TEACHERS MANUAL

REAL READING 3
Creating an Authentic Reading Experience

LY NN BONESTEEL
Series Consultant

PAUL NATION

Real Reading 3 Teachers Manual Copyright 2011 by Pearson Education, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher. Pearson Education, 10 Bank Street, White Plains, NY 10606. Model Lesson Plan by Colin Ward Staff credits: The people who made up the Real Reading 3 team, representing editorial, production, design, and manufacturing, are Pietro Alongi, Dave Dickey, Nancy Flaggman, Ann France, Barry Katzen, Dana Klinek, Amy McCormick, Martha McGaughey, Joan Poole, Robert Ruvo, Debbie Sistino, Katherine Sullivan, and Jennifer Stem.

PEARSON LONGMAN ON THE WEB Pearsonlongman.com offers online resources for teachers and students. Access our Companion Websites, our online catalog, and our local offices around the world. Visit us at pearsonlongman.com.

ISBN-10: 0137144466 ISBN-13: 9780137144464

CONTENTS

CHAP-

Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

Model Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Unit Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Student Book Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Scope and Sequence

Unit Chapter Reading Skill
Previewing/ Predicting/ Skimming Scanning Understanding Basic Text Organization The Prefix cross4 Bigger Is Better: Except When Its Not Understanding Text Organization Understanding Text Organization Process Preparing a Graphic Organizer or Outline to Study From Collocations

Vocabulary Skill

Vocabulary Strategy

1
Pop Culture

1 Move Over, Hollywood! 2 Marketing the Future: Pop Culture Trends in the BRICs 3 Running Around the World

Parts of Speech: Review

Making Word Cards

2
Personal Best

Using Word Cards: Different Types of Cards for Different Types of Learning

3
Doing Real Business in the Virtual World Fluency Practice 1

5 Your Second Life

6 Virtual Reality: A Powerful Tool

Finding the Core Meaning of Words: Example Sentences

Reading 1 Sleeper Hits Reading 2 A Tall Order 7 Choosing To Be Different Writing a Summary The Suffix -free 8 Welcome to Leisureville Recognizing Point of View

4
Checking Out

Finding the Core Meaning of Words: Using a Dictionary

5
Great Minds

9 Reading Colors Understanding Analogies 10 Not Enough Points on the Chicken

Adverb Placement: Adverbs that Modify Verbs

Guessing Meaning from Context

6
Creature Feature Fluency Practice 2 iv

11 Crows Brains and Geckos Feet

12 Creature Comforts

Understanding Text Organization Compare/ Contrast

Understanding the Meaning of Compound Words

Using the Keyword Technique

Reading 1 Cant Name That Tune Reading 2 The Language of Pheromones

Scope and Sequence

Unit

Chapter

Reading Skill
Identifying Purpose Understanding Descriptive Language Making Inferences Understanding the Relationship Between Ideas Cause and Effect

Vocabulary Skill

Vocabulary Strategy
Using a Dictionary to Find the Core Meaning of Related Words

7
Getting Away From It All

13 Trends in Tourism

Core Meanings

14 Just Back: High Tide in La Serenissima

8
Civilized Dining

15 A Blossom Lunch

16 The First Home-Cooked Meal

Understanding Words that Signal Cause and Effect

Using Word Cards: Changing Order, Grouping, and Spaced Learning

9
Family Matters Fluency Practice 1

17 Widows Reading Poetry 18 Lost and Found Reading 1 The Haiku Master Reading 2 So You Want to Write Haiku? 19 Branding and Product Placement 20 Case Study: 3Ms Entrance into the Russian Market 21 Symbiosis Understanding Idioms

Using Word Cards: Adding Visual Images

10
Business

Skimming Recognizing Text References Collocations

Using a Dictionary to Find Collocations

11
Biology: The Science of Life

Understanding Definitions Skimming

22 Mixing It Up

The Adjective Suffixes: -ing and -ed

Choosing Words to Learn: Field-specific Terminology

12
Born Special Fluency Practice 2

23 Being a Genius is Hard Work Paraphrasing 24 Through the Eyes of Love Reading 1 Tulip Fever Reading 2 Who Am I Today?

The Prefixes: extra-, hyper-, mini-, micro-, uni-, mono-

Avoiding Interference When Learning New Words

Scope and Sequence

MODEL LESSON PLAN

HOW TO USE THE LESSON PLAN

CHAP-

Overview of Unit Format

Each unit of Real Reading consists of two thematically related chapters. Compelling readings in a variety of genres have been carefully written or adapted from authentic sources and feature a principled approach to vocabulary development. Chapters consist of pre-reading and post-reading activities, including a reading skill, a reading goal, comprehension questions, and discussion activities. Reading and vocabulary skill building and vocabulary learning strategies based on Paul Nations research help students become more confident and successful in preparation for academic reading and reading on standardized tests.

Suggested Methods of Instruction

This lesson plan can serve as a generic guide for any unit in the Student Book. Suggested methods for delivering instruction for each section or activity in a unit are presented. Alternative ways to handle each activity are provided under the heading Variations. These options allow instructors to vary the way they treat the same activity from chapter to chapter and in so doing to identify the methods that work best for a specific class or individual students.

Think Before You Read

Each unit begins with a thought-provoking opener that introduces students to the unit theme, elicits vocabulary relevant to the theme, and includes discussion questions to activate students prior knowledge and stimulate interest.

A. and B.

(approximately 10 minutes)

Ask students to silently read the discussion questions. Answer any questions the students have. Then elicit one possible answer for the first discussion question. Give students a few minutes to read the discussion questions. Have students label everything that they see in the pictures. If they do not know a word in English, they should look it up in a translation dictionary or ask the instructor or a classmate. Have students form pairs or small groups to discuss their answers. Tell them they will report at least one of their answers to the class. Instruct them to write any new words they encounter on the New Words pages in the back of the book. After 10 minutes, ask several students to share their answers.

Model Lesson Plan

Variations

Ask students to answer the discussion questions in writing at home. Have them read their partners or group members answers in class and discuss their answers. Assign one discussion question per pair or small group. Have each pair or group discuss the question and report their ideas to the class. Start listing important vocabulary on the board that comes out of the class discussion or your reaction to students responses. Ask about students familiarity or knowledge with the words. Offer other examples of and contexts for the words as necessary. Choose one discussion question and have each student do a one-minute freewrite to expand ideas generated from the discussion. The students writing can be passed around the class or reviewed in small groups to encourage further feedback and discussion. The activity may also serve as a closure to the discussion. After students have discussed the questions, ask them to write for 1 to 3 minutes in answer to the questions. Have students exchange their writing with a partner or group member and compare their ideas.

Prepare to Read
This section previews words and phrases that students will encounter in the reading. Students reflect on what they already know and then answer questions about the topic.

A.

(approximately 1015 minutes)

Tell students that they will be learning new vocabulary that they need for the readings in the chapter and reading in general. Explain that learning a word is a gradual, cumulative process, and that this activity is designed to raise their awareness of what it means to know a word. Although some of the words in the list may be familiar to students, that does not necessarily mean that they know the word well enough to be able to use it in their own speech and writing. Conversely, they might be able to pronounce and spell the word perfectly, and yet not really know what it means. Tell them that almost all of the vocabulary words that are targeted in this book are high-frequency words, so they are very useful for English language learners. Tell students they will see these words in general texts like magazines and newspapers, as well as in academic texts like textbooks and journal articles. Have students complete the vocabulary exercise without using a dictionary. Tell them to pay close attention to what they already know about the words, as well as what they need to learn. Have students compare their answers with a partner. Walk around the class to monitor discussions. Listen for students knowledge of the words. Make notes on any particular problems or misunderstandings you notice so that you can focus on them later. Bring the class together. Pronounce all targeted words for students, and have students repeat after you. Refer to the Pronunciation Table at the back of the book as necessary. List the vocabulary on the board. Ask for volunteers from each group to write stress markers and example sentences for the target vocabulary on the board. Then bring the class together and elicit corrections if necessary.

Model Lesson Plan

Variations

Have students complete the exercise for homework and compare answers with a partner. Categorize the vocabulary according to part of speech. Write the headings Noun, Verb, Adjective, and Adverb on the board. Have students copy the headings on paper. In pairs or as a class, categorize the vocabulary. Be aware that some words will fall under more than one heading. For a more active exercise, call on students to write the words on the board by part of speech. With the words on the board, ask students which words have a positive, negative, or neutral connotation, and identify it next to each word (, , n). At home, have students make a word card for each unfamiliar vocabulary word from the exercise, after first demonstrating how they should review their cards. Ask students to write a sentence using two or three of the words they know. Have students share their answers in small groups or as a class. Write some of the examples on the board. Assign one or two words to different students the day before the exercise. Ask them to prepare a short presentation of the words, including part of speech, pronunciation, and meaning. Rotate this activity so all students have a chance to participate as you progress through the book. Divide students into small groups. Assign two or three words per group. Have students look up their words in the dictionary and look at their pronunciation. Refer students to the Pronunciation Table at the back of the book. Have each group pronounce their words and correct as necessary. Have the class repeat the words in chorus. Keep the list of target words on one side of the board. Refer to it when students encounter or use these words in the unit.

B.

(approximately 510 minutes)

Have students work in pairs to complete the exercise. Have students label everything that they see in the pictures. If they do not know a word in English, they should look it up in a translation dictionary or ask the instructor or a classmate. Tell students to list unknown words on the New Words pages in the back of the book. Call on students to share their answers to the questions.
Variations

On the board, write important or useful vocabulary that you hear. When responding to students, incorporate the target vocabulary items from the unit in your responses. Ask follow-up questions that use the target items.

