TABLE OF CONTENTS

Skills Section: Surveying...................................................................................... 1

Unit 1: Countries And Cultures............................................................................... 1

Skills Section: Understanding References ................................................................... 2

Skills Section: Guessing Vocabulary.......................................................................... 3
Vocabulary Development: Identifying Parts Of Speech .................................................... 3

Unit 2: Astronomy ............................................................................................. 3

Skills Section: Note-taking ................................................................................... 6

Vocabulary Development: Dictionary Use ................................................................... 7
Vocabulary Development: Collocations ....................................................................... 7

Unit 3: Food And Nutrition ................................................................................... 7

Skills Section: Skimming .................................................................................... 10

Skills Section: Scanning ...................................................................................... 10

Unit 4: The Ocean ........................................................................................... 10

Skills Section: Finding Main Ideas .......................................................................... 13

Skills Section: Use Of Connectors .......................................................................... 13

Unit 5: Flight ................................................................................................. 14

Skills Section: Distinguishing Between Facts And Opinions ............................................... 16

Skills Section: Making Inferences And Drawing Conclusions .............................................. 16
Vocabulary Development: Connotations ..................................................................... 16

Unit 6: Music ................................................................................................. 16

Skills Section: Understanding Graphic Information ........................................................ 18

Vocabulary Development: Synonyms And Antonyms ...................................................... 19
Vocabulary Development: Derivatives ....................................................................... 19

Unit 7: The Brain ............................................................................................ 19

Skills Section: Paraphrasing ................................................................................. 21

Skills Section: Text Analysis ................................................................................ 21

Unit 8: Colors ................................................................................................. 22

Consolidation: Reading ........................................................................................ 26

SKILLS SECTION:
SURVEYING
1. Countries And Cultures
2. 5 readings; The Snake Charmers Of India; The Day Of The Dead In Mexico; World Records
From Thailand; The People Of Kenya; Sumo Wrestling In Japan
3. Pictures
4. Comprehension questions (true–false, multiple-choice, open-ended), labeling a picture,
vocabulary.

UNIT 1: COUNTRIES AND CULTURES

Think And Talk Before You Read

Question 1. I. Japan F. Kenya A. Egypt D. Spain J. Saudi Arabia

B. India H. China E. Mexico G. Hawaii C. Russia
Vocabulary to be pre-taught for Reading 1:
attack, (un)common, exhibit, lid, perform, prefer, poisonous
READING 1: THE SNAKE CHARMERS OF INDIA
1A.
1. F 2. F 3. T 4. T 5. F 6. T 7. T 8. T 9. T 10. F
Vocabulary to be pre-taught for Reading 2:
beloved, consider, delicious, foreigner, graveyard, make an offering, prepare, tradition and traditionally,
unique
READING 2: THE DAY OF THE DEAD IN MEXICO
For Exercise 2A the students may come up with different answers. Whatever the answers, they check with
the text.
2A.
1. skull 2. candle 3. photograph 4. flowers 5. apples
2B.
1. b 2. b 3. a 4. a 5. b 6. b 7. a 8. a 9. b
Vocabulary to be pre-taught for Reading 3:
be made from, belong to, creation, fall sick, healing power, include, natural, man-made, produce, promote
and promotion, tribal medicine man
READING 3: WORLD RECORDS FROM THAILAND
3A.
1. The world’s largest fish, the 12-meter Rhincodon typus.
2. Shrimps, vegetables and spices.
3. The Department of Industrial Promotion.
4. Yes. Thousands of tourists tasted and enjoyed it.
5. Any two: There are 1,200 staff; there are 541 waiters and waitresses; waiters and waitresses wear
roller skates; the restaurant can produce 3,000 dishes in an hour.
6. Chinese, Japanese and Western food.
7. He is a tribal medicine man; he heals people.
8. He felt weak and sick.
9. Hoo Sateow’s younger brother.
10. It is too long and difficult to clean; they wash it once a year.
3B.
1. add
2. tradition
3. share
4. greet

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5. decide
6. produce
7. measure
8. belong
9. man-made
10. prepare
11. remember
12. annually
Vocabulary to be pre-taught for Reading 4:
animal waste, be made of, blood, custom, enough, land, life-style, material, mud, well-known, wrap around the
body
READING 4: THE PEOPLE OF KENYA
4A.
2. very little water
3. b
4. Any two: roads; cars or buses; electricity; running water; telephones; schools, hospitals or shops.
5. find a better place to live/food and water
6. a
7. leaves; grass
8. very dry
9. sheep; goats; cows; camels
10. necklaces; bracelets; earrings
4B.
1. The names of the most well-known tribes in Kenya.
2. a. The land is poor and arid so people cannot grow anything; they have to find food and water for
themselves and for their animals.
b. Milk from sheep, goats, cows and camels; soups from some plants.
3. Any logical answer.
Vocabulary to be pre-taught for Reading 5:
ancient, date back, get a prize, immediately, judge, overweight, protect, referee, take place, vital organ
READING 5: SUMO WRESTLING IN JAPAN
5A.
1. b 2. a 3. a 4. b 5. b 6. b 7. a 8. a
5B.
2. wrestling
3. wrestler
4. winner
5. win
6. weight
7. weigh
8. overweight
9. tradition
10. traditional
11. move
12. movement
13. decision
14. decide
5C.
1. Canada
2. Australia
3. Brazil
4. Greece
5. Japan
6. Thailand
7. Egypt
8. Germany
SKILLS SECTION:
UNDERSTANDING REFERENCES
Call the students’ attention to singular vs. plural differences when they are answering questions and insist on
the exact wording.
1. giant pandas
2. Da xiong mao
3. China
4. bamboo
5. bamboo plants grow in only a few places
6. in an upright position
7. (The very thick, oily, woolly) fur
pandas
8. cub
9. panda cubs
10. the late Pliocene or early Pleistocene period

SKILLS SECTION:
GUESSING VOCABULARY
Call the students’ attention to the clues when they are answering questions
1. Clue: be called
female pandas
Clue: be called
male pandas
2. Clue: or
hide
3. Clue: ( )
115 kilos
4. Clue: In other words
very little or no food
5. Clue: that is
continue to live
Clue: reference (these), repeated word (teeth)
flat teeth
6. Clue: i.e.
the natural environment
Clue: information around the word (but ... high into the mountains)
a
7. Clue: rewording in the following sentence
spends most of its life alone
8. Clue: information around the word (lived to be 35 years old, turned 30 in 2000, live longer)
a
9. Clue: information around the word (at birth, like new-born human babies)
new-born / baby
10. Clue: such as
a marsupial / marsupials
11. Clue: information around the word (hunt, sell, kill)
b

