Password 4 Student Book Answer Key

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Answer Key
Student Book
U N IT 1 Thinking about the
Target Vocabulary (pages 5–6)
I NTO TH E WO R LD O F A.
B US I N E S S ¶ Nouns Verbs Adjectives Other
1 come up
Think about This (page 1) with
Answers will vary. turn
(something)
into
C H A P TE R 1 2 set up
D R E A M E RS A N D DO E RS ad
earn
Getting Ready to Read (page 2) 3 drive

mean
1. Answers will vary. Students might mention such
famous entrepreneurs as Bill Gates, Steve Jobs, 4 make a
living
Oprah Winfrey, Sergey Brin, or Henry Ford.
2. Answers will vary. hire
fair
Read to Find Out (page 3) design
What young entrepreneurs have in common with 5 service

older ones is their willingness to take risks and their client
belief in themselves. 7 willing
risk
Quick Comprehension Check (page 4)
A. and B. B.
2. T (paragraph 7) Answers will vary.
“Young or old, most entrepreneurs are alike in
some ways. For example, they’re willing to take Understanding the
risks . . .”
3. T (paragraph 1)
“Some very well-known businesses, such as A.

Facebook and Microsoft, were started by college
2. turned it into 7. fair
students . . . ”
3. set up 8. designs
4. F (paragraph 2)
4. earned 9. service
Young entrepreneurs get good experience and
5. drives 10. willing
sometimes make a lot of money.
6. mean
5. F (paragraph 3)
Some of the young people in the reading had the B.
goal of getting rich, but not all.
6. F (paragraph 5) 2. make a living 4. clients
“Young people who start their own businesses 3. hire 5. risks
may face problems that older people do not.”
Building on the Vocabulary (page 8)
A.
1. idea, movie
2. entrepreneurs, risks
3. company, Paula, interview
4. magazine, pages, ads
5. client, service
Password 4, Student Book Answer Key 2

B. Name Business Motivation
1. came up with 5. Matt fixing computers ?
2. is, is hiring Spain
3. learned, set up 6. Daniel real estate ?
4. didn’t know, was going to be Negari
5. ’m, didn’t mean, break
Answers will vary as to which of these young
entrepreneurs is most interesting.
Using the Target Vocabulary in 2. The main idea of paragraph 5 is stated in the
New Contexts (pages 8–9) first sentence, “Young people who start their
own businesses may face problems that older
A.
people do not.” The following sentences support
1. make a living 4. services this idea by giving the example of Matt Spain.
2. design 5. fair Paragraph 6 is organized in the same way: The
3. clients 6. mean first sentence gives the main idea, which is
followed by examples.
B. 3. Two ways that entrepreneurs of any age are
2. c 5. a alike: “they are willing to take risks, and they
3. b 6. b believe they will succeed.” Answers will vary
4. b as to how these characteristics would help
someone succeed as an entrepreneur. Possible
answers: The willingness to take risks may
Understanding Topics and mean that someone would be the first to try
Main Ideas (page 10) out a new business idea and get a head start on
1. b any competition, and the belief that they will
2. b succeed might motivate them to keep working
3. a when problems come along, when someone less
4. Some young entrepreneurs hire their parents. confident might give up.
4. Two ways that young entrepreneurs are
different from older entrepreneurs: (1) they face
Understanding Text Features (pages 10–11) problems that older people don’t, like not being
1. d 4. e able to drive, and (2) they might have to decide
2. a 5. b whether to hire their parents to work for them.
3. c Answers will vary as to other differences they
might expect between young entrepreneurs and
older ones. Young entrepreneurs would have

Reading for Details (page 11)
an advantage if the service or product their
2. False 6. It doesn’t say. business offered were designed with young
3. True 7. False people in mind, as they might well have a better
4. It doesn’t say. 8. True idea of what their customers want. They might
5. True be at a disadvantage when it comes to borrowing
money from a bank, handling legal matters,
Discussion (pages 12–13) or hiring and managing employees. In each of
these situations, they might well be dealing with
1. older people with doubts about a young person’s
Name Business Motivation ability, reliability, and so on. They might be under
1. Ashley helping other girls “just having fun” more pressure to prove themselves.
Qualls set up their own 5. The word dreamer can mean simply “someone
websites who dreams (while sleeping).” It can also have
2. Cameron a printing business make a lot of a negative sense, describing someone who has
Johnson (+ others) money ideas or plans for things that are not practical
3. Pierre eBay “to look good for and who takes no action to make their dreams
Omidyar his girlfriend” a reality. However, dreamer can also be used
4. Constanza designing, making, “making the
in a positive sense to mean someone who can
Ontaneda and selling clothes world a better imagine things in the future that others are
place” unable to see or unwilling to believe in—perhaps

even a visionary. Steve Jobs, who founded hundreds of billions of U.S. dollars a year.”
Apple and led in the development of personal 4. F (paragraph 4)
computers, tablets, smartphones, and other high- Dave Balter knows that most people don’t like
tech devices, is an example of a visionary in the ads.
business world. The word doer refers to a person 5. T (paragraph 5)
who acts, rather than merely thinking or talking. “If no one pays attention to advertising, but they
All of the young entrepreneurs in the reading do pay attention to the opinions of their friends
are dreamers (in the positive sense—they came and family . . . ”
up with unusual ideas, at least for someone of 6. F (paragraphs 6, 7)
their age), and they are also doers (they followed Dave Balter had volunteers try new products.
their dreams and did the work it took to start
and run their businesses), so students might feel Thinking about the
that “Dreamers and Doers” is a good title. On the
other hand, students might feel it is confusing
Target Vocabulary (page 17)
because dreamers has more than one meaning. A.
They might also argue that this title suggests
that the reading will be about two different ¶ Nouns Verbs Adjectives Other
types of people—dreamers vs. doers—which 1 advertising
is misleading. Either answer is fine as long as 2 announce
students support it well.
3 developing
4 as long as
Writing (page 13)
consumer
A. and B.
appear
Answers will vary. get rid of
5 avoid
C H A P TE R 2
goods
WO R D - O F- MO UTH
6 sign up
A DV E RTI S I N G in return
volunteer
Getting Ready to Read (page 14)
7 major
Answers will vary.
within
8 while
Read to Find Out (page 15)
Word-of-mouth advertising travels from consumers B.
to their friends and family, telling them about their
personal experience, while regular advertising Answers will vary.
consists of messages to the public from whoever is
trying to sell a product or a service. Understanding the
Quick Comprehension Check (page 16) A.
A. and B. 1. advertising 5. sign up
1. F (paragraph 1) 2. as long as 6. in return
Advertising has been around since ancient times. 3. appears 7. Within
2. T (paragraph 3) 4. avoid 8. While
“In developing countries, some businesses still
B.
use street callers, and this form of advertising
probably doesn’t cost them very much.” 1. b 5. a
3. T (paragraph 3) 2. a 6. b
“If you add up all the money spent on advertising 3. b 7. c
around the world, it comes to the equivalent of 4. a

Building on the Vocabulary (pages 19–20) Reading for Details (pages 22–23)
1. common 5. accidental 1. getting people’s attention
2. developing 6. better 2. pictures, street callers
3. fair 7. risky 3. hundreds of billions of U.S. dollars a year
4. willing 8. Major 4. friends and family (or people they know), goods
and services
Using the Target Vocabulary in 5. volunteers
6. 3, 11
New Contexts (pages 20–21)
A. Discussion (page 23)
1. announced 5. volunteers 1. People used to use pictures to advertise their
2. got rid of 6. consumers products because many people couldn’t read.
3. While 7. in return Advertising has changed in many ways—so
4. goods students’ answers may vary—including the
development of multimedia ads and using film/
B.
video, music, computer-generated images, and
1. e 4. d so on. Advertisers now have ways of identifying
2. x 5. c specific groups or consumers they can target, and
3. b 6. a for whom they can craft specific ads, rather than
advertising to the entire public with the same
Understanding Text Features (pages 21–22) message. What has remained the same is the goal
of advertising: to get the attention of potential
1. Word-of-Mouth Advertising buyers and interest them in a product or service.
2. ruins, coupon 2. The reading doesn’t explain why people don’t
3. “Try it. You’ll like it.” like ads. Students’ opinions as to why this is so
4. Two friendly looking women are discussing a will vary. Balter says people pay attention to
product from a store shelf. information about products and services when
5. The caption “Try it. You’ll like it,” along with it’s someone they know who’s talking about
the image of two women who are discussing them. Students may or may not agree; they can
the product, indicates that one of the women is speak from personal experience.
encouraging the other to try the product—they’re 3. It’s the writer’s opinion that word-of-mouth
engaging in word-of-mouth advertising. advertising may be the best kind there is. As it’s
described in the reading, it may be the only kind
Understanding Topics and of advertising that people actually pay attention
Main Ideas (page 22) to (see paragraph 4) or possibly the only kind
that people trust (because the information is
A. coming from someone they know, not the seller).
3 4. The writer mentions George Silverman to
introduce a danger of word of mouth: People
B. may tell their friends not to buy a product or use
a service because they’ve had a bad experience
b. paragraph 8 f. paragraph 6
with it. So it could work against the business.
c. paragraph 2 g. paragraph 7
However, the volunteers for Balter’s company
d. paragraph 4 h. paragraph 5
“promised that if they liked the products, they
e. paragraph 1
would tell their friends.” Perhaps they promised
C. to talk to friends about the product only if they
liked it and say nothing to them if they didn’t. If
Answers will vary somewhat. Possible answers that’s what they promised, and they keep their
include: promise, then there is no risk to the clients.
1. Paragraph 6: Dave Balter found volunteers who 5. Answers will vary. Word-of-mouth advertising
would try his clients’ products and advertise can be good for a business because consumers
them by word of mouth. trust the recommendations of people they know,
2. Paragraph 8: Word-of-mouth advertising can be so it may lead to more business, and because it’s
great for business, but only if the consumer likes a form of advertising that doesn’t cost anything.
the product. Other kinds of advertising would be better if

you’re trying to sell something quickly and can’t . . . more than 1.5 billion people [speak English]
wait for word of mouth to get around, or you’re as a second, third, or fourth language.”
launching a new product and want to reach a 6. T (paragraphs 9)
very large audience. “Today, there are about 400 million native
speakers of English” but “more than 1.5 billion
Writing (page 24) people [speak English] as a second, third, or
fourth language.”
A. and B.
Answers will vary. Thinking about the
C H A P TE R 3 A.
A L A N G UAG E O N TH E MOV E ¶ Nouns Verbs Adjectives Other

1 deal with
Getting Ready to Read (page 25) 2 particular
Answers will vary. spread
3 influence
Read to Find Out (page 26) 4 nature
English spread around the world for political quality
and economic reasons starting in the 1600s with quite
people traveling from England, and during the 5 huge
1800s, London became “the world’s great financial
gain
center.” English went on to become the language of
science and air travel worldwide and at first, it was 6 political
the language of the Internet. In addition, certain economic
qualities of the language helped achieve its status financial
as the international language of business: its simple
8 market
grammar, its large vocabulary, and the ease with
which it adopted words from other languages. invest
employee
Quick Comprehension Check (pages 37–38)
B.
A. and B.
Answers will vary.

1. T (paragraph 8)
“Companies around the world are investing in
English classes for their employees. They believe Understanding the
English will be the language of the future.” Target Vocabulary (pages 29–30)
2. F (paragraph 3)
A.
Hollywood movies are not the biggest reason
why English is so popular. 1. influence 5. political
3. T (paragraph 5) 2. spread 6. financial
“Early English developed from Germanic 3. qualities 7. markets
languages, which gave it its most common words, 4. quite 8. invests
such as the, is, of, go, you, man, and woman.
English has always taken words from other B.
European languages, too . . . ” 1. b, does business with
4. T (paragraph 6) 2. a, specific
“Then in the 1800s, England led the Industrial 3. c, particular qualities
Revolution, and London became the world’s great 4. a, very, very big
financial center.” 5. c, get it
5. F (paragraph 9) 6. a, money, goods, and services
“Today, there are about 400 million native 7. b, work for them
speakers of English. While many more people
speak Mandarin Chinese—about 900 million—

Building on the Vocabulary (page 31) billion people speak English (as a first language or
an additional language), and companies around the
A. world need employees who know English.
1. employer 3. employs
2. employees 4. employment Discussion (pages 34–35)
B. 1. Writers often quote people who are experts on
the subject being written about. Filiz Yilmaz is
1. b, trainer 2. a, trainees an expert on the use of English for international
business because she is a businesswoman who
Using the Target Vocabulary in uses English when she travels, both in countries
New Contexts (pages 31–32) where it’s spoken as a native language (such as
England) and in countries where it’s a foreign
A. language (Germany, Brazil, Japan, Thailand). She
1. employees 6. political can also speak to the impact of the Internet, how
2. dealt with 7. economic it was recognized at her company as potentially
3. invest 8. huge very useful but how it initially required people to
4. influence 9. financial know English. Yilmaz also makes the prediction
5. nature that English will continue to be the primary
language for international business. The writer
B. quotes Yilmaz at the very end of the article:
1. c, spread “I think English for business is here to stay.”
2. d, qualities Because the writer gives Yilmaz the last word
3. b, quite on the subject, we can infer that this is also
4. x the writer’s own view, but the writer may have
5. a, particular thought that Yilmaz’s words would carry more
6. e, market weight with the reader. Students may or may not
agree; the important thing is that they support
their opinion well.
Understanding Topics of 2. The writer does not believe that movies and
Paragraphs (page 33) music in English have played a major role. To
a. paragraph 6 f. paragraph 5 support that opinion, the writer notes that
b. paragraph 9 g. paragraph 8 people can enjoy songs in English without
c. paragraph 7 h. paragraph 4 understanding the words, and many movies
d. paragraph 1 i. paragraph 2 that are made in English are dubbed into other
languages when they play in non-English-
e. paragraph 3
speaking countries. Students may or may not
agree.
Reading for Details (page 33) 3. The writer mentions the number of words
1. True 5. True in English as one of the reasons why this
2. False 6. False language has become so widely used. Its “huge
3. False 7. It doesn’t say. vocabulary” is one of the “certain qualities
4. It doesn’t say. 8. True that make it especially useful,” so the writer is
presenting this aspect of English as a positive
quality. The writer’s use of welcome (in
Summarizing (page 34) “English has welcomed words from many other
A. and B. languages”) reinforces the idea that having a
big vocabulary is a good thing. (The ease with
Answers will vary. Model summary:
which words from other languages are adopted
“A Language on the Move” explains how English
into English may also be counted as another
became the international language of business. In
reason why English has become an international
part, it was because of the nature of the language
language.) It’s worth pointing out to students
(its grammar and vocabulary), and in part, it was
that English continues to grow: The Oxford
because of political and economic events in history.
Dictionaries Online add at least 1,000 new
For example, people from England traveled the
words each year.
world in the 1600s and 1700s, England led the
4. Answers will vary.
Industrial Revolution in the 1800s, and the Internet
at first was mostly in English. Today, almost two

