Inside Reading 2 Answer Key-2nd-Edition

InsideReadingLevel2
Unit 1: Going Underground

Reading Skill: Previewing and Predicting p.2
Apply
A
Answers will vary. Possible answers:
Answ
ww
Word
W or phrase Prediction Accurate?
2. map
m of Australia
A Shows that Coober Pedy is a place in
Australia.
3. The Miners
Min A Arrive People found something to be mined from
the ground.
w.
4. photos of dug-out hhomes A dug-out is a home dug into a hill.
5. Home is where the dirt
d is. This will describe the underground houses.
Reading
ding Comprehension
Comprehension
Comprehensio p.5
lan
1. T 3. F 5. T 7. F 9. T
2. F 4. T 6. F 8. T 10. F
VocabularyActivitiesStepI:WordLevel
ctivities
es Step I: Word
Wo Le p.5
A
gu
2. houses 3. careful 4. creations 5. well-known
ep I: Word Level p.6
B
ag
9 2. The uncomfortable heat and nd dryness
yness notwithstanding,
notwithsta
notwithstanding people like living in
Coober Pedy.
9 3. Notwithstanding the difficulty off building a dug-out,
dug-out more and more miners want
underground homes.
ec
4. A system of roads out to the hills is under
nder development because
bec many
m people are
planning to build underground homes there.ere.
5. Tourism is flourishing in Coober Pedy, therefore
efore there are many shops, cafés, and
motels.
en
9 6. Notwithstanding the signs that tell them to be careful,reful, tourists sometimes
sometim have
ha
accidents in Coober Pedy.
9 7. Their diverse backgrounds notwithstanding, the peoplee of Coober ober Pedy work
wor
together very well.
tre

VocabularyActivitiesStepII:SentenceLevel p.7
p 7
p.
C
.ir
2. The sometimes rough behavior of the miners is predictable.
3. The weather service would predict hot, dry weather.
4. My prediction is that they will use a drill, a bulldozer, and dynamite.
5. The predicted expansion of the road system would probably not occur.

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InsideReadingLevel2
D
2. The roof of a dug-out could collapse if it does not have enough structural support.
3. A harmful gas called radon naturally emerges from the soil into underground
spaces.
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44. People who live underground should assume that they will have water problems.
P
5. A bbuilder has to be creative when designing an air-circulation system for an
uunderground home.
underg
6. A hhome with
w too much moisture and not enough fresh air will smell similar to a
pile of wet clothes
c because both can become moldy.
w.
ReadingSkill:PreviewingandPredicting
Reading
ading Skill: Preview
Previe p.8
Apply
Apply
Answers Possible answer:
wers will vary. Possi an
lan
The reading Philadelphia, Pennsylvania, and some problems it has with
ading iss about Philade
Philadelphia
underground
und tunnels
unnels and sinkholes.
sinkh

ReadingComprehension
prehension
nsion p.11
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ep I: Word LevelLevel p.11–12
A
ag
a. unique c. liberal, assume e. environment
b. emerge d. similar
milar to f. Notwithstanding

VocabularyActivitiesStepI:WordLevel evel
evel p.12
ec
B
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Ǥ ͷǤ ͸Ǥ

VocabularyActivitiesStepI:WordLevel p.12–13
p
en
C
1. situate
2. b to set up a home or business in a new place
a to search for and find something
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c to put something into a place
3. Answers will vary.
4. moving from one place to another a point of view on a politicall issue
9 a place where a movie is filmed 9 site
9 finding where something is
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InsideReadingLevel2
D
Answers will vary. Possible assumptions:
The person won a lottery prize.
She trusts her friend.
S
The football
f player won’t have any problems.
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The person
T per likes to drive fast.
VocabularyActivitiesStepII:SentenceLevel
Vocabulary
Vocabu p.14
E
E
Answers will vary.
v One possible order:
w.
6 If someone me mentions a doctor, he or she is referring to a man, not a woman.
3 A manager always
alway
alw does what is best for the company’s employees.
5 It doesn’t matter
matte what
wha your grades are, as long as you finish school.
2 Thee groceries I bu have been officially inspected, so they’re safe.
buy hav
lan
4 If I telll someone a secret,
se he
h or she won’t tell it to other people.
1 Car
ar accidents
cidents only happen
happ to other people, not to me.

ctivities
es Step II: Sentenc
Se p.15
F
gu
Answers will vary.
ep II: Sentence Level
Lev p.15
G
ag
wers:
For: Against:
Urban explorers assume that they causee noo You cannot assume
as that every urban
damage to the structures they explore. explorer is har
explorer harmless, bbecause some steal
ec
Their rule is, “Take only pictures. Leave fromm the places they enter and others spray
only footprints.” graffiti
raffiti there.
re.
Although some underground spaces are No one cann predict what is i in underground
un
dangerous, urban explorers can predict spaces and tunnels,els, which co
could contain
co
en
dangers such as steam explosions or live dozens of dangers, rs, from toxic chemicals
chemic
ch to
electrical wires. collapsing roofs.
ofs. Andd explorers can’t
predict the mostt serious us ones, so they can't
protect themselves from things such as
tre
steam explosions.
Any member of the general public has the Urban explorers do not have any ny right to
right to use any abandoned location as long enter a restricted location. This is
as he or she doesn’t damage it. trespassing—being in a location on without
thout
the permission of its owner—and it is
.ir
wrong.
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InsideReadingLevel2
Unit 2: The Business of Branding

ReviewaSkill:PreviewingandPredicting p.18
A
I thin
think the reading will talk about how people recognize brand names and are influenced
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tto buy tthe products. The pictures of a car and motorcycles are examples of well-known
bran
brands.

ReadingComprehension
Readin
Reading Comp p.20
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ReadingSkill:FindingtheMainIdea
eading
ng Skill: Finding
Findin the p.20
Applyly
lan
Chunk 2: brandingnding as tool for recognition,
reco paragraphs 2 and 3
Chunk 3: brands as part of cu culture,
lt paragraphs
pa 4, 5, and 6
Chunk 4: brands nds and
nd self-image, paragraphs
paragra
pa 7 and 8

vitiess Step I: Word LevelL p.21
gu
A
1. revenues 3.. harmed
harm 5. reward
2. converted 4. Departments
Departmen

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VocabularyActivitiesStepI:WordLevelWord Level p.22
B
1. getting the news and weather, reading ding advertisement classified ads, and human
advertisements, classif
ec
interest stories
2. talking directly to a person or leaving/receiving
ceiving a message oon an ans answering
machine or voice mail system
3. communicating by writing information on a piece ece of paper sending/receiving
aper and send
sending/re
en
it in a stamped envelope through the mail system
4. exchanging information by writing directly with others; ers; receiving/sending
recei
eiving/sending
ving/sending newsnews,
new
entertainment, and other information through printed magazines, s, newspapers etc.;
newspapers, etc.
receiving/sending advertisements
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5. getting the news and weather, reading advertisements, classified fied ads,
ds, and human
interest stories; using email to send/receive electronic text messages, ages, photographs,
and music; attending online classes; talking directly to a person viaa webcam am
6. exchanging information that is of interest to at least one of the speakers, rs, which
hich is
i
.ir
usually about what someone has said or done

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InsideReadingLevel2
VocabularyActivitiesStepI:WordLevel p.22
C
1. A parent or parents subsidize their child’s education by paying for school supplies
and saving money for college education.
2. The government subsidizes students by providing free or low-cost meals in school
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and low-interest loans to college students.
3. The government subsidizes small businesses with tax credits.
4. Many employers subsidize an employee’s healthcare by paying for a large
M
port
portion.
5.. Some
Som employers
emplo subsidize an employee’s education by paying for part of course
w.
study materials.
tuition and stud
6. A local government
governm subsidizes rent so that low-income people can afford rent.
governme

cabularyry Activities Step p.23
lan
D
Answers will vary. Possible answers
answers:
an
2. If youu advertise, branding fits in with your corporate strategy.
rtise, decide how bra
3. What should
hould your symbolize?
our product symboli
sy
4. AFLAC ran n a successful of ads using a duck as its theme.
essful series of
gu
5. Teens consume me styles for only a short while,
wh so keeping them loyal to a brand is
very difficult
6. The government incorrectlyctly presumed that
correctly th teens
teen would pay attention to some
anti-drug ads.
ag

ord Level
evel p.24
E
ec
1. The symbols register with the brain as united ed bundles of images
images.
im
2. Customers may equate the weakness of the brand rand with poor quality in the product.
3. License fees help NASCAR finance many of its operations.
4. A stronger brand might convert negative perceptionseptions product into positive
ns of the produ
en
impressions, even if the product itself doesn’t change.
hange.

