5. C 5. A

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Reading Explorer 2, Third Edition

Additional Reading Practice

Sweets from around the World

1. What is the purpose of the passage?

2. What is the first paragraph mainly about?

5. What does the passage say is true about most people?

Taking the Right Steps

1. What is the passage mainly about?

4. In the passage, what is NOT mentioned about terrace farming?

1. What do scientists know for sure about humpback whales?

2. Which word from the passage means “a small, shrimp-like animal”?

Search and Rescue Dogs

1. What is the main purpose of the passage?

5. What is the main idea of the final paragraph?

The Valley of the Kings

1. What is the passage mainly about?

2. What is true about the Valley of the Kings?

5. In the fourth paragraph, what does the word undisturbed mean?

The Iceman’s World

Where Did He Live?

What Did He Do for a Living?

1. What is the passage mainly about?

4. What is the main idea of the final paragraph?

5. Which statement would the writer probably agree with?

The Tuareg of the Sahara

1. What is the passage mainly about?

4. What is NOT a reason the Tuareg culture may disappear?

5. What is the purpose of the passage?

1. What is the purpose of the passage?

3. What was NOT a reason why kalaripayattu became less popular?

5. Why do people practice kalaripayattu today?

The Russian Metro

1 Sardines are a kind of fish that are often sold in cans.

1. What is true about the Russian metro?

2. In the first paragraph, what does the word practical mean?

5. What is the third paragraph mostly about?

Grand Central Terminal: A Short History

The Old Grand Central

The New Grand Central

The Story Continues

1. What is the passage is mainly about?

3. In the first paragraph, what does the word magnificent mean?

5. What is the main idea of the final paragraph?

Can the World’s Coral Reefs Be Saved?

1. What is the passage mainly about?

3. What is the main idea of the third paragraph?

4. Where do coral reefs get their bright colors from?

The Great White Shark

1. What is the purpose of the passage?

2. What happens first?

5. In the final paragraph, what does the word prey mean?

1. What do animals help plants to transfer from one flower to another?

1. What is the purpose of the passage?

5. What is the main idea of the final paragraph?

Marco Polo’s Influence

1. What is the main purpose of the passage?

2. According to the writer, which event occurred first?