VOCABULARY DEVELOPMENT:
IDENTIFYING PARTS OF SPEECH
The focus of the exercise is identifying parts of speech. If you want to follow up by making the students
guess the words, possible answers are given below:
1. noun (team)
2. adverb (hard)
3. verb (have sent)
4. noun (atmosphere)

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5. adjective (microscopic)
6. verb (are)
7. adjective (various)
8. adverb (gradually)

UNIT 2: ASTRONOMY
Vocabulary to be pre-taught for Reading 1:
cause, collapse, create, dense, edge, expand, explode, forever, form, make up, period, simple, space,
unknown
READING 1: THE UNIVERSE
1A.
1. F 2. T 3. T 4. F 5. F 6. T 7. T 8. F
1B.
1. Astronomy
2. The Big Bang Theory
3. (the period ) before the Big Bang
4. The first hydrogen atoms
5. Other scientists
1C. Call the students’ attention to different verb and noun forms.
form formation
cause cause
explode explosion
create creation
expand expansion
grow growth
1D.
3. cause
4. explosion
5. created
6. exploded
7. grow
8. caused
9. creation
10. growth
11. expand
12. expansion
Vocabulary to be pre-taught for Reading 2:
among, be composed of, be made up of, boil, circular paths, close to, dense, density, freeze, float, rock,
speed, storm
READING 2: ALL ABOUT OUR SOLAR SYSTEM
2A. f
2B.
1. Jupiter
2. Venus
3. It is small, rocky and has one moon
4. Rock and metal
5. It is very close to Earth in size
6. It is the least dense planet
7. 9. 8 Earth hours
8. On Mercury
9. Venus
10. The Earth
11. Mercury
12. On Jupiter
2C.
3. to include: to have as a part
4. huge: very big
10. gravity: a natural force pulling objects towards any other object
9. velocity: speed
2. to orbit: to travel in a fixed and curved path around a planet or star
7. to last: to continue to exist
6. to fit: to be the right size and shape
5. exception: something unusual or different
8. to boil: to heat a liquid until it reaches a high temperature and turns into gas
2D.
2. include
3. consist
4. huge ; lasted
5. gravity
6. velocity
7. fit
8. boil
9. orbit
10. exception
2E.
18 x 365 = 6,570 Earth days the person has lived
6,570  224 = 29 The person’s age on Venus
Vocabulary to be pre-taught for Reading 3:
change, evaporate, far, freeze, frozen, layer, surface, (un)suitable, without
READING 3: PLUTO
3A.
1. F 2. F 3. T 4. T 5. T 6. F
3B.
1. crust 2. mantle 3. rocky core
3C.
1. human beings
2. very cold
3. methane, nitrogen and carbon dioxide
4. frozen methane
5. atmosphere
6. Charon
7. 1978
8. same
Vocabulary to be pre-taught for Reading 4:
anymore, burn up, dust, exist, faraway, oval-shaped, tail
READING 4: COMETS
4A.
1. to consist of
2. a cloud of gases around the center
3. remain
4. small pieces
5. elliptical
6. to change
7. to decrease
8. see
9. not to exist
10. sungrazers
11. to hit
4B.
1. The gas tail and the dust tail; 250 million km.

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2. Its outer layer begins to evaporate; its velocity increases; it becomes visible; it loses some of its
material.
3. The Great Comet of 1843, the Great Comet of 1884, the Hale-Bopp Comet, Donati's Comet, the
Shoemaker-Levy 9 Comet.
Vocabulary to be pre-taught for Reading 5:
airflow, although, pillow, sponge, strap, waste
READING 5: LIVING IN SPACE
5A.
2. crumbs
3. crumbly
4. float
5. room
6. spacecraft
7. bounce
8. fasten
9. dump
10. garbage
5B.
crumbs (noun) float (verb) sticky (adjective)
room (noun) bounce (verb) crumbly (adjective)
spacecraft (noun) fasten (verb)
garbage (noun) dump (verb)
2. crumbs
3. fasten
4. bounce
5. room
6. crumbly
7. float
8. dump
9. spacecraft
5C.
1. d 2. c 3. c 4. d

5D.
1 2
S S
U T 3
1 D I S C O V E R 6
T R V 4 V
A E 2 A D D O
B P E L
L O N 5 U
3 W E I G H R S M M
4 A V E R A G E
T T
5 F R E E Z E T
E
6 P R O C E S S
SKILLS SECTION:
NOTE-TAKING
III. outer core
 liquid
 S&O
 ~2,260 km thick
IV. inner core
 center of earth & deepest part
 solid
 r: ~1,228 km
 temp: 3,000-6,500o C

VOCABULARY DEVELOPMENT:
DICTIONARY USE
1. a hand-written text or handwriting
2. in the original state
3. to go or fall below the surface of water, mud or sand
4. happening slowly or by small steps
5. a person who lives in a certain area
6. occurring in the past
7. a person who travels a long way to visit a holy place for religious purposes
8. to come together in a group or place
9. to stop
10. extremely valuable, worth a great deal

VOCABULARY DEVELOPMENT:
COLLOCATIONS
Focus the students’ attention on chunks rather than on individual answers while doing the exercise.
2. in the Earth’s crust
3. a volcano erupts
4. come out from deep inside the Earth
5. classify according to their activity
6. three different classifications of volcanic activity
7. an active / sleeping / dormant / extinct volcano
8. in recent history
9. for a long time / thousands of years
10. in other words
11. have signs of activity
12. it is hard to tell
UNIT 3: FOOD AND NUTRITION
Vocabulary to be pre-taught for Reading 1:
a balanced diet, cell, digestion, food groups (carbohydrates, fats, proteins, vitamins, minerals), function,
muscle, nutrient, nutrition, process, product, solid and liquid, source, substance

READING 1: A BALANCED DIET

1A.
1. make nutrients
2. to take
3. nutrients
4. complex
5. simple carbohydrates
6. the same
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7. saturated
8. to carry
9. need a lot of fat
10. plentiful
11. most plentiful substance in our bodies
12. necessary
13. a lot of protein
14. to control
15. inside
16. vitamin
17. to see
18. no
19. milk
20. minerals
21. to keep in good condition
22. to need
1B.
Nutrient Kind/Example Source Use
1. Simple 2. cereals, rice, potatoes, bread, to use fats effectively,
Carbohydrates spaghetti, fruit, vegetables 3. for the brain
Complex
Saturated butter, cheese, milk, cream, 6. transport nutrients, keep
Fats chocolate, ice-cream the body warm and active,
4. Unsaturated 5. nuts, oils, fish such as tuna provide a place to store
vitamins
eggs, milk, soybeans, rice, corn, build and repair body cells,
7. Proteins meat, fish, potatoes, peanuts 8. essential for growth
A 10. milk, vegetables, fruit 11. healthy skin and
9. Vitamins eyesight
C vegetables, fruit resistance to cold