ReviewaSkill:PreviewingandPredicting p.25
p. 2
I guess that certain product brands are placed, or shown in movies es and television shows.
show

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ReadingComprehension p.27
p. 27
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InsideReadingLevel2
ReadingSkill:FindingDetails p.28
Apply
x ǣǡ
x ǣǡ
ǡǦ
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ǡ͵ͲǦ
x ǣǡǡ

Vocabulary A
Activi p.39
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A
A
1. registers with 4. equates 7. symbols
2. convert 5. media 8. contradicts

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3. themes
mes 66. presumed

ry Activities
tivities Step I: I Wor p.30
B
1.
gu
a. mechanical energy, rgy, heat energy
b. old coal-burning modern plants
ngg power plants, mode pla
c. Professor Davis, a supporter of a new transportation
transpo
tr system
d. ice skate, roller skate.
e
ag
3. Yes, a convertible as a noun is an autom
automobilee wit roof than can fold down and
with a roo
change the automobile to a vehicle
iclee with no roof.

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VocabularyActivitiesStepI:WordLevel l p.30–31
C
1. Linking a product to bad guys would contradictct the branding
anding messag
message.
en
2. Viewers of the show called The Block thought thereere was
as too much brand
bran
placement, so they stopped watching the show. This contradicted
dicted what the
th
product placers wanted.
3. The fact that companies spend more than $6 billion dollarsrs worldwide
rldwide every year
yea
tre
for product placement seems to me to contradict the idea thatt product
duct placement
doesn't work. No one would spend such amounts of money if it was not an
effective strategy.
4. It would be bad because the message in the joke video would most certainly
ertainly
ly be
contradictory to the original video’s message, and this contradiction would
uld nott
.ir
show the product favorably.
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InsideReadingLevel2

D
Answers will vary. Encourage students to explain their reasoning.

Voca p.31
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E
E
Ǥǣ

For Against
People shou
should no
not presume that branding is The use of branding in modern life is huge.
something
omething new.
new Eve
Even in ancient Rome, The medium for advertising and image-
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businesses
usinesses had slogans
slogans. building has multiplied many times now
that home computers have become
common.
People
ple are eager to consume
consu an image For some people, brand images register too
lan
along with a product.
roduct. Branding
Brandi sat satisfies a strongly. They find it difficult to equate
need for belonging
elonging
ging and self-def
self-definition
self-definition. their own personalities with the image a
product presents.
Businesses operateate in a crowded Products should distinguish themselves by
marketplace. They mustt have a corporate quality, value for money, or other traits that
gu
symbol to distinguish their
heir products fro
from are really part of the product. Using brand
competing products. images
image to entertain and distract people
from
fro these
the themes is dishonest.
ag
ec
en
tre
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InsideReadingLevel2

Unit 3: Who Are You, Really?
R
Reading Comprehension p.36
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Skill: Scanning
Reading Skil p.37
Apply
Answers will vvary. Possible answers:
w.
2. downtown Tampa, Ybor, capital letters, 60–61
adjacent to dow
3. 2001, numbers, Super
S Bowl, 1–2
4. a soccer stadium,
stadium capital
cap letters, 19–21
5. a system
ystem that analyzes
ana facial
f features, heading, quotation marks, 51–55
lan

Review a Skill:
l: Finding the M Main Idea
I p.37
paragraphs 6, 3, 2
Vocabulary Activitiesvities Step I: Word Level

L p.38
gu
A
1. a piece of data 3.. Undertaking
Under 5. Justifiably
2. involving 4. inside 6. modifies

ag
Vocabulary Activities Step I: Word Level p.38
B
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ǣ
ǣ
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Ǧ
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9͵Ǥ 9͹Ǥ

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9ͺǤ

en

p
C
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1. It involved scanning faces in a large crowd.
2. It might be there because of that person’s involvement in a pastt crime. e
3. Public places where the security of people or their possessions is involved.
nvolved.
d.
4. Because it involves measuring (metric) part of a living (bio-) person.
5. The police might catch people involved in a fight, drug deal, or other crime. ime.
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͵ ̹ǤǤ ͺ
InsideReadingLevel2

D
Answers will vary. Possible answers
2. The consequence of one study on FR technology was that its findings created
controversy within the security industry.
3. People setting up FR systems can’t anticipate changes in a person’s face.
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4
4. The software is continually being modified, but it is still confused by image
changes.
cha
5. As a consequence
A c of long experience recognizing faces, humans are not confused
by even
e llarge changes in appearance.
6. Are we real really justified in spending a lot of money on FR systems when humans
w.
are available to do the job better?
7. Most technicians
technician say that creating FR systems does not make sense when they
anticipate the problems
proble
p that might be involved in the process.
8. It iss important to consider
consid the consequences that a person’s emotions or physical
lan
state might have on hhis or her reliability on an FR task.
9. lthough
Although gh automatic FR syste systems are controversial, they are still more reliable than
people, le, so modifications
modification should continue to be made to them so that they can be
used.
p.43
gu
Reading Comprehension nsion
ion
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Reading Skill: Scanning p.44
Apply
Question Answer
Answer Signalsand
S
Signa Lines
Keywords
K
Keywor
ec
2. What did Wendy’s mother an email il Wendy, mother,
mothe
m 7–11
send the school? pretending g she school
scho
was Jane’s
mother
en
3. What word does the identification capital
al letters 28
28
abbreviation "ID" stand for?
4. When did Frank Abagnale in the 1960s 1960,, pilot,, ID, 49–52
49–52
make a fake pilot’s ID? Frank Abagnale
bagnale
ale
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5. If a maker sells an ID for $92 proft, dollarr sign, 64–67
64–67
$100, how much profit will numbers
he/she make?
6. What did Steven Chin He tried to get a 101–103
–103
Leung do in Hawaii? U.S. passport. ǡ
.ir
7. What country has IDs Albania numbers, capital 120–123
123
with biometrics? letters, biometrics
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InsideReadingLevel2

A
a. anticipate c. devices e. involving g. undertook
b. involved in d. adjacent f. analyzes h. monitor

Vocabulary Activities Step I: Word Level
Voca p.45
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B
Ǥǣ

1 aa. 3 b. 5 e. 7 c.
2 dd. 4 g. 6 h. 8 f.

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Activities Step I: Word Level
Vocabulary Activitie p.46
C
1.. examine
2. a. informatio
information
lan
b. traffic problem
c. water
d. purchasing
rchasing syste
system
3. Answerss will vary.
ary.
4. Answers will vary. ry
gu

Vocabulary Activities Step II: Sentence L Level p.46–47
D
1. ǤǤ

ag
ʹǤ Answers will vary. Likelyy answer: wer: c. Because crowds of sports fans can get
Because tthe cr
violent
͵Ǥ Answers will vary. Possible answers:
swers:
ers
a. The consequence will be that hat I would
would have to get another
ano ID card. This is
ec
bad because it take time and money to do this.
b. The consequence might be that the alarm arm system doesn’t
do work. This is
w
good because then I know it needs to be fixed.
ixed.
c. The consequence is that store managers rs cann see what everyone
eve in the store
en
is doing, employees and customers alike. This iss good because that hhelps
to prevent theft and to see that employees are re working
rking the way they
should.
d. One consequence may be that the FR system won't n't be very useful, because
beca
tre
people can change a lot over time so old photos won't n't be very
ery useful. This
would be bad because then the time and money put intoo the FR system are
wasted.

