Reading Town 1

Part 1 Part 2

Unit 1 Animals: Two Big Cats Unit 6 Health: Human Eyes

Lesson 1 Lions around the World Lesson 1 How Eyes Work
Lesson 2 Tigers as Pets Lesson 2 Caring for Our Eyes
Review Connecting Lesson 1 & Lesson 2 Review Connecting Lesson 1 & Lesson 2

Unit 2 The Origins of Names: A Wheel and a Tuba Unit 7 Environmental Issues: Water
Lesson 1 Ferris’s Ferris Wheel Lesson 1 Watering the Great Plains
Lesson 2 Sousa’s New Tuba Lesson 2 Farming without Soil
Review Connecting Lesson 1 & Lesson 2 Review Connecting Lesson 1 & Lesson 2

Unit 3 Technology: The Microworld Unit 8 People and Culture: The Zulu
Lesson 1 A Little Look Lesson 1 Great Warriors
Lesson 2 A Cloud of Hope and Danger Lesson 2 Clever Jackal Gets Away
Review Connecting Lesson 1 & Lesson 2 Review Connecting Lesson 1 & Lesson 2

Unit 4 Sports: Weightlifting Unit 9 Our Earth: Erosion

Lesson 1 An Amazing Sport Lesson 1 Ever Changing Lands
Lesson 2 The World’s Strongest Woman? Lesson 2 Monument Valley
Review Connecting Lesson 1 & Lesson 2 Review Connecting Lesson 1 & Lesson 2

Unit 5 Arts: J.R.R. Tolkien Unit 10 A “How-to” Guide: Buying Fresh Food

Lesson 1 The Master of Fantasy Lesson 1 Fresh is Best

Lesson 2 The Hobbit Lesson 2 The Taste of Summer
Review Connecting Lesson 1 & Lesson 2 Review Connecting Lesson 1 & Lesson 2

Reading Town 1_ Answer Key_ e-future 1

Unit 1 Animals: Two Big Cats
Lesson 1: Lions Around the World

Warm up
p 11
The answers may vary.
(This section is a teacher-led small group discussion. It is designed to prepare the students for

reading both of the passages in the unit. Please note, the questions are a guide only so the

teacher should feel free to modify them or use them in another way.)

1. Pre-Reading
p. 12
A B
The answers may vary. 1 extinct
This section is a teacher-led small group discussion. It is designed to prepare 2 region
the students for reading the passage. 3 mammal
4 philosopher
(For your information: The colored lions show where lions live now. The grey 5 as well as
lions show where lions lived in the past.) 6 the rest
7 century
8 firearms

2. During Reading
p. 14~16
A B C D
1b 10,000 Lions lived all around the world. 1a 1b
2a 2,500 Lions were common in Eastern Europe, The 2c 2b
3c Middle East, Asia and most of Africa.
4b 300 BC Lions were rare in Europe.
5a Until 500 AD Lions lived in Palestine. E F
th
10 century The last lions in Europe disappeared. 1c 1b
th
18 century Lions disappeared from the rest of Central Asia 2b 2b
after the arrival of firearms.

Reading Town 1_ Answer Key_ e-future 2

 Late 19th Lions became extinct in North Africa and the
century to ~ Middle East. They also disappeared from Turkey
early 20th and most of northern India.
century

Now About 300 lions live in a protected area in and

around northwestern India.

3. After Reading
p. 17
A-1 A-2 B C
1 extinct region The answers may vary. The answers may
2 mammals extinct (This section is a student-led vary.
3 century as well as pair or small group discussion

4 firearms firearms that reviews the lesson. It is

5 the rest of century left to the teacher’s discretion

6 philosopher to decide how to teach and

7 region answer this section.)

8 as well as

Reading Town 1_ Answer Key_ e-future 3

Unit 1 Lesson 2: Tigers as Pets

1. Pre-Reading
p. 18
A B
The answers may vary. 1 unfortunately 2 contact
This section is a teacher-led small group 3 companionship 4 breed
discussion. It is designed to prepare the 5 sufficiently 6 according to
students for reading the passage. 7 association 8 professional

2. During Reading
p. 20~22
A B C D
1c B-1: 1 b 2c 1a 1c
2b 2b 2a
3b B-2 (the answers can be in any order) E F
4b 1. not expensive 1. expensive 1c 1b
5c 2 may live inside with their owners 2. cannot be trusted 2c
3. play safely 3. still want to attack and bite
4. look very cute 4. must live in a cage

3. After Reading
p. 23
A-1 A-2 B C
1 breed 1 association The answers may vary. The answers
2 association 2 contact (This section is a student-led may vary.
3 companionship 3 companionship pair or small group discussion

4 unfortunately 4 sufficiently that reviews the lesson. It is

5 according to 5 unfortunately left to the teacher’s discretion

6 contact 6 professional to decide how to teach and

7 professional answer this section.)

8 sufficiently

Reading Town 1_ Answer Key_ e-future 4

Unit 1 Review: Connecting Lesson 1 and Lesson 2

1. Summary and Discussion

A. Main Ideas and Supporting Details
p. 24 (Note, the main ideas can be in any order)
Lesson 1 Summary, Lions Around the World
Main Ideas 4. Now, lions are found only in some parts of India and Africa.
6. Until 10,000 years ago, lions lived all around the world.
7. Lions in Asia disappeared later than lions in Europe.
Supporting 2. Firearms arrived in Asia in the 18th century.
Detail
Lesson 2 Summary: Tigers as Pets
Main Ideas 1. Pet tigers are kept for show rather than for companionship.
3. Caring for a pet tiger is very expensive, difficult and dangerous.
8. There are more pet tigers than wild tigers.
Supporting 5. 12,000 is a very large number of tigers.
Detail
B. Discussion
The answers may vary. (This section is a student-led pair or small group discussion that
reviews the unit. It is left to the teacher’s discretion to decide how to teach and answer this

section.)