Reading Skill

(approximately 1015 minutes)

Each unit contains one or two key reading skills. Write the name of the reading skill on the board. Ask students with which kinds of text they think they can use the skill (e.g., for magazines, newspapers, textbooks). Have them explain their answers. Ask students if the skill is a pre-reading, during reading, and/or post-reading strategy and why.
4 Model Lesson Plan

 Ask and answer questions to confirm that students comprehend the skill. For example, you might ask them how previewing is different from predicting, or when they should scan a text rather than skimming it. Recycle previously taught skills in future units to promote greater mastery.
Variations

Assign two students to prepare a short 23 minute lesson that describes what the skill is, when it is used, and why it is helpful. Have students present the lesson and answer questions that the class has. Monitor as necessary. Have students take the class through Exercise C to check answers. Offer examples of using the skill by bringing in other texts or using texts you have found online. Make the texts short, simple, and level-appropriate. Have students keep a Reading Skill log that lists the reading skills from the book in one column, a short definition of the skill in the second column, its occurrence (pre-, during, post-reading) in the third column, and a blank fourth column for the number of times they use the skill. As students read the texts in the book or outside texts, have them keep track of the skills they are using by putting a checkmark () every time they use a skill.

C.

(approximately 510 minutes)

Have students complete the exercise. Encourage students to refer to the reading to find the answers. Go over the exercise as a class and answer any questions. Ask students to explain how the skill helped them find the correct answers and why it helps improve their reading comprehension.
Variations

Have students complete the exercise for homework. Have them compare their answers with a partner or group members. Ask several students to report their answers. Have students answer the questions individually and raise their hands when they think they have the correct answers. Circulate through the room and check students answers. Explain any missing answers, and ask students with correct answers to report their answers to the class.

Read

(approximately 1015 minutes)

Each unit contains two major readings. Vocabulary is tightly controlled, and target words are recycled from one chapter to the next within a unit and from unit to unit. Preview the reading by looking at the title, subtitles, illustrations, and boldfaced target vocabulary. Have students guess the topic, main idea, and purpose of the reading from their previewing. Tell students to read each reading two or three times. Encourage students not to use a dictionary the first time they read because it interrupts the reading comprehension process. Tell students to focus on main ideas during the first read even if some words are unfamiliar. The second time, have students reread and mark
Model Lesson Plan 5

unfamiliar vocabulary words. On the third reading, let students use a dictionary to look up words they do not know, and that seem important to their comprehension of the text. Point out that if they can understand the sentence by merely eliminating the unknown word, then it is probably not necessary to learn that word, at least not for the moment. Encourage students to develop and use annotating as they read. Tell students to underline or highlight main ideas and important details. Also, have them make notes in the margins about things they dont understand or that they find particularly interesting. This will make it easier for them to participate in a class discussion of the reading.
Variations

Have students read the text for homework. Tell students to follow the above system of reading, and be prepared to respond to questions about the main ideas and details of the reading. Begin discussion of the reading by writing a question on the board about a main idea of the text. Give students a few minutes to answer the question with a partner with their books closed. Play the audio recording of the reading. Have students read along silently as they listen to the audio. Using the audio recording, play a selected section of the reading. Have students retell the main point of the section in small groups or as a class. Give students 1015 minutes to read the essay or article in class for timed-reading practice. Explain that research has shown that if readers push themselves to read at a faster than comfortable rate, they often have a higher comprehension of the reading. Have students use a large index card or folded white paper to cover up the lines in the reading, moving the card or paper downward on the page as they read. Students can time themselves by recording their start and end times, and calculating their reading rate using this formula (the number of words in each reading is provided in the Unit Notes): number of words in reading total time in seconds 60 words per minute This will motivate students to increase their reading speed. Do not let them use dictionaries. Have students take turns retelling the main points of a reading as a whole or paragraph by paragraph to a partner. Circulate through the room, assisting students with difficult passages. Especially difficult passages may merit a whole-class discussion. Have students write a one-minute summary of the introduction (or another section) of a reading as a type of pop quiz. Teachers may wish to collect the summaries and grade them, especially with students who are not keeping up with reading assignments. Assign small groups the task of carefully rereading sections of a reading. One group member should be prepared to explain the gist of the section to the entire class, with other group members taking notes on main points, and still others using a dictionary to make word cards on difficult target vocabulary from the passage. Have students complete a graphic organizer based on the ideas in a reading. Helpful organizers include Venn diagrams, KWL charts (what I know, what I want to learn, what I learned ), and timelines. Divide the reading into four or five parts. Assign one group of students for each part. Have each group make a poster that identifies the main idea of the section and lists any important vocabulary with definitions or example sentences. Students can also draw a picture or symbol that represents the main idea of their section. Have each group present their poster to the rest of the class.
6 Model Lesson Plan

 Divide students into permanent study groups. Study groups can serve as resources inside and outside the class to discuss reading texts, help each other with difficult passages, and check each others homework. They can also study together before exams.

Vocabulary Check

(approximately 510 minutes)

This section gives students an opportunity to focus on the meaning of the target vocabulary before completing the comprehension activities. Have students complete the exercise for homework. Have students check answers with a partner. Circulate and answer questions. Go over the answers with the class. Write the target vocabulary words on the board. Practice group and then individual drilling of words that are challenging for students to pronounce. Indicate stressed syllables on the board.
Variations

Have students complete the exercise with a partner or small group. Circulate through the room, assisting students with any items they have difficulty with. Ask students to identify grammatical clues in the items. For example, if the blank is preceded by an articlea, an, or thethe item is likely a noun. If the blank is preceded by a subject, the item is likely a verb. Have students notice the grammatical clues in the items as well determine the part of speech for each word. Have students look back at the reading to identify collocations with the boldfaced target vocabulary. Have them write sentences about the reading using three to five collocations. Bring in collocations dictionaries for students to reference in small groups as they write their sentences, or make photocopies of particular entries you want them to focus on. Have students write example sentences on the board. Answer any questions students have.

Read Again / Comprehension Check

(1520 minutes)

The reading goal gives students a purpose for rereading the text before completing the comprehension activities. Engaging and varied exercises help students achieve the reading goal. Target vocabulary is recycled, giving students additional exposure to high-frequency words and expressions. Emphasize to students the importance of second and third readings. Tell them that each time they read, they should have a particular goal in mind. Offer examples of times you have read with different goals and purposes in mind. Ask students for their own examples. Have students look at the Reading Goal for the reading. Ask students how they will achieve the goal. Help them identify what strategies they can use to complete the task, including ones previously learned. Explain that the exercises in the Comprehension Check will help them to achieve the goal. Have students complete the exercises for homework. Have students compare their answers in pairs or small groups. Circulate and check their answers. As you circulate, make note of any items students had difficulty with. Bring the class back together to discuss the difficult items.
Model Lesson Plan 7

Variations

Have students complete the exercises in class. Use the first two exercises as a quiz to check if students have completed the assigned reading. Have students answer the questions within 510 minutes, and then have partners score each others quizzes. Assign individual exercises or parts of exercises to specific pairs or groups. Ask a student in each pair or group to report answers to the class. Bring in outside readings on the topic of the unit readings to give students additional reading practice. Outside readings should be short and easy enough to be read quickly, for example, in the minutes before class begins, or as an end-of-class activity or short quiz. Have students identify main ideas. Have them look for any connections they see between the outside reading and book text. Look for any target vocabulary in the reading to point out to students.

Discuss

(1015 minutes)

Each unit contains two post-reading discussion activities. A variety of activities for smallgroup or pair work encourages students to use vocabulary from the current unit as well as previous units. Have students preview the discussion questions. Answer any questions. Have students answer the questions in small groups. Tell them they will report at least one of their answers to the class. Circulate and take notes on students responses. Call on students to share their answers. Encourage them to use the target vocabulary in their responses. Write the target vocabulary on the board for reference.
Variations

Encourage students to work with different partners for each discussion activity. Have students answer the questions in pairs. Assign one discussion question per pair. Then group two pairs together to share and compare responses as a small group. As students share their responses in groups or with the whole class, ask follow-up questions using the target vocabulary of the chapter. Ask students to answer in complete sentences using the target vocabulary. Put a check mark () next to the words for each instance students use the word in the discussion. After students have discussed the questions, have them write for 13 minutes in answer to one of their questions. Have students exchange their writing with a partner and compare their ideas. Ask students to answer the discussion questions in writing at home. Have them read their partners or group members answers in class and discuss their answers.

Model Lesson Plan

Vocabulary Skill Building

(1015 minutes)

There is one vocabulary skill building exercise per unit. This section offers presentation and practice with common vocabulary skills. Write the name of the vocabulary skill on the board. Have one student read the instruction text aloud. Answer any questions students have about the vocabulary within the instructional text. Elicit the answer to the first item of the exercise as an example. Have students complete the exercise. Circulate to answer questions and confirm that students comprehend the skill. Ask several students to report their answers to the class. Ask students to explain how the vocabulary skill can be useful when reading. Recycle previously taught vocabulary skills in future units to promote greater mastery.
Variations

Have students answer the practice questions in pairs. Ask students to recall the skill while going over the answers together as a class. Have students answer the practice questions for homework. Have them compare their answers with a partner or group members. Ask several students to report their answers. Assign pairs of students to present the skill to the class. Have students use their dictionaries in class to find other examples of the vocabulary skill. Use the targeted words in the unit whenever possible.

Learn the Vocabulary

A., B., and C.
(1520 minutes)

Each unit contains one Learn the Vocabulary section, which challenges students to practice strategies and techniques outlined by Paul Nation that will help them to acquire not only the target vocabulary but also vocabulary beyond the text. Write the name of the vocabulary strategy on the board. Have one or more students read the instructional text aloud. Answer any questions students have about vocabulary within the instructional text. Elicit the answer to the first item of the exercise as an example. Have students complete the exercise. Circulate to answer questions and confirm that students comprehend the skill. Help students notice that they have been building on their vocabulary knowledge throughout the unit. Emphasize the importance of identifying new words and how their knowledge of the words has changed and improved.