Vocabulary Activities Step II: Sentence Level p.47
p.. 47
4
.ir
E
Ǥǣ
1. Y 3. Y 5. Y 7. Y
2. Y 4. N 6. Y 8. Y

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InsideReadingLevel2

E
For Against
The security
s of the public is more The government should protect all
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iimportant than the privacy of the
importan individual rights, including the right to
indi
individual
individual. Some loss of privacy is justified privacy. Citizens are justified in not
to keep ppeople safe. wanting to give up their rights in order to
be safe.
Small
mall weaknesses
weaknes in i security can have The horrible events of September 11
w.
horrible consequences
consequences. Think of September should not distract us from our ideals. The
11. A little more watch
watchfulness could have
watchfu worst consequences of such terrorism
saved
aved thousands
housands of lives.
liv would be the loss of our basic freedoms.
Technology
hnologyy can be powerful
powe en
enough to Face-recognition devices will always make
lan
catch the
he bad guys without aaffecting
affectin a lot of mistakes. It would be a waste of
innocent people. e. We should unundertak
undertake time to undertake making a system
improving face-recognition
ace-recognition
ognition device
devices to sensitive enough to all the changes that can
fulfill their potential.
ential. occur in a person’s appearance.
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ag
ec
en
tre
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InsideReadingLevel2
Unit 4: How Could They Do That?

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Reading Skill:
Rea S Outlining p.53
Apply
I. Introduction
IIntroduc
II.. Gen description of the Oxford-Stratford debate
General des
w.
A. Oxfordian posi position
B. Stratfordian pos position
posit
III.
II. Oxfordian position
Details of the Oxford
O
A. Shakespeare’s
akespeare’s weak
we ba background
lan
B. de Vere’s background
re’s strong backgrou
back
C. Evidence
vidence
ce from the 1556 BibBible
IV. Details
ils of the Stratfordian
Stratfordi position
positi
A. Prominence ence of Shakespeare’ family
Shakespeare’s fami
B. Shakespeare’s re’s likely
ikely attendance at a good
g school
gu
C. Shakespeare’ss prosperityy and imp importance in London
D. Matching Shakespeare’sspeare’s plays with his
h life
E. An unlikely hoax necessary ary for Oxfordian
ecessary Oxfordia position
pos
V. The problem of de Vere’s re’s 1604
604 death
ag
A. Dates of plays after 1604
B. Oxfordian explanations
VI. Likely future of the debate

p.53
ec
Review a Skill: Scanning
Apply
1. 1564 2. 1604 3. 1611
16

en
A
1. sculptor’s 2. occurred 3. relevantt 4. protocols
protoco

p.54
p. 54
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B
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9ͷǤ HamletǯǤ
͸Ǥ ǯTheTempest.

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InsideReadingLevel2
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Vo p.55
C
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1
1. c 3. a 5. f
2. e 4. b 6. d

Vocabulary Act
Vocabular Activities Step II: Sentence Level p.55–56
D
w.
Possible answers:
Answers will vary. Po
2. Within seven years
year of Shakespeare’s death, they put together a voluminous, 36-
ye
known as the First Folio.
play collection know
3. Several
veral unauthor
unauthorized veversions of each play were in circulation. What Shakespeare
lan
meant to say was debdebatable.
debatabl
4. In making
ing their decisions,
decision He Hemminge and Condell were able to draw on a
sustained
ined working
orking relationship
relat with Shakespeare.
w
5. Nevertheless,
heless, they
hey did not work
w on every play with Shakespeare so might not
have been able too tell when errors
error had accumulated in the foul copies of the plays.
gu
6. The end resultt of their efforts wa 900-page volume entitled Mr. William
was a 900-
Shakespeares Comedies,
omedies, Histories & Tragedies.
Trage Published according to the True
Originall Copies, published
ublished
hed in 1623.

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Vocabulary Activities Step II: Sentence nce Level p.56
E
Ǥǣ
ǣǣ
2. How much time did Hemminge and publishing the First Folio?
nd Condell invest in publish
ec
3. How were you able to sustain the public’s blic’s interest
nterest in your work?
w
4. What kind of education do you think is adequate uate for a playwright?
playw
5. Who is the real author of the plays with your our nameme on them?

en
F
1. The many complex topics in the plays are indicative of a well-educated educated author.
tre
2. It indicates that William Shakespeare probably went to a good od school.
ool.
3. A strong correlation between 25 percent of them and passages in Shakespeare'sakespeare's
plays gives an indication that de Vere might have written the plays. ys.
4. The strength of the evidence is an indicator of the length of the debate. te. The
he
weaker the evidence, the longer the debate.
.ir

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InsideReadingLevel2
Reading Skill: Outlining p.59

Apply
Answers will vary. One possible outline:
I. Introduction
II.
II Conrad’s childhood
A. Birth in Poland
A
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B. Exile to Russia
C De
C. Death of parents
III. Conrad’s early language experience
Conra
C
IV
IV. Con
Conrad’s teen years
Dissatisfaction with school
A. Diss
Dissatisfac
w.
merchant marine sailor in France
B. Years aas a me
C. Suicide attempt
V. Sailing under the
th British
Br flag
A. Lack
A ck of need for E English when a seaman
Englis
lan
B. Need for English to passp ttests for promotion
C. Length
ength of service
VI. Conrad’s
rad’s spoken English
Englis
VII. Conrad’s ’s written
en English
VIII. Explanationsons forr Conrad’s literary
litera ab ability in English
gu
A. A natural feell for
or the rhythm of E English
B. A psychological attachment to English Engli
IX. Conrad’s position in English glish literature

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VocabularyActivitiesStepI:WordLevel el p.60
A
1. authors 4. indicates
icates
2. precedes 5. debate t
en
3. persisted 6. reluctant,
luctant,
t, adequate

p. 6
B
tre
1. persist 3. adequate 5. volume
volumme
2. depression 4. indicate 6. author
uthor

p. 61
6
C
.ir
1. predate
3. preceded

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InsideReadingLevel2
D
Ǥ
Voca p.63
ww
E
Answers w
Ans will vary.
Vocabulary
Vocabular Ac p.64
F
w.
For
Foo Against
A writer’s
riter’s basic view ofo tthe world is The same experience can affect different
indicated
ndicatedd by his or her experiences.
eexper Of writers differently. We should be reluctant
course
rse this affects the
th writer’s
wr aapproach. to guess at its influence. If our guesses are
lan
wrong, we may misunderstand the work.
Writers often
ften base
ase the characters
characte in ttheir A literary character is never exactly like a
works on reall people.le. Unless we know
kn who w real person. If you persist in thinking about
these people aree and what hat relationship
relationships real people when you read, it will keep you
they had to the author,
hor, we can’t fully from seeing the character as the author has
gu
understand the text. developed it.
dev
You can only know whether ther an author’s Reliab
Reliability doesn’t necessarily depend on
handling of a topic is adequateuate byy exp
experien
experience. A good author can write about
evaluating his or her experience. ce. For something
som w
well without ever experiencing
ag
example, Herman Melville’s writing ing about
bout it. For example,
exampl an author can easily write
ex
whales in Moby Dick seems more reliable liable about depression
depr without having it.
once you know that Melville used to work ork
k
on ships.
ec
en
tre
.ir
Ͷ ̹ǤǤ ͳͷ