5. Companies who do business in international care or cleaning offices.”
markets are investing in English classes for their 6. T (paragraph 3)
employees (paragraph 8). Students’ answers “A third [idea shared by most worker-owned
about their own investment in learning English businesses] is that the workers should have the
will vary, as will their predictions about the role right to vote on business decisions. Then they
of English in their future. have real control.”
Writing (page 35) Thinking about the

A. and B. Target Vocabulary (page 39)
Answers will vary. A.
¶ Nouns Verbs Adjectives Other
C H A P TE R 4 1 quality
in charge of
W H E N TH E E M PLOY E E S OW N
uncertain
TH E C OM PA N Y besides
2 react
profit
Answers will vary. 3 provide
organize
Read to Find Out (page 37) right
The reading says there are several ways that believe
someone might go from being an employee
4 such
to becoming a worker-owner. Sometimes the
employees of a business find a way to buy it, condition
either a successful business or one that has failed. security
Sometimes a group of people decide to set up a new committee
business where all workers will also be owners and
5 community
managers.
B.
Answers will vary.
A. and B.
1. F (paragraph 5) Understanding the

There are worker-owned businesses in many Target Vocabulary (pages 40–41)
countries.
2. F (paragraph 2) A.
Not all worker-owned companies start out as 1. b 5. a
family businesses. They can start out in different 2. c 6. a
ways. 3. b 7. c
3. T (paragraph 1) 4. b
“King Arthur Flour began in 1790 as the Sands,
Taylor and Wood Company, and members of the B.
Sands family have stayed with the company all
these years. Frank Sands was the fifth member 1. react 5. believe in
of the Sands family to lead the company.” 2. provide 6. conditions
4. F (paragraph 1) 3. organize 7. security
The workers at King Arthur bought the company 4. right 8. committee
after Frank and Brinna Sands retired.
5. T (paragraph 3) Building on the Vocabulary (page 42)
“There are various types of worker-owned
1. excellent 4. political
businesses. Some of them make a product, like
2. getting worse 5. living
flour, and others provide a service, such as health
3. working

Using the Target Vocabulary in Name of Type of Number How it
New Contexts (pages 42–43) business business of became
worker- a worker-
A. owners owned
business
1. profits 5. quality
2. Collective photocopying 160 A group of
2. Besides 6. security Copies services employees
3. provide 7. such at one
4. react 8. organizing photocopy
shop started
B. one of their
own.
1. committees 4. in charge
3. Las Flores makes 150 A committee
2. believe in 5. community Metalarte furniture of people
3. rights 6. uncertain in the
community
came up
Understanding Topics and with the
Main Ideas (pages 43–44) idea for a
new worker-
A. owned
business.
2
B.
Discussion (pages 45–46)
Paragraph 1: the history of King Arthur Flour
Paragraph 2: how worker-owned businesses get 1. Answers may vary, but the fact that the writer
started has painted worker-owned businesses in a
Paragraph 3: how worker-owned businesses can positive light—as the solution to some problems
differ and how they’re the same (those faced by Frank and Brinna Sands, the
Paragraph 4: examples of two particular worker- eight unhappy employees of the photocopy shop,
owned businesses and the people of Coamo)—suggests that the
Paragraph 5: the effect of worker-owned businesses writer thinks worker-owned businesses are a
on their communities good idea. The writer’s purpose is to inform the
reader about what worker-owned businesses are,
C. how they are formed, and what some differences
among them might be and also to persuade
Researchers doing a study in Italy found that the reader that these businesses are good not
worker-owned businesses are good for the
only for the workers themselves but for their

community. communities, too.
2. The answer is c: The writer begins “When the
Reading for Details (page 44) Employees Own the Company” with the history
of one worker-owned company, King Arthur
1. True 5. It doesn’t say.
Flour. Students’ answers will vary as to why
2. True 6. True
the writer chose to begin the reading this way.
3. False 7. It doesn’t say.
One possible answer is that starting with one
4. True 8. True
particular company—one that makes flour,
something everyone is familiar with—introduces
Using Graphic Organizers (page 45) the topic in a way that’s easy to understand.
Another possible answer is that we are often
Name of Type of Number How it
business business of became more interested in reading about the experiences
worker- a worker- of particular people, like Frank and Brinna
owners owned Sands, than in generalities or abstractions, and
business the writer’s job in an introduction is to get the
1. King makes flour 8 The reader interested. As to the effect of introducing
Arthur employees the topic this way, Answers will vary.
Flour bought the
business
when the
owners
retired.

3. businesses were better places to live in almost
Idea 1: All Idea 2: The Idea every way” (paragraph 5). In paragraph 4, we
workers at a workers 3: The learn that the success of Las Flores Metalarte led
company (not should be workers to other new businesses in Coamo, among them
just upper able to see should a sandwich shop and a childcare center. Creating
management) all of the have the new businesses means more jobs in the town
should have company’s right to
the chance to financial vote on and more products and services available to the
be owners. information. business townspeople.
decisions.
King ✓ ✓ ✓ Writing (pages 46–47)
Arthur
A. and B.
Collective ✓ ✓ ✓
Copies Answers will vary.
Las Flores ✓ ✓/? ✓/?
Metalarte
The reading states that the worker-owners

C H EC K P O I NT 1
of King Arthur Flour are proud to call their
company “an employee-owned, open-book, team- Look Back (page 48)
managed company,” so we can assume that this A. and B.
company does subscribe to the three principles
mentioned. The same can be said of Collective Answers will vary.
Copies: We know that the worker-owners meet
once a month to make business decisions, and Reviewing Vocabulary (page 49)
we can assume that they have access to all the
company’s financial information. We know that A.
Las Flores Metalarte has more than 150 worker- 1. client, customer, employee, volunteer
owners, and while we can’t be sure exactly how 2. appear, earn, hire, react
they run the company, if they’re owners, they 3. developing, financial, particular, uncertain
probably have the right to vote on business
decisions, and to use their votes well, they need B.
to be informed.
1. provide 6. qualities
4. Answers will vary. Students might suggest
2. believe in 7. come up with
that people work harder when they own the
3. right 8. mean
company they work for or that they take more
4. besides 9. turn into
pride in their work, but some might say that how
5. within 10. set up

hard someone works, or the pride they take in
their work, varies with the individual and that
the situation in which they’re working is less Expanding Vocabulary (page 50)
important than the person’s own qualities or A.
values.
5. The fact that the eight formerly unhappy 1. noun 4. verb
employees have been together for 33 years 2. noun 5. noun
suggests that they are happy with what they are 3. noun
doing. The reading does not include any criticism
B.
of worker-owned businesses. Students’ ideas
about potential problems will vary. Possible 1. Noun: profit 2. Noun: influence
problems include disagreements over business Verb: profit Verb: influence
decisions. Adjective: profitable Adjective: influential
6. The researchers looked at “things like health
care, education, and social activities” and social
problems such as crime. As for their findings:
“They found that towns with more worker-owned

A Puzzle (page 51) U N IT 2
Across Down
H E A LTH M AT TE RS
1. major 1. market
5. fair 2. organized
6. quality 3. community
Think about This (page 55)
8. committee 4. while Answers will vary.
9. announced 7. security
10. willing 8. conditions
C H A P TE R 5
M A J O R
1 2
C
3
A R LI V I N G TO 100 A N D B E YO N D
O W R G
4
M H K F A I R Getting Ready to Read (page 56)

5
M I E N
Q U A L
6
I T Y I Answers will vary.

N E Z
I S E Read to Find Out (page 57)
7
C O M M I T T E E D
8
O Y C
The reading advises following three “rules:” treating
A N N O U N C E D
9
U
your body well, avoiding risks, and choosing your
D R parents carefully—and notes that it helps to be born
W I L L I N G
10
I in Australia or Japan and to be born female.

T T
I Y Quick Comprehension Check (page 58)
O
N
A. and B.
S 1. F (paragraph 3)
Scientists have seen that a person can live past
Building Dictionary Skills (pages 52–53) 120.
2. T (paragraphs 5–7)
Finding Words in the Dictionary “Rule Number 1: Treat your body well. . . . Rule
A. Number 2: Don’t take risks. . . . Rule Number 3:
1. noun, verb Choose your parents carefully.”
2. from 3. T (paragraph 5)
3. make “Your everyday lifestyle influences how long you
will live. For example, smoking can take years

B. off your life . . . ”
1. control 4. T (paragraph 8)
2. a. NO “The average Australian or Japanese man can
b. avoidance expect to see age 80, while his sister can expect
3. Answers will vary among dictionaries. If to reach 85.”
students are using the Longman Dictionary 5. F (paragraph 7)
of Contemporary English Online (http://www. There’s a relationship between how long your
ldoceonline.com/), the answers are: family members live and your life expectancy.
a. return2 sense 6 (or type “in return” in the 6. T (paragraph 1)
search box) “ . . . many cultures have had legends about ways
b. rid1 sense 1 (or type “get rid of” in the search to avoid growing old.”
box)
c. long2 sense 5 (or type “as long as” in the
search box)
d. living2 sense 1
e. turn1 See the list of phrasal verbs: turn
somebody/something into something

Thinking about the Using the Target Vocabulary in
Target Vocabulary (page 59) New Contexts (page 62)
A. A.
¶ Nouns Verbs Adjectives Other 1. limit 4. treat

2. make it 5. process
1 forever
3. similar 6. increase
2 likely
similar B.
actually 1. lifestyle 4. as well
lifestyle 2. likely 5. forever
3. beyond 6. makes a difference
3 generally
possibly
The Main Idea (page 63)
limit
Answers may vary. Possible answer:
beyond
If you want to live a long life, then you should
make it take care of your health and avoid taking risks, but
treat a lot depends on your genes, and these you cannot
make a control.
difference
as well Taking Notes (pages 63–64)
process 1. a 4. b
4 increase 2. b 5. b
3. a
B.
Answers will vary. Understanding and Using
Supporting Details (pages 64–65)
Understanding the A.
Target Vocabulary (pages 60–61) Answers may vary. Possible answers include:
A. 2. A woman in France lived to be 122.
3. In many places, people now have safer drinking
1. forever 6. made it water.
2. likely 7. treat 4. You can’t control your genes, and 70 percent of

3. lifestyle 8. made a difference your life expectancy depends on them.
4. possibly 9. process
5. limit 10. increases B.
B. Answers may vary. Possible answers include:

2. Avoid taking risks.
1. actually 4. beyond 3. Don’t take a dangerous job.
2. similar 5. as well 4. Many things depend on your genes.
3. generally 5. People live longer in some countries than others.
Building on the Vocabulary (page 61) Discussion (pages 65–66)

A. 1. The question is, “Would you like to live to 100?”
1. fast 3. quite, well The writer probably expects the reader to say yes
2. actually 4. Generally because the next sentence says, “Many people
would.” The writer points out that for a long time,
B. this has been a dream of many people, something
we know because of legends from many cultures
1. in any way 3. in any way
about living for a very long time. The students’
2. perhaps 4. perhaps
answers to the question may vary, as may their
reasons for them.

2. The answers are: a. 3, b. 2, and c. 1. In the Writing (page 66)
sentence from the reading, was supposed to
means “was believed by many people.” The A. and B.
preceding sentences tell you that people told Answers will vary.
many stories about ways to avoid growing old,
including stories about drinking water from the
magical spring, and probably believed them. The C H A P TE R 6
writer does not believe them, however. If the
writer did, then the sentence would probably W H AT CAUS E S TH E
read, “Drinking the water from this spring would PL AC E B O E F F EC T ?
make a person young again.”
3. The writer says that in many countries, people
are living longer lives now than people did in
the past, and among the reasons for this are Answers will vary.
better public health services and safer drinking
water. “Public health services” means services Read to Find Out (page 68)
provided by the government to help the people
of a city, state, or country get and stay healthy. Researchers have found that the placebo effect isn’t
Some examples might be programs to give just a matter of patients being fooled into thinking
people flu shots or vaccinations against diseases, they were getting better; a placebo can actually
free visiting nurse programs, public education cause changes in brain chemistry.
campaigns to inform people about health risks,
and so on. The writer is implying that in the Quick Comprehension Check (page 69)
past, a lack of good public health services and
safe drinking water meant that people got sick A. and B.
and didn’t live as long. As far as heart disease 1. F (paragraph 1)
is concerned, that is a major cause of death, Harry wanted to join the study on quitting
and learning how to treat heart problems has smoking.
increased life expectancy. People now know 2. T (paragraphs 1–3)
more about how to avoid heart disease, heart “When these smokers felt the need for a cigarette,
disease can be successfully treated, and heart they could chew a piece of this gum instead, and
patients live longer. it would give them the nicotine their bodies were
4. “That’s a good question” means that it’s a used to. . . . The smokers in the other two groups
question the writer can’t answer. After all, no didn’t feel such a strong need to smoke. . . . That
one gets to choose their parents. Answers will meant that the plain chewing gum worked just as
vary as to whether the writer provides enough well as the gum with nicotine.”
support to persuade the reader to believe that 3. F (paragraph 4)
her advice is good. Students probably already “A placebo is something that seems like a
know enough about the influence of lifestyle— medical treatment (such as a pill or a medical
diet and exercise, for example—on health and procedure) but that doesn’t actually have any
will agree that the support for this advice is direct effect on the body.”
sufficient. Little support is provided for the 4. T (paragraph 5)
second rule (Don’t take risks), but students may “ . . . when patients in pain believe that they’re
feel that little is needed; it’s obvious that doing getting treatment that will help control their
dangerous things can get you killed. For rule pain, their brains produce natural painkillers.
number 3, the writer notes that “about 70 percent Those painkillers then help block the pain.”
of your life expectancy depends on your genes.” 5. T (paragraph 4)
Students may feel this is strong support for the “ . . . their brains produce natural painkillers.”
rule, even if the rule is impossible to follow. 6. F (paragraph 4)
Opinions will vary as to how hard it is to follow “People thought placebos tricked patients into
the other rules and why. thinking they were better when they really
5. Answers will vary. weren’t, and doctors who didn’t believe in
6. Answers will vary. tricking patients saw no role for placebos as a
form of treatment.”