Model Lesson Plan

 Finish by bringing the class together as a whole. Ask students to keep the skill in mind as they learn vocabulary in future units. Recycle previously taught Learn the Vocabulary strategies in future units to promote greater mastery.
Variations

Have students test each other using the word cards they made. Have students read or show one side of the card and have their partner guess the other side (e.g., a word, a definition, a picture) Have students use their word cards to play review games, such as charades. Divide the class into two or three teams. Have students choose a word from their word card list to act out in front of the class to their team. Have the team guess the word. Give each team a point for a correct guess, marking their totals on the board. Have students work in groups of four or five to write a story. Have each student in the group choose a word from their word cards. Give the groups 1015 minutes to write a story using all the words. If necessary, offer possible topics, such as The Best Day of My Life, A Great Surprise, or An Unlucky Day.

Fluency Practice

(approximately 3060 minutes)

Four fluency practice sections address learners extensive reading needs. Learners practice fluency strategies, read passages, check comprehension, and calculate their reading times. Fluency Progress Charts are provided at the back of the book for students to record their reading times and Comprehension Check scores.

Fluency Strategy

(approximately 510 minutes)

Present the fluency strategy. Read through important points or call on a student to read the strategy box aloud. Ask students how the strategy can improve their fluency while reading. Ask and answer questions to confirm that students comprehend the skill.
Variations

Have students read the strategy box for homework. The next day, call on students to explain the skill. Make notes on the board that define the skill, explain its purpose, and identify its importance.

Before You Read

(approximately 1015 minutes)

Have students answer any discussion questions in pairs or small groups. Tell each pair or group they will report one of their answers to the class. Elicit responses for each discussion item from the pairs or groups. Have students preview the reading. Emphasize the importance of previewing and reading with a purpose or questions in mind.

10

Model Lesson Plan

Variations

Have students complete the exercises for homework. Ask students to write their answers on paper. Have students compare their answers in small groups. Circulate and answer any questions.

Read A. and B.

(approximately 1020 minutes)

Have students work individually to complete the reading and time themselves. If necessary, help students calculate their reading speed. Have students record their reading speeds in the Fluency Progress Chart at the back of the book.
Variations

Have students complete Exercise A (first timed reading) at home. Then have students complete Exercise B (second timed reading) in class the next day. Confirm that students second readings were shorter in length. If not, ask students to try to identify why it took longer. Help students identify strategies they can use to increase their reading speed in future fluency practices.

Comprehension Check

(approximately 1015 minutes)

Have students complete the exercises individually. Circulate and answer any questions. Refer students to the Fluency Practice Answer Key at the back of the book. Have students check their answers and record their scores in the Fluency Progress Chart at the back of the book.
Variations

Have students complete the exercises in pairs or small groups. For homework, have students complete the Comprehension Check exercises and check their answers. The next day, ask students about any difficult items.

Vocabulary Practice

(approximately 1015 minutes)

These activities appear at the back of the book and reinforce understanding of the target vocabulary, vocabulary skills, and vocabulary learning strategies. Have students complete the exercises in pairs. Circulate and answer questions, but encourage independent work. Encourage students not to use a dictionary to complete the exercises. When students finish the exercises, allow them to refer to the unit to answer any questions they have about the vocabulary, the skill, or the strategy.
Variations

Have students complete the exercises for homework. Have students compare their answers in pairs or small groups. Use the vocabulary practice exercises as a way to extend or reinforce common vocabulary skills taught in the book, such as roots, prefixes and suffixes, and collocations. Have students review their word cards. Ask students to add any new information they learned about their words to their cards. Have students test each other using their word cards.
Model Lesson Plan 11

Tests
The reproducible testsavailable in both Microsoft Word and PDF formatsappear online in Test Master. They allow teachers to evaluate students progress and to identify areas where students might have problems developing their reading and vocabulary skills. The tests should be given upon completion of the corresponding units. Answer keys are provided to make marking the tests as straightforward as possible. There is a test for each of the 12 units. Every test begins with a reading that ties in with the unit theme. The reading is followed by three parts: Part 1: Comprehension The Comprehension section tests students understanding of the reading and their ability to apply the reading skill(s) introduced in the unit. Part 2: Vocabulary The Vocabulary section assesses students knowledge of the target vocabulary. Part 3: Vocabulary Skill Building The Vocabulary Skill Building section tests students mastery of the vocabulary skill introduced in the unit.

12

Model Lesson Plan

UNIT NOTES

1
UNIT

POP CULTURE
MOVE OVER, HOLLYWOOD! MARKETING THE FUTURE: POP CULTURE TRENDS IN THE BRICS
OVERVIEW

CHAP-

CHAPTER 1 CHAPTER 2

UNIT THEME: Popular Culture

This unit focuses on popular culture around the world.

CHAPTER 1
In Move Over, Hollywood! a blogger writes about Taiwanese superstar Jay Chou, who has just starred in his first Hollywood movie. (754 words) Target Vocabulary: appeal, catch up with, celebrity, distraction, implication, influence, inspire, legend, miss the boat, promote, role, sell out, slim, undeniable, unique

CHAPTER 2
Marketing the Future: Pop Culture Trends in the BRICs is an article from a global marketing newsletter discussing the impact that the emerging economies of Brazil, Russia, India, and China (the BRICs) are having on popular culture. (725 words) Target Vocabulary: contemporary, currently, explosion, luxury, marketing, motivate, movement, resources, significant, trend, vivid

SKILLS AND STRATEGIES

Reading Skills: Previewing/Predicting/Skimming; Scanning Vocabulary Skill: Parts of Speech: Review Learn the Vocabulary Strategy: Making Word Cards

Follow-up Activity: Speaking, Listening, and Vocabulary

Have students prepare a five-minute presentation on their favorite musician, writer, fashion designer, visual artist, actor, or director. Instruct them to include visual or audio aids appropriate for the type of pop culture they have selected. For example, if their presentation is about a musician, they might play a short segment of a song as well as show a picture of the musician during a performance. Ask students to include at least five vocabulary targets from the unit in their presentation. Tell them not to read or memorize their presentation; rather, they should practice it several times before the day of the presentation so that they feel comfortable with the content and can remember it.

14

Unit Notes

1 2
UNIT

PERSONAL BEST
RUNNING AROUND THE WORLD BIGGER IS BETTER, EXCEPT WHEN ITS NOT

CHAP-

CHAPTER 3 CHAPTER 4

OVERVIEW
UNIT THEME: Athletes and Athletic Ability
This unit focuses on athletes and athletic accomplishments, both professional and amateur.

CHAPTER 3
Running Around the World is about the role that running plays in three very different cultures: the elite marathoners of Kenya, the Tarahumara of Mexico, and the monks of Hiei in Japan. (756 words) Target Vocabulary: appreciation, capacity, cycle, dramatic, elite, enormous, give someone an edge, intense, lung, play a role, reward, rigorous, sweat

CHAPTER 4
In Bigger Is Better, Except When Its Not, the writer explores the importance of body type to ones success in a particular sport. (889 words) Target Vocabulary: accurate, at first glance, beneficial, championship, cross-section, exception, horizontal, initially, load, muscle, rank, reasoning, store, stride

SKILLS AND STRATEGIES

Reading Skills: Understanding Basic Text Organization; Understanding Text Organization Vocabulary Skill: The Prefix crossLearn the Vocabulary Strategy: Using Word Cards: Different Types of Cards for Different Types of Learning

Follow-up Activity: Writing and Vocabulary

Have students choose one of the topics below and write a short essay (maximum 300 words). Tell them to follow the basic text organization that is described in the unit: introductory paragraph with hook and main idea, body paragraph(s) with main point(s), and concluding paragraph with restatement of main idea. Ask students to use and underline at least five target words from the unit in their essays. Why Why I like Why I dont like [the name of a famous athlete] is so successful [the name of the sport] [the name of the sport]

Unit Notes

15

1 3
UNIT

CHAP-

DOING REAL BUSINESS IN THE VIRTUAL WORLD

YOUR SECOND LIFE VIRTUAL REALITY: A POWERFUL TOOL

CHAPTER 5 CHAPTER 6

OVERVIEW
UNIT THEME: Virtual Reality
This unit focuses on the increasing importance of virtual reality in business and other professions.

CHAPTER 5
In Your Second Life, the writer describes how Second Life, a popular online virtual reality game, works and how it is possible to make real money in Second Life. (744 words) Target Vocabulary: as far as we know, creature, digital, exchange, expense, income, merge, property, range, roughly, toy, virtual

CHAPTER 6
Virtual Reality: A Powerful Tool is an article about the ways in which virtual reality is used by a wide range of professionals, from doctors to hair stylists. (660 words) Target Vocabulary: absorbed, ancient, attractive, destroy, likely, model, mostly, operation, perform, spot, swallow, vehicle

SKILLS AND STRATEGIES

Reading Skills: Understanding Text OrganizationProcess; Preparing a Graphic Organizer or Outline to Study From Vocabulary Skill: Collocations Learn the Vocabulary Strategy: Finding the Core Meaning of Words: Example Sentences

Follow-up Activity: Speaking, Reading, Writing, and Listening

Have students do online research to find out about the use of virtual reality in a profession that interests them. Students can type in the search terms virtual reality jobs for ideas. If a student is interested in civil engineering, for example, he or she can type in the search terms civil engineering virtual reality. Once students have found information on the profession they have chosen, they should prepare a short (3- to 5-minute) presentation on their findings to the class. The presentation should answer the questions How frequently is VR used in this profession? and What is it used for? [i.e., What kinds of things do (name of professional, e.g., civil engineers) use VR for?]. Tell students to use as many target words as possible. The class should listen for answers to these questions during the presentation.

16

Unit Notes

1 4
UNIT

CHECKING OUT
CHOOSING TO BE DIFFERENT WELCOME TO LEISUREVILLE
OVERVIEW

CHAP-

CHAPTER 7 CHAPTER 8

UNIT THEME: Alternative Lifestyles

This unit focuses on people from around the world who choose to live a lifestyle that sets them apart from the mainstream of society.