InsideReadingLevel2
Unit 5: Weather Warnings

A
ww
ʹ

Skill: Reading Charts and Graphs
Reading Skil p.69
Apply
1. Janu
January
w.
2. July
3. Ju
June
4. January & February
Febr
5. nuary & February,
January Februa and an May & July
lan
6. February
ary & Decembe
December
7. In
n general,
eral, average precipitation
prec
precipitat increases as average temperature increases
8. Answers
wers will vary.
va

Review a Skill: Outliningng p.69
gu
Apply
Answers will vary. Possible
sible answers:
answers
I. A sample case
ag
A. Witness statement
B. Weather expert refutes witness ess
II. What forensic meteorology is
A. Backcasts
ec
III. Weather records
A. Records kept over centuries
B. Kinds of information recorded
IV. The value of an expert
en
A. Presents and interprets data
V. Qualifications
A. No special training
B. Professional title as credential

tre
p. 70
A
1. extremes 3. strategy 5. reinforce 7. indicate
cate
2. routes 4. orient 6. engaging 8. energized
nergizedd
.ir

ͷ ̹ǤǤ ͳ͸

InsideReadingLevel2

B
Ǥ

Voca p.71
ww
C
Ǥ

Ǥ

Vocabulary A Activities Step II: Sentence Level
Activi p.71
w.
D
Answers Possible answers:
wers will vary. Possib
Pos
2.. Because the sound
sou en energy would not have reached her ears.
3. Their hi claim energized him to take some action.
eir denial of his
lan
4. The energy falling hail is directed from above, not from the sides, and
nergy from the fallin
would
ould affect the rooff but
bu not the tires.
5. Any energetic
tic and entrepreneurial
entrepreneuri science student can become one.
entrepre
6. A meteorologist st should understand
orologist under the energy of different weather phenomena.

gu
Vocabulary Activities es Step II: Sentenc
Sentence Level p.72
E
Answers will vary. Possiblee answers:
wers:
2. phenomena in space
ag
3. Lightning storms exhibited ed them.
m.
4. through assistance from the National Foundation
nal Science Fou
Foundatio
5. They are examining them in sections.
ctions.
ons.
6. TGFs are tropical phenomena, andd Canada is not in the th tropics.
tropic
ec

Before You Read p.72
ͳǤǤ
ʹǤǤ
en
͵ǤȋͳȌǡȋʹȌ
ǡȋ͵ȌǡȋͶȌǡȋͷȌ
ǡȋ͸Ȍǡȋ͹Ȍ
ǡȋͷȌ

ǡȋ͸Ȍ
ǡȋ͸Ȍ
ǡȋͺȌ

Reading Comprehension p.75–76
p. 75–76
75–
tre
ͳǤ ͵Ǥ ͷǤ ͹Ǥ ͻǤǤ

Reading Skill: Reading Charts and Graphs p.77
p 77
p.
Apply A
.ir
1. The shrubland biome has the widest range of temperatures. Rainforest has the
smallest range.
2. The desert and tundra biomes are the driest.
3. The desert and shrubland biomes occur between specific latitudes.
ͷ ̹ǤǤ ͳ͹

InsideReadingLevel2
Reading Skill: Reading Charts and Graphs p.77

Apply B
Ǥ
Voca p.77
ww
A
1. disoriented
dis 3. phenomenon 5. exhibit
2. eenergy 4. section 6. reinforces

Vocabular
Vocabulary Activ p.78
w.
B
1. previous
p 3. reinforce 5. core
2.. exhibit 4. route 6. interval

lan
ulary Activities Step Ste I: W p.78
C
1. directt
2. a. informational
nformational
ational meeting
b. confused
nfused
gu
c. point inn the right direction
directio
d. suitable
ag
entence
ce Level
Lev p.79
D
ec
9ͳǤ ǯ ͷǤ
9ͷǤ
9ʹǤ 9͸Ǥ ǯ
ǯ
ǯ
͵Ǥ 9͹Ǥ

9ͶǤ

en
ͺǤ
1. Children like to have a clear beginning, middle, and end d to stories.

ries.
2. Directions to a destination have to be clear, or the person may not find it.
tre
3. A painting, especially an abstract one, does not have to have a clearr interpretation.
That is for the people looking at the painting to decide.
4. It is a good idea to study in an organized way so that you review alll the important
mportant
material on the test.
.ir
5. It is helpful for city streets to have some kind of clear pattern for people who are
not from that place to figure out.
6. A story won’t make much sense if the friend tells it out of sequence.
7. You can find what you want in a grocery store if it is organized logically.
8. Like art, music does not have to have coherence. The order of the notes can be
whatever the writer wants.
ͷ ̹ǤǤ ͳͺ

InsideReadingLevel2
VocabularyActivitiesStepII:SentenceLevel p.79–80
E
Answers will vary.
Voca p.80
ww
F
Resp
Responses and discussions will vary.
w.
lan
gu
ag
ec
en
tre
.ir
ͷ ̹ǤǤ ͳͻ

InsideReadingLevel2
Unit 6: Brain Food

ͳ
ͳǤ ͵Ǥ ͷǤ ͹Ǥ
ʹǤ ͶǤ ͸Ǥ ͺǤ
ww

Reading S
Rea Skill: Summarizing p.85
Apply A
Ǥǣ

9
9
w.
9
9 9 9

9Ǧ͵

lan
Reading ng Skill:
l: Summarizin
Summarizing p.85
Apply B
DietaryFat
D

Saturated
turated
ted Unsaturated
gu
Effects: Sources:
ources: Effects:
Effec Sources:

ag

Reading Skill: Summarizing p.85

p. 85 p.85
Apply C
ec
Ǥ
Review a Skill: Scanning

ͳǤ
en
ʹǤʹͲΨ
͵Ǥ


p. 86
tre
A
1. caused 3. convert 5. sponsor 7. wrote
te
2. complete 4. finally 6. sections

.ir
p. 87
B
Ǥ

͸ ̹ǤǤ ʹͲ

InsideReadingLevel2

C
ͳǤ
9ʹǤ meeting time, place, transportation
9
͵Ǥ
͵Ǥ
ww
ͶǤ
ͶǤ
ͷ
ͷǤ
9ͷǤ
9 movie schedule, meeting time, transportation
͸Ǥ
͸Ǥ
͸Ǥ
͹Ǥ
͹Ǥ
͹Ǥ
ͺǤ
9ͺǤ
9ͺǤ access to place and equipment, schedules
w.
Vocabulary
abulary Activities St Step II: Sentence Level p.88
D
wers will vary. Possi an
lan
2. n’t meet at that time because I have a commitment.
d. I can’t
3. c. She iss totally committed
commit to her daughter.
4. i. His leaving
ng early shows a llack
ack of commitment to the team.
5. f. The government
overnment
ment has honore
honored a co commitment to allocate more money for the
school lunches
ches program.
progra
gu
6. a. He went to prison
rison for committing crimes.
crim
7. b. She thinks shee can come tomorrow,
tomorrow but shes won’t commit herself until she
talks to her sister.
8. e. They would love to take a vacation, bu have a lot of other commitments.
but they ha
ag
9. g. He’s not really sick. He’se’s just
st trying to get out
o of a commitment.
Vocabulary Activities Step II: Sentencencee Level p.89

E
ec
2. Studies have shown that antioxidants affect
ffect older
lder adu mentally bby helping us to
adults me
retain memory skills and other cognitive functions.
unctions.
ns.
3. Antioxidants react with free radicals and reduceuce their
eir ability to ddamage bbodily
en
tissue.
4. The overall effect of free radicals is to promote the deterioration
oration in body tissues
tissu
tissue
that we associate with aging.
5. One of the most disturbing aspects of aging is how it affects ects thee brain, as our
tre
reactions slow, we lose memory. and our senses dull.
6. Some older people have improved their prospects of staying mentally entallyy sharp by
eating foods high in antioxidants.
7. The cognitive abilities of older people who take antioxidants in pill form,
however, seem to be unaffected by the supplements.
.ir

p. 92
ͳǤ ͵Ǥ ͷǤ ͹Ǥ
ʹǤ ͶǤ ͸Ǥ ͺǤ

͸ ̹ǤǤ ʹͳ

InsideReadingLevel2
Reading Skill: Summarizing p.93

Apply A and B
Answers will vary.
Voca p.93
ww
A
1. period
per 3. journal 5. discrete
2. compile
ccompi 4. allocate 6. promote