D 12. dairy products strong bones and teeth

B12 meat, dairy products 13. formation of red blood

cells
14. Minerals Calcium 15. milk, cheese, yogurt 16. strong bones and teeth

Iron meat, vegetables, fruit, bread, 17. for hemoglobin

cereals
18. Zinc for body enzymes

Magnesium 19. milk, vegetables, fruit, bread, 20. for the nervous system
cereals
Vocabulary to be pre-taught for Reading 2:
aging , depend on, develop, fiber, moist, plant (n/v), prevent, region, root, seed, soil, variety
READING 2: VEGETABLES, VEGETABLES...
2A.
1. flowers 2. leaves 3. stem 4. tubers 5. roots
2B.
POTATO
history  from Peru, Incas 1000s of yrs. ago, plant p
 p figures in houses
 today Quechua Indians:  1,000 names
 p from Caribbean: batata
nutrition  healthy, nutritious
 1 medium p: 45% 1) vit C
21% 2) potassium
(3 x 1 medium orange)
3) 12% fiber
 4) skin  nutrients e.g. 5) fiber, potassium, iron, zinc, calcium,
phosphorus, vit B
 eat with skin
 grow: 20 days; p: 6) 100-140 days
p. plant  not v. hot or cold temp
parts flower  perfect: both 7) male & female parts
 colors: 8) white, lilac, purple, violet
depends on 9) variety
leaves
stem  above & underground stem system
 above: flowers & leaves
 under: tubers & roots
tubers  in stem system
 eat tubers
roots
2C. Any relevant question.

2D. Suggested notes:

BROCCOLI

 from cabbage, cauliflower family

 history:  2,000 yrs
ancient Romans
Italians, 16th c., from Italian brocco: arm, branch
other people, 1920s
 growth: cool climate, moist soil
90% winter months: Nov. – March
100 – 120 days
 parts: roots, stem, large dark green leaves
head: bunches of flowers
eat bunches
 nutrition: vit. A (15 %), vit. C (220 %), fiber, potassium, iron, calcium
phyto-chemicals, anti-oxidants:
prevent carcinogens forming & getting to cells
stop aging
fight disease e.g. heart disease, cancer

2E.
1. c 2. b 3. d 4. a 5. b 6. c

Vocabulary to be pre-taught for Reading 3:

canned food, food safety, foodborne illness, frozen food, leak, melt, poultry, raw food, reheat, victim

READING 3: FOOD SAFETY FACTS

3A.
1. D 2. B 3. E 4. G 5. F 6. A 7. C
3B. Remind the students to focus on the examples together with the meanings:
1. to suffer: to experience something unpleasant like an illness <suffer from cancer>
2. to prevent: to keep from happening <prevent accidents>

xi
3. level: an amount of something, especially in comparison with something else <production is at a low level
this year>
4. rapidly: quickly or suddenly <the number of people grew rapidly>
5. proper: correct, right as to how to do something <the proper way to fix that engine>
6. harmful: causing damage <a harmful chemical>
7. to consume: to eat or drink up <consumed a whole gallon of ice cream>
8. to multiply: to increase in number, make or become more numerous
9. to destroy: to cause damage to <bombs destroyed the city>
10. consequence: an often bad result of a particular action or situation <have disastrous consequences>
3C.
1. suffer
2. level
3. prevent
4. rapidly
5. harmful
6. multiply
7. consume
8. destroy
9. prevent
10. consume
11. multiply
12. proper
13. consequence
3D.
1. Because they don’t know how to cook!
2. Corn!
Vocabulary to be pre-taught for Reading 4:
major, produce, purpose, quantity
READING 4: PLANT NUTRIENTS
4A.
1. Because plants get them from the air and water.
2. Plant roots absorb them with water from the soil.
3. There are not always enough of these nutrients in the soil, and plants use large amounts for their
survival and growth.
4. They use fertilizers to add these minerals to the soil.
5. Dead grass and leaves are organic matter. When they decompose, plants get sulphur.
6. Calcium, magnesium, sulphur. Also nutrients like boron, copper, iron and zinc.
7. For photosynthesis.
8. Phosphorus and zinc.
9. By providing nitrogen.
10. Non-mineral nutrients: hydrogen, oxygen, carbon and mineral nutrients: nitrogen and iron

4B.
2. water
3. temperatures
4. function
5. diet
6. storage
7. fats
8. vitamins
9. amount

4C.
1. 15 kilos
2. sugar
3. dog food
4. cereal
5. vegetables
6. 1.5 kilos
7. caffeine

SKILLS SECTION:
SKIMMING
1. c
2. c
3. a
The students can come up with different answers to Questions 4 and 5, so encourage discussion,
especially on key words. Suggested answers:
4. topic: what yawning signals/means
key words: yawning, need for oxygen/action/change
5. topic: the first yawn
key words: children, copy other people’s yawns, the age of four, studies on yawning
6. d
7. a, c, e
8. d
9. d
10. c

SKILLS SECTION:
SCANNING
1. Approximately 1,000 meters
2. Union Of European Football Associations
3. Football became an Olympic event
4. 91 to 118 meters long, 45 to 90 meters wide
5. The beautiful game
6. 435 to 497 grams
7. Harpastum
8. The London Football Association

UNIT 4: THE OCEAN

Think And Talk Before You Read

Question 4. Four: the Pacific (the biggest), the Atlantic, the Indian and the Arctic
Question 5. Whale, shark, jelly fish, sea lion, dolphin, sea horse, star fish, sea urchin, crab, turtle

Vocabulary to be pre-taught for Reading 1:

affect, algae, appear and look, blow, existence, force, marine, mud, natural disasters (flood, drought,
storm, earthquake), pick up, regular, reflect, rely on, result and result in, rotate, strange, supply

READING 1: THE EARTH’S OCEANS

1A. Possible answers:
1. Uses / benefits / importance of oceans
2. Ocean waves
3. Tides
4. Color of the ocean

1B.
A. Paragraph 2
B. Paragraph 4
C. Paragraph 3
D. Paragraph 1

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1C.
1. T 2. F 3. F 4. T 5. F 6. T 7. T 8. T 9. F 10. T

1D.
1. b 2. d 3. d 4. a 5. d 6. c 7. a 8. c

Vocabulary to be pre-taught for Reading 2:

algae, calm, deep and shallow, depth, edible, except, hard and soft, hold onto something, however, length,
present, reach, regain, restrict, seaweed, shore, therefore