CHAPTER 7
Choosing to Be Different is about people from a variety of cultures who choose lifestyles that set them apart from others in their societies. (714 words) Target Vocabulary: accumulate, carefree, claustrophobic, disturb, fate, isolation, leisure, reject, retirement, senior citizen, set apart from, uneasy, withdraw

CHAPTER 8
Welcome to Leisureville is about life in a retirement community in the United States. (535 words) Target Vocabulary: catch up on, excerpt, facility, gossip, keep time, permanent, pinch, ponder, slogan, sting, widow

SKILLS AND STRATEGIES

Reading Skills: Writing a Summary; Recognizing Point of View Vocabulary Skill: The Suffix -free Learn the Vocabulary Strategy: Finding the Core Meaning of Words: Using a Dictionary

Follow-up Activity: Speaking, Reading, Vocabulary, and Listening

Have students work in small groups to research one of the lifestyles mentioned in the unit. Assign each group a lifestyle. To find information, students can type in the name of the group (e.g., urban homesteaders or retirement communities in the United States.) The presentations should give at least four pieces of information that were not contained in the unit. Students can present their findings to the class in the form of a PowerPoint or an oral presentation. Questions that the presentations might answer include the following: 1. How are the Bakhtiari/the Hikikomori educated if they do not attend school? 2. What are the biggest challenges for urban homesteaders? 3. How much does it cost to live in a retirement community? Tell students to use as many target words as possible. At the end of each presentation, encourage the class to ask the group questions.

Unit Notes

17

1 5
UNIT

GREAT MINDS
READING COLORS NOT ENOUGH POINTS ON THE CHICKEN

CHAP-

CHAPTER 9 CHAPTER 10

OVERVIEW
UNIT THEME: Synesthesia
This unit focuses on how people with an uncommon neurological condition called synesthesia experience the world.

CHAPTER 9
In Reading Colors, two women with synesthesia describe how their synesthesia affects their experience of the world. (824 words) Target Vocabulary: activate, default, defective, endeavor, hesitate, hook, incorporate, intentionally, perceive, sensation, simultaneously, wear off

CHAPTER 10
In Not Enough Points on the Chicken, a neurologist tells the story of a dinner party where he discovered that his host had a rare form of synesthesia involving touch and taste. (750 words) Target Vocabulary: conflict, conservative, course, diagnosis, flow, grasp, grin, identify with, illusion, rub, stir up, sweep, sympathetic, texture

SKILLS AND STRATEGIES

Reading Skills: Understanding Analogies Vocabulary Skill: Adverb Placement: Adverbs that Modify Verbs Learn the Vocabulary Strategy: Guessing Meaning from Context

Follow-up Activity: Writing, Speaking, and Listening

1. Put students in groups and have them write three descriptions, one for each of the things in the list. Tell them that each description must contain at least one analogy. Tell students to use as many target words as possible. the human brain the human eye learning a foreign language 2. Have each group read the descriptions aloud. Then ask the class which analogies worked the best.

18

Unit Notes

1 6
UNIT

CREATURE FEATURE
CROWS BRAINS AND GECKOS FEET CREATURE COMFORTS
OVERVIEW

CHAP-

CHAPTER 11 CHAPTER 12

UNIT THEME: How Animals Help Humans

This unit focuses on how understanding and working together with animals is beneficial to humans.

CHAPTER 11
In Crows Brains and Geckos Feet, the writer describes some interesting discoveries that have been made about crows and geckos and how these discoveries can be used to benefit humans. (738 words) Target Vocabulary: accommodate, bend, cautious, colleague, genius, instinctively, intersection, obligation, partnership, primate, suburb, thrive, widespread

CHAPTER 12
Creature Comforts is about unusual service animals that assist people who are disabled. (789 words) Target Vocabulary: anxiety, barely, breed, costume, disability, lawsuit, mild-mannered, miniature, privilege, suspicion, tap, threatening

SKILLS AND STRATEGIES

Reading Skills: Understanding Text OrganizationCompare/Contrast Vocabulary Skill: Understanding the Meaning of Compound Words Learn the Vocabulary Strategy: Using the Keyword Technique

Follow-up Activity: Speaking and Writing

1. Have each student choose two animals or plants to compare and contrast. Tell them to work alone to come up with a list of similarities and differences. Then put them in pairs to brainstorm more things to add to their lists. 2. Have students write an essay comparing and contrasting the two animals or plants that they discussed in Step 1. Tell them to use appropriate signal words and grammatical patterns and as many target words as possible. Here are some suggestions for students who have a hard time deciding what to write about. Animals crows and parrots dogs and wolves horses and camels Plants tomatoes and oranges roses and sunflowers lettuce and spinach

Unit Notes

19

1 7
UNIT

GETTING AWAY FROM IT ALL

TRENDS IN TOURISM JUST BACK: HIGH TIDE IN LA SERENISSIMA

CHAP-

CHAPTER 13 CHAPTER 14

OVERVIEW
UNIT THEME: Travel and Tourism
This unit focuses on travel and tourism trends and experiences.

CHAPTER 13: Trends in Tourism

Trends in Tourism is a Web page designed for travel professionals that describes trends in tourism, such as storm chasing and culinary tourism. (618 words) Target Vocabulary: be associated with, destination, engulf, fee, first hand, flood, foresight, man-made, subscribe, tuck in, violent

CHAPTER 14: Just Back, High Tide in La Serenissima

Just Back: High Tide in La Serenissima is a travel article describing what Venice is like when it is flooded. (435 words) Target Vocabulary: antique, captivating, circuit, crate, dawn, depth, ferry, invader, retreat, splash, submerge, tide, wade

SKILLS AND STRATEGIES

Reading Skills: Identifying Purpose; Understanding Descriptive Language Vocabulary Skill: Core Meanings Learn the Vocabulary Strategy: Using a Dictionary to Find the Core Meaning of Related Words

Follow-up Activity: Speaking, Listening, and Vocabulary

Have students prepare a five-minute presentation on a place they have visited or would like to visit in the future. Tell them to bring in pictures of the place (photographs or images from magazines or the Internet) to show to their classmates as they give their presentations. Tell students to use as many target words as possible in their presentations.

20

Unit Notes

1 8
UNIT

CIVILIZED DINING
A BLOSSOM LUNCH THE FIRST HOME-COOKED MEAL
OVERVIEW

CHAP-

CHAPTER 15 CHAPTER 16

UNIT THEME: Cooking

This unit focuses on cooking and its importance in human life.

CHAPTER 15
A Blossom Lunch describes one meal prepared by an American cookbook writer when she was living in Italy. (544 words) Target Vocabulary: approach, coat, enhance, flame, gather, pityingly, scent, slide, stay put, stem, stroke, terrace, thrill

CHAPTER 16
The First Home-Cooked Meal is a review of a book that introduces a theory attributing one stage of human evolution to the invention of cooking. (744 words) Target Vocabulary: agriculture, devote oneself to, digest, distinct, enable, jaw, lead to, mate, nutritional, profound, shift

SKILLS AND STRATEGIES

Reading Skills: Making Inferences; Understanding the Relationships between IdeasCause and Effect Vocabulary Skill: Understanding Words That Signal Cause and Effect Learn the Vocabulary Strategy: Using Word Cards: Changing Order, Grouping, and Spaced Learning

Follow-up Activity: Writing and Reading

Have students prepare a class cookbook of recipes of their favorite dishes. Ask each student to contribute one recipe that he or she has either written in English or translated from another language into English. Insist that students NOT copy the recipe from an English language cookbook. If possible, make copies of the book for everyone in the class. At the end of the term, have a party and ask students to bring their favorite dishes.

Unit Notes

21

1 9
UNIT

FAMILY MATTERS
WIDOWS LOST AND FOUND
OVERVIEW

CHAP-

CHAPTER 17 CHAPTER 18

UNIT THEME: Family

This unit focuses on relationships among family members.

CHAPTER 17
Widows is a poem that deals with the relationship between two sisters, one of whom has been recently widowed. (235 words) Target Vocabulary: be at it, companionship, dragging, evaporate, get used to, insult, make allowance for, not give an inch, object (of a game), opponent, pastime

CHAPTER 18
Lost and Found is an excerpt from the first chapter of a novel about a mother and daughter and how their relationship is changed by their participation in a television reality show. (802 words) Target Vocabulary: chip, decipher, eliminate, fragile, freak out, overflow, provision, qualify, reunite, rigid, segment, trail behind, unison

SKILLS AND STRATEGIES

Reading Skills: Reading Poetry; Making Predictions Vocabulary Skill: Understanding Idioms Learn the Vocabulary Strategy: Using Word Cards: Adding Visual Images

Follow-up Activity: Writing

1. Have students complete one of the tasks. Write an original poem in English. Translate a poem from their native language into English. Rewrite Lost and Found from the daughters perspective. (It is written from the mothers perspective.) Think about how the daughter might see, feel, and describe the same events that the writer describes from the mothers point. 2. Ask for volunteers to read their poems, translations, or stories to the class. Encourage students to participate, but do not compel them. Alternatively, with the permission of the writers, you might choose to read several examples. The writers can be identified or anonymous, depending on individual student preference.

22

Unit Notes

1 10
UNIT

BUSINESS
BRANDING AND PRODUCT PLACEMENT CASE STUDY: 3MS ENTRANCE INTO THE RUSSIAN MARKET
OVERVIEW

CHAP-

CHAPTER 19 CHAPTER 20

UNIT THEME: Doing Business

This unit focuses on teaching some basic marketing terms and introducing students to the case study method.

CHAPTER 19
Branding and Product Placement, an excerpt from a business textbook, explains what branding and product placement are and why they are important marketing tools. (684 words) Target Vocabulary: awareness, brand, catch up, come to mind, disregard, likewise, method, setting, standard, strength

CHAPTER 20
Case Study: 3Ms Entrance into the Russian Market illustrates why 3M was successful in entering the Russian market when many other companies had failed. (870 words) Target Vocabulary: bribe, essential, ethics, expertise, found (a company), innovation, mission, operation, potential, refuse, turnover, unstable, willingness

SKILLS AND STRATEGIES

Reading Skills: Skimming; Recognizing Text References Vocabulary Skill: Collocations Learn the Vocabulary Strategy: Using a Dictionary to Find Collocations

Follow-up Activity: Writing and Speaking

1. Have students copy the chart below into their notebooks, leaving plenty of room to record information. For one week, tell students to keep a record of any product placements that they notice. Product (include brand name, e.g., Pepsi or Coke) Where you saw the product (e.g., in a television show, a movie, etc.)