Vocabular
Vocabulary Activ p.94
w.
B
a. aaffect d. reacted g. promote, overall
b. compiled e. prospect h. mental
c. paradigm
radigm f. coordination
lan

ary Activities Step I:I Wo p.94
C
Ǥ
Ǥ

gu
iess Step I: Word Level p.95
D
1. organize
2. a. the operations of schools
hools c. hand and the eye
the ha
ag
b. the colors of outfitsts d. sport pro
spo programs

ec
VocabularyActivitiesStepII:SentenceLevel Level p.95–96
E
1. A person’s life can be divided into a few discrete rete time
me periods: in
infancy,
en
childhood, adolescence, adulthood, and old age.
2. A college career usually goes through series of discrete rete levels:
els: freshman,
sophomore, junior, senior.
3. In some workplaces, the highly varied jobs are seen as discrete screte from each other,
other
tre
whereas in other workplaces they are seen as part of a largerr whole. e.
4. The Minnesota Starvation Experiment was broken into three discrete scretee stages:
adequate diet, semi-starvation, and recovery.
5. The people in my life promote my health and well-being in discrete ways, such as a
exercising with me and showing concern for and helping me.
.ir

p 96
F
Ǥ

͸ ̹ǤǤ ʹʹ

InsideReadingLevel2
Unit 7: Roving Continents

R
ww
ʹ

Reading Skill:
Skil Making Inferences p.101–102
Apply
w.
1.. b 2. c 3. a&b 4. a&c

ulary Activities Step I: Word Level
Vocabulary p.102
A
lan
1. fluctuated
ate 3. improved
imp 5. restraint 7. evolve
2. accurate
curatee 4. truth
t 6. rigidly

Vocabulary Activities
ctivitiess Step I: Word Level
Lev p.103
B
gu
sible answers:
ossible
1. several divisions,, individual soldiers 4. railway lines, highways, airports
2. lawn/trees, track, playground
layground
ound 5. several highly skilled players
3. many of the countries in Europe rope 6. several blocks, individual homes
se
ag

Vocabulary Activities Step I: Word rd Level
ve p.103
C
Answers will vary.
ec

Vocabulary Activities Step II: Sentence Level el p.103
D
en
1. They have transformed from one continent into seven.
2. iformitarian theory.
It led to a transformation from catastrophist theory to uniformitarian
3. Antarctica was transformed from a mild place where plants could grow into a
cold, barren place.
tre
4. It was transformative, turning a theory that seemed physically ly impossible
possible into one
that seemed the most probable.
5. Earth’s continents will probably undergo a transformation into onee supercontinent
continent
again.

.ir

͹ ̹ǤǤ ʹ͵

InsideReadingLevel2

E
2. Geologists are trying to use plate tectonics to estimate how Earth's surface will
evolve over the next 250 million years
3. Dr. Christopher Scotese envisions the evolution of a new supercontinent, which
ww
he calls Pangaea Ultima.
4. Many
Ma geologists predict that the Mediterranean Sea will be displaced by a new
mountain range as Africa collides with Europe.
mount
5. After
A Australia and Antarctica collide with Afrasia, only a small area will be left
Au
accommodate the Indian Ocean.
to ac
accomm
w.
6. As Sout America moves north, it will displace the Caribbean islands.
South Ame
7. predict tthat the movement of the Americas will eventually reverse, so
Scotese predicts
that they will start
st heading
he east toward Afrasia and displace the Atlantic Ocean.
8. Other predict no restraint on westward movement by the Americas,
her geologists predic
lan
causing g the Pacific Ocean
O to eventually disappear.
9. When making predictions
predictio ab about the next 250 million years, one must be prepared
to accommodate
modate many surprises.
commodate surprises

Reading Comprehension
ehension
io p.107
gu
ʹǤ ͶǤ
͸Ǥ
ͺǤ ͳͲǤ

Reading Skill: Making Inferencesrences p.108
ag
Apply
1. uninformed 3. accurate
curate 55. inevitable
2. perceptive 4. useful
fu

ec
VocabularyActivitiesStepI:WordLevel el p.109
A
a. evolving c. an intermediate e. restrain g. aided
b. accommodated d. displacement f.. community h. fluctuated
en

p.
B
Ǥ

tre
p. 110
C
2. child . . . adolescent . . . teenager . . . adult
.ir
3. college graduate . . . teaching job . . . graduate work . . . professor
4. office assistant . . . office manager . . . head manager . . . company vice presidentent
. . . company president
5. blueprint for a house . . . construction . . . wiring, plumbing, painting . . . a livable
residence
͹ ̹ǤǤ ʹͶ

InsideReadingLevel2
6. running one mile a day . . . increasing distance run every week . . . running 26
miles in a day . . . running a marathon
7. not knowing about something . . . doing research . . . consulting with experts . . .
doing hands-on practice . . . becoming an expert at it
8. buying a camera . . . learning how to use the camera . . . taking practice movies . . .
uploading the movie to a computer . . . showing your movie to an audience
ww
9
9. reading a recipe . . . gathering the necessary ingredients . . . getting the necessary
utensils and pans . . . combining all of the ingredients . . . using the preferred
ute
method of preparation . . . setting the table . . . serving dinner to family or friends
metho

Vocabulary
ocabular Activ p.110
w.
D
1. su
suit
22. a. family
the fam c. the party’s demands
b. Jim’s disa
disability d. the press
lan
3. Answersers will vary.
4. Answers
nswersrs will vary.

ctivities
es Step II: Sentenc
Se p.111
E
gu
ossible
sible answers:
1. This may only bee a temporary fluctuation
fluctu on in the Earth’s average temperatures. For
fluctuati
now, it might be beneficial
neficial
ial to areas that aare co
cold but are able to grow crops and
raise livestock. However,ver, this
his warming is transforming
transfor cold habitats whose
ag
occupants are having a hard ard time
me surviving. An exam
example is the polar bear in North
America.
2. Events like this may aid areas of the he world
world that are no
norma
normally dry and could benefit
from the wet and cool weather. But ut events like
ike this ar
are also ssimilar to a nuclear
ec
explosion and probably transformed the Mt.. Pinatubo surroundisurro
surrounding area by causing
death and destruction in populated areas. s
3. The new volcanic island named Surtsey that at evolved
ved off the sou
southwe
southwest coast of
Iceland from 1963 to 1967 might have been beneficial icial as a new hharbor tto
en
accommodate ships. But populations on the nearest rest coast
ast in Iceland may
m have
ha
been displaced by the activity.
4. I don’t think that the expansion of the Sahara Desert can an be beneficial to anyone
any
or anything. On the contrary, if it is not reversed or at least ast restrained,
rained, the area
tre
will always be desolate.
5. The passing of a streak of vaporized asteroid transformed the forest area into a
cleared area that people could perhaps cultivate or build on. But the he randomom
destruction of 80 million trees, which injured people a great distancee away, y, must
have been similar to a nuclear blast.
.ir
6. The integration of northeast Asia and what is now Alaska up until to 7,000 0 years
ago accommodated the movement of humans so that all of North America and nd
South America eventually became populated. That fact was not beneficial to the
wildlife that had also crossed over to those continents. Their survival instincts had
to evolve, or they would perish.
͹ ̹ǤǤ ʹͷ