Thinking about the Using the Target Vocabulary in
Target Vocabulary (page 70) New Contexts (pages 73–74)
A. A.
¶ Nouns Verbs Adjectives Other 1. recent 5. prove

2. break the habit 6. explanation
1 break the
habit 3. tricked 7. treatment
4. chemistry 8. simply
4 treatment
response B.
simply 1. staff
trick 2. role
role 3. has something to do with
4. block
5 recent
5. responses
prove 6. affects
chemistry
block Quoting and Paraphrasing (page 75)
affect 2. “Harry S. wanted to quit smoking.”
6 have 3. “After a four-hour period with no cigarettes,
something Harry and the other volunteers had to write
to do with answers to a set of questions.”
staff 4. “This means that the placebo effect isn’t a
explanation mistaken idea in the patient’s mind.”
5. “One thing we do know about the placebo effect
further
is that further research is needed.”
B.
Understanding Reference Words (page 76)
Answers will vary.
1. the study on quitting smoking
2. the fact that the results for Group A and Group B
Understanding the were exactly the same
Target Vocabulary (pages 71–72) 3. the brain’s own natural painkillers
A. 4. the understanding that a placebo can make the
brain produce natural painkillers

1. break the habit 5. the success of the placebo
2. treatment
3. response
Summarizing (page 77)
4. trick
5. role Answers will vary. Possible answers:
6. chemistry According to the reading “What Causes the
7. blocks Placebo Effect?,” a placebo is (1) “something that
8. had something to do with seems like a medical treatment (such as a pill or a
medical procedure) but that doesn’t actually have
B. any direct effect on the body.” The term the placebo
1. b 5. a effect refers to someone feeling better after (2) getting
2. a 6. c a placebo. Recent studies have shown that (3) a
3. c 7. b placebo can cause changes in brain chemistry. People
4. a who have studied the placebo effect probably all
agree that (4) more research on placebos is needed.
Discussion (page 77)
1. farther 4. farther
2. further 5. farther 1. The study was set up with three groups of
3. further 6. further smokers. Group A got nicotine gum, Group B got
regular chewing gum (although they believed it

was nicotine gum), Group C got nothing. Then C H A P TE R 7
they had to go four hours without smoking.
Afterwards, the researchers compared how TE A RS
the smokers in each group felt by having them
answer a series of questions. Answers will vary Getting Ready to Read (page 79)
as to why students think studies are set up this
way, but basically it’s so that the researchers can Answers will vary.
make comparisons in a controlled setting where
only one thing distinguishes one person or group Read to Find Out (page 80)
from another. The researchers did not get the
The three types of tears are called basal, reflex, and
results they expected; they were surprised that
emotional (or psychic) tears.
the regular gum worked as well as the nicotine
gum. Students’ answers about future research
will vary, but their answers should be linked to Quick Comprehension Check (pages 81–82)
the findings in the study. For example, perhaps A. and B.
researchers will study if the same thing happens
with other groups of volunteers, if other kinds 1. T (paragraph 2)
of chewing gum also help smokers with nicotine “Without this liquid covering them, our eyes
cravings, and so on. would be at risk of infection.”
2. c, just 2. T (paragraph 2)
The reading says that back in 1757, Benjamin “The cornea of the eye does not have a perfectly
Franklin described the placebo effect as a result smooth surface, and tears fill in the holes in the
of hope raising the patient’s spirits. This supports cornea, making it smooth so that we can see
the idea that the only explanation for the placebo clearly.”
effect was that the patient expected to feel 3. F (paragraph 3)
better. People no longer believe this. Paragraph There are three different kinds of tears.
5 tells us, “This means that the placebo effect 4. F (paragraphs 4, 6)
isn’t a mistaken idea in the patient’s mind. It’s an We have basal tears in our eyes all the time. We
actual event in the patient’s brain.” have emotional tears in our eyes only when we
3. The writer talks about tricking people because feel certain emotions.
using a placebo used to be seen as a kind of a 5. T (paragraph 7)
trick played on a patient. They thought a placebo “Most people are aware of the social rules about
had no actual effect on the body and doctors when, where, and why it is and isn’t acceptable to
were being dishonest in saying a placebo would cry.”
help the patient. Doctors who know about the 6. T (paragraph 8)
“Some people think it’s not just acceptable to cry
new research might not see placebos that way

anymore, or they still might be unwilling to use but actually healthy to let the tears flow.”
them. Students’ attitudes towards placebos, and
their reasons for them, may vary. Thinking about the
4. Placebos can be helpful for nicotine cravings and Target Vocabulary (page 82)
pain. Students’ ideas of other types of conditions
that placebos might be good for will vary, as will A.
conditions that would not be influenced by a
placebo.
5. Students’ answers may vary. Possible answers 1 emotional
include avoiding the side effects of prescription 2 notice
drugs for pain. liquid
surface
Writing (page 78) 3 differ
A. and B. 4 rate
Answers will vary. 5 blow
material
6 flow

¶ Nouns Verbs Adjectives Other B.
7 throughout 2. “tears fill in the holes in the cornea, making it
normal smooth so that we can see clearly”
3. “at the rate of five to ten ounces a day”
go ahead
4. “depend on things such as family, culture, and
view religion, and they change over time”
8 mental 5. “make a person less aware of sad or angry
chemical feelings, and that could explain why someone
feels better after ‘a good cry’ ”
B.
Understanding Major Points (page 87)
Answers will vary.
Answers will vary somewhat.
1. Tears lubricate our eyes so that they can move
Understanding the easily, they fill in holes in the cornea to help us
Target Vocabulary (pages 83–84) see better, and they protect our eyes from dust
A. and other materials that get into them.
2. We produce basal tears all the time. We produce
1. c 4. b reflex tears in reaction to something that
2. a 5. a bothers our eyes, like wind or dust. We produce
3. a emotional tears in response to certain emotions.
3. Some people believe it is good to cry because we
B.
get rid of negative emotions that way.
1. liquid 6. flow
2. differ 7. throughout Summarizing (page 88)
3. rate 8. views
4. blows 9. mental Answers will vary. A possible summary would be:
5. materials 10. chemicals The reading “Tears” gives several reasons why tears
are good for us. Our eyes need basal tears so that
they can move easily and so that we can see clearly.
Building on the Vocabulary (page 84) They need reflex tears for protection against things
Answers will vary. like wind and dust or other materials that might get
into them. The tears we cry in response to certain
feelings are called emotional tears. Social rules
Using the Target Vocabulary in
about crying say when it is and isn’t acceptable to
cry emotional tears. Some people believe that crying

A. is good for our mental health.
1. flows 6. normal
2. surface 7. materials Discussion (pages 88–89)
3. blew 8. Go ahead 1. “Have a good cry” means to let yourself cry
4. notices 9. emotional without holding back, in a way that leaves
5. mental 10. chemicals you feeling better afterwards. We know that
it leads to feeling better because in paragraph
B. 1, the writer presents it as something people
1. c 3. d choose to do (unlike other types of crying), and
2. a 4. b in paragraph 8, the writer explains a possible
reason “why someone feels better after ‘a good
C. cry.’ ” We know that the expression refers to
1. differ 3. liquid emotional tears because in paragraph 1, the
2. throughout 4. rate writer mentions people who like to have “a good
cry” while watching a sad movie.
2. The three types of tears are basal, reflex, and
Quoting and Paraphrasing (pages 86–87) emotional tears. Composition is closest in
A. meaning to chemistry. The reading says that
emotional tears have certain chemicals, such as
1. b 3. b endorphin, “a painkiller that the body produces
2. a 4. a naturally” (paragraph 8).

3. Tears “help us see the world” because of the way C H A P TE R 8
they fill in the holes in the cornea, giving it a
smooth surface, which helps us see more clearly. TH E P OW E R O F TO U C H
Tears protect our eyes from the world when
reflex tears cover our eyes to protect them from Getting Ready to Read (page 90)
wind or things that get into our eyes, like dust (or
pollen, smoke, etc.). Answers will vary.
4. The writer’s examples of “normal” crying are
during a sad movie or when a family member Read to Find Out (page 91)
dies. Students may or may not agree with the
“The power of touch” is the ability of touch to make
writer, and they may or may not be able to
a difference in people’s health.
explain whether their opinion stems from their
cultural background or their own personal
preferences or both. Students’ own examples of Quick Comprehension Check (page 92)
“normal” times to cry will vary. A. and B.
5. In paragraph 7, the example the writer gives
of a time it would not be normal or acceptable 1. T (paragraphs 1, 4, 6)
to cry is “an adult who cried over losing a card “What most people don’t know is how touch is a
game.” Students may or may not agree with the key to good health for adults, too” (paragraph 1).
writer, and they may or may not agree with their “In further studies on massage, TRI researchers
partner. We learn the social rules about crying, have seen it reduce pain and improve the health
as they exist in our own culture, as we grow of people with serious medical conditions (such
up, experiencing other people’s reactions to our as cancer)” (paragraph 4). “ . . . many of the good
tears and observing their reactions to the tears effects of touch result from the way it can reduce
of others: Are they sympathetic? Do they get stress” (paragraph 6).
angry? Do they show contempt? The writer says 2. T (paragraph 1)
that when someone breaks the rules, and cries “Touch is the first language [babies] understand,
when they should not, then other people lose and they depend on it for their physical, mental,
respect for them. (For example, they may make and emotional development.”
fun of the person’s tears, or they may disapprove 3. F (paragraph 2)
silently. Also, if someone does not cry when The American psychologist John B. Watson said
they are expected to—for example, over the parents shouldn’t hug or kiss their children.
death of a family member—people may question 4. F (paragraph 5)
the depth of their attachment to the deceased.) One study showed that people who get more hugs
Students may or may not agree with the writer’s are less likely to catch colds.
5. F (paragraph 4)
point that people who cry when they shouldn’t

(according to the rules) will “lose the respect of Touch Research Institute scientists study the
others,” and partners may or may not agree with effects of touch on health.
each other. 6. T (paragraphs 3, 6)
6. a. Answers will vary. “To give a massage, someone gently pressed on
b. Answers will vary. Students should refer the baby’s body in a way that helped the baby
back to paragraph 7 in their discussion of to relax” (paragraph 2). “ . . . many of the good
why their answers do or don’t agree with effects of touch result from the way it can reduce
their partner’s. We all learn the social rules stress” (paragraph 6).
for crying as we grow up, and the rules vary
in different families, different cultures, and Thinking about the
different religions, as well as changing over Target Vocabulary (pages 93–94)
time, so age, gender, cultural background, etc.
could account for similarities or differences A.
between students in their views of crying.
1 physical
Writing (page 89) development

key
A. and B.
Answers will vary.

¶ Nouns Verbs Adjectives Other 3. paragraph 4, an example of a serious medical
condition
2 hug
4. paragraph 4, the abbreviation for the Touch
raise Research Institute
independent
3 press Understanding Topics and
4 benefit Main Ideas (page 98)
reduce A.
improve
Answers may vary somewhat.
condition 1. the human need for touch
5 set 2. changing ideas about parents touching children
6 stress 3. the benefits of touch (massage) for newborns
4. Tiffany Field and the Touch Research Institute
drop
5. health benefits of pats and hugs
7 culture 6. touch reducing stress
7. how touch can differ across cultures
B. 8. research on touch in people’s social lives and
their health
Answers will vary.
B.
Understanding the Answers may vary somewhat.
Target Vocabulary (pages 94–95) Research has shown that touch can have health
A. benefits for both children and adults.
1. development 6. reduce
2. key 7. conditions
Quoting and Paraphrasing (page 99)
3. hug 8. stress 1. The reading says “most people” know that it’s
4. independent 9. drop important for babies to be touched and held in
5. benefits 10. culture a loving way, but most people don’t know how
important touch is for the health of adults.
B. 2. Watson said parents should avoid touching their
1. physical 4. improve children very much because he thought that
2. raise 5. set due to less touch, children would grow up to be
3. press “confident and independent adults.”
3. One group of babies got three 15-minute

massages a week, while the other group did not.
Building on the Vocabulary (page 96) 4. The purpose of the TRI is to do research on the
1. beneficial 4. emotion ways that touch affects people’s health.
2. cultural 5. influential 5. The reading gives the examples of massage, pats
3. developmental 6. nature on the back, and hugs.
6. Jourard watched how friends behaved in cafés.
Using the Target Vocabulary in He recorded how many times per hour they
touched each other. He noticed that there were
New Contexts (pages 96–97) great differences across cultures in the amount
1. Press 7. hugged of touching that friends did.
2. reduced 8. independent
3. drop 9. set Discussion (page 100)
4. condition 10. key
5. stress 11. raised 1. We can use the word language to describe
6. improve 12. physical anything that people use to communicate,
whether we mean words, sounds, gestures, or
movement. We communicate through touch
Text Features (page 98) when we touch someone in a way that expresses
1. paragraph 6, definition of oxytocin and cortisol an emotion or an intention. We can communicate
2. paragraph 3, an explanation of massage love or affection with a hug, a desire to connect
with a handshake, congratulations or approval

with a pat on the back, and anger by grabbing C H EC K P O I NT 2
someone’s arm or striking them.
2. The goal mentioned in paragraph 2 is
psychologist John B. Watson’s goal of Look Back (page 101)
having children grow up to be confident A. and B.
and independent. When the writer says, “to
reach that goal, [Watson] should have given Answers will vary.
the opposite advice,” she means that to raise
confident, independent children, parents should Reviewing Vocabulary (pages 102–103)
touch their children. The “opposite advice”
A.
would be to hug them, kiss them, and touch them
in other ways that show affection and approval. 1. a, likely; b, emotional; c, mental
The writer is expressing an opinion and implies 2. a, treatments; b, chemistry; c, views
that it is a fact by saying “We now know . . . ” as if 3. a, similar; b, physical; c, further
everyone shared the same opinion.
3. The researchers learned that babies born B.
prematurely benefit from being touched because 1. actually
the babies that received massages gained more 2. Go ahead
weight than the babies in the control group. 3. independent
Readers can infer that the major changes in how 4. made no difference
newborns are cared for included making sure 5. make it
that the babies received massage and other types 6. possibly
of beneficial touch. The paragraph says that the 7. simply
control group in the study “received only the 8. recent
usual medical care for premature babies, which 9. as well
generally included very little touching,” so we 10. has nothing to do with
know that it had not been common practice for
medical staff, and/or family members, to touch
newborns in the hospital. Expanding Vocabulary (pages 103–104)
4. The study described in paragraph 5 showed that A.
the people who received the most hugs in their
daily lives were less likely to catch a cold. When 2. a. chew, Intransitive
they did catch colds, their colds were milder. In b. Chew + food, Transitive
other words, hugs are apparently good for the 3. a. treat + patients, Transitive
immune system. Students may or may not be b. treat + me, Transitive
4. a. is flowing, Intransitive
surprised by the study. They’ll be surprised if

they think that hugs are a way to catch a cold b. flow, Intransitive
from someone and so would expect a habit of 5. a. notice + changes, Transitive
hugging to lead to more, not fewer, colds. b. notice, Intransitive
5. The purpose of paragraph 7 is to acknowledge 6. a. Fill in + name and address, Transitive
that people have different ideas about the kinds b. filling in, Intransitive
and amount of touch they want. The differences B.
among people are both individual and cultural.
The description of the Jourard study is to Answers will vary.
illustrate the idea of cultural differences. The
purpose of the entire reading is to inform the
reader about the health benefits of touch for both
children and adults.
Writing (page 100)