READING 2: SEAWEEDS

2A.
2. D 3. A 4. E 5. F 6. C
2B. Possible answers:
A. Green algae
B. Seaweeds
C. Products from seaweeds: carrageenan and agar
D. Three main groups of seaweeds: green, brown and red algae
E. Brown algae
F. Red algae
2C.
1. Paragraph B, lines 3-4: ... but the majority grow attached to hard surfaces such as rocks and shells.
2. Paragraph B, lines 5-6: ... or even deeper if the sunlight can reach them.
Paragraph A, line 1-2: These seaweeds need a lot of sunlight and...
3. Paragraph D, line 1: ... three main groups of seaweeds; they are the green, brown and red algae.
4. Paragraph D, lines 2-3: ... many red algae are yellow, brown and black.
5. Paragraph A, lines 2-3 & 6: A common green algae is sea lettuce or Ulva. ... Ulva is found throughout
the world.
6. Paragraph A, lines 7: You can add it raw to your salad.
7. Paragraph E, lines 1: Brown algae can live in ... and prefer cooler temperatures.
8. Paragraph E, lines 3: This group of algae includes the rockweeds and kelps.
9. Paragraph F, lines 5-6: Together with the kelp, this group probably contains the most economically
important of all the marine algae.
10. Paragraph C, line 1: Two of the products from seaweeds are carrageenan and agar.
11. Paragraph C, lines 2-3: It is found in dairy products such as ice cream, milk shakes and sherbets and in
beverages like fruit juice, beer and wine.
12. Paragraph C, lines 5-6: It is used in many of the same ways as carrageenan.
2D.
1. Nothing, it just waved!!
2. Because pepper makes them sneeze!

Think And Talk Before You Read

Question 1. They are mammals.
Question 2. Acrobatic whales and pink whales are not whale types.
Vocabulary to be pre-taught for Reading 3:
breathe, endangered species, hunter, kill, pollution, remove, sense, sound, wide and narrow

READING 3: GRAY WHALES

3A.
1. b 2. a 3. a 4. a 5. b 6. b 7. a 8. a 9. b 10. a
3B.
1. Both are smooth
2. Two
3. Because their eyes are small and far back on their head.
4. In cold northern waters; Arctic waters; Chukchi and Bering Seas.
5. Three or three and a half hours
6. Because they migrate to California; because many people see them near Baja California.
7. In the south; in Baja California, Mexico.
8. They eat gray whale calves.
9. 2000
10. To remove parasites; fresh water kills their parasites.
11. Their population decreased dangerously; to protect them from human hunters.
12. a. By hunting
b. By water pollution
c. By fish nets
d. By noise pollution
Vocabulary to be pre-taught for Reading 4:
agree, disturb and disturbance, happen and happening, invisible, mystery, occur, on board, solve, triangle

READING 4: THE BERMUDA TRIANGLE

4A. 1 and 2

4B.

4C.
2. B 3. C 4. A 5. F 6. D

4D.
1. b 2. i 3. f 4. d 5. c 6. g 7. a 8. e 9. h 10. j

4E.
2. the shape of a triangle
3. many unexplained happenings
4. an abandoned ship
5. no evidence to solve the mystery
6. various explanations
7. on the other hand
8. extremely powerful
9. a great deal of

4F.
1. TRIP
2. LIPS
3. SHIP
4. MOVING
5. KNOW
6. TRAGEDY
7. SEA
8. MOONLIGHT
9. S.O.S.
10. DESTINATION
11. STORM
12. U.F.O.

SKILLS SECTION:
FINDING MAIN IDEAS

xv
1. d 2. d 3. c 4. b 5. a 6. c

SKILLS SECTION:
USE OF CONNECTORS
Call the students’ attention to punctuation and how it provides clues when they are answering the questions.
I.
1. such as
2. Although
3. For example
4. As a result
5. in order to
6. because
7. In addition
8. However
9. also
10. In other words

II.
11. In addition
12. that is
13. because
14. in order to
15. as a result
16. However
17. for example
III.
18. Although
19. because
20. Moreover
21. However
22. Consequently

UNIT 5: FLIGHT
Think And Talk Before You Read
Question 5. 1. H: 400 B.C. 2. B: 1485 3. F: 1783 4. D: 1849 5. I: 1891 6. C: 1903
7. A: 1907 8. E: 1919 9. G: 1935
Vocabulary to be pre-taught for Reading 1:
ability, attach, be fascinated, design (v/n), engine, feather, frame, glider, injure, invention, land (v),
manned flight, principle, steam, success, successful, try, vehicle, wing

READING 1: THE HISTORY OF FLIGHT

1A.
1. b 2. i 3. j 4. a 5. c 6. d 7. f 8. h 9. g 10. e
1B.
1a. jumping
1b. Without
1c. (two large) hats
1d. Abbas ibn-Firmas
1e. wings
2a. 1783
2b. lighter-than-air flight
2c. steam
2d. control
2e. engine
2f. 1899/1900
3a. fixed wings/gliders
3b. G. Cayley
3c. heavier-than-air flight
3d. 1891
3e. two
3f. controllable (biplanes)
4a. Power
4b. The Wright Brothers
4c. Flight
1C.
2. h: design aircraft
3. c: a rigid metal frame
4. k: historic pioneers
5. 5: i: develop a theory
6. d: principles of flight
7. j: high mountain tops
8. g: a hot air balloon
9. e: become famous
10. 10. f: average speed
11. a: for the first time in history
Vocabulary to be pre-taught for Reading 2:
allow, be able to, bend, bottom, blow up, bottom, direction, horizontal and vertical, lift (v), passenger,
power plant, propeller, run on, stretched out, wooden

READING 2: BLIMPS
2A.
1. A balloon is round, but a blimp looks like an egg or a cigar.
2. Because it is full of helium gas.
3. So that it wouldn’t bend (if there was a heavy weight on it or in bad weather).
4. It had a steel frame around it.
5. a. the envelope b. the gondola c. the power plant / engines d. the controls
6. It stores the gas.
7. Steam
8. Because there were many accidents.
9. Because they are filled with helium, which does not burn, not hydrogen.

Vocabulary to be pre-taught for Reading 3:

air flow, combine, curved, forward and backward, involve, lead to, over and under, overcome, push,
reduce, underneath

READING 3: FORCES IN FLIGHT

3A.
1. 1. a. lift b. drag c. weight d. thrust
2. The lift must be greater than the weight; the thrust must be greater than the drag.
3. a. fast-moving air over the wing
b. high pressure on lower surface
c. smaller force pushing down
d. net force: lift upwards
4. a. thrust / lift b. by propeller or jet
5. a. backwards / opposite the direction the car is moving b. Drag
6. They try to make the body of the plane smooth and curved enough and consider the speed of the plane.