2. At the end of the week, write the chart on the board. Have students come up to the board to fill it in with the information they have recorded. Discuss which products appeared the most and where they appeared most frequently.
Unit Notes 23

1 11
UNIT

BIOLOGY: THE SCIENCE OF LIFE

SYMBIOSIS MIXING IT UP
OVERVIEW

CHAP-

CHAPTER 21 CHAPTER 22

UNIT THEME: Biology

This unit focuses on defining and explaining two terms that are used in biology: symbiosis and hybridization.

CHAPTER 21
Symbiosis, an excerpt from an introductory level biology textbook, explains what symbiosis is and how biologists classify symbiotic relationships. (697 words) Target Vocabulary: astonishing, classification, concept, dizzying, interactive, maintain, organism, predator, reproduce, shelter, striped, tail

CHAPTER 22
Mixing It Up is a magazine article that discusses what an animal hybrid is and gives some examples of both natural and man-made hybrids. (573 words) Target Vocabulary: cub, enchanted, endangered, exotic, have a soft spot for, hybrid, itch, offspring, show off, soul, technique

SKILLS AND STRATEGIES

Reading Skills: Understanding Definitions; Skimming Vocabulary Skill: The Adjective Suffixes: ing and -ed Learn the Vocabulary Strategy: Choosing Words to Learn: Field-Specific Terminology

Follow-up Activity: Speaking and Listening

1. Have students choose a term that is specific to a field they are interested in (e.g., molecule in chemistry, artifact in history or archaeology, etc.). Give them time to think about how they could explain it to someone who knows little or nothing about that field. 2. Put students in pairs and have them teach their terms to each other. Then tell them to change partners and explain their term again, trying to improve their explanation the second time. Have students change partners one final time. Finally, ask for volunteers to teach their terms to the whole class.

24

Unit Notes

1 12
UNIT

BORN SPECIAL
BEING A GENIUS IS HARD WORK THROUGH THE EYES OF LOVE
OVERVIEW

CHAP-

CHAPTER 23 CHAPTER 24

UNIT THEME: Exceptional Talent

This unit focuses on exceptional talent in a variety of fields and where such talent comes from.

CHAPTER 23
In Being a Genius is Hard Work, the writer discusses what a genius is and how someone becomes a genius. (737 words) Target Vocabulary: acquire, admiration, adversity, confirm, exceptional, exhibit, hardly, have access to, individual, minimize, obsessively, strive, toddler

CHAPTER 24
In the blog entry Through the Eyes of Love, the mother of an autistic child describes how her son became a gifted artist. (741 words) Target Vocabulary: accelerate, adopt, affection, anticipate, curriculum, disorder, extraordinary, hyperactive, livelihood, pace, repetitive, scenery, strain

SKILLS AND STRATEGIES

Reading Skills: Paraphrasing Vocabulary Skill: Prefixes extra-, hyper-, mini-, micro-, uni-, monoLearn the Vocabulary Strategy: Avoiding Interference When Learning New Words

Follow-up Activity: Speaking and Listening

1. Divide the class into three groups for a debate about genius. Encourage students to use target words as much as possible. Group A will defend this position: True genius is made, not born. Group B will defend this position: True genius is born, not made. Group C will listen to the debate and decide which group was more convincing. That group is the winner. 2. Ask students to decide which of the debate positions they agree with. Have them copy the statement on a sheet of paper and write three reasons that they agree with it. Ask them to underline the targets words they use.

Unit Notes

25

STUDENT BOOK ANSWER KEY

Think Before You Read

A. 1. Brazil, India, China, Russia

UNIT

CHAPTER 1

(page 1)

Prepare to Read
B.

UNIT

CHAPTER 2

(page 9)

1. Its a picture of some buildings or houses. It was taken in Brazil. C. 1. 2. 3. 4. Brazil, Russia, India, China street art, television programs by the year 2050 Brazil: street art, television Russia: fashion, film India: film China: video games

Prepare to Read
B.

(page 2)

1. Jay Chou, from Taiwan 2. Answers will vary. C. 2. Possible answers: a, b, d, f

Vocabulary Check
A. 1. 2. 3. 4. B. celebrity legend appeal inspire

(page 6)

D. 2

Vocabulary Check
5. 6. 7. 8. undeniable miss the boat role implication A. 1. currently 2. marketing B. 1. 2. 3. 4. contemporary motivate resources luxury

(page 13)

3. explosion 4. trend 5. movement 6. vivid 7. significant

1. F 2. F, If your chances of winning are slim, you will probably win. ^ T T T F, When the tickets to a show sell out, you
not not

3. 4. 5. 6.

Comprehension Check
A. 1. 2. 3. 4. 5. C. 2 BRIC BRIC B R I 6. 7. 8. 9. 10. B R R I C

(page 14)

can buy them right before the ^ performance. 7. T

Comprehension Check
A. Jay Chou: 3, 5, 6, 7 Zhilin: 1, 4 Cameron Diaz: 1, 3 B.

(page 7)

B. 2, 3, 4

Vocabulary Skill Building

A. 1. 2. 3. 4. 5. N N ADV A V 6. 7. 8. 9. 10. A ADV V N V

(page 15)

1. He is a very successful actor and musician, and he as won a lot of awards. 2. Answers may vary. Possible answers: legendary, unique 3. missed the boat C. 2, 3, 6, 7

Student Book Answer Key

27

B. 1. 2. 3. 4. X   X 5. 6. 7. 8. X    9. X 10. 

B. 1. 2. 3. 4. C. 2 3 5 6

Think Before You Read

A.

UNIT

CHAPTER 3

Main Idea: Running is important all over the world. Main Point 1: Marathon running is the bestknown example. Examples or Details: big business, millions of people watch on TV, millions of dollars in prizes, business promote products, Kalenjin tribe in Kenya (ideal body type and advantage because of altitude) Main Point 2: For the Tarahumara, running is its own reward. Examples or Details: call themselves running people, not much contact with outside world, traditional games 23 day races Main Point 3: Japanese monks run to reach enlightenment. Examples or Details: 1,000-day challenge, intense periods of running followed by extreme deprivation, seven years to complete the challenge, very few finish, description of challenge

(page 19)

1. A lot of people are running together. This is a race, or a marathon. 2. runners

Prepare to Read
B.

(page 20)

1. Answers will vary. Possible answers: Mexico, Boston, Japan C. 1. There is a hook, and yes, it has its own paragraph (paragraph one). 2. Running continues to play an important role in cultures around the world (line 15). 3. 3 4. 1 5. Yes. Underline: Running has always played a significant role in human life and culture.

Vocabulary Check
A. 1. 2. 3. 4. B. 1. f 2. a 3. e 4. g respect easy remember succeed

(page 23)

Prepare to Read
B.

UNIT

CHAPTER 4

(page 27)

5. advantage 6. exactly 7. significant

5. b 6. c
(page 24)

1. Similarities: Both men look proud, happy, successful, and are either greeting their fans or surrounded by them. Differences: The man on the left is heavy and looks very powerful. The man on the right is very tall. C. c

Comprehension Check
A. 2. MP 3. MP
28

Vocabulary Check

(page 30)

4. H 5. SD

6. SD 7. SD

8. MI

2. T 3. F, When we stand up, our bodies are

vertical

horizontal.

Student Book Answer Key

legs

4. F, We stride with our arms. 5. T 6. F, When people explain their reasoning,

why something is the way it is

Prepare to Read
B.

(page 37)

1. She looks tired, or unhappy. She is dressed casually. 2. The woman in the picture on the computer is dressed very stylishly. She looks happy. C. c

they explain how they do something. 7. F, When you store energy you use it
later

right away. 8. T 9. F, If you lift heavy loads every day, your

bigger

Vocabulary Check
1. b 2. a 3. b 4. a 5. c 6. a

(page 39)

muscles will get smaller. 10. T 11. T 12. F, If you believe something initially, you
believe it at first

7. b 8. c 9. a

10. b 11. b 12. c

(page 41)

Comprehension Check
A. 1. T 2. F 3. ? 4. T c. 1 d. 6 c. 3 d. 4 5. T

will always believe it.

Comprehension Check
A. 2 B. 1. f 2. i 3. b 4. c 5. a 6. d 7. g 8. h 9. e

(page 31)

B. a. 3 b. 2 C. a. 2 b. 1 e. 6 f. 5 e. 4 f. 5

C. Answers may vary. Possible answers: Swimmer: tall, muscular, powerful legs Rower: tall, muscular Long-distance runner: short, muscular, light and slim body, slim legs, powerful legs Long-distance cyclist: short, muscular, powerful legs

Prepare to Read Vocabulary Skill Building

1. b. crosswalk 2. c. cross-training 3. e. cross-section
(page 33)

UNIT

CHAPTER 6

(page 43)

B. 1. They are doctors or nurses. They are in an operating room. 2. They are practicing an operation on a virtual patient. C. 2

4. f. cross-reference 5. a. crossfire 6. d. crossroads

Think Before You Read

A.

UNIT

CHAPTER 5

Vocabulary Check
(page 36)

(page 46)

1. The girl is playing dress-up. The boy at the top is reading. The children on the right are playing with a truck. 2. In all of the pictures, people are playing. The people are all children.