A. and B.
Answers will vary.

A Puzzle (page 104) U N IT 3
A X M H K P W D K Q E X PLO R I N G
F R E D U C E E E K
TEC H N O LOGY
F J C Z V G Q V Y J
E W N M W T T E Y M Think about This (page 111)
C H E M I C A L S A Answers will vary.
T H R O U G H O U T
X S T R E S S P R E C H A P TE R 9
P R O C E S S M F R A H I S TO RY O F TE LLI N G TI M E
R E S P O N S E A I
J X S T A F F N C A
Answers will vary.
S M N H P V X T E L
Across Down
People still measure time by the movement of the
1. throughout 1. material
earth around the sun.
2. reduce 2. development
3. stress 3. affect
4. staff 4. surface Quick Comprehension Check (pages 114–115)
5. response 5. key A. and B.
6. process
7. chemical 1. T (paragraph 1)
“We do know that they measured it by the sun,
moon, and stars . . . ”
Building Dictionary Skills (pages 105–106)
2. F (paragraph 7)
A. We still use the sun in measuring time.
3. T (paragraph 2)
Circle the codes [C], [C,U], and [C].
“Then, five or six thousand years ago, people
B. in North Africa and the Middle East developed
ways to tell the time of day. They needed some
Check all three uses. kind of clock because by then they had organized
religious and social activities to attend.”
C.
4. T (paragraph 5)
1. Check all three. “Huygens’s first pendulum clock [1656] was
2. Check all three. accurate to within one minute a day.”
3. Check singular and plural. 5. T (paragraph 6)
4. Check all three. “Today, much of modern life happens at high
speed and depends on having the exact time.”
D. 6. F (paragraph 8)
Circle the codes [I,T]. It takes the earth 365.242 days to circle the sun.
E. Thinking about the

Check both options. Target Vocabulary (page 115)
F. A.
1. Check both options. ¶ Nouns Verbs Adjectives Other

2. Check both options. 1 measure
3. Check with no direct object.
technology
4. Check with a direct object following the verb.
advanced

¶ Nouns Verbs Adjectives Other Text Organization (page 119)
2 attend A.
set 2
3 shadow
equal
B.
fairly a. 8 e. 4
portable
b. 1 f. 7
c. 6 g. 5
4 accurate d. 3 h. 2
6 demand
transportation Scanning (pages 119–120)
modern
1. North Africa, the Middle East
exact 2. organized religious (and) social activities
7 high-tech 3. sundials
4. water clock
B. 5. pendulum, 1656
6. about one-tenth of a nanosecond a day
Answers will vary. 7. 365 (days and) almost 6 (hours)
8. leap year
Understanding the
Target Vocabulary (pages 116–117) Understanding Reference
A. Words (page 120)
1. technology 5. fairly 1. people in North Africa and the Middle East
2. advanced 6. transportation 2. organized religious and social activities
3. set 7. exact 3. the various types of sundials
4. shadow 8. modern 4. adding a day (February 29) every fourth year
5. have a leap year/add a day
B.
1. b 5. b Discussion (page 121)
2. b 6. a 1.
3. c 7. c
Technology Problem Solution
4. a
The obelisk not portable the sundial

Building on the Vocabulary (pages 117–118) The sundial works only when the water clock
the sun is out and the hourglass
Answers will vary. Possible answers include: The water not very accurate mechanical clocks
1. radios, computers clock, the and not easily
2. cars, trains, airplanes, ships hourglass portable
3. truck The spring- not very accurate pendulum clocks
powered
mechanical
Using the Target Vocabulary in clock
New Contexts (pages 118–119) The not portable, not atomic clocks,
A. pendulum exact enough for high-tech clocks
clock modern life
1. advanced 5. measuring
2. fairly 6. exact 2. No, the reading gives no details. Possible
3. modern 7. technologies examples of things that happen at high speed
4. set and depend on having the exact time: high-speed
trains (to plan schedules and avoid collisions),
B. stock markets, and banking operations.
3. The first problem was that it actually takes more
1. Shadows 4. accurate than 365 days for the Earth to complete an orbit
2. equal 5. attend around the sun. The solution to that problem
3. high-tech 6. demand

was the invention of Leap Year, adding an extra 5. T (paragraph 7)
day every four years. As the reading notes “This “Start by giving onscreen text the attention it
[adding February 29] creates another problem.” deserves if you are reading to learn.”
We don’t need a full 24 hours every fourth year; 6. F (paragraph 6)
that’s too much time. That problem has been The reading reports that many students print out
solved by sometimes skipping leap day when the certain electronic texts./The reading gives other
leap year ends in -00. We add a day only when that advice about reading electronic texts.
year can be evenly divided by 400, like the year
2000. So 2000 was a leap and 2100 will not be. Thinking about the
5. Answers will vary. Students may know that the
calendar in use in most of the developed world A.
is the Western or Gregorian calendar (named
after Pope Gregory XIII, who introduced it in ¶ Nouns Verbs Adjectives Other
1582). They may also be familiar with religious 1 electronic
calendars, such as the Islamic (lunar) calendar. in particular
at least
Writing (page 122)
resource
A. and B. replace
Answers will vary. 2 carry out
respond
so far
C H A P TE R 10
4 on the other
TH E SC R E E N VS . TH E hand
PR I NTE D PAG E section
5 take
something
Getting Ready to Read (page 123) seriously
Answers will vary. behavior
6 practice
Read to Find Out (page 124) 7 deserve
Research that compares the two experiences has whenever
had mixed results, but in general, it seems that

people behave differently when they read a text on a
screen, and they may not understand and remember Understanding the
it as well as a printed text. Target Vocabulary (pages 127–128)
A.
1. b 4. a
A. and B. 2. c 5. a
1. F (paragraph 2) 3. b
Scientists have done over a hundred studies of
B.
how different technologies affect reading.
2. T (paragraph 1) 1. electronic 6. respond
“Most college students today, at least in the 2. at least 7. On the other hand
United States, are reading some if not all of their 3. resources 8. section
course materials on a screen . . . ” 4. replaced 9. take it less seriously
3. F (paragraph 2) 5. carry it out 10. whenever
People seem to understand and remember
printed texts better. Building on the Vocabulary (page 129)
4. F (paragraph 5)
People seem to be less serious about reading on 1. habit 3. practice
a screen. 2. behavior 4. misbehavior

Using the Target Vocabulary in in a text as they read it. Researchers have noticed
New Contexts (pages 130–131) that readers take reading on a screen less seriously
and seem to get distracted more easily. The writer
A. advises readers to avoid distractions, plan to reread,
1. so far 6. in particular ask yourself questions about the text, and take notes.
2. electronic 7. at least
3. take it seriously 8. resource Discussion (page 133)
4. on the other hand 9. Whenever
1. The writer’s purpose is to inform the reader
5. deserves
about the differences researchers have found
B. between reading a text on a screen and reading it
on a printed page and offer suggestions for how
1. c 3. d to approach reading onscreen texts, especially
2. b 4. a when someone is reading to learn, so that the
reader will better understand and remember the
C.
information.
1. replace 3. respond 2. Answers will vary.
2. section 4. carry out 3. The reading states that the research so far has
had “mixed results,” meaning that the studies
Text Organization (page 131) have not all produced the same findings. In
paragraph 6, the writer points out that the
2 practice of printing out electronic texts might
change “as technology improves.” The reader can
Supporting Details (page 132) infer that any improvement in technology could
also lead to different results in future studies
Answers may vary. Possible answers are: that compare reading on a screen with reading
2. Books have a left page and a right page, each on the printed page. (Changes in reader behavior
with four corners, making it easy to see your could also lead to changes in test results.)
progress as you read. You can also see how far 4. The writer compares the text in a book to c, an
into the book you are. Both these features of area you travel across. Certain details—“where
books make it easier to remember where in the you are,” “where you’re going,” “a mental
text you read something. map,” and “a home address” for each piece of
3. Researchers have found that people seem to take information inside the book and being able to
reading on a screen less seriously. They scan “return to” that information—contribute to the
more (rather than reading), they’re more likely comparison. The writer makes the comparison
to read something just once, and they tend to get to help the reader understand how the physical
distracted. They tend not to set reading goals or properties of a book allow readers to orient
reread parts that are hard to understand. themselves as they read a printed text.
4. Students can: Remember to reread, especially 5. The writer describes a more casual attitude
when a part of the text is difficult; avoid towards reading onscreen text, saying that
distractions and multitasking; ask themselves readers tend to take reading an onscreen text
questions about the text while they read it; take less seriously than a printed text. The problem
notes during and after reading. behaviors are: spending more time scanning for
information than actually reading, reading only
Summarizing (pages 132–133) once, failing to set reading goals, and getting
distracted from reading the text. (Note that
Answers will vary. A possible summary:
the suggested behaviors address each of these
According to “The Screen vs. the Printed Page,”
problems.) Answers will vary as to why readers
researchers have been studying whether people
are more likely to get distracted while reading
read, understand, and remember information in the
a text online. Possible answers include email or
same way when the text is on a screen instead of
text messages appearing on the screen, following
a printed page. The results of their research have
links that draw the reader away from the primary
been mixed, but in general, people “do a little better
reading task, noticing distracting material in
on tests of how well they have understood and can
a sidebar, and having multiple tabs open and
remember what they read” when they read a printed
flipping between them (either accidentally or on
text. One reason might be the physical properties of
purpose).
books, which help the reader know where they are

6. The purpose of marking up a text is to draw 6. F (paragraphs 4, 5)
attention to the most important information to Electricity “would open the door to advances in
help the reader remember it and find it easily education and communication, and it would let
to reread, refer to, or study later. Students’ doctors store medicines that must stay cold.”
ideas about how to mark up printed pages and
electronic texts will vary. Thinking about the
Target Vocabulary (page 138–139)
Writing (page 134)
A.
A. and B.
Answers will vary.
1 model
appropriate
C H A P TE R 11 2 solve
A PPRO PR I ATE 3 method
TEC H N O LOG I E S 4 engineering

realize
Getting Ready to Read (page 135) plenty
5 grain
1. Answers will vary, but correct answer is b.
2. Answers will vary. rural
6 load
Read to Find Out (page 136) attach
Appropriate technologies are types of technology 7 be better
off
that “use materials available in the local area; can
be understood, built, and repaired by the people who production
use them; [and] bring communities together to solve pollution
local problems” (paragraph 2). environment
Quick Comprehension Check (page 138) B.

A. and B. Answers will vary.
1. F (paragraph 2)
Appropriate technologies means low-tech Understanding the

tools and ways of doing things that people in Target Vocabulary (pages 139–140)
developing countries can use to solve local
problems. A.
2. T (paragraph 1) 1. c 6. a
“About 1.2 billion people—almost one-fifth of 2. a 7. b
the people on Earth—don’t even have electricity. 3. a 8. c
What they need is technology that is appropriate 4. b 9. a
for their situations.” 5. b
3. T (paragraph 4)
“Amy Smith is a U.S. inventor with a passion B.
for designing appropriate technologies. Smith
1. appropriate 4. loads
studied engineering . . . ”
2. engineering 5. be better off
4. T (paragraph 6)
3. grain 6. pollution
“In northern Ghana, another project designed to
help women failed partly for cultural reasons.”
5. F (paragraph 1) Building on the Vocabulary (page 141)
About 1.2 billion people—almost one-fifth of the 1. solve, solution 3. Production, produce
people on Earth—still don’t have electricity. 2. pollute, pollution 4. realize, realization