InsideReadingLevel2
F
For Against
There are many similarities among
Th Landmasses are similar because they are all
currently separate landmasses that suggest
curre part of the same planet. They are the result
ww
tthat they were integrated in the past: of random movement and do not prove
similar foss
simi fossils, similar mineral deposits, they were part of a supercontinent.
and similar
simi ge geologic features.
Precise me
measurements have established that Land moves all the time—sometimes in a
measure
ome pieces of Earth’s
some Eart crust were displaced restrained way, sometimes quite fast—in
w.
from
rom where they were 30 years ago. such events as earthquakes and landslides.
The theory of plate tectonics
tec
tecton is scientific. It There are many traditional explanations of
allows
llows us to gather evidence,
evidence
evid make how the world took shape, and none of
predictions evidence, and
dictionss based on that eviden them mentions moving plates. Plate
lan
then test
st our predictions.
redictions. It has done an
h don tectonics ignores wisdom that is thousands
excellent job off accommodatin
accommodating of years old. Many in the scientific
observations experts ts have carefully community overestimate their abilities if
recorded. they think truth has suddenly been
discovered in the last 50 years.
gu
a ge
ce
ntr
e.i
r
͹ ̹ǤǤ ʹ͸

InsideReadingLevel2
Unit 8: Clicks and Cliques

ͳ
ͳǤ ͵Ǥ ͷǤ ͹Ǥ
ʹǤ ͶǤ ͸Ǥ ͺǤ
ww

Reading S
Rea Skill: Highlighting and Annotating p.117
Apply
1. University
Universit of Evansville in Indiana 5.
Uni Orkut, or QQ
2. Ohio 6. acting like someone you are not
w.
3. more ththan 750 million 7. Tim McGraw & Faith Hill
4. Brazil and India 8. Sarah B. Westfall

Review
view a Skill: Finding the MainM Idea p.117
lan
Answersers will vary. Possible answers:
answ
1. Freshmen
men who are part of the millennial generation worry about roommate
reshmen
assignments
nmentss in college dorms because
be many haven’t shared a room before.
2. Today students
tudents are using socsocial-networking
social-net sites to learn about their future
roommates’ s’ interests personalities.
rests and person
personalities
gu
3. Colleges in the
he U.S. put a lot of thought
t t into roommate assignments for freshmen
because they woulduld rather solve problems
prob before
b they occur.
4. A person’s online information
mation doesn’t tell
nformation te the whole story. It is only through
interaction that people can get to know on another.
one anoth
ag

Vocabulary Activities Step I: Word rd Level
ve p.118
A
1. display 3. dear
arr 5. questionable
ec
2. source 4. dialectt

B
en
1. hate 3. sadness 5. aggression
ggression
2. old age 4. failure 6. unpredictability
dictability

Vocabulary Activities Step I: Word Level p.118–119
p 118–119
p. 118–1
tre
C
Answers will vary.

.ir
ͺ ̹ǤǤ ʹ͹

InsideReadingLevel2

D
2. Part of the problem is that some freshmen expect that a roommate is guaranteed to
become their friend.
3. Inevitably, two new students, with no other friends available, will look to each
ww
other for support.
4. After a few weeks on campus, however, each roommate’s group of friends and
Aft
acquaintances will diversify.
acqua
5. problem can develop if one of the roommates is socially passive, unwilling to
A pproble
go oout and sseek new friends.
w.
6. If a college ori
orientation program is honest about the inevitability of roommate
separation, there
ther will
w be less anxiety.
7. Freshmen who are ssocially successful can give some social assistance to their
ommates who aare the converse.
roommates
lan
8. One roommate
oommate cannocannot be expected to guarantee a friendship with the other, since
college
ollege students ought tto hav have social skills of their own.

Vocabulary Activities Sentence Level
ctivitiess Step II: Sen p.120
E
gu
ossible
sible answers:
1. They are unsure how to react to behavior
beha that deviates from what they are familiar
th
with.
2. Telling lies in a social network ork profile is not completely deviant behavior. Many
n com
ag
people do it.
3. It would be a real deviation from the norm for a ccollege to let freshmen choose
their own roommates.
4. The student and his or her parentss woul warn the college
wouldd certainly wa c that the
ec
roommate might be a deviant.
5. The style of Sarah’s website deviated from rom what Brandi liked.
lik

Reading Skill: Highlighting and Annotating p.121&124
p. 1
en
Apply
Ǥ

p. 124
ͳǤ ͵Ǥ ͷǤ ͹Ǥ
tre
ʹǤ ͶǤ ͸Ǥ ͺǤ

p. 124–125
24–12
A
.ir
a. inevitable d. gender g. guaranteed
b. so-called e instituted h. intervene
c. domain f. deviate

ͺ ̹ǤǤ ʹͺ

InsideReadingLevel2
B
Ǥ

Vo p.126
C
ww
11. aarbitrary 3. intervene 5. inevitable
2. deviate
dev 4. converse

Vocabular
Vocabulary Ac p.126
D
w.
1.. variega
variegated
2. a. opinion c. range of products
b. culture of sstudents
cultures d. set of investments
3. Answers
swers will vary.
var
lan
4. Answers
ers will vary.

Activities
vitie Step II: Sente p.127
E
Answers will vary.. Possible
sible answers:
gu
2. Eating and drinking
inking
king during class dev deviates from most school policies, so there is
usually a rule about
out not doing this. It sshould
hould not be a guaranteed right because it
can be a source of disruptiontion and also ma
make a m mess.
3. Wearing an extreme amountmountt of make-up can c be disruptive
d in a class, so this
ag
should not be a guaranteed d right.
ht.
4. I’m sure this goes against schoolhool policies
policies and sho not be a guaranteed right.
should no
There is a place and time for discussion
ussion between students
scussion stud and principal, and the
front of the school and shouting in n public seem like the proper place.
public does not se
ec
5. Texting during class is against the rules cause it interfere
les because interferes with
wi students’
concentration, and it can also be a way to cheat at during tests.
tests It should
shou not be a
guaranteed right.
6. Wearing dirty, wrinkled clothes probably isn’tt unusual. sual. It might have socsocial
en
consequences since other students might not approve prove off it, but I don’t think it is a
reason for the student to get into trouble.

p. 127
tre
F
Ǥ

.ir
ͺ ̹ǤǤ ʹͻ

InsideReadingLevel2
G
For Against
Students are able to better develop their Hanging out in groups much like
special skills if they spend time with people themselves narrows high school students’
sp
who share their interests. For example, a perspectives. They should maximize
ww
student interested in literature needs to be exposure to new people and ideas and not
around others
arou oth who can discuss books and restrict themselves.
converse viewpoints.
present cconve
During the teen years,
y students need the Passively blending in too much with others
ecurity of a ggroup of friends. They are
security discourages students from being
w.
moving away from the protected individuals. Teenagers who could be
ironment of home aand should be
environment leaders fail to step up, preferring not to call
guaranteed
uaranteed comfortable refuge.
eed a safe, comf
comfortab attention to themselves.
Students
dents inevitably
nevitably form social groups. Teenagers appreciate adult intervention
lan
Rather than wasting
asting time trying
try to tell when it comes to choosing friends. When
hey can socialize with,
students who they adults assert their experience, teens may act
parents and the
he school
ool should give these annoyed. In the long run, however, they
groups constructive
ctive things
ings to do. will appreciate the help adults give.
gu
ag
ec
en
tre
.ir
ͺ ̹ǤǤ ͵Ͳ

InsideReadingLevel2
Unit 9: True and False

Review a Skill: Previewing and Predicting p.130
Apply
A
Answers will vary. Possible answer:
Answ
ww
I think it is about news and how it is essential to check that information is true before the
public reads
pub read about it.

Reading C Comprehension
Comp p.132
ͳǤ ͵Ǥ
͵ ͷǤ ͹Ǥ ͻǤ
w.