3B.
a. forces; balancing; drop; weight
xvii
b. flows; For example; discovered; increases; over; lift

Vocabulary to be pre-taught for Reading 4:

angle, be connected, circle (v/n), difference, effect, experience, face (v), forward and backward, native,
recreational toy, return, stick, strike, weapon
READING 4: THE BOOMERANG
4A.
1. d 2. a 3. d
4B.
1. However
2. that is
3. Moreover
4. For example
5. Since
6. Therefore
4C.
2. through
3. climb
4. over
5. into
6. upward
7. horizontally
8. spin
9. land
10. around
11. return
4D.
2. cause
3. device
4. difference
5. effect
6. experience
7. hunt
8. principle
9. result
10. sound
11. throw

4E.
1. He spent days trying to throw the old one away.
2. A zoomerang
3. A roomerang
4. A stick

SKILLS SECTION:
DISTINGUISHING BETWEEN FACTS AND OPINIONS
1. F 2. O 3. F 4. O 5. F 6. F 7. F 8. O 9. F

SKILLS SECTION:
MAKING INFERENCES AND DRAWING CONCLUSIONS
Encourage as much discussion as possible when the students are answering the questions
1. a, f
2. a, d, f
3. b, d, e
4. b, c
5. b
6. a
7. b
8. a

VOCABULARY DEVELOPMENT:
CONNOTATIONS
I.
1. a 2. d 3. b 4. c 5. f 6. e 7. h 8. g
II.
1. a 2. b 3. b 4. a 5. b 6. a 7. a 8. b
III.
1. He approves of it.
Clues: Paragraph 2: he explicitly states it (it has great importance)
Paragraph 1: his description of the night (real fun, carnival atmosphere)
2. b
Clues: Paragraph 1: his description of what women did that night (...showered the men with flour and water
and shouted..., also real fun, carnival atmosphere)
3. c
Clues: Paragraph 2: his style changes and turns formal; there are longer sentences with connectors; also
his choice of words (importance, violence, political conflict, crime)
4. The women’s.
Clues: All those related to Question 1
Paragraph 2: the last sentence

UNIT 6: MUSIC
Think And Talk Before You Read

Question 4. 1. A 2. D 3. B 4. F 5. C 6. E

Vocabulary to be pre-taught for Reading 1:

agitated, anxiety, attitude, blood pressure, contribute, conversely, coordination, distraction, drill, ease,
enable, focus, generate, heartbeat and rate, lower, mental activity, mind, operate, operation, pain,
patient, psychology and psychologically, raise, researcher, respond, response, unpleasant

READING 1: WHAT MUSIC DOES TO YOU

1A. Any idea relevant to the topic such as: Music makes you feel good / cheers you up / helps you express
your emotions easily / causes people from different cultures or backgrounds to fee closer
1C.
1. E 2. C 3. A 4. D 5. F 6. G 7. B
1D.
1. c 2. a 3. c 4. b 5. d 6. c 7. d 8. c 9. b 10. d
1E.
1. d 2. c 3. c 4. B

Vocabulary to be pre-taught for Reading 2:

compare, concern, divide, error, gather, generalization, illuminating, military, promote, relationship,
sample, subject of the experiment, treatment, troubled, widespread

READING 2: HEAVY METAL, RAP AND ADOLESCENT BEHAVIOR

2A.
1. noun 2. noun 3. adverb 4. Noun 5. verb 6. verb

xix
7. adjective 8. adverb

2B.
B. (7) premature C. (1) behavior D. (5) reveal E. (4) turmoil
F. (3) closely G. (8) obviously H. (2) adolescent

2C.
1. O 2. F 3. F 4. O 5. O 6. F

2D.
1. To find out about the relationships between listening to heavy metal and rap music and adolescent
psychological and behavioral problems.
2. They were 12-18 years of age / they were patients under some treatment for various behavioral and
psychological problems / they were at a military medical center’s adolescent medicine unit / their
parents were attached to the military.
3. No generalizations can be made because the sample does not represent adolescents in the U.S., the
questionnaires are subject to some error, and the possibility that music could promote problems in
already troubled teenagers was not studied.

Vocabulary to be pre-taught for Reading 3:

appreciate, be associated with, combination, communicate, continent, evolve, immigrant, influence, labor,
originate, overcome, plantation, rebel, rebellion, refine, slave, snap your fingers, sorrow, soul, spread, tap
your feet, formal training

READING 3: WHERE DID JAZZ ORIGINATE?

3A.
1. e 2. f 3. a 4. c 5. b 6. d
3B. This is an awareness-raising exercise on connotation, so it might be a good idea to ask the students to
comment on the writer’s choices as a follow-up.
1. blow a few notes on a sax
2. your body starts swaying to the music
3. After a day's exhausting labor
4. to overcome their sorrow
5. Early jazz, a soulful and heart-breaking composition
6. different forms of musical notes from various cultures flowed across the new continent
7. the land that was the melting pot of cultures
8. the music was dynamic, vigorous, stirring and passionate
9. people were crazy about it
10. Young Americans, who had been disheartened
11. jazz records were the hottest sellers on the market
12. they were tuning in to radio stations
3C. Possible inferences: 1, 3, 4, 5, 7, 9, 11,
1. Paragraph 1: The writer’s description of how jazz makes him feel.
3. Paragraph 2: In most places, slaves were not allowed to speak to each other while working, and, in time,
singing became the safest and the only way they could communicate.
4. Paragraph 2: Black musicians were slaves; they worked hard and had little or no formal training in
Western music. It is possible to infer that they had neither the time nor the chance for any kind of
education.
5. Paragraph 2: The African slaves expressed their unhappiness and home-sickness through music.
7. Throughout the text there is reference to formal Western training and classic tradition. Jazz is an
alternative to it in music and has proved a successful example.
9. Paragraph 6: “bands playing on boats on the Mississippi River”
11. Paragraph 6: “they were also tuning in to radio stations playing Louis Armstrong and Bessie Smith more
than ever”
Vocabulary to be pre-taught for Reading 4:
ancestor, communicate, facilitate, familiar, former and latter, gather, hole, imitate, leather, notice, origin,
portable, satisfy, scare, shelter, tool, trap, tree trunk

READING 4: MAKING MUSIC, HOW DID IT ALL START?