Using the Target Vocabulary in clean water, it could power tools for building
New Contexts (page 142) housing, it could power equipment that health
care workers need (computers, X-ray machines,
A. etc.), and it would open up new job possibilities
1. rural 7. the environment (as electricians, for one). The writer mentions
2. grain 8. appropriate technology for education, communication, and
3. models 9. loads health care (refrigerating medicines). Students’
4. method 10. attach answers about other technology will vary.
5. plenty 11. engineering 2. The two cases in which the technology
6. be better off succeeded were (1) in Sri Lanka where people
fill clear bottles with water and leave them in
Problem and Solution (page 143) the sun to heat so that germs are killed and
(2) in Africa where women grind grain using
2. using sunlight to kill germs; yes the screenless hammermill designed by Amy
3. the screenless hammermill; yes Smith. In both places, the technology succeeded
4. bicycle trailers; no because it solved a local problem and met most
5. develop alternative technologies, develop ways if not all of the criteria described in paragraph
to produce electricity; no 2, being easy to understand, use, and repair (or
in the case of the bottles, replace). On the other
Cause and Effect (page 143) hand, an effort to solve a transportation problem
for farmers in northern Ghana failed for two
Answers may vary. Examples:
reasons. The idea was that the farmers would
1. developing countries have different needs and
ride bicycles with two-wheeled trailers attached.
different resources than developed countries.
But the farmers are women, and in Ghana, it’s
2. they need to make their drinking water safe by
customary for men only, not women, to ride
using the sun to heat it and kill germs.
bicycles. Also, the style of bicycle on offer was a
3. it solves an important problem, it’s easy to use
man’s bicycle with a crossbar, which the farmers
and repair, and it doesn’t need electricity.
couldn’t ride because they wear dresses.
4. bicycles are normally ridden by men in their
3. Amy Smith spent four years teaching in
culture, and the bicycles given to the women
Botswana. While living in Africa, she saw what
had a crossbar, which made them difficult for a
the problems were and realized that she could
woman in a dress to ride.
apply her skills as an engineer to try to solve
them. During that time, she also gained a first-
Supporting Details (page 144) hand understanding of the culture, which is
2. High-tech machines require skills, parts, and/ important if new technology is going to “bring
or electricity that people in developing countries communities together to solve local problems.”
may not have. Answers will vary as to descriptions of Amy
Amy Smith’s screenless hammermill, for Smith, but all answers should be based on
example, does not need electricity. information in the text. A possible answer would
3. Electricity would allow for modern methods of be that she is smart (she has an engineering
communication and refrigeration of medicines. degree from a famous university), she has a
However, generating electricity can cause variety of skills (not just as an engineer but
pollution. as a teacher and a beekeeper), she is creative
4. With technology, people can get work done more (inventors are known for having lots of ideas),
quickly and efficiently. and she is kind (her work is all about helping
Technology can help people live healthier lives other people).
and get an education. 4. The sentence “Of course, the problems of
developing nations cannot all be solved by
thinkers like Amy Smith, but many can” is the
Discussion (pages 144–145) writer’s opinion, not a fact. It’s not something
1. The reading lists “basic needs for food, water, that can be proven to be true, and other people
clothes, housing, health services, and ways to might not agree. (They might think that most
make a living” (paragraph 1). Electricity would problems in the developing world demand
help them produce food (if they had machinery solutions that people like Amy Smith cannot
to grind grain, for example, or cook with or to supply.) The writer uses “Of course” to suggest
preserve foods by chilling or freezing them), that the information to come is obvious—that
it might help power systems to transport and Amy Smith and others like her can’t solve all the

problems in developing nations—and suggest 5. T (paragraph 4)
that every reader should agree it’s true. The Jules Verne imagined “high-speed trains, gas-
writer uses “As she says” to introduce support powered cars, electronic devices, skyscrapers,
for the ideas in the first sentence and argue that and modern methods of communication.”
the situation is what Amy Smith says it is. “As 6. T (paragraphs 6–10)
she says” means “Amy Smith is right when she In 1954, Isaac Asimov described “a child of the
says” (that technology can make life better in future using a personal computer to learn math.”
developing countries, even if it can’t solve all the
problems there). Thinking about the
6. Answers will vary. A.

Writing (page 145)
1 make up
A. and B.
imagination
Answers will vary. society
set
C H A P TE R 12 predict
exist
TEC H N O LOGY I N
3 adventure
SC I E N C E F I C TI O N confused
style
scientific
1. Answers will vary. Students might name the Star
4 description
Trek movies, the Alien movies, or Gravity, for
example. neither . . .
nor
take off
Read to Find Out (page 147) 5 century

11 in spite of
Some science fiction writers were very good at
predicting technology of the future. The reading
gives examples of predictions made by Jules Verne Understanding the

and Isaac Asimov that came true many years later.
But the reading also says that the predictions of sci-
fi writers “have been wrong more often than right.” A.
1. imagination 6. scientific
Quick Comprehension Check (page 149) 2. set 7. description
A and B 3. predicted 8. neither . . . nor
4. exist 9. took off
1. F (paragraph 2) 5. style 10. In spite of
People began writing science fiction in the 1800s
or maybe even earlier. B.
2. T (paragraph 1) 1. b 4. a
“Science fiction writers imagine not only people 2. c 5. a
and events but, perhaps most importantly, 3. c
technology. . . . These writers usually set their
stories in the future.”
The predictions of science fiction writers have Answers will vary.
been wrong more often than right.
4. F (paragraph 2)
The story of Frankenstein describes a “mad
scientist” trying to use technology to gain power.

Using the Target Vocabulary in alive, and the scientist dies as a result of his
New Contexts (pages 152–153) misuse of technology. (Note that electricity was
a new area of science and poorly understood in
A. 1818, when the story was written. It hadn’t yet
1. century 6. set begun to be used in technology. That became
2. made up 7. Society possible after Michael Faraday’s invention of an
3. adventure 8. confused electric dynamo, or generator, in 1831.)
4. predicted 9. exists In paragraph 3, the reading describes a story by
5. imagination 10. took off Jules Verne as “the first of his many great science
fiction adventure stories.” From this, we can
B. infer that the technology described in the story
has a more positive effect on the lives of the
1. d 3. b characters, three men who travel across Africa
2. a 4. c by hot-air balloon. The technology makes their
C. adventure possible.
In paragraphs 6–10, the reading describes
1. neither . . . nor 3. scientific Margie in Isaac Asimov’s story The Fun They
2. style 4. description Had. In this case, Margie is affected by new
technology, the “mechanical teacher.” We can
Scanning (page 154) assume that other children and their families,
too, are affected as well, so this technology has
a. 5, Isaac Asimov, 1954 an effect on society as a whole. The result of this
b. 2, Jules Verne, 1863 technology has been the replacement of teachers
c. 3, Jules Verne, 1863 and classrooms by solitary lessons at home,
d. 4, Jules Verne, 1865 which Margie at least is unhappy about.
e. 1, Mary Shelley, 1818 2. The writer says that readers were confused as to
whether Cinq Semaines en Ballon (Five Weeks
Paraphrasing (pages 154–155) in a Balloon) were true because, improbable
as the story sounded, “the writer’s style and the
1. a 3. a
scientific details made it seem true” (paragraph
2. b 4. b
3). Answers will vary as to whether readers
today might feel the same confusion when
Summarizing (page 155) reading a science fiction adventure story. On the
Answers will vary. Possible summary: one hand, advances in technology are happening
The reading “Technology in Science Fiction” rapidly, and readers might not know if the
starts with a definition of “science fiction.” Science technology in a story had or hadn’t actually been
fiction stories come from the writer’s imagination, invented. On the other hand, while readers in
they often deal with the effects of technology on 1863 wouldn’t have had any way to check the
people, and they are usually set in the future. Mary truth of Verne’s story, readers today could turn
Shelley was one of the first writers of science fiction. to the Internet to do research and figure out
She wrote a story about a scientist who created what to believe.
a human being out of parts of dead bodies. Jules 3. “They” refers to the children in the era of
Verne was an early writer of science fiction whose Margie’s grandfather’s grandfather: “all the kids
detailed writing made his stories seem believable. from the whole neighborhood came, laughing
He predicted that people would one day walk on the and shouting in the schoolyard, sitting together
moon and that we would have high-speed trains and in the schoolroom.” By giving the story the
gas-powered cars for transportation. In the twentieth title “The Fun They Had,” Asimov is drawing
century, science fiction writers tried to base their attention to the situation in the past, which
stories closely on actual modern technology. stands in sharp contrast to Margie’s situation
and helps make her feelings clear to the reader.
4. a. arithmetic, addition, proper fractions
Discussion (pages 155–156) b. Insert means “put in.” Proper means “correct.”
1. In paragraph 2, the reading describes the young c. Sigh means “a sad or tired sound.”
scientist in Mary Shelley’s Frankenstein. In 5. In paragraph 9, Asimov describes Margie as
her story, he uses electricity to make a creature sighing at the thought of how different school
(formed from a collection of body parts) come was long ago, when children came together at

school, so we can infer that she is feeling wistful, P
1
wishing that rather than being alone in her M O D E L

2
bedroom, she were surrounded by classmates. R S E T

3
Students’ own feelings about technology and its T E

impact on their education will vary. A S C W
4 5
6. As of this writing, flying cars and vacations B O A T T A C H

6
on the moon do not exist, or are not widely L L I E

available. Answers will vary as to which ones, if E N V I R O N M E N T
7 8
any, students long for. E N E E

A V
S E
Writing (page 156)
U R E A L I Z E
9
A. and B. R
C O N F U S E D
10
Answers will vary.

E
N
S T Y L E
11
C H EC K P O I NT 3 U
D E S E R V E
12
Look Back (page 157) Y

A. and B.
Building Dictionary Skills (pages 161–162)
Answers will vary.
1. a. 2 4. a. 3
b. 1 b. 1
Reviewing Vocabulary (page 158) 2. a. 2 c. 2
1. a. methods 3. a. rural b. 3 5. a. 2
b. grain b. exact c. 4 b. 3
c. shadows c. modern 3. a. d c. 1
2. a. make up 4. a. description b. 4 6. a. 1c
b. attend b. adventure c. 1 b. 1d
c. predict c. technology c. 1b
d. carry out d. 1a
Expanding Vocabulary (page 159)

U N IT 4
1. predictable 4. inaccurate
2. inappropriate
3. abnormal
5. unequal
6. similar
TH E E N V I RO N M E NT
A Puzzle (page 160)
Answers will vary.
Across Down
2. model 1. portable
3. set 3. section C H A P TE R 13
6. attach 4. solve SM A LL R I D E , B I G TRO U B LE
7. environment 5. whenever
9. realize 8. measure
10. confused 10. century Getting Ready to Read (page 164)
11. style 1. a. pollute
12. deserve b. polluted
c. a pollutant
2. Kinds of pollution include air, water, and soil
pollution (or soil contamination); noise pollution;
and light pollution (in cities at night). Answers
will vary as to whether the students see them as
a problem where they live.

3. The photo primarily suggests air pollution, but ¶ Nouns Verbs Adjectives Other
vehicles like the tuk-tuk can also contribute
3 interest
to water and soil pollution (from spilled fuel,
improper disposal, etc.). loan
maintain
Read to Find Out (page 165) decrease
The reading describes one attempted solution to 4 meanwhile

a specific source of air pollution (vehicles with competition
two-stroke engines in San Fernando City), and 5 fuel
then another more successful measure (retrofitting
6 passenger
the engines), but it offers no solution to the wider
problem of air pollution. income
8 border
B.
A. and B.
Answers will vary.
1. T (paragraph 2)
“While big vehicles often get the blame for it,
much of the blame in Asia really belongs to Understanding the
the ‘little guys.’ Small vehicles with two-stroke Target Vocabulary (pages 168–169)
engines put out huge amounts of dangerous A.
gases and oily black smoke.”
2. F (paragraph 2) 1. vehicles 6. decrease
Two-stroke engines cause much more pollution 2. blame 7. Meanwhile
than four-strokes. 3. estimate 8. fuel
3. T (paragraph 3) 4. harm 9. income
“Two-stroke engines are lighter and simpler, so 5. loan 10. borders
they are less expensive to buy and maintain.”
4. T (paragraph 5) B.
“Envirofit came up with a way to retrofit two- 1. engines 4. competition
stroke engines.” 2. interest 5. passengers
5. T (paragraph 6) 3. maintain
“Using the kits had cut both pollution (by more
than 70 percent) and the waste of gas and oil.
Saving money on fuel turned the taxi drivers into

believers.” 1. lent 4. lenders
6. F (paragraphs 2) 2. borrowed 5. interest
Two-stroke engines are used in other Asian 3. loan
countries besides the Philippines.
Thinking about the New Contexts (pages 170–171)
Target Vocabulary (pages 167–168) A.
A.
1. c 4. c
¶ Nouns Verbs Adjectives Other 2. b 5. b
3. a 6. a
1 vehicle
2 estimate B.
blame 1. vehicles 5. blame
engine 2. engine 6. passengers
harm 3. border 7. income
4. competition

Main Ideas (pages 171–172) money, so borrowing it costs the person nothing
(unlike a loan from a bank, which charges
A. interest). That would make it more affordable
2 for people to replace their two-stroke engine
vehicles—motorcycles, scooters, tuk-tuks, etc.—
B. with cars (which have four-stroke engines and
cause less pollution). As a result, many people
2
were able to afford cars. But those people then
sold their motorcycles, scooters, and tuk-tuks
Cause and Effect (page 172) to other people in the city, so traffic increased
A. and the two-stroke engines kept on polluting
the city. Answers will vary as to what the mayor
Answers may vary somewhat. Possible answers could have done differently. Possible answers
include: include requiring people who borrowed money
1. because of air pollution./because the air is for a car to sell their two-strokes to the city (so
polluted. the city could get rid of them), increasing taxes
2. because the city had a lot of vehicles with two- and fees on two-strokes (so they would no longer
stroke engines./because of all the vehicles with be cheaper than cars), and starting a bike-share
two-stroke engines. program. Students must bear in mind that the
3. because they put out more dangerous gases and reading says the solution “had to be cheap.”
oily black smoke./because of the dangerous 3. A nonprofit business uses the money it makes
gases and oily black smoke they put out. (after paying employees and covering expenses)
to help people rather than enriching the owners
B.
of the business. The nonprofit Envirofit was
Answers will vary. started by people who had worked on the
prize-winning clean, two-stroke engine for a
Problem and Solution (page 173) snowmobile. They used technology they had
developed for the snowmobile engine to create
Problem Solutions Tried Results kits (sets of parts and tools) for retrofitting two-
bad air quality— 1. m
aking loans a failure—no
stroke engines on other types of vehicles, and
pollution from so people decrease in they sent kits to the Philippines for testing by
two-stroke could upgrade either the taxi drivers in San Fernando City.
engines to vehicles number of two- 4. Answers will vary. There is no information in the
with four- stroke vehicles reading about the attitude of drivers. However,
stroke engines or the level of
air pollution
answer (a), that people don’t realize they’re
polluting, is unlikely because people can see and