1. 2. 3. 4. 5. 6.

attractive vehicles model swallowed destroyed operation

7. 8. 9. 10. 11. 12.

performed likely absorbed ancient mostly spot

Student Book Answer Key

29

Comprehension Check
A. 1, 3, 5, 6, 7, 8, 9 B. b

(page 47)

C. 1. yes 2. paragraph 2 3. They have chosen lifestyles that set them apart from others. 4. 4 5. c

C. Main Idea: There are many important uses of VR other than entertainment. I. Medical uses A. doctors practice difficult operations B. pain control: patients go on VR adventure II. Business world A. cars: design and carry out VR crash tests B. architects: design VR model homes III. Scientific uses A. meteorologists: experience dangerous weather conditions B. chemists: look at complex molecules C. paleontologists: VR time travel D. entomologists: VR models of insects IV. Beauty industry A. hairdressers: show clients how a different hairstyle will look B. dentists: show you a more attractive smile

Vocabulary Check
A. 1. carefree 2. reject 3. withdraw B. 1. 2. 3. 4. bad more different elevators

(page 64)

4. uneasy 5. retirement

5. 6. 7. 8.

without reason retired throw away

(page 66)

Comprehension Check
A.

Vocabulary Skill Building

A. 1. e B. 1. 2. 3. 4. 5. perform an operation model home prices come down beauty industry life-size model 2. a 3. c 4. b 5. d

(page 49)

Underline: In many parts of the world, there are people who know about modern life but are not interested in being a part of it. (paragraph 3) Hikikomori are young people, usually young men, who do not follow the usual path of education, career, marriage, and family. (paragraph 4) Another group includes those who are concerned about the environment. (paragraph 5) It is made up of Americans fifty-five years of age and older living in retirement communities in the southern United States. (paragraph 6) B. Main Idea: People who chose to check out come from many different backgrounds and live all over the world.

Think Before You Read

B. 2. c

UNIT

CHAPTER 7

(page 60)

Prepare to Read
B.

(page 61)

Main Point 1: Bakhtiari nomads of Iran (not interested in modern life) Examples and Details: do not live in cities, attend school, get jobs/travel in desert on foot/summer in the mountains, winter in the desert Main point 2: Hikikomori (reject modern life) Examples and Details: withdraw from education, marriage, jobs/live in their bedrooms/take out food/dirty dishes/they make other Japanese uneasy

1. The people in the picture on the left are shepherds, somewhere in the mountains. The man on the right is a gardener, working on a rooftop in a city.
30 Student Book Answer Key

Main Point 3: Urban homesteaders (concerned about the environment) Examples and Details: live in cities/no supermarkets/grow food in their backyards/ produce own electricity/barter with others Main Point 4: American retirees Examples and Details: live in southern U.S./ safe, clean communities/always good weather/no children, no noise/enjoy favorite leisure activities

Think Before You Read

Answers will vary.

UNIT

CHAPTER 9

(page 76)

Prepare to Read
C.

(page 77)

Vocabulary Skill Building

1. cancer-free 2. fat-free 3. trouble-free
UNIT

(page 67)

4. salt-free 5. smoke-free 6. stress-free

1. They see a different color and shape for each letter. The shapes combine and mix with each other. The color of a word is influenced by its initial letter. 2. They love it. 3. no D. 3

Prepare to Read
B.

CHAPTER 8

Vocabulary Check
(page 68)

(page 81)

1. The billboard advertises a retirement community. 2. They are dancing. C. 1. a 2. b

(page 70)

1. 2. 3. 4. 5. 6.

a a a a a b

7. 8. 9. 10. 11. 12.

a b a b b a
(page 82)

Comprehension Check
A. 3 B. 1. 2. 3. 4. 5. 6. b c a b b c 7. 8. 9. 10. 11. b b b b b

Vocabulary Check
1. 2. 3. 4. 5. 6. catch up on excerpt keep time widows slogan ponder

7. 8. 9. 10. 11.

facility permanent pinching gossip stings

C. Answers will vary.

(page 72)

Comprehension Check
A. a

Vocabulary Skill Building

A. 2. leap 3. colored 4. change B. 1. 2. 3. 4. hesitantly intentionally simultaneously separately 5. 6. 7. 8. 5. activated 6. using 7. sees

(page 84)

B. Positive: attractively, comfortable, enjoy, friendly, happy, lovely, lucky, nice, relax Negative: claustrophobic, miserable, problem, sting, uncertain fate, uneasy C. Answers may vary. Possible answers: Circle: happy, lovely, nice, problem Underline: attractively, claustrophobic, comfortable, enjoy, friendly, lucky, miserable, problem, relax, sting, uncertain fate, uneasy

virtually intensely permanently horizontally

Student Book Answer Key 31

Prepare to Read
B.

UNIT

CHAPTER 10

(page 86)

Think Before You Read

A.

UNIT

CHAPTER 11

(page 93)

1. There is a man playing the trumpet. Something pointed: objects on the table, the trumpet. Something round: the sun, the mans head, the red and blue balls in the sky, the chicken on the table C. 1, 2, 3

1. a seeing eye dog, a miniature horse, a crow 2. Answers will vary. 3. Answers will vary.

Prepare to Read
B.

(page 94)

Vocabulary Check
A. 1. 2. 3. 4. 5. 6. B. conflicts grins identify with texture illusion flows

(page 89)

1. It is a crow. It is holding a twig. C. 1. 2. 3. 4. 5. 6. crows, geckos a New Caledonian crow a writer crows a biologist geckos
(page 96)

Vocabulary Check
doesnt enjoy

1. F, A conservative enjoys experiencing new things.

knows

A. 1. humans 2. steel 3. ponder B. 1. g 2. h 3. e 4. d 5. b 6. a

(page 98)

2. F, When your doctor doesnt know what is wrong with you, he or she gives you a diagnosis. 3. T 4. T
hold onto

4. uneasy 5. similar 6. easy

5. F, When you grasp something, you drop it.

not

Comprehension Check
A. 1. 2. 3. 4. 5. B. a. I, b. MP, c. I a. I, b. I, c. MP a. I, b. I, c. MP, d. I a. MP, b. I a. MP, b. I

6. F, If people are sympathetic to your ^ probably reject you. situation, they will 7. T 8. T

Comprehension Check
A.

(page 90)

Underline: I feel it like Im actually grasping something. (line 37) For Michael, sensation was simultaneous, like a jambalaya, instead of a meal served in neat, separate courses. (line 46)

Making tools: Betty with the wire Learning: Betty with the wire, crows using the cars to crack nuts, other crows learning from first crows to crack nuts, crows figuring out how to use a vending machine Solving problems: Betty with the wire, crows using the cars to crack nuts, crows figuring out how to use a vending machine

32

Student Book Answer Key

Using tools: Betty with the wire Planning: Betty with the wire, crows using the cars to crack nuts, other crows learning from first crows to crack nuts, crows figuring out how to use a vending machine Adapting to new situations and environments: Betty with the wire, crows using the cars to crack nuts, other crows learning from first crows to crack nuts, crows figuring out how to use a vending machine

Vocabulary Skill Building

A.

(page 106)

Prepare to Read
B.

UNIT

CHAPTER 12

1. law suit a problem or complaint that someone brings to a court of law to be settled 2. house trained an animal that uses a litter box or goes to the bathroom outside 3. seeing eye dog a dog trained to guide blind people 4. test tube a small, narrow glass container with a round bottom, used in scientific experiments 5. vending machine a machine that you can get candy or drinks from by putting in a coin
UNIT

(page 100)

1. a miniature horse 2. The horse has been trained to help the woman, who is disabled. C. 1. but, in fact, still, plus, also 2. miniature guide horses and guide dogs

Think Before You Read

CHAPTER 13

(page 116)

A. Venice, Italy/Tower of London/Mt. Everest

Prepare to Read
B.

(page 117)

Vocabulary Check
1. a 2. c 3. b 4. a 5. b 6. a

(page 103)

7. b 8. a 9. c

10. b 11. c 12. b

(page 104)

1. The postcard on the left is Alcatraz, near San Francisco. The postcard on the right shows a tornado. C. 1. c 2. a

Comprehension Check
A. 1. T 2. ? B. 3. F 4. F 5. ? 6. T

7. T

Vocabulary Check
A. 1. is associated with 2. subscribe 3. engulfed B.

(page 120)

Answers may vary slightly. Possible answers: Dogs: work for 8 years, can be threatening, expensive to train, more common than horses, can travel more easily in airplanes Dogs and miniature horses: trainable, used as service animals Miniature horses: work for 30 years, herd animals, mild-mannered, less aggressive than dogs, eat more often, go to the bathroom more often, bigger than dogs, cant lie down in small places

4. destinations 5. fees 6. firsthand

1. T 2. F, Your house is built by the side of a river. You do not have to worry about floods. 3. F, Tornadoes and snowstorms are
natural

man-made events. 4. T 5. T

Student Book Answer Key

33

Comprehension Check
A. 1. 2. 3. 4. 5. 6. 7. 8. C. 1. culinary 2. extreme

(page 121)

competitive dark scenes of violence, suffering, and death Australia and Southeast Asia storm chasing/dark to cook local food Vietnam, West Africa, and the Middle East $60 million/the International Space Station 3. dark 4. storm-chasing

6. F, The writer was upset by the situation. ^ not 7. F, The hotel workers were upset by the ^ situation. 8. F, There was no electricity in the hotel. 9. T 10. T B. 2, 4, 5 C. b

not

Prepare to Read
B. 1. Venice, Italy 2. canals C. 1. c 2. d

UNIT

CHAPTER 14

Think Before You Read

A.

UNIT

CHAPTER 15

(page 133)

(page 124)

1. Picture on left: three prehistoric people rubbing sticks together to make a fire Picture on right: modern-day woman in a modern kitchen

3. flooding

Prepare to Read
C. b, c, e, f 3. a
(page 127)

(page 134)

Vocabulary Check
A. 1. stems 2. coat 3. flame B. 1. 2. 3. 4. scent pityingly gathered terrace

(page 136)

Vocabulary Check
A. 1. e 2. f B. 1. a 2. b 3. a 4. a 3. a 4. c

5. d

4. strokes 5. slide

5. c 6. b

7. a 8. b
(page 128)

5. 6. 7. 8.

enhance stay put thrill approached

(page 138)

Comprehension Check
A.

Comprehension Check
A.