4A. The harp, the trumpet, the drum (earth drums, tree drums, mud or clay drums, metal drums)
4B.
1. d 2. a 3. c 4. d 5. b 6. c 7. b 8. b 9. a 10. d
4C.
1. man’s need to feed himself
2. seashells
3. the man who covered the pit with animal skin
4. coconut and palm trees
5. the other (basic) need (i.e., making music)
4D.
1. d 2. b 3. c 4. a 5. d
4E.
1. To give warnings in case of danger, to signal the beginning or end of a fight or war, to announce victories
or special occasions.
2. The social aspect; music brought people together.
3. They are easy to make and long-lasting (and probably have a typical sound).
4. Because metal drums were not easy to break / mud or clay drums were easy to break.
5. Any logical explanation as long as the student defends his idea well.
4F.
1. No one cries when you chop up a trumpet.
2. One who knows how to play the drum, but doesn't.

SKILLS SECTION:
UNDERSTANDING GRAPHIC INFORMATION
I. 5, 4, 2, 1, 3
II. (A) 3000 BC-1943
(C) 1972-1981
(D) 1982-1990
(E) Today
III. 1. % of primary-school-age boys and girls out of school in sub-Saharan Africa, Middle East and
North Africa, Asia and Pacific, North and South America and Europe.
2. % of boys and girls
3. Almost 50%
4. North and South America and Europe
5. A greater percentage of girls are out of school in the less developed parts of the world.

VOCABULARY DEVELOPMENT:
SYNONYMS AND ANTONYMS
1. mild 2. lead 3. move 4. bring 5. watch 6. probably
7. long 8. over 9. interesting 10. small 11. return to 12. fearless
13. down 14. bad luck

VOCABULARY DEVELOPMENT:
DERIVATIVES
2. reread 3. underage 4. dislike 5. misunderstand 6. writer 7. jobless
8. overeat 9. happiness 10. incorrect

xxi
UNIT 7: THE BRAIN
Think And Talk Before You Read
Question 2. I. D II. C III. A IV. F V. H VI. E VII. B VIII. G
Suggested answers for the box:
IX. The brain is like a piece of land to be explored because it has some areas that remain
undiscovered.
X. The brain is like a plant because it rewards the owner with nice flowers or fruit when it
receives proper care

Vocabulary to be pre-taught for Reading 1:

computation, compute, count, damage, efficient, evolution, imagine, imagination, information, investigate,
memory, nervous system, save, simultaneously, skull, tissue, transmit, wire

READING 1: THE BRAIN vs. THE COMPUTER

1B.
1. B 2. BC 3. BC 4. BC 5. C 6. BC 7. BC 8. B 9. B 10. B 11. C 12. B
1C.
1. advance
2. evolve
3. task
4. component
5. capable
6. multi-tasking
7. decade
8. transplant
9. disorder
10. interpret
1D.
1. multi-tasking
2. interpret
3. advances
4. components
5. decade
6. evolve
7. capable
8. disorder
9. task
10. transplant
Vocabulary to be pre-taught for Reading 2:
biological rhythm, birth, individual, intelligence, mating behavior and reproduction cycle, nerve fiber,
research, researcher, sphere and hemisphere

READING 2: MALE OR FEMALE BRAINS?

2A.
Paragraph 2 is mainly about the total male and female brain sizes.
Paragraph 3 is mainly about the corpus callosum.
Paragraph 4 is mainly about the two areas of the hypothalamus (the preoptic area and the suprachiasmatic
nucleus).
Paragraph 5 is mainly about the need for further study.
2B.
Paragraph 1: Hormones that are present at birth will affect the baby’s brain.
Paragraph 2: The human brain is capable of doing complex tasks.
Paragraph 3: The hemispheres communicate with each other through nerve fibers.
Paragraph 4: As you might imagine, larger animals have larger brains.
Paragraph 5: Boys are better at sports than girls.
2C.
Paragraph 1: determine
Paragraph 2: cram
Paragraph 3: claim
Paragraph 4: apparent
Paragraph 4: elongated
Paragraph 5: require
2D.
1. Yes / When they have similar body weights.
2. No answer.
3. Yes / They have the same number of brain cells.
4. No answer.
5. Yes / It is the pathway that connects the right and left cerebral hemispheres.
6. Yes / More research is needed because different studies have different answers to the question:‘ "Is
the corpus callosum bigger in females than in men?"/because some researchers claim that there is no
difference.
7. Yes / There is no difference in terms of the number of cells or volume; the only difference is in shape.
8. Yes / By individual differences, not by sex.

Vocabulary to be pre-taught for Reading 3:

activity, cycle, dream, infant, initial, pattern, period, progressively, stage, state (n)

READING 3: DOES OUR BRAIN SLEEP TOO WHEN WE SLEEP?

3A.
The text: Sleep as an active state, stages of sleep: REM and SWS
Figure 1: Brain activity, muscle activity and eye movement when we are awake, during REM and SWS
Figure 2: Brain cycles through stages of sleep
Figure 3: Age-related changes in total amount of sleep and REM sleep
3B.
1. T 2. F 3. T 4. F 5. F 6. F 7. F 8. F 9. T 10. T 11. F 12. T

3C.
1. discovery
2. activity
3. movement
4. continuously
5. researchers
6. knowledge
7. different
8. nervous
9. unable
10. performance
11. progressively
12. production
Vocabulary to be pre-taught for Reading 4:
act, area, assign, attention, author, be related to, colleague, conclude, conclusion, describe, description,
detail, evaluation, evidence, genius, giant, hasty, implication, indicate, journal, ordinary, pack, particular,
personality, ratio, skill, unique

READING 4: WHAT MAKES EINSTEIN'S BRAIN DIFFERENT?