Understanding
Readingg Skill: Understand
Unders Sequences p.133
Apply
ply
lan
Answers
ers will vary. Possible answers:
answ
The Vorickscks
b. The Voricks house and the alleged “terrorist” moves elsewhere.
ks buy the ho
c. A news commentator
entator says on TV that t a terrorist lives at the Voricks’ address.
d. People harass
ass thee Voricks.
gu
The New Yorker
a. The magazine is known for excellent fact-c fact-checking.
b. The quality of fact-checking
checkiking magazine declines.
ng at the magaz d
d. The fact-checking department ent once again becomes
partment become famously thorough.
ag
The Newsweek story
a. A single source tells the magazine
gazinee about misbehavior
misbeha bby soldiers.
b. Newsweek publishes a story about out it.
it
c. Riots over the report kill more than ann a dozen people.
ec
d. No one can be found to confirm the story.

A
en
1. clearly 4. unethically 7. showed upu for
fo
2. expert 5. hopes 8. accept
accep
3. admit 6. amended

p.134
p 134
p. 13
tre
B
1. d 3. g 5. h 7. c
2. e 4. a 6. f 8. b

.ir

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InsideReadingLevel2

C
9ͳǤ 9ͷǤ
9ʹǤ ǯ 9͸Ǥ The colors of a rainbow
͵Ǥ
9͹Ǥ Electricity
9ͶǤ ǯȋǡ
9ͶǤ 8. infection by a bacterium or virus
ww
ǡǤȌ
Vocabu
Vocabulary Activities Step II: Sentence Level
A p.135
D
w.
2. The driver said he was ignorant of a change in the speed limit, but he still got a
ti
ticket.
3.. The police offic told him that ignorance of the law was no excuse for breaking
officer to
the law.
lan
4. While the reporter wasw in M Malawi, she embarrassed herself several times because
shee wass ignorant of local customs.
loca cust
5. The editor dropped the sto because she thought the reporter had deliberately
story bec
ignored some information.
nformation.
6. The editor said that
hat ignoring a problem
pr will not make it go away.
gu

Vocabulary Activities Step II: Sentence L Level p.136
E
nswers:
ag
1. A Washington Post reporter rter submitted
bmitted a story about
a a child drug addict.
2. Janet Cooke, the reporter, was granted
ant d a Pulitzer Prize for the story.
as grante
3. Washington’s mayor assigned dozens zens of people to look
lo fo for the child.
4. It soon became apparent that the boy oy did not exist
exist.
ec
5. Successive investigations found several eral untruths
truths in the story
stor and in other
statements Cooke made about herself.
6. Shortly after the prize was given, the Post had to submit to the obvious obviou
o and
apologize for the fake story.
en
7. Cooke quit and gave back the prize, but she assigned gned blame
lame to her edit
editors.
8. Katherine Graham’s successor in the Post’s top spot, ot, her son Dan, put procedures
procedu
in place to more closely screen reporters who want to work for the paper.

p. 139
1
p.139
tre
Reading Comprehension

.ir
ͻ ̹ǤǤ ͵ʹ

InsideReadingLevel2
Reading Skill: Understanding Sequences p.139

Apply A
Answers will vary. Possible answers (in order):
photographer taking pictures
photographer altering pictures
ph
photographer selling them to news service
photo
nnews service
se distributing photos
errors disc
erro discovered in photos
service stopping distribution of photos
news ser

Reading SkSkill: UnUnderstanding Sequences p.139
Apply B
Answers Possible answer:
wers will vary. Possi
Pos
nt Franklin Roosevelt
President Rooseve had contracted polio before he became president in 1933.
R
He had to use a wheelchair
wheelcha in public
p every day of his 12-year presidency, but during that
time, most editors
tors of newspapers
newspaa and magazines never published photographs of him in a
wheelchair. alway had the impression of a strong president. Another case
ir. Soo the public always
of the publicc beingg allowed to see
s only certain things in a photograph involved U.S.
president Ronald ld Reaganan when he visited
v Germany’s Bitburg cemetery in 1985. First, the
photographers were re toldd to shoot
sh pictures
picture from
fro certain places only. Then Reagan stood in
such a way that he and nd graves of Nazi soldiers
so were not captured together. So the
w
president was not linkedd in any way to GermGermany’s Nazi past.

I: Word
ord Level p.140
A
a. emphasize d. perceived
eived g. eliminated
b. amend e. successor
or h. inserted
in
c. restrict f. tly, ignores
an apparently,
ntly,

B
Ǥ

p.
C
1. purchase 3. grant 5. submit
ubmit
2. eliminate 4. perceive 6. amend
nd

p. 141
D
1. Meaning 1: offer
Meaning 2: defer
2. Meaning 1: a and b
Meaning 2: c and d
ͻ ̹ǤǤ ͵͵

InsideReadingLevel2
E
1. a. to not offend a frequent advertiser and risk losing revenue
b. The emphasis changed from a negative review of the restaurant to a
positive review.
ww
c. No, the decision was not justified. If service or the food was bad at the
restaurant, customers have a right to know. / Yes, the decision was
justified. The restaurant was probably just having a bad night, and
aadvertising brings in a lot of money.
2. a. to find
fi out who wanted the house to burn down and stop him or her
w.
b. The emphasis
em changed from a “real” news story about a fire to the story
ing a falsified
being fa story intended to catch a suspect
c. decision was not justified because the story was false, and the
No, the decis
press should
shou never
nev print anything that is not true. / Yes, it was justified in
lan
order to prevent
preve theth house fire and to find out who wanted to set a fire.
3. a. to support the id that Earth’ climate is not experiencing global warming
idea tha
b. Thee emphasis changed
ch from
f indications that the climate is heating up to
indications warming is not necessarily related to climate change.
ons that this w
warmin
c. No,, the decision was not justified
justif because nobody should make changes to
gu
what other
her people have w written. / Yes, it was justified because there might
be other reasons for the change
chang in weather,
w and it should be clear that there
is no complete
ete certainty.
rtainty.
ag
Sentence
tence Level
Level p.143
F
Ǥ

ec
Level p.143
G
For Against
Against
If a photographer sees that a photograph A photograph
ograph
h should speak
spea for itself.
its
en
does not emphasize what was actually People other
her thann the photographer
photograp may
m be
happening, he or she has an obligation to able to perceive ings in a photograph tthat
ive things
eliminate anything that distorts reality. the photographer er missed.
missed.
se
Digital alterations should not be restricted. Although several versions ns of a digital
tre
People concerned about accuracy can photo can coexist, thee only one that matters
compare altered and unaltered versions. is the one that is published,
ed, because
ecause the
first submission to the publicic creates
es a
lasting impression.
No one wants to forbid the use of flashes or Photo software can do things never ver
special lenses, but people feel no reluctance imagined for other methods of photo o
ir
to tell a photographer how to use a manipulation, like inserting or eliminating ting
computer. details from the image.
ͻ ̹ǤǤ ͵Ͷ

InsideReadingLevel2
Unit 10: Bites and Stings

ͳ
ww

Reading S
Rea Skill: Recording Processes with Flow Charts p.149
Apply A
fireants
fire an
ants antsspread antsin mildpartsof
arrivein
arrive in toMississippi
to California Oregonand
w.
Mobile, Î andAlabama
Mobile, and Î Î Æ Washington
Alabama
Alabama
bam

lan
Reading
ng Skill:l: Recording Pro
P
Processes
ce with Flow Charts p.149
Apply B
Fireandsting
Fi
Ó
Ó Ô

Unusual reaction
gu
Ð Ð
Ð Ð
burning,itching,redwelt
elt
l toxicto
tox
nerves
nerve
ag
Reading Skill: Recording Processes sses with Flow Charts
Chart p.149
Apply C
Ǥ

ec
Review a Skill: Outlining p.149
I. Introduction (Paragraph 1)
II. How and when red fire ants entered and spread in the
he U.S. (Paragraphs 2 and 3)
en
III. What happens when a fire ant bites (Paragraphs 4 and
nd 5)
IV. Serious and deadly reaction in people (Paragraphs 6 andnd 7)
V. Geographical range of fire ants (Paragraphs 9 and 10)

tre
p. 150
A
1. appendages 4. desirable 7. Especially
cially
2. no 5. local
.ir
3. virtual 6. argue

51
B
Answers will vary.

ͳͲ ̹ǤǤ ͵ͷ

InsideReadingLevel2

C
22. Scientists estimate there are over eighty thousand species of ants.
3. An estimated 30 percent to 60 percent will get stung.
ww
44. He has underestimated the length of time for the treatment.
H
5. Iwwould say that the state official is overestimating the threat posed by the ants.
6. No.
N In my estimation, living in Arizona would be dangerous for that person.