1. T 2. T 3. F, Weather forecasters had not predicted any flooding on that day. 4. ?

not

5. F, This was the first time the hotel had ^ been flooded.

1.  in a small town Details: only one fruit and vegetable stand, henhouse near where the author is staying, church, city hall and grocery store all close together 2.  the writers husband Details: author uses we in first paragraph, author knows that Fernando has never

34

Student Book Answer Key

seen a hen, author knows that Fernando is lying when he says he doesnt like eggs, author and Fernando staying together and eating lunch together 3.  because she is an outsider and doesnt understand the local customs Details: Sergio suggests what they should make for lunch, doesnt wait for author to answer before giving her potatoes, author doesnt know that she cant buy eggs in his store nor that there is a henhouse nearby B. Answers may vary. Possible answers: 1. F, The author isnt familiar with local customs and has never before eaten the food she discusses. 2. T, He is uncomfortable around chickens. 3. T, She writes with affection and warmth about the lunch they prepare, which does not include complicated ingredients. 4. F, They eat lunch by themselves on the terrace. 5. F, He helps her to batter and fry the sage leaves and celery tops 6. F, The author refers to our place and back home in the kitchen. 7. (possibly) T, She speaks Italian, and mentions her first day in Tuscany. 8. (possibly) T, She seems to know how to cook, but there is no proof in the excerpt that she writes cookbooks.
UNIT

B. 1. mate 2. jaws 3. digest 4. nutritional 5. agriculture 6. shift

(page 145)

Comprehension Check
A. Answers will vary. B. CAUSE food is cooked less energy needed for digestion less time needed for chewing more time spent at home C. 2.

EFFECT food more nutritious and easier to digest more energy for bigger brain more time for productive activities such as . . . paired mating, male/female roles

cause

Wrangham argues that the shift from eating raw to cooked food enabled the
effect

evolution of the larger-brained Homo erectus. 3.

cause

Wrangham argues that because cooking freed early humans from all of that
effect

Prepare to Read
B. 1. 2. 3. 4.

CHAPTER 16

chewing, they could then devote themselves to more productive activities, such as the development of tools, agriculture, and social networks. 4.
cause

(page 141)

Males did not have to hunt as often,

effect

Austalopithecine Homo habilis between 2.0 and 1.5 million years ago Homo sapiens

which meant they stayed put for longer periods of time. 5.

cause

C.  first box

Staying at home and gathering around the fire became central to humanity. This led to
effect

Vocabulary Check
A. 1. enable 2. profound 3. distinct

(page 144)

paired mating and perhaps even traditional male-female household roles. 6.

cause

4. lead to 5. devote oneself to

Many other scientists believe that eating meat, rather than cooking food, led to the
effect

evolution of Homo erectus.

Student Book Answer Key 35

cause

However, he believes that meat eating

effect

played a role in an earlier stage of evolution, from Australopithecines to Homo habilis.

Vocabulary Skill Building

A. 1. a 2. a 3. b 4. a 5. b 6. b

(page 148)

2. Her husband has recently died. 3. She ignores her sisters sadness and concentrates on the card game. 4. The two women already seem to be lonely. Solitare would make them more lonely, since there is no opponent. 5. She prepared them to live alone by teaching them this card game and (we can infer) other ways of being independent. 6. Her aunt must have had a husband as well, who must have died earlier.

B. Answers will vary.

Vocabulary Skill Building

A.

(page 157)

Think Before You Read

UNIT

CHAPTER 17

(page 151)

A. Answers may vary. Possible answer: There are four generations in the picture.

Prepare to Read
B.

1. not give an inch: not yield; be firm 2. make allowance for: give someone an advantage because they have a handicap or difficulty 3. let up: give up, rest 4. give (someone) an edge: give someone an advantage 5. catch up on (something): find out whats been happening B. 1. 2. 3. 4. 5. gave her an edge make allowance for nt give an inch catch up on let up

(page 152)

1. Two elderly women are playing cards. They seem to be enjoying the game. C. 1. spite: a feeling of wanting to hurt or upset people, for example because you are jealous or think you have been unfairly treated malice: the desire or intention to deliberately want to hurt someone

Vocabulary Check
1. 2. 3. 4. 5. 6. get used to insult object opponent evaporate companionship 7. 8. 9. 10. 11.

(page 155)

Prepare to Read
B.

UNIT

CHAPTER 18

(page 158)

dragging pastime be at it not give an inch make allowance for

1. a ski pole, bishop from a crystal chess set, a sheet of rice paper, a trilobite fossil, an aviators helmet, a live parrot 2. scavenger hunt: a game in which people are given a list of unusual things which they must find and bring back C. Underline: Cassie, Brendan, Betsy, Jason, Eli, Barbara Fox

Comprehension Check

(page 156)

A. Answers will vary. Possible answers: 1. She could mean the card game, or she could mean an attitude toward life.

36

Student Book Answer Key

Vocabulary Check
A. 1. c 2. c B. 3. a 4. a

(page 161)

5. b 6. c

7. a 8. b

2. They are having a meeting. 3. It is hard to say, but it might be some kind of financial company, because of the bar graphs in the background.

Prepare to Read
B.

(page 174)

1. T 2. T 3. F, When two people sing in unison, they

the same note

start singing on different notes.

dont

4. F, If you follow the rules, you will be ^ from the game. eliminated 5. F, When you reunite two people, you
get them back together after a long time

1. The picture is from a movie. The actor is Tom Hanks. 2. FedEx. The company is associated with transportation of packages and mail. 3. Answers will vary. C. 1. 2. 3. 4. c b Answers will vary. Answers will vary.
(page 177)

introduce them to each other for the first time.

Comprehension Check
A.

(page 162)

Vocabulary Check
A. Answers will vary. B. 1. 2. 3. 4. 5. a b a b a

1. the narrator (Cassies mother) 2. The main characters are Cassies mother and Cassie. Other characters are Besty, Jason, and Barbara. 3. The object of the show is for the contestants to find, in an unfamiliar city, all of the objects on the list. People get disqualified or eliminated for failing to find some of the objects or by losing or breaking one of the objects. B. 1. c 2. a 3. a or b 4. c

Comprehension Check
A.
could

(page 178)

C. Answers will vary.

1. F, Coca-Cola wants to borrow $100 billion dollars. 2. T 3. T 4. T 5. T 6. F, Up to now, product placement has been
in many forms of media

Think Before You Read

A.

10

UNIT

CHAPTER 19

used mostly in movies. 7. F, You can buy a Hewlett Packard computer at any IKEA store.
(page 173)

see

Some

1. They look like businesspeople. They are colleagues.

8. F, Most companies are now spending more on product placement than on other types of advertising. 9. T

Student Book Answer Key

37

Prepare to Read
B.

10
1. c

UNIT

CHAPTER 20

Vocabulary Skill Building

A.

(page 188)

(page 180)

1. Post-Its, mechanical pencil, pen, binder clip, spiral notebook 2. Answers will vary. 3. 3M C. 2. c 3. b
(page 184)

1. It is essential that all employees follow standard business practices. 2. It is illegal to take a bribe from a business associate. 3. Innovation is part of our corporate mission. 4. In order to build a brand, it is necessary to spend a lot of time and money. 5. You can find Googles mission statement on its Web site. 6. We need to improve our brand awareness through better product placement. B. 1. 2. 3. 4. 5. 6. 7. 8. take a bribe business associate corporate mission brand awareness build a brand follow standard business practices mission statement product placement
(page 190)

Vocabulary Check
A. 1. c B. 1. essential 2. bribe 3. mission 2. b 3. b

4. b

5. a

6. b

4. innovation 5. found 6. operation

7. turnover

Comprehension Check
A. 1. a 2. b 3. c 4. b 5. b 6. b 7. b 8. b

(page 185)

Learn the Vocabulary

A.

9. b

B. Answers may vary. Possible answers: Challenge 3Ms Response 1. uncertainty adapted to local because of breakup conditions, brought of Soviet Union cultural awareness, protected workers: helped pay for housing, hired local people, donated to local schools 2. shift to a marketbased economy followed rules, trained workers in ethics, encouraged innovation and creativity trained workers in ethics, encouraged innovation and creativity, protected workers: helped pay for housing, hired local people

1. Adjectives: high/low, academic/health/environmental, moral Nouns: practice/procedure 2. have, set, meet/reach 3. by B. 1. 2. 3. 4. 5. 6. 7. low set/have By moral meet environmental practice/procedure

3. Russian mindset

38

Student Book Answer Key

Think Before You Read

A.

11

UNIT

CHAPTER 21

C. Species A dogs
(page 193)

Species B humans

Type of Symbiosis

M M

1. Picture on the left: a fish coming out of a sea sponge Picture in the middle: zonkey Picture on the right: pizzly 2. All of the things in the pictures are animals. 3. It looks like a polar bear and a grizzly bear. 4. hybrid

bacteria that live humans in the human intestine and feed on human waste bees flowers to which bees are attracted whales small pilot fish that swim into the sharks mouths and eat food on the sharks teeth

barnacles sharks

Prepare to Read
B.

C M

(page 194)

1. The shrimp and the shrimp gobi (fish) are very close to each other. It is hard to know if they are touching. C. 1. b 2. c

Vocabulary Check
1. 2. 3. 4. 5. 6. 7. cycles maintain interact tail shelter facility eliminate

(page 197)

Prepare to Read
B.

11

UNIT

CHAPTER 22

(page 200)

8. 9. 10. 11. 12. l3.

fate dragging isolating productive shelter classification

1. b. lion tiger c. polar bear grizzly bear d. whale dolphin e. zebra donkey f. zebra horse 2. page 200: liger page 193: zonkey, pizzly

Comprehension Check
(page 198)

(page 204)

Comprehension Check
A. 1. 2. 3. 4. B. 1. B, H 2. , B 3. B, B c d e f 5. 6. 7. 8. b h a g

A. Answers may vary. Possible answers: 1. A hybrid animal is defined as the offspring of the mating of two different species. 2. A pizzly refers to a cross between a grizzly bear and a polar bear. 3. An exotic animal trainer is someone who trains unusual or exotic animals. 4. A zoal refers to the infant offspring of a zebra and a horse. 5. Sinbad is a liger, a cross between a lion and a tiger. 6. When Nancy Nunke refers to stripeys, she is referring to zonkeys, zorses, and zoals.