4A.
a) Paragraph 4
b) Paragraph 1
c) Paragraph 6
d) Paragraph 2

xxiii
e) Paragraph 3
f) Paragraph 5
4B.
1. c 2. c 3. a 4. b 5. d 6. d 7. c
4C.
2. in detail
3. hasty
4. the result of
5. external
6. unique
7. reveal
4D. Einstein; his shirt is (dark) red; the sky is (dark) blue.
4E.
1. It didn’t want to be brainwashed.
2. REM

SKILLS SECTION:
PARAPHRASING
1. it is not sweet
2. it is a fruit
3. tomatl
4. South America
5. apple / apples
6. the Italians
7. salt and pepper
8. pasta and cheese
9. the tomato was poisonous
10. fatal diseases

SKILLS SECTION:
TEXT ANALYSIS
1. The human robot
2. A question
3. Paragraph 1: A new robot designed to help humans interact with each other
Paragraph 2: What the physical features of the robot are
Paragraph 3: What the human-like features of the robot are
Paragraph 4: It is not certain that the robot will make communication between humans easier
4. One significant feature of most industrialized societies in the developed world is the breaking-up of the
family and the rise of individualism.
In a situation where technology seems to have ready answers to most human problems, interaction
among humans suffers and family ties come under pressure.
5. A/the new robot, it, this new partner-type personal robot, the humanized machine, this robot
6. b) because (Paragraph 3)
c) also (Paragraph 2), not only ...but also (Paragraph 3)
d) so that (Paragraph 4)
e) however (Paragraph 4)
7. Paragraph 2: It is nearly 40 cm high.
It is fitted with two digital cameras, four microphones and five sensors.
It can also utter more than 3,000 phrases, and has an Internet modem connection.
Paragraph 4: The robot will be tested by 100 families so that it can be improved further.
8. Supporting ideas:
1. It can communicate with people
2. It can recognize and respond to people
3. It can project facial expressions
9. One cannot help wondering..., would having...
UNIT 8: COLORS
Think And Talk Before You Read

Question 4. The students are expected to make guesses here only, but if they want to check their
answers, give them in 1C.

1. d (Gray) 2. c (Blue) 3. e (Black) 4. b (Green) 5. a (Pink)

Vocabulary to be pre-taught for Reading 1:

Personality adjectives: aggressive, balanced, competitive, conflicting, conservative, (humor) humorous,
(innocence) innocent, obsessed, reserved, secure (security), sensitive, serious, stimulating, (talent)
talented, (trust) trusting,
Additional vocabulary: betray, hectic, hurt, negation of color

READING 1: COLOR PERSONALITIES

1A.
1. active
2. excitement
3. objective
4. aggressive
5. patience
1B. Call the students’ attention to noun–adjective forms.
The students are expected to give a few examples only. The following are suggested answers. Different
interpretations are possible as long as the students can justify their choices.

The adjectives that you think describe The adjectives that you think describe
the positive qualities of people the negative qualities of people
PINK sweet, talented, warm, friendly romantic, reserved

YELLOW original, imaginative, artistic,

creative, reliable, joyful
BROWN stable, reliable, responsible, humorous intolerant

GREEN balanced, generous, intelligent gossipy, obsessed

BLUE trusting, sensitive, sociable, responsible

GRAY neutral, practical, calm, cool,
reliable, hardworking, successful
BLACK conservative, serious, mysterious

WHITE neat, self-sufficient, innocent immaculate

1C. Refer to Think And Talk Before You Read, Question 4.

1D.
1. do not like/hate routine
2. (an) interesting (place)
3. is violence
4. not show their (inner)
5. originality, imagination and creativity
6. the society
7. not do anything about it
8. be tolerant
xxv
9. family life
10. (very) important/an obsession
11. understand new
12. eating
13. easy
14. sociable
15. old friends
16. new
17. after thinking/they think
18. red people
19. peace/a safe, secure, balanced existence/ not excitement
20. they want to be
21. conflicting attitudes
22. mysterious
23. clothes; homes

1E.
1. B 2. C 3. G 4. A 5. F 6. I 7. E 8. J 9. D 10. H

1F.
1. To keep their insides together.
2. Cheer it up.
3. Wait until it gets ripe.
4. Quit telling it dirty jokes.
5. Teach it to be brave.
6. Hold its nose until it turns blue.
7. They're all on the same team.
8. To try to forget.
9. An elephant rolling down a hill with a daisy in its mouth!
10. An inside-out elephant.

Vocabulary to be pre-taught for Reading 2:

awful, be armed with, bite, blend in, bright, enemy, escape, feather, fool (v), fur, imitate, landscape,
predator, prey, scale, spit out, sting, uneven, warning

READING 2: HOW DO ANIMALS FOOL EACH OTHER?

2A. Cats, dogs, rabbits, birds, frogs, toads, fish, chameleons

2B.
1. merge
2. surroundings
3. to keep from
4. change
5. defense
6. to generate
7. to imitate

2C.
1. They protect themselves
2. Prey animals and predators
3. From pigments in their skin cells
4. In some animals, the color change can be slow. In some others, it follows changing seasons. It can also
happen within a very short time (within minutes).
5. New feathers and fur
6. Color change to merge with the surroundings
7. By making the shape of the animal harder to pick out from the other shapes around it.
8. The patterns (of spots, stripes or uneven patches).
9. Using bright colors to warn predators.
10. The predator.
11. By generating a poison from their skin that tastes awful. The predators that want to eat them spit
them out immediately because of the awful taste.
12. To protect themselves.
13. They take on colors similar to their poisonous fellow beings.
14. The non-poisonous brilliantly colored animals.
2D.
1. invisible 2. uneven 3. non-poisonous4. harmless
2E.
1. behavior
2. protection
3. survival
4. change
5. alteration
6. ability
7. surroundings
8. defense
9. imitator

Vocabulary to be pre-taught for Reading 3:

attract, beam, behave, beyond, convert, dim, distinguish, image, nerve, pollination, proportion, rainbow,
range, ray, vision, visual
READING 3: COLOR VISION
3A. Suggested answers:
Paragraph 1: Color in our lives
Paragraph 3: What color vision is / how we see color
Paragraph 5: Colors of the sunlight
Paragraph 7: Objects reflect light and, thus, color
Paragraph 9: Workings of the eyes and brain to make us perceive color
Paragraph 11: The final stage in color perception
Missing paragraphs:
A. The nature of light
B. Non-visible spectrum
C. Light-sensitive cells in the retina
D. The role/importance of color in nature
E. Why objects appear black or white/Black and white color
3B.
Paragraph 2. D
Paragraph 4. A
Paragraph 6. B
Paragraph 8. E
Paragraph 10. C
3C. Suggested answers:
1. In sports, different-colored uniforms tell us about competing sides; the colors we wear or we choose
for decoration reflect our personality; on maps, different colors symbolize geographical features;
colors chosen for babies emphasize differences in gender: pink for girls and blue for boys
2. a) Color vision: Our ability to see the light (and, thus, color) which objects reflect.
b) The visible spectrum: All the colors of the sunlight which the human eye can see, from the colors
with the shortest wavelengths to the ones with the longest.
3. Objects absorb some wavelengths of light and reflect some others. The reflected light gives the object
its color, and we can only see (actually, not see but perceive) this. Possible examples: The sky and the
sea are blue because they absorb all wavelengths of light except blue, or tomatoes are red because they
reflect the red light in sunlight and absorb all others.
4. They are a form of electromagnetic waves, or they are patterns of electric and magnetic energy. They
are outside the visible spectrum, so we cannot see them. (Ultra-violet rays, X-rays, and gamma rays are
beyond the violet end of the visible spectrum, and infra-red rays and radio waves are beyond the red
end of the visible spectrum).

xxvii
5.