2. k
its to retrofit taxi drivers smell the “oily black smoke” from two-stroke
two-stroke found they
engines saved gas and engines. We know that many drivers drove two-
oil; the kits cut strokes because they couldn’t afford cars (or at
pollution from least this was the belief of the mayor). We also
their vehicles by know that the taxi drivers who drove three-
70% wheeled motorbikes with two-stroke engines
“found that using the kit could mean increasing
their income by as much as a third. Right away,
Discussion (pages 173–174) they started to spread the word among other
1. No, it is not actually (literally) possible for a city drivers” (paragraph 6). Answer b is possible—
to choke; only a person or animal can choke. although there is no support for it in the reading,
The writer means that the city was in a terrible this answer would reflect a person’s skepticism
situation because of its air quality. By using about other people and their concern for the
choke, the writer is comparing the city to a environment. Answer c (the student’s own) will
person who can’t get enough air to breathe. vary. Students may suggest that the drivers do
2. The problem was the air pollution in San care about polluting the air—after all, this is the
Fernando City from two-stroke engines air that they and their families have to breathe—
(described in paragraphs 1 and 2). An interest- but they may feel they can’t afford cars, or they
free loan would require a person to pay back may think that the there are other, worse sources
only the amount of money borrowed; he or she of air pollution, so why should they be the ones
doesn’t have to pay any interest for the use of the to make (financial) sacrifices, unless everyone

else has to, too? 4. F (paragraph 8)
5. The writer means that air pollution in Asia Professor Nadkarni doesn’t think anyone should
can become air pollution in other parts of the stop using tree-based products.
world, so it’s a shared problem and one that 5. T (paragraph 10)
everyone should try to help solve. “Pollution pays “Both facts are very encouraging, aren’t they?
no attention to borders between countries or However, the same study provided some
continents”—it travels where the wind takes it. If troubling facts . . . ”
the U.S. government can help reduce air pollution 6. F (paragraph 10)
in India and other parts of Asia, then that will We’re using more trees than we’re planting.
help protect air quality for the rest of the world.
6. Answers will vary. Thinking about the
Writing (page 174)
A.
A. and B.
Answers will vary.
1 shade
valuable
C H A P TE R 14 2 oxygen
YO U R TR E E S , MY TR E E S , carbon
dioxide
O U R TR E E S
3 soil
4 keep up
Getting Ready to Read (page 175) with
Students’ answers will vary. Actual answers to population
questions 2 and 3 are: 5 look into
2. a
6 consume
3. c
diameter
Read to Find Out (page 176) rubber
ink
We need to plant more trees or reduce the rate at
which we’re consuming them if we want to keep the 8 grateful
current ratio of trees to people. renewable
9 get
Quick Comprehension Check (page 178) involved
A. and B.
B.
1. T (paragraphs 2, 3)
Answers will vary.
“Trees . . . take in carbon dioxide. . . . Keeping
that carbon out of the air is a good thing because
carbon dioxide is a greenhouse gas. Greenhouse Understanding the
gases keep heat from escaping into space and Target Vocabulary (pages 179–180)
may cause Earth to get too hot” (paragraph 2).
A.
“Second, trees help clean up the environment. For
example, they take pollutants out of the air, both 1. shade 5. keeping up with
dangerous gases (like carbon monoxide) and dust 2. oxygen 6. diameter
we don’t want to breathe in” (paragraph 3). 3. carbon dioxide 7. rubber
2. F (paragraph 2) 4. soil 8. ink
Trees and humans aren’t in competition for air;
trees take in carbon dioxide and put oxygen into B.
the air, while humans do the opposite, “making 1. a 5. b
them wonderful partners for us.” 2. c 6. a
3. T (paragraphs 2, 3, 4) 3. a 7. c
“The list of benefits [to the environment] from 4. c
trees goes on and on . . . ”

Building on the Vocabulary (page 181) 4. Nalini Nadkarni of the United States is drawing
public attention to the problem. Wangari Maathai
Answers may vary. Possible answers include: of Kenya led the planting of 30 million trees in
2. I want to get involved in saving the environment. Africa. Felix Finkbeiner of Germany started an
3. Soccer teams from around the world were organization that gets children around the world
involved in the competition. involved in planting trees.
4. Everyone warned her not to get involved with him.
5. I realize that solving the problem will involve
imagination and hard work. Fact vs Opinion (page 184)
A.
Using the Target Vocabulary in 1. Fact 4. Fact
New Contexts (pages 182–183) 2. Fact 5. Opinion
A. 3. Opinion 6. Fact
1. keep up with 5. diameter B.

2. look into 6. valuable
Answers will vary.
3. grateful 7. renewable
4. consume
B.
1. The writer’s purpose was to inform readers
1. oxygen 5. soil about a situation that affects everyone on Earth
2. carbon dioxide 6. population (the decreasing number of trees), explain why
3. ink 7. Rubber it’s a problem, and suggest what people can and
4. shade should do about it.
2. Answers will vary. Students might underline all
Main Ideas (page 183) of the following:
Paragraph 2: First, trees supply us with oxygen.
A. . . . Keeping that carbon out of the air is a good
Answers may vary somewhat. Possible main idea thing because carbon dioxide is a greenhouse
statement: Trees are a very valuable resource—for gas.
the environment as well as the products they give Paragraph 3: Second, trees help clean up the
us—but we are using them up faster than we are environment. For example, they take pollutants
replacing them, so we need to plant more. out of the air. . . . Trees clean the soil as well. . . .
Trees can also help with urban noise pollution,
B. blocking noise . . .
Paragraph 6: Nadkarni thought about all the

1
things she uses that are made from wood, or
from other tree-based products (such as rubber),
Supporting Details (pages 183–184) like newspapers, magazines, movie tickets,
Answers may vary. Possible answers include: birthday cards, pencils, ink, rubber boots,
1. Trees help reduce greenhouse gases in the furniture, wooden chopsticks . . .
atmosphere (which can cause Earth to get too Students’ ideas about the strongest reason may
hot) by taking in carbon dioxide and using it vary, but one especially compelling reason is that
to produce wood and leaves. Trees also take trees give us oxygen to breathe. (Because the
pollutants out of the air, such as in carbon writer begins with this reason and returns to it,
monoxide (a dangerous gas) and dust. They also it may be the most important one in the writer’s
clean pollutants from the soil. They reduce urban opinion.) Students’ ideas about other reasons
noise pollution. that trees are valuable will also vary, but they
2. Trees give us shade. We need the oxygen might include: their shade can protect people,
that trees put into the air. We also depend on animals, and buildings from the heat of the sun;
products that come from trees, such as wood and their roots can prevent erosion and flooding; they
rubber. provide birds and other animals with places to
3. According to a 2015 study, people are using trees live; they provide fruit and nuts to eat.
at a rate of 15 billion a year. We are planting trees 3. b. The reader can figure this out because in
at a rate of only 5 billion a year.

paragraph 10, the writer first presents “facts Read to Find Out (page 187)
[that] are very encouraging” and then uses
“However” to introduce some contrasting According to the reading, raising livestock for food
information (about the loss of trees). So does a lot of harm to the environment (causing
“troubling facts” do not give us hope and water and soil pollution and adding to global
confidence about the future but rather make warming), and if people ate insects instead, they
us worry. would get the protein they need without creating so
4. Professor Nadkarni asked the following many environmental problems.
questions:
a: “. . . is the number of trees keeping up with the Quick Comprehension Check (page 188)
population as it grows each year? ” (paragraph
A. and B.
4) and “professor Nalini Nadkarni wondered
about this, so she looked into how many trees 1. T (paragraph 2)
there are in the world” (paragraph 5). “According to the United Nations (UN), people
b: “Nadkarni then wondered how many trees today eat over 1,400 species of insects. They
that meant per person” (paragraph 5). eat them in 29 countries in Asia, 36 countries in
c: “Was that good news or bad? Nadkarni Africa, and 23 in the Americas.”
started thinking about how many trees 2. F (paragraph 7)
she herself would consume in her lifetime” Most North Americans don’t seem willing to eat
(paragraph 6). insects (according to the experts mentioned in
d: Answers will vary as to whether Nadkarni the text).
implies this question. 3. F (paragraph 3)
The reading answers question (a): “more than David Gracer is trying to persuade people to see
three trillion trees on Earth” (paragraph 10). It insects as food.
gives one answer to question (b): “[Nadkarni] 4. T (paragraph 3)
found that there were 61 trees per person.” “According to Gracer, a 2006 UN report made
However, since then, the world population has clear just how bad the situation is: Raising
grown, and there has been a new estimate of livestock is causing much of our water pollution,
the number of trees. The reading does not give a destroying large areas of land, and adding to
revised number of trees per person. global warming.”
5. The reading does answer the question as to 5. F (paragraphs 5, 6, 7)
whether trees are keeping up, and the answer Insects have many benefits as food.
is no. In paragraph 10, we learn that people are 6. F (paragraph 8)
planting about five billion trees a year but cutting Gracer would like to sell insects, but he doesn’t
down about 15 billion a year. If we continue to think he could make a living doing that.
lose trees at a rate of 10 billion a year, then in 300

years, there will be none left. That is certainly Thinking about the
a problem, given the many ways that people
depend on trees. The solution is to plant more
trees, or use fewer trees, or do both. A.

Writing (page 185)
2 force
A. and B. unless
Answers will vary. 3 set out
educate
C H A P TE R 15 current
destroy
WO U LD YO U E AT B U G S TO
4 environmental
SAV E TH E WO R LD? 5 source
protein
6 in terms of
Answers will vary. require

¶ Nouns Verbs Adjectives Other B.
7 expert 2. SD 6. SD
in favor of 3. SD 7. SD
4. MP 8. SD
be open to
5. SD 9. MP
8 speak
out C.
Answers will vary.
B.
Answers will vary. Using Graphic Organizers (page 195)
Answers may vary.
Understanding the Cattle only: raising cattle is bad for the
Target Vocabulary (pages 190–191) environment, raising cattle produces a lot of
A. greenhouse gases, cattle eat more food than they
produce, cattle require a lot of water
1. forced 6. protein Insects only: most insects are harvested (caught or
2. unless 7. in terms of collected) rather than raised on farms, insects are
3. current 8. in favor of low in fat and high in protein, most North Americans
4. destroy 9. are open to would not be willing to eat them, some people like
5. source 10. speaking out eating them covered in chocolate
Both: people around the world eat both, people raise
B.
both on farms, both can provide people with protein
1. set out 4. require
2. educate 5. experts Fact vs. Opinion (page 195)
3. environmental
1. Fact 4. Opinion
2. Fact 5. Fact
Building on the Vocabulary (page 191) 3. Opinion 6. Fact
Answers will vary.
Using the Target Vocabulary in 1. The phrase never in a million years is a way of
New Contexts (pages 192–193) saying “never” with a lot of force. People usually
A. use it when speaking about things they would
not do or do not believe could possibly happen in

1. a 5. b the future. The writer is imagining a reader who
2. b 6. b feels very strongly that he or she would never
3. b 7. c eat insects. Students’ own answers about eating
4. c insects will vary.
2. (a) The writer is making the point that plenty of
B.
people do eat insects and eat them willingly—
1. environmentally 5. experts it is not a bizarre practice but a longstanding
2. protein 6. set out custom in many places.
3. in favor of 7. educated 3. Subtract means to take away; it’s the opposite
4. destroyed of add. The sentence means that cattle, which
are raised to provide food (beef), are actually
Understanding Main Ideas, Major consuming more than they contribute as food.
The word is in italics because the writer wants
Points, and Supporting Details (page 194)
to emphasize its contrast with “adding to” (the
A. world’s food supply) and make sure the reader
notices this point.
3
4. c. The writer turns to two food experts,
both professors who study food and food
production. They agree that farming insects
is a good idea, so they support Gracer’s
argument.

5. According to paragraph 3, Gracer “says the major 2. F (paragraph 4)
reason to eat less of those foods is that current Traveling beekeepers are needed by farmers.
methods of raising livestock—animals such as 3. T (paragraph 5)
cows, chickens, and pigs—use 30 percent of all “The wild bees were disappearing because of
the land on Earth and have a terrible effect on changes in land use and methods of farming.”
the environment.” He uses facts from a UN report 4. T (paragraph 5)
to back up his argument. Students’ answers will “Agriculture was changing, too, with the
vary as to how convinced they are that a problem introduction of new pesticides. Wild bees were
exists and how convinced they are that eating carrying pollen with pesticides home to their
insects is the solution. hives and killing off entire populations.”
6. Professors Kok and Nestle are not optimistic 5. T (paragraph 7)
that North Americans will turn to eating insects: “Farmers and other big landowners—and anyone
Professor Kok is “not sure many Canadians are with a garden—must do whatever they can to
open to the idea.” Nutrition professor Marion protect wild bees.”
Nestle of New York University “would agree 6. F (paragraph 8)
with him about the benefits of insects as food. Some people who care about the environment,
However, she also thinks that before most North like Douglas Barasch, are feeling hopeful.
Americans would eat them, they would have to
be very, very hungry” (paragraph 7). Gracer is Thinking about the
not optimistic either. When he says, “If I did this
for a living, my family and I would be eating bugs
Target Vocabulary (page 200–201)
all the time,” he means that if he tried to make a A.
living importing and selling insects in the United
States, or educating people about eating insects, ¶ Nouns Verbs Adjectives Other
then he would not be making enough money for 1 essential
his family to eat anything but bugs. 2 threat
3 hunt
Writing (page 196) crop
A. and B. 4 occur
Answers will vary. call on
5 agriculture
pesticide
C H A P TE R 16 6 at least
A SM A LL C R E ATU R E
7 productive
yet
W ITH A B I G JO B 8 crisis
lie
immediately
1. Answers will vary. motor
B.
Answers will vary.
Bees have been dying off, severely reducing the
bee population in North America, Europe, and Asia
for reasons that include changes in land use (not Understanding the
enough flowering plants are left to feed the bees), Target Vocabulary (pages 201–202)
parasites, and the use of pesticides. A.
1. b 5. c
Quick Comprehension Check (page 200) 2. b 6. a
A. and B. 3. c 7. b
1. F (paragraph 3) 4. a
A beekeeper is a person who works with bees.