Vocabulary A Activities Step I: Word Level
Activi p.152
w.
D
wers will vary. Possib
Pos
2. The bites of non-ven
non-venomous insects can initiate more serious illnesses than the
es of venomous
bites venomou ones.one
lan
3. Venomous
mous insects makem up
u only a minimal proportion of all the insects on Earth.
4. The
he bitee of a non-venomous
non-venom insect is not sufficiently dangerous to cause a
problem.
lem.
5. The insectect is sometimes
ometimes just a neutral
neut carrier of the microorganism that is truly
harmful.
gu
6. About 40 percent nt of the people on
cent o Earth live in circumstances where they could
be bitten by disease-carrying
ase-carrying mosqui
mosquitoes.
7. Venoms can usuallyy be neutralized, but vector-borne
vvector diseases cannot be.
8. Governments and non-profits -profits
its have launched serious anti-malarial initiatives.
launch seri
ag
9. Still, it is unlikely that any ny human
man effort would be su sufficient to make a big dent in
the threat that malaria presents. nts.

ec
ͳǤ ͵Ǥ ͷǤ
͹Ǥ ͻǤ

Reading Skill: Recording Processes with Flow Charts arts p.155
en
Apply
Ǥ

p. 156
tre
A
1. append 3. estimate 5. initiate
nitiate
2. sufficient 4. external

156–157
157
.ir
B
a. chemicals d. circumstantial, percentage g. regime
b. sufficient e. minimal h. initiates
c. neutral f. in contact with

ͳͲ ̹ǤǤ ͵͸

InsideReadingLevel2
C
Ǥ

Voca p.157
ww
D
1. conditions
con
2. a.
a us and our plans c. his presence at the store
b. an offer of something to do d. his disappearance
3.. Answers
Answe wi will vary.
w.
4. Answers will vvary.
Vocabulary
ula Activities
Activitie Ste p.158
E
lan
Answers answers:
rs will vary. Possible answ
1. a. organophosphat
organophosphates
b. to kill tick on dogs and cats
ill fleas and ticks
c. Yes, thee benefits of the
th pesticide
pest outweigh the risks because pets can get
all kinds of diseases from mos mosquitoes and ticks.
gu
d. It should
uldd be used on outdoor
outd pets,
pets but it should be avoided on indoor pets
so that it doesn’t affect
affect the owners.
ow
2. a. DDT
b. to kill mosquitoesoes andd reduce the spread of o malaria
ag
c. Yes, the benefits of DDT DT outweigh the risks because mosquitoes kill and
make people very sick ck all over the
th world.
orld. And there
t are no reports of
humans dying from exposure ure to DDT.
posure
d. It should be used in areas where mosquitoes
mosquitoes live.
m li It should
sh not be used on
ec
farmland.
3. a. DDT
b. to kill mosquitoes, which are carriers ers of the
he West Nile V
Virus
c. Yes, the benefits of DDT outweigh thee riskss because West Wes Nile Virus
V has
en
killed people.
d. It should be used in areas where mosquitoess live. It should not be used on
farmland.

p. 159
1
tre
F
Ǥ

.ir
ͳͲ ̹ǤǤ ͵͹

InsideReadingLevel2
G
For Against
DDT is a chemical that gets into the water Before the U.S. banned DDT in the 1960s,
supply, into fish populations, and other
su it was sprayed over entire farms. Of course
cross-border resources and therefore
cross it spread through the environment. Now,
ww
tthreatens the entire world.
threaten DDT is used minimally as a spray for the
walls of homes in mosquito-infested areas.
Big chem
chemical companies are no longer able The circumstances of developing nations
to sell DDT in ririch countries. They are would improve if malaria rates were
ager to sell it instead
eager inste to poor countries, reduced. A ban on DDT would remove
w.
egardless of the damage
regardless dama it might cause. almost the only affordable tool these
Onlyy a worldwide ban can sufficiently countries have for becoming healthier and
protect
rotect relatively power
powerless citizens from more productive.
this toxin.
lan
Widespread
pread use neutralized its DDT does not have to kill mosquitoes to
se of DDT has neutr
efficiency.. By stopping the spread
spr of DDT provide protection from malaria. It is also a
use—and restricting
strictingg it to true powerful repellant, effective even with
emergencies—we we can protect the mosquitoes resistant to it. It greatly reduces
usefulness of this pesticide.
ide. the chances that a human will come in
gu
contact
co with a mosquito indoors.
ag
ec
en
tre
.ir
ͳͲ ̹ǤǤ ͵ͺ

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InsideReadingLevel2

Unit 1: Going Underground

Unit 2: The Business of Branding

Vocabulary Activitiesvities Step I: Word Level

Vocabulary Activities Step I: Word Level p.40

Vocabulary Activities Step I: Word Level p.45

͵ ̹ǤǤ ͳͲ

Vocabulary Activities Step II: Sentence Level p.48

͵ ̹ǤǤ ͳͳ

Unit 4: How Could They Do That?

Ͷ ̹ǤǤ ͳʹ

Ͷ ̹ǤǤ ͳ͵

Reading Skill: Outlining p.59

Ͷ ̹ǤǤ ͳͶ

Ͷ ̹ǤǤ ͳͷ

Unit 5: Weather Warnings

ͷ ̹ǤǤ ͳ͸

Vocabulary Activities Step I: Word Level p.70

Vocabulary Activities Step I: Word Level

ͷ ̹ǤǤ ͳ͹

Reading Skill: Reading Charts and Graphs p.77

1. Children like to have a clear beginning, middle, and end d to stories.

ͷ ̹ǤǤ ͳͺ

ͷ ̹ǤǤ ͳͻ

Unit 6: Brain Food

Reading Skill: Summarizing p.85

Review a Skill: Scanning

Vocabulary Activities Step I: Word Level p.86

͸ ̹ǤǤ ʹͲ

Vocabulary Activities Step I: Word Level p.87

Vocabulary Activities Step II: Sentencencee Level p.89

͸ ̹ǤǤ ʹͳ

Reading Skill: Summarizing p.93

͸ ̹ǤǤ ʹʹ

Unit 7: Roving Continents

͹ ̹ǤǤ ʹ͵

Vocabulary Activities Step I: Word Level p.104

͹ ̹ǤǤ ʹͶ

͹ ̹ǤǤ ʹͷ

͹ ̹ǤǤ ʹ͸

Unit 8: Clicks and Cliques

ͺ ̹ǤǤ ʹ͹

Vocabulary Activities Step II: Sentence Level p.119

ͺ ̹ǤǤ ʹͺ

ͺ ̹ǤǤ ʹͻ

ͺ ̹ǤǤ ͵Ͳ

Unit 9: True and False

ͻ ̹ǤǤ ͵ͳ

Vocabulary Activities Step I: Word Level p.135

ͻ ̹ǤǤ ͵ʹ

Reading Skill: Understanding Sequences p.139

ͻ ̹ǤǤ ͵͵

ͻ ̹ǤǤ ͵Ͷ

Unit 10: Bites and Stings

ͳͲ ̹ǤǤ ͵ͷ

Vocabulary Activities Step II: Sentence Level p.151

ͳͲ ̹ǤǤ ͵͸

ͳͲ ̹ǤǤ ͵͹

ͳͲ ̹ǤǤ ͵ͺ

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