1. a) Light-sensitive cells in retina

rods
sensitive to dim light
cannot distinguish wavelengths
cones

sensitive to light of short wavelengths

i.e., to color blue
sensitive to light of middle wavelengths
i.e., to color green
sensitive to light of long wavelengths
i.e., to color red

b) How the eye and brain work together to make us see color:

we look at an object

light from object enters eye

eye focuses light

eye forms image on retina

light-sensitive cells absorb light, convert

light to electric signals

signals travel to brain through nerves

brain organizes signals, interprets them

as colored visual images

3D.
1. b 2. d 3. a 4. c 5. b 6. d 7. b 8. c 9. c 10. a 11. d 12. b 13. c 14.
a
Vocabulary to be pre-taught for Reading 4:
advisory, anecdote, argument, blind, blindness, confuse, crayons, cure and incurable, defect, defective,
dim, frustrate, grade, hereditary, heredity, identify, imply, inaccurate, informative, inherit, injure,
injury, perceive, perception, perceptual, quote and quotation, shades of a color, solution, sorrow, sum up,
tell apart

READING 4: COLOR BLINDNESS

4A.
1. b 2. b 3. c 4. b 5. a 6. c 7. d 8. c 9. a
4B.
1. T 2. T 3. F 4. F 5. T 6. F 7. T 8. T 9. T 10. F 11. F 12. T
4C. Call the students’ attention only to the opposites which collocate with the words given in the third
column, e.g., ‘abnormal’ is an opposite of ‘normal’ but it does not collocate with ‘eyesight.’ Therefore, it’s
not acceptable here.
1. defective / poor
2. safe
3. inability
4. unknown
5. insensitive
6. lack
7. minority
8. confuse
9. uncommon/rare
10. same/similar
11. female
4D.
1. defective
2. brightness
3. perception
4. secondary
5. sensitive
6. treatment
7. hereditary
8. Injury
9. carrier
10. commonly
4E.
A. 25 B. 6 C. 45 D. 8 E. 56 F. 29

CONSOLIDATION: READING
The purpose of this unit is to increase student awareness and to provide the students with an overall
perspective; so encourage them to discuss various aspects of reading and express their ideas freely.

Vocabulary to be pre-taught for Reading 1:

assign, assignment, celebrity, chat, encourage, equipment, hero, manual, packaging, pamphlet, rarely, rate
(v), satisfaction, satisfy

READING 1: TELL US WHAT YOU THINK ABOUT READING

1B. The answers may vary

Vocabulary to be pre-taught for Reading 2:

addict, author, citation, companion, compete, crazy, edition, enormous, extension, illustration, interact,
knight, masterpiece, mission, predict, prediction, print, select, treat, voice

xxix
READING 2: FROM “PRINTED BOOKS VERSUS BOOKS ON-LINE”
2B.
1. The Internet
2. He/she spends too much time surfing on the Internet, searching for information, sending e-mail, or
having fun.
3. Examples of the traditional forms: newspapers, magazines, TV
Examples of the electronic forms: TV, computers and the Internet
4. The relationship between senses and what you read, i.e., touching the pages and smelling the ink.
5. No. She was completely stressed out. /She was looking for information without thinking about the
books.
6. Books
7. Because she does not enjoy reading them as much as she used to./Books are not her best friends
anymore./She treats books as unknowns./She is abandoning and forgetting her old companions.
8. Today people prefer computers over books, as he predicted.
9. b
10. They will not disappear but they will not be used much./They will rest on the shelves of our personal
libraries or offices, waiting until someone looks at them and decides to take them in hand and enjoy
reading.
11. a
12. Don Quixote de la Mancha
13. c
14. d
15. That you have forgotten your childhood when Mom or Dad sat beside your bed and read you a bedtime
story.
16. She prefers books on-line, although she thinks they lack the relationship that she has with printed
books.
Throughout the text, she seems to be questioning herself, but there are clues signaling her preference
in almost all of the paragraphs:
Paragraph 1: Questions focusing the reader on the preference
Paragraph 2: The fact that she has become an Internet addict
Paragraph 4: The fact that she gets stressed out in the library, treats books as unknowns, abandons
and forgets her old companions
Paragraph 5: Mentioning McLuhan to support her view
Paragraph 6: Her ideas about the future role of books
Paragraph 7: The fact that she learns more on the Internet
Paragraph 8: She believes that even Cervantes would adapt to the electronic age.
2C.
1. illustrations
2. Personal
3. completely
4. relationship
5. edition
6. companions
7. daily
8. traditional
9. childhood
10. currently

Vocabulary to be pre-taught for Reading 3:

adopted, advance, arrogant, assume, avid, be delighted, deceased, dimensional, distinct, essay, expect,
expectation, fail, fear, fence, logic, modest, obtain, oddity, pile, pity, pretend, prodigy, recall,
reservation, ridicule, separate, shatter, struggle, talent, the third-person, wage

READING 3: FROM “THE JOY OF READING AND WRITING: SUPERMAN AND ME”

3A. Encourage the students to talk about their predictions freely.

3C.
1. A poor Indian family living on a reservation.
2. He says that his father was a bookworm, a reader of all kinds of books, bought books whenever he had
money, filled the house with books.
3. He became a book lover, too.
4. A fence holding words which worked together for a common purpose.
5. As an essay or a text.
6. c
7. The writer himself.
8. He was very smart, taught himself to read at an early age.
9. Because he was considered a dangerous person; both the Indians and the non-Indians were afraid of
him and made fun of him.
10. Read, read and read.
11. b

3D.
7
C
H
I
4 6 L
F 1 A V I D
O C H
R 5 C O
1 E C E O
F 3 I O P D
2 A S S I G N M E N T
I E N P
L C L
O I
3 O B T A I N C
D 4 A S S U M E
H T
A 5 R E C A L L
2 N D
6 D E C E A S E D
M
A
7 P R O D I G Y
T

CHARACTERISTICS OF A GOOD READER:

A good reader...

is able to understand what is written between the lines

wants to express his ideas on a topic
tries to predict what he is going to read about
is able to see connections between ideas in a text
is alert and makes use of all kinds of clues present in a text
is a logical thinker
has a questioning attitude
is open to new ideas
is able to identify arguments
does not believe everything he reads
is able to distinguish facts from opinions

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approaches reading with curiosity
has a set of criteria to analyze ideas
is able to formulate his own questions on a topic