B. 5. because then it’s free of pesticides and there are
likely to be plenty of weeds and other flowering
1. threats 5. agriculture
plants to feed bees.
2. crops 6. pesticides
3. occurred 7. at least
4. call on 8. productive Discussion (pages 206–207)
1. The partners are the bee and the plant. The plant
Building on the Vocabulary (page 203) provides the bee with pollen (and nectar), and
the bee carry pollen from one plant to another,
1. take place 3. occur
so that the plants can produce seeds. For many
2. happening 4. occur
plants, pollination is only possible because of
bees, so without bees, the plants (including
Using the Target Vocabulary in trees) could not produce seeds, and we would not
New Contexts (pages 203–204) have the fruit, vegetables, or nuts they produce.
2. In paragraph 6, the reading states, “In the spring
A.
of 2005, U.S. beekeepers found that one-third
1. pesticides 6. hunt of their honeybees had died during the winter,
2. at least 7. crop much more than is normal,” (emphasis added)
3. threat 8. agriculture so we can infer that it’s normal that some
4. motor 9. yet honeybees don’t survive the winter. The reasons
5. immediately given for the drop in the bee population are:
Paragraph 5: changes in land use (more land
B. developed for housing, meaning fewer flowering
1. e 4. a plants) and the development of pesticides (which
2. b 5. d killed bees by accident), and
3. c Paragraph 6: parasites and diseases.
The natural causes would be parasites and
diseases; people are to blame for destroying the
Understanding Main Ideas, Major bees’ habitat and the side effects of pesticides.
Points, and Supporting Details (page 205) 3. Students may or may not agree that much of
1. Bees have been disappearing in North America, the news today about the environment sounds
Europe, and Asia, and people need to figure bad, and they may or may not feel anxious when
out how to protect bee populations because we it’s bad news. Douglas Barasch isn’t anxious
depend on them to pollinate most of the fruits, because he sees people responding to the
vegetables, and nuts we eat. challenges of solving environmental problems,
2. a. MP e. SD and he is hopeful that people will come up

b. SD f. SD with solutions. Students may understand
c. MP g. MP that the writer’s purpose is to reassure
d. MP h. SD readers: If Douglas Barasch—the editor of an
environmental magazine, who must know and
care a lot about the environment—feels hopeful,
Text Organization (page 205) then maybe they can, too.
a. 3 e. 4 4. The purpose of changing laws would be to
b. 1 f. 7 protect bees from the threats they now face.
c. 6 g. 5 New laws that might help the situation would be
d. 2 laws that governed the use of land and required
leaving land in a natural state (see paragraph 7)
Cause and Effect (page 206) or laws that ruled out the use of pesticides that
kill bees (see paragraph 6). The last sentence
Answers may vary somewhat. of paragraph 8 reads: “One thing is clear: We’ll
1. because they need to find new sources of pollen have to figure out how to save the bee’s way of
for their bees. life if we want to save our own.” Our own way
2. because wild bees were disappearing. of life includes enjoying a wide variety of fruits,
3. because of changes in land use (fewer flowering vegetables, and nuts, most of which depend on
plants, so less pollen), pesticides, parasites, and bees, so if we want to continue to enjoy these
other factors that are not yet understood. foods, we need to find a way to save the bee from
4. because we depend on them to pollinate most extinction.
food crops.

5. What the topics of Chapters 13–16 have in A Puzzle (page 211)
common is that each reading describes a threat
to the environment. Students’ answers, as to
X E Z F O R C E R P X
their feelings about the future, will vary. They
may feel pessimistic, or they may share Barasch’s
H S X U N L E S S O J
optimism.
R T K E Z J X W G P Z

A I X L X W K Z S U Q
Writing (page 207)

I M M E D I A T E L Y
A. and B.

S A E S S E N T I A L
Answers will vary.

E T X C Z X V Q X T Y

D E C R E A S E K I E
C H EC K P O I NT 4

K X V Q X W J X Z O T
Look Back (page 208)
Z J X Z C U R R E N T
A. and B. M E A N W H I L E Q X

Answers will vary.
Across Down
Reviewing Vocabulary (page 209) 1. unless 1. fuel

2. essential 2. population
A. 3. immediately 3. yet
1. protein 4. ink 4. meanwhile 4. raised
2. border 5. diameter 5. force 5. estimate
3. valuable 6. decrease
7. current
B.
1. carbon dioxide 6. at least Building Dictionary Skills (page 212)
2. speak out 7. call on 1. a. 2 3. a. 1
3. look into 8. in terms of b. 3 b. 4
4. set out 9. keep up with c. 1 c. 2
5. be open to 2. a. 2 d. 3
b. 1
Expanding Vocabulary (page 210) c. 3

d. 5
1. a. competitive 4. a. productive
b. competition b. productively
2. a. destroy 5. a. renewal
b. destruction b. Renewable U N IT 5
3. a. gratefully
b. gratitude
6. a. requirement
b. require
EC O N OM I C S
Answers will vary. Possible answers include jobs or
employment, wages, the stock market, interest rates,
imports and exports, taxes.

C H A P TE R 17 Thinking about the
EC O N OM I C S —W H AT’S IT Target Vocabulary (page 221)
A.
A LL A B O UT ?
Getting Ready to Read (page 218) 1 economics
1. Answers will vary. debt
2. Answers will vary. rise
after all
Read to Find Out (page 219) 2 individual
According to economist Pearl Claunch, “The 3 since
economist’s special way of looking at the world scarce
involves looking at the costs and benefits of making
any decision or choice.” approach
5 opportunity
Quick Comprehension Check (pages 220–221) loss
6 labor
A. and B.
property
1. F (paragraph 1)
7 trade
Economics is about us, in our roles as workers,
consumers, savers, and investors, in addition to exchange
how governments collect and spend money. 8 necessary
2. T (paragraph 2)
“To get the things we need and want, we need B.
to use our resources—our money, time, and
skills—and those resources are limited.” Answers will vary.
3. T (paragraph 2)
“To get the things we need and want, we need Understanding the
to use our resources—our money, time, and Target Vocabulary (pages 222–223)
skills—and those resources are limited. That
forces us to make choices.” A.
4. T (paragraph 3) 1. economics 5. opportunity
“The economist’s special way of looking at the 2. debt 6. loss
world involves looking at the costs and benefits 3. after all 7. property
of making any decision or choice.” 4. scarce 8. exchange
5. F (paragraphs 6, 7)
The government has more than one role in the B.
economy (for example, spending decisions and
creating currency). 1. c 5. b
6. T (paragraph 5) 2. a 6. b
“However, the costs of buying or doing 3. c 7. a
something include more than just the price we 4. b
pay in dollars or euros or yen. When we choose
one thing over another thing we also want Building on the Vocabulary (page 224)
(because we can’t have both), then we lose the
1. economics 4. economical
opportunity to get that other thing. Economists
2. economic 5. Economic
have a term for this loss: opportunity cost.”
3. is 6. economically

Using the Target Vocabulary in 3. to make it easier for people to buy and sell goods
New Contexts (pages 224–225) and services (so they don’t have to exchanges
actual goods and services for each other).
A. 4. because of their individual values.
1. approach 5. exchange
2. property 6. debt Understanding the Writer’s
3. opportunity 7. labor Purpose (page 227)
4. Since
1. a 3. b
B. 2. b 4. a
1. loss 5. scarce
2. individual 6. rise Discussion (page 228)
3. After all 7. trade 1. The writer refers to individual decisions that
4. necessary we make as workers, consumers, savers, and
investors, including “such things as what
Understanding Main Ideas, Major products to buy, what work to do, and how much
Points, and Supporting Details (page 226) to invest in our education.” Collective decisions
made by the people of a country would include
A. decisions on who to elect to national office and
2 what products are going to be most popular
or successful (from cars to movies to clothing
B. styles). Decisions that are neither individual nor
collective might be decisions that couples or
Answers may vary. Possible answers include:
families make about what to buy, how much to
1. People make decisions in their roles as “workers,
save, and so on.
consumers, savers, and investors.”
2. The reading explains that the opportunity cost
We decide things like what to buy, what
of something you buy, or choose to do, is losing
education to get, and what kind of work to do.
the chance to do something else with that money
We make choices to buy or do one thing and not
or time. Answers will vary as to the opportunity
another.
cost of being a student: It depends on what the
2. If a person chooses to buy something, the costs
individual student might otherwise have chosen
include both the price and the loss of the
to do—work, relax, spend time with family or
opportunity to do something else with that money.
friends, etc.
If a government makes a choice about an action
3. Values is closest in meaning to answer choice b,
to take, it affects people in many ways—the
ideas about what’s important. The reading says

costs are the negatives (using up taxpayer
that each person’s values lead him or her to make
money, possibly upsetting voters, possible
different choices (we make our decisions based
environmental costs), the benefits are the
on what we consider right or most important)
positives (getting a needed highway, possibly
and to judge the actions of our government
pleasing voters).
differently, particularly as they affect the
3. We can do a cost-benefit analysis for decisions
economy. When there is disagreement among
we make in our personal lives (pizza or a movie?
citizens about what the government should and
how do we want to spend our time?).
shouldn’t do, it’s often because we have different
Governments need to do cost-benefit analyses
values.
for decisions they make (how to spend taxpayer
money, which building projects to do).
4. The government has to decide how to spend
taxpayer money. Writing (page 228)
It has to create currency. A. and B.
Answers will vary.
Cause and Effect (page 227)
Answers may vary somewhat.
1. because the news stories might contain
economic terms that they don’t understand.
2. because there are also opportunity costs to think
about (and benefits to weigh against the costs).

C H A P TE R 18 ¶ Nouns Verbs Adjectives Other
S U PPLY A N D D E M A N D 6 bring up
other than
Getting Ready to Read (page 229) effective
Answers will vary. attractive

drive up
Read to Find Out (page 230) 7 assume
significant
As prices go up, demand will generally go down. As
prices go down, demand will generally increase. On 8 to sum up
the other hand, rising and falling prices have the
opposite effect on supply. B.
Answers will vary.
A. and B. Understanding the
1. F (paragraph 1) Target Vocabulary (pages 233–235)
The laws of supply and demand affect each other. A.
2. F (paragraph 1)
Supply means how much of a product or service 1. balance 5. attractive
is available or can be produced./ Demand means 2. crosses 6. assume
how much people want to buy something. 3. run out 7. significant
3. F (paragraph 5) 4. effective 8. To sum up
A low supply of something may result in a
B.
shortage.
4. T (paragraph 7) 1. b 5. c
“The demand for a necessity is less likely to rise 2. a 6. a
or fall in response to a change in price than the 3. c 7. a
demand for a luxury . . . ” 4. b
5. T (paragraph 6)
“Many factors other than price can play a role in Building on the Vocabulary (page 235)
how much of a demand there is for a product or
service.” 1. ineffective 4. disorganized
6. F (paragraph 6) 2. unattractive 5. imbalance
When something is scarce, people are more 3. insignificant

interested in buying it.
Thinking about the Target New Contexts (page 236)
Vocabulary (pages 232–233) 1. terms 7. runs out of
A. 2. brings up 8. quantity
3. crosses 9. other than
¶ Nouns Verbs Adjectives Other 4. drives up 10. To sum up
2 as 5. bring in 11. assume
3 bring in 6. as
quantity
The Main Idea (page 237)
balance
4 cross 2
5 term
run out
Understanding Text Features (page 237)
1. e 4. d
2. c 5. b
3. a

Major Points and Supporting helped, or that the fact of the toy being scarce
Details (page 238) might have increased people’s sense of its value
and desirability. Answers about other factors
A. will vary. Possible other factors include the toy
Answers may vary somewhat. being associated with a popular film, or in North
1. The law of demand says that “if the price for a America, the toy coming out just in time for the
good or service goes down, people will buy more, Christmas rush.
and if it goes up, people will buy less” (paragraph 4. The exception to the rule is when the product or
8). service for sale is a necessity. Paragraph 7 states
2. The law of supply says that “if the price goes “the demand for a necessity is less likely to rise
up, producers will produce more, and if it goes or fall in response to a change in price than the
down, they’ll produce less” (paragraph 8). demand for a luxury . . . ” The reading doesn’t
3. Both a surplus and a shortage result from mention any exception to the law of supply, but
differences between supply and demand. A there could be various reasons why a producer
surplus is the result of a supply of a product or might not want to produce more of something
service being greater than the demand for it; a even when the price goes up. For example, they
shortage happens when the supply can’t keep up might want to drive the price still higher, or they
with the demand. might want to keep the product scarce so that
the price stays high, or there might be increased
B. costs associated with an increase in production
(such as the need to build more factories) which
1. True 5. True would eliminate the increase in profits.
2. It doesn’t say. 6. True 5. Answers will vary about students’ personal
3. It doesn’t say. 7. False decisions as consumers. The reading says little
4. False 8. It doesn’t say. about differences among consumers other than
that if strawberries get too expensive, some
Discussion (pages 238–239) shoppers won’t buy them, meaning others will,
and that in the case of high gas prices, some
1. Meet means “match” or (be equal to). We know
drivers will change their behavior, but others
from paragraph 2 that when demand is high,
won’t. Answers will vary about differences
sellers can set a high price and make a profit if
among people in how they behave as consumers.
they produce and sell enough of whatever goods
(These might include their current income,
or services people are looking to buy. If they
their saving and spending habits, their sense of
can’t produce enough to meet the demand, then
economic security, etc.)
they lose the opportunity for a sale. Sellers don’t
want to produce more than the demand because
then they’ll end up with a surplus (paragraph 5). Writing (page 239)
2. If strawberries went up to $10.00 a box, that A. and B.
would mean that the price had doubled. Some
consumers would consider the price too high Answers will vary.
and buy something else instead, reducing the
demand. Based on the diagram, where $5.00 a
box is the equilibrium price, there would be a C H A P TE R 19
gap between supply and demand, and producers B E H AV I O R A L EC O N OM I C S
would end up with a surplus. They might then
drop the price, hoping to increase demand and
sell more strawberries before they’re no longer Getting Ready to Read (page 240)
fresh enough to sell at any price. Answers will vary.
3. It is the popular toy. Flies off the shelf means
“sells very quickly”—as quickly as store owners
manage to put them on the shelf, shoppers buy
them. The reading states that the toy became Behavioral economists are discovering how our
more popular than expected, so more of them emotions get in the way of our decision-making as
sold than the producer had planned on. The consumers and how we tend to repeat the same
writer suggests that effective advertising on mistakes.
TV might have increased demand for the toy,
or that word-of-mouth advertising might have