Student Book Answer Key

39

B. Answers may vary. Possible answers: 1. All of the names of the animals begin with Z. 2. She means that they have many of the same characteristics as zebras. 3. d 4. Underline lines 4245, 46, 6471, 76

C. 1. Underline first sentence or entire first paragraph. 2. Is it the luck of being born a genius, or simple hard work? 3. Answers may vary. Possible answers: three main points: problems of evaluating early potential, importance of motivation and work, importance of environment

Vocabulary Skill Building

A. 2. 3. 4. 5. 6. B. 1. 2. 3. 4. 5. 6. astonished, astonishing enchanted, enchanting threatening, threatened absorbing, absorbed fascinating, fascinated thrilling, thrilled enchanting, enchanted thrilling, thrilled astonishing, astonished threatening, threatened absorbing, absorbed

(page 205)

Vocabulary Check
A. 1. 2. 3. 4. 5. 6. 7. 8. B. 1. operation 2. privilege 3. mostly have access to exhibit toddlers acquire minimize individuals strive obsessively

(page 213)

4. reject 5. defective

Think Before You Read

A.

12

UNIT

CHAPTER 23

Comprehension Check

(page 214)

Main Idea: extreme success depends on hard work as much as on talent

(page 209)

1. Picture on the left: Wolfgang Amadeus Mozart, Picture in the middle: John McEnroe, Picture on the right: Shirley Temple. They are all special because they showed great talent at an early age. The word in English for such children is prodigies.

Main Point 1: hard to define genius Examples or Details: IQ test doesnt tell the whole story many people do well on it as children and then dont do anything great/ new tests ask kids to think of different solutions to problems Main Point 2: importance of motivation and work Examples or Details: Gladwell: successful people work for 10,000 hours (Bill Gates, Beatles) Main Point 3: importance of environment Examples or Details: great thinkers and artists grow up in either great adversity (learn to focus) or great privilege (access to information and resources)

Prepare to Read
B.

(page 210)

1. Picture on the left: Bill Gates, Picture on the right: The Beatles. They are/were extremely successful.

40

Student Book Answer Key

Prepare to Read
B.

12
1. 2. 3. 4. 5.

UNIT

CHAPTER 24

Comprehension Check
A. 3, 4, 6 B.

(page 220)

(page 216)

1. The boy is autistic. The boy looks as if he is around ten years old. The boys special skill is art. 2. Autism is a developmental disorder that affects communication and social skills. C. a brain development disorder four years old Applied Behavior Analysis when he was eight years old In the United States, Australia, and the United Kingdom 6. Dr. Treffert is a famous researcher on autism.

14 years old: hyperactive, did not need much sleep, didnt show affection, diagnosed with autism, admired scenery and beautiful magazines 2002: acquired an obsession for art 2003: Sarah sent him to art classes 2004: participated in four art exhibitions today: art exhibitions in different countries, behavior continues to improve

Vocabulary Skill Building

1. extracurricular 2. unisex 3. hypertension

(page 221)

4. miniskirt 5. microbiologist 6. monolingual

(page 234)

Vocabulary Practice 1
Think About Meaning 1. 2. 3. 4. 5. 1. 2. 3. 4. explosion movement miss the boat resource slim vivid undeniable marketing distract 6. 7. 8. 9. 10. 5. 6. 7. 8.

Vocabulary Check

(page 219)

speeds up

1. F, When a car accelerates, it slows down. 2. T 3. F, If you have a physical disorder, you are ^ healthy. 4. T 5. F, People under a lot of strain can relax easily. 6. F, Hyperactive toddlers are calm and easy to take care of. 7. T 8. F, If you want to enjoy the scenery when
car or train neither calm nor easy cant not

distraction role uncertain miss the boat ordinary To catch uniquely significance sold out
(page 235)

Practice a Skill

Vocabulary Practice 2
Think About Meaning 1. 2. 3. 4. b a a a 5. 6. 7. 8. b a c c 9. b 10. c

you travel, it is best to travel by plane. 9. T 10. T

do not

11. F, Toddlers and adults naturally walk at the ^ same pace. 12. F, When you adopt a new method, you
accept

Practice a Skill 1. F, When a tennis player hits a ball

needs

reject it. 13. F, Extraordinary events are quite common.

not

crosscourt, the other player does not need to move to hit it back. 2. T 3. F, If you and your partner are working at cross purposes on a project, you will
not

probably complete the project quickly. ^

Student Book Answer Key 41

4. F, When a pilot does a crosscheck, he

more than

Vocabulary Practice 5

(page 238)

checks his instruments once very ^ carefully. 5. T 6. F, A crosswind is a strong wind that is
more than

Think About Meaning 1. clothing 4. furniture 2. It slows down. 5. ideas 3. exchange it Practice a Skill 1.  2. X, His thoughts flowed freely. 3. X, The two machines were activated simultaneously. OR The two machines were simultaneously activated. 4.  5.  6. X, Your endeavors are greatly appreciated. Practice a Strategy 1. get worse 2. cry 3. silly 4. change, adjust
(page 239)

coming from one direction. ^

Vocabulary Practice 3
Think About Meaning T digital M, T exchange M expense M income M, T model M, T operation M, T property T toy M, T virtual M, T vehicle Practice a Skill A. 1. with 2. in B. 3. for 4. from, to

(page 236)

Vocabulary Practice 6
Think About Meaning

Answers may vary. Possible answers: 1. Jill is wearing a costume because she is going to a party. 2. Tom becomes anxious in social situations, so it is impossible for him to enjoy large parties. 3. You need to be cautious. This is a very dangerous area. 4. Parents have an obligation to protect their children. 5. We live in the suburbs outside the city. 6. Maria is really upset. Her boss sent her another threatening e-mail. 7. That little boy is barely 10 years old. He should be at school. 8. The problem has become widespread. Many people are affected by it. Practice a Skill 1. Costume 2. instinct 3. Tap 4. breed 5. partner

1. When she is absorbed in a project, she forgets everything else. 2. The price of a personal computer can range from $500 to $3000. Practice a Strategy 1. b 2. b 3. a 4. a
(page 237)

Vocabulary Practice 4
Think About Meaning 1. fate 2. accumulate 3. leisure 4. participate 5. occasional Practice a Skill 1. pain-free 2. cage-free 3. tax-free Practice a Strategy 1. gathered 2. left, took out 6. 7. 8. 9. 10.

ponder gossip reject inspire free

4. risk-free 5. hands-free 6. sugar-free 3. refused, denied

Vocabulary Practice 7
Think About Meaning 1. g 2. d 3. a 4. b 5. e 6. f

(page 240)

7. h

42

Student Book Answer Key

Practice a Skill Answers may vary. Possible answers: 1. become aware; realize 2. agree with 3. a lot of strong emotions at the same time Practice a Strategy 1. Answers may vary. Possible answers: develop, responsible, job, work, better, higher 2. Answers may vary. Possible answers: promo, promontory, promoter, promotion, promotional

B. 1. 2. 3. 4. What a drag! has a chip on his shoulder dragging your feet to add insult to injury
(page 243)

Vocabulary Practice 10
Think About Meaning 1. 2. 3. 4. 5. D D S D S 6. 7. 8. 9. 10. S S D S D

Vocabulary Practice 8
Think About Meaning

(page 241)

Practice a Skill 1. a. We are trying to raise awareness of the need for more cancer research. b. In recent years, public awareness of environmental issues has risen significantly. Collocation: raise (public) awareness Meaning: make people understand 2. a. What is the essential difference in their positions on healthcare? b. The essential difference between the two products is price. Collocation: essential difference Meaning: most important difference 3. a. This is the perfect setting for a horror movie! b. Weve found the perfect setting for the wedding. Collocation: perfect setting Meaning: ideal location

Circle: coat, digest, enhance, flame, gather, jaw, nutritional, scent, slide, stem, stroke Practice a Skill Answers may vary. Possible answers: 1. A shift in wind direction enabled the firemen to put out the flames. 2. The development of agriculture enabled humans to gather in one place and stay put for long periods of time. 3. Agriculture led to the construction of the first cities. 4. News of the approaching hurricane led to widespread panic.

Vocabulary Practice 9
Think About Meaning
easy

(page 242)

1. 2. 3. 4. 5.

F, It is difficult to chip a fragile plate. T T T F, When you accommodate someone, you

Vocabulary Practice 11
Think About Meaning 1. T 2. T

(page 244)

consider their feelings and try to do what they want

insult that person. 6. F, When you get used to something, it

doesnt feel

threatened and should

3. F, Endangered species are dangerous and

be protected

feels strange to you. Practice a Skill A. 1. do something slowly 2. have an attitude that you have been wronged 3. Thats really too bad/unfortunate/boring. 4. after one bad thing, another bad thing

should be killed.
not

4. F, A car that uses only gasoline is an ^ example of a hybrid vehicle. 5. T

do not

6. F, Humans have tails. ^ 7. T 8. T

Student Book Answer Key 43

Practice a Skill 1. 2. 3. 4. fascinating thrilled astonishing absorbed

(page 245)

Practice a Skill Answers will vary. Possible answers: 1. monochromatic, monocle, monoculture, monogamy, monolingual, monolith, monologue, monopoly, monorail, monotonous 2. unicycle, unify, uniform, unilateral, unicorn 3. hyperactive, hyperlink, hyperbole, hypersensitive, hyperventilate 4. extramarital, extrajudicial, extracurricular, extraordinary, extraterrestrial 5. minibar, miniature, minibus, minibike, minimal, minivan, minimart 6. microscope, microwave, microsecond, microsurgery, microfilm, microclimate, microphone, microbiology

Vocabulary Practice 12
Think About Meaning 1. 2. 3. 4. 5. S S S D D 6. 7. 8. 9. 10. D D S S S

44

Student Book Answer Key