Quick Comprehension Check (page 243) B.
A. and B. Answers will vary.
1. T (paragraph 7)
“Ariely is a professor of behavioral economics, a Understanding the
fairly new area of economics that has to do with Target Vocabulary (pages 244–245)
economic decisions. He studies the behavior of A.
consumers, borrowers, and investors.”
2. T (paragraph 8) 1. Even though 6. get in the way of
“That is, most economists assume that people 2. thought 7. surround
are sensible and will make the choices that do 3. helped themselves 8. in relation to
them the most good.” 4. went through 9. admits
3. F (paragraph 3) 5. borrower
Dan Ariely is not a traditional economist./Dan
Ariely is a professor of behavioral economics, a B.
fairly new area of economics. 1. ordinary 4. fake
4. F (paragraph 4) 2. nevertheless 5. sensible
In one of Ariely’s studies, college students took 3. hand out 6. frequently
someone else’s soda but didn’t touch the money.
5. T (paragraph 8)
“Ariely calls people ‘predictably irrational’
because their decisions often don’t make sense 1. Even though 4. Nevertheless
and because he can predict the mistakes they 2. nevertheless 5. even though
will make.” 3. Even though 6. nevertheless
6. F (paragraph 11)
Ariely hasn’t learned how to avoid poor choices Using the Target Vocabulary in
as a consumer, as he bought an expensive car he
didn’t need – all because there was something
free offered with it. A.
1. c 4. b
Thinking about the 2. b 5. a
Target Vocabulary (pages 243–244) 3. a 6. b
A. B.
1. 5. ordinary
¶ Nouns Verbs Adjectives Other borrower

1 ordinary 2. frequently 6. admit
3. sensible 7. surround
even though
4. thought
2 thought
3 help yourself Reading for Details (page 248)
5 nevertheless
A.
go through
1. True 5. True
7 hand out
2. False 6. False
fake 3. True 7. False
borrower 4. It doesn’t say. 8. True
8 sensible
B.
frequently
a. 5 d. 3
get in the
way of b. 4 e. 1
c. 2 f. 6
10 surround
in relation to
11 admit

Understanding the Writer’s 3. The writer means that smart salespeople know
Purpose (page 249) how to present information and choices to
shoppers to encourage them to buy, even if it’s a
1. a 3. b poor decision. Smart in this case has a negative
2. b 4. a meaning; the writer implies that the salespeople
aren’t being helpful—they’re being manipulative
Summarizing (page 249) and taking advantage of shoppers.
4. Ariely bought the car he chose because it came
Answers may vary. Possible summary: with three years’ of free oil changes, even though
The reading “Behavioral Economics” introduces that’s worth a relatively insignificant amount
Dan Ariely, who is a behavioral economist. of money and the car wasn’t the kind of car he
Behavioral economics is an area of economics really needed. He doesn’t think he made a good
that deals with economic decision making. One choice; the writer’s use of admit shows that
difference between Ariely’s views and the teachings Ariely feels embarrassed about his poor decision.
of traditional economics is that according to Earlier in the reading, we learned that the idea of
traditional economics, people know what is best for getting something for free has a powerful effect
them and make sensible economic decisions, but on people. The final question of the reading is,
Ariely finds that people often make poor economic “Is Professor Ariely as predictably irrational as
choices. Ariely thinks we should learn more about the rest of us?” Based on the one decision we
our decision making so that we can make better know about—his choice of car—the reader can
choices and avoid mistakes. say “Yes” or “Probably not—he must’ve learned
something!—but everyone makes mistakes.”
Discussion (page 250) 5. Answers will vary.
1.
Situation 1 Situation 2
Writing (page 251)
Percent of Percent of A. and B.
Price Buyers Who Price Buyers Who
Chose It Chose It Answers will vary.
Gourmet 15¢ >70% 14¢ 31%
chocolate
C H A P TE R 20
Ordinary 1¢ <30% free 69%
chocolate TH E EC O N OM I C S O F
When Ariely first offered the chocolates, most H A PPI N E S S
people (over 70%) wanted the better-quality
chocolate, even though it cost 14 cents more. Getting Ready to Read (page 252)
When he dropped by prices by a penny, the
better-quality chocolate still cost 14 cents more, 1. Of the top 10 happiest countries, 8 are also among
but most people (69%) now wanted the ordinary the world’s richest 25. Of the 10 unhappiest
chocolate, which was free. The reading implies countries, 8 are among the world’s poorest 25.
that the desire to get something for free is very This suggests a strong link between how wealthy
strong in people’s minds, and that was what a country is and how happy its people are.
made the difference. Opinions may vary as to 2. Answers will vary. Students may be surprised
whether this was a sensible economic choice. by how happy certain countries are or aren’t.
If we assume that the better-quality chocolate (Note that the happiness ratings are averages
was actually worth paying 14 cents more for—as of how people rated their own life satisfaction,
most people thought in the beginning—then no, not a score given them by any outside evaluator.)
it was not a sensible choice. Students may also be surprised by how
2. The first time Ariely secretly visited each dorm, particular countries rank in terms of their
he left a six-pack of soda in a refrigerator that average income (GDP per capita expressed in
students shared. Within three days, students dollars, taking purchasing power into account).
had taken all the sodas. The second time, he Not every country included in the research by
left plates with six one-dollar bills, which no Stevenson and Wolfers appears in this graph, and
one took. The reading doesn’t explain why the students may be surprised not to see a particular
students helped themselves to the sodas but country or countries included.
not the money. Students will have various ideas 3. These countries all averaged about 5 as a
about this behavior. “happiness” score: Zambia, Vietnam, Indonesia,

Russia, and Hungary. (One could also include ¶ Nouns Verbs Adjectives Other
Nepal, India, Egypt, Iran, Turkey and Latvia.)
3 tear apart
The graph tells us that even though their
happiness scores are very similar, their average poll
incomes range from less than $1,000 a year for satisfied
Zambia to over $16,000 a year in Hungary. Given 4 wealth
the link between income and happiness—as
5 argue
shown in the chart on page 252 and by the overall
pattern shown on the graph—students may be position
surprised that Zambians are so happy or that reveal
Hungarians aren’t happier. citizen
6 scale
7 as for
The answer is “maybe”—there is disagreement percentage
among the experts.
rate
8 central
A. and B. B.
1. T (paragraph 2) Answers will vary.
“Richard Easterlin is an economist who has
studied national happiness for years.”
2. T (paragraph 3)
Understanding the
“Easterlin pointed to Japan as an example. In the Target Vocabulary (pages 257–258)
years following World War II, Japan experienced A.
an economic boom . . . Japan grew from a
country torn apart by war into one of the richest 1. growth 6. scale
nations in the world. Surprisingly, however, the 2. torn apart 7. As for
people of Japan didn’t seem to grow any happier.” 3. poll 8. percentages
3. T (paragraph 7) 4. argued 9. rated
“As for the case of postwar Japan: Stevenson and 5. revealed 10. central
Wolfers also looked back at the research done
B.
there. It turns out that the question in the poll
changed over time.” 1. c 4. b
4. F (paragraph 6) 2. a 5. a
The richest countries are among the happiest 3. c
countries.
Economists do not all agree on the role of
income in happiness. 1. to 4. of
6. F (paragraphs 10, 11) 2. with 5. for
According to Easterlin, comparing yourself 3. on
with others may make you happier or unhappier.
According to Lyubormirsky, happy people don’t Using the Target Vocabulary in
think like that—they don’t compare themselves New Contexts (pages 259–260)
with others.
1. revealed 6. percentage
2. wealth 7. Therefore
Thinking about the 3. rated 8. As for
Target Vocabulary (page 256) 4. growth 9. polls
A. 5. scale 10. torn apart
¶ Nouns Verbs Adjectives Other The Main Idea (page 260)

1 therefore
1
2 growth

Text Organization (page 260) writer suggests that the idea that money can’t buy
happiness is popular because “we all hope that
a. 3 d. 5 happiness is within our reach even when wealth
b. 2 e. 4 is not.” Having happiness “within our reach”
c. 6 f. 1 means that it’s possible for us to have it at some
point (even when wealth is beyond our reach—i.e.,
Understanding Major Points (page 261) not possible). Answers will vary as to whether
students agree that this is the reason for the
Easterlin Stevenson Lyubomirsky popular belief that money doesn’t buy happiness.
and 2. Idea (a) is discussed in paragraphs 2 and 5. All
Wolfers
three economists agree. Paragraph 2: Easterlin
1. Getting yes yes ? believes “Poor people do become happier
the money
to meet when they get enough money for basic needs.”
basic needs Paragraph 5: Stevenson and Wolfers write, “Most
makes poor countries get happier as they get wealthier.”
people Idea (b) is discussed in paragraphs 2, 3, 5, and 8:
happier. Only Stevenson and Wolfers agree with this idea:
2. When a yes no ? “Our key finding is that income appears to be
country’s closely related to happiness. . . . Most countries
economy
get happier as they get wealthier” (paragraph 5).
grows, it
does not Easterlin disagrees; he believes that once basic
mean that needs are met, “beyond that . . . more money does
its citizens not mean more happiness” (paragraph 2).
get happier. Idea (c) is discussed in paragraph 9: All three
3. Most no yes ? economists agree: “Easterlin, Stevenson, and
nations Wolfers would all agree on at least one thing:
become Money isn’t the only factor that influences
happier as
they get happiness” (paragraph 9).
richer. Answers will vary as to which of these ideas
students agree with and why.
4. Money is yes yes ?
not the only 3. The problem was that “the question in the poll
thing that changed over time” (paragraph 7). A poll isn’t
affects valid if the pollsters aren’t consistent; they must
national ask everyone the same question if they’re going
happiness.
to compare their answers. When Stevenson and
5. A person’s yes no no Wolfers studied the research and looked at only

happiness the polls in which the question was consistent,
depends on
how much then they found that people in Japan did report
he has more happiness as Japan got richer. This
compared contradicted Easterlin’s theory.
to others. 4. The phrase relative income means how much
6. Happy ? ? yes money someone makes compared to other
people people, whether it’s high, low, average, etc.
don’t Absolute income means the amount someone
usually
makes—how many dollars or pesos per week/
compare
themselves month/year. Easterlin says that a person’s
with others. relative income affects their happiness because
comparing yourself to others and feeling richer
will make you feel happier. Students may or may
Discussion (pages 261–262) not agree.
5. When Lyubomirsky said that the less happy
1. The reading mentions the commonly held idea
people in her research “went on and on,” she
that money can’t buy happiness. Basically, this
meant they kept talking—they had a lot to say on
is what Easterlin is saying: After certain basic
the subject of comparing themselves with other
needs are met, increasing national income
people. When she said that the happy people who
(making more money) doesn’t increase national
took part in her research “didn’t know what we
happiness (doesn’t make people happier). The
were talking about,” she meant that they didn’t

understand the question because they didn’t 4. get in the way 9. handed out
normally compare themselves with other people. 5. help themselves 10. other than
Lyubomirsky does not agree with Easterlin; she
does not consider it human nature to compare Expanding Vocabulary (pages 265–266)
ourselves with others or that our happiness
depends on such comparisons. The writer’s 1. a. attract 4. a. satisfying
opinion isn’t explicitly stated in the reading, b. attraction b. satisfy
but the fact that the writer gives Lyubomirsky c. attractive 5. a. surroundings
the last word suggests that the writer believes 2. a. economize b. surrounding
that her research makes a strong argument. The b. economic
writer chooses to conclude the text with that c. economical
message, making it likely to be what the reader 3. a. fake
remembers. b. fake
6. Answers will vary as to how students would
answer the question. However, asking the same A Puzzle (page 267)
question in different situations—such as face-
to-face on the street vs. on the phone—might Across Down
influence how participants respond. In a poll, it’s 1. argued 1. approach
important to keep conditions as consistent as 6. as 2. balance
possible so that you can make comparisons and 7. borrowed 3. rose
generalizations. 9. percentage 4. position
11. significant 5. admit
Writing (page 262) 12. financial 8. debt
13. citizen 10. effective
A. and B.
A R G U E D
1
Answers will vary.

P
P B
2
R P A R A S
3 4 5 6
C H EC K P O I NT 4 B O
7
R R O W E D O L
D S S M A A
8
P E R C E N T A G E S I G N I F I C A N T
9 10 11
Look Back (page 263) F B T T H C

F T F I N A N C I A L E
12
A. and B. E O
C C I T I Z E N
13
Answers will vary.

T
I
Reviewing Vocabulary (pages 264–265) V
E
A.
1. d 5. b Building Dictionary Skills (page 268)
2. g 6. e 1. a. 2 2. a. 2
3. f 7. c b. 1 b. 1
4. h 8. a c. 3 3. a. 2
B. d. 4 b. 1
1. h 5. c
2. g 6. d
3. a 7. e
4. f 8. b
C.
1. even though 6. brings in
2. in relation to 7. as for
3. After all 8. bring it up

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Getting Ready to Read (page 2) 3 drive

What young entrepreneurs have in common with 5 service

“Some very well-known businesses, such as A.

Password 4, Student Book Answer Key 2

older ones. Young entrepreneurs would have

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Password 4, Student Book Answer Key 4

Password 4, Student Book Answer Key 5

A L A N G UAG E O N TH E MOV E ¶ Nouns Verbs Adjectives Other

Answers will vary.

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Writing (page 35) Thinking about the

¶ Nouns Verbs Adjectives Other

1. F (paragraph 5) Understanding the

Password 4, Student Book Answer Key 8

only for the workers themselves but for their

Password 4, Student Book Answer Key 9

The reading states that the worker-owners

5. within 10. set up

Password 4, Student Book Answer Key 10

M H K F A I R Getting Ready to Read (page 56)

I T Y I Answers will vary.

I in Australia or Japan and to be born female.

will live. For example, smoking can take years

Password 4, Student Book Answer Key 11

¶ Nouns Verbs Adjectives Other 1. limit 4. treat

2. likely 7. treat 4. You can’t control your genes, and 70 percent of

B. Answers may vary. Possible answers include:

Building on the Vocabulary (page 61) Discussion (pages 65–66)

Password 4, Student Book Answer Key 12

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¶ Nouns Verbs Adjectives Other 1. recent 5. prove

brain produce natural painkillers

Password 4, Student Book Answer Key 14

new research might not see placebos that way

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cry emotional tears. Some people believe that crying

Password 4, Student Book Answer Key 16

point that people who cry when they shouldn’t

Writing (page 89) development

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3. One group of babies got three 15-minute

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surprised by the study. They’ll be surprised if

Writing (page 100)

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E. Thinking about the

1. Check both options. ¶ Nouns Verbs Adjectives Other

Password 4, Student Book Answer Key 20

The obelisk not portable the sundial

Password 4, Student Book Answer Key 21

had mixed results, but in general, it seems that

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TEC H N O LOG I E S 4 engineering

Quick Comprehension Check (page 138) B.

5. A person’s yes no no Wolfers studied the research and looked at only