2. Vocabulary Review
p. 25
A Word Definition B Crossword Puzzle
1b Down Across
2c 1. firearms 5. the rest of
3a 2. century 6. professional
4a 3. philosopher 7. companionship
5c 4. sufficiently 8. mammals
6a
7b
8c

Reading Town 1_ Answer Key_ e-future 5

Unit 2 The Origins of Names: A Wheel and a Tuba
Lesson 1: Ferris’s Ferris Wheel

Warm up
p 27
The answers may vary.
(This section is a teacher-led small group discussion. It is designed to prepare the students for

reading both of the passages in the unit. Please note, the questions are a guide only so the

teacher should feel free to modify them or use them in another way.)

1. Pre-Reading
p. 28
A B
The answers may vary. 1 observation
This section is a teacher-led small group discussion. It is designed to prepare 2 landmark
the students for reading the passage. 3 steel
4 appear
(For your information: The picture shows a Ferris wheel.) 5 engineering
6 advanced
7 take apart
8 steam

2. During Reading
p. 30~32
A B C D
1a B-1: 1d 2a 1b 1b
2c 2c 2c
3c B-2 (1)
4a City Paris Chicago
5a Centerpiece Eiffel Tower Ferris Wheel E F
B-2 (2) 1b 1c
Location Chicago Singapore Beijing 2c
Year 1893 2008 Not completed yet
Height 80m 165m 208m

Reading Town 1_ Answer Key_ e-future 6

3. After Reading
p. 33
A-1 A-2 B C
1 observation 1 steam The answers may vary. The answers
2 appeared 2 took apart (This section is a student-led may vary.
3 engineering 3 observation pair or small group discussion

4 took apart 4 advanced that reviews the lesson. It is

5 steel 5 appeared left to the teacher’s discretion

6 advanced to decide how to teach and

7 landmark answer this section.)

8 steam

Reading Town 1_ Answer Key_ e-future 7

Unit 2 Lesson 2: Sousa’s New Tuba

1. Pre-Reading
p. 34
A B
The answers may vary. 1 upright 2 connection
This section is a teacher-led small group discussion. It is 3 existence 4 conduct
designed to prepare the students for reading the passage. 5 audience 6 narrow
(For your information: This activity is called “marching” or 7 wrap 8 composer
“playing in a marching band”.)

2. During Reading
p. 36~38
A B C D
1b B-1 1a 1b
2c 1a 2c 2c
3a B-2 E F
4a narrow, upright large, wide, forward facing 1b 1b
5b up and away from the audience directly to the audience’s ears 2c

no information 1. It wrapped itself around the player.

2. It worked very well for marching.

3. After Reading
p. 39
A-1 A-2 B C
1 connection 1 connection The answers may vary. The answers
2 conduct 2 upright (This section is a student- may vary.
3 narrow 3 existence led pair or small group

4 composers 4 narrow discussion that reviews the

5 audience lesson. It is left to the

6 upright teacher’s discretion to

7 existence decide how to teach and

8 wrap answer this section.)

Reading Town 1_ Answer Key_ e-future 8

Unit 2 Review: Connecting Lesson 1 and Lesson 2

1. Summary and Discussion

A. Main Ideas and Supporting Details
p. 40 (Note, the main ideas can be in any order)
Lesson 1 Summary, Ferris’s Ferris Wheel
Main Ideas 7. Ferris built a huge observation wheel for the 1893 World’s Fair in
Chicago.
4. George Washington Gale Ferris was a bridge builder.
1. Today, many cities have Ferris wheels as landmarks.
Supporting 5. The centerpiece of the 1889 World Fair was the Eiffel Tower.
Detail
Lesson 2 Summary: Sousa’s New Tuba
Main Ideas 2. Sousa worked with the instrument maker to develop the
sousaphone.
6. John Phillip Sousa was an American conductor and composer.
8. Sousa wanted a tuba that could send its sound directly to the
audience.
Supporting 3. The Sousa Band only marched once in its existence.
Detail
B. Discussion
The answers may vary. (This section is a student-led pair or small group discussion that
reviews the unit. It is left to the teacher’s discretion to decide how to teach and answer this

section.)

2. Vocabulary Review
p. 41
A Word Definition B Crossword Puzzle
1a 5b Down Across
2b 6c 1. conduct 1. composer
3a 7a 2. wrap 5. steel
4c 8c 3. engineering 6. existence
4. steam 7. landmark

Reading Town 1_ Answer Key_ e-future 9

Unit 3 Technology: The Microworld
Lesson 1: A Little Look

Warm up
p 43
The answers may vary.
(This section is a teacher-led small group discussion. It is designed to prepare the students for

reading both of the passages in the unit. Please note, the questions are a guide only so the

teacher should feel free to modify them or use them in another way.)

1. Pre-Reading
p. 44
A B
The answers may vary. 1 rapid
This section is a teacher-led small group discussion. It is designed to 2 accomplishment
prepare the students for reading the passage. 3 detail
4 fundamental
(For your information: The machine in the picture is a microscope.) 5 multiple
6 progress
7 discover
8 magnify

2. During Reading
p. 46~48
A B C D
1c B-1 1b 1b
2b 1d 2b 2c
3c B-2 E F
4a A magnifying glass was created. A microscope was developed. 1b 1b
5a Scientists could see small Scientists could see even 2a
things. smaller things.
A new understanding of the A fundamental understanding
world began. of our world began.

Reading Town 1_ Answer Key_ e-future 10

3. After Reading
p. 49
A-1 A-2 B C
1 progress 1 accomplishment The answers may vary. The answers
2 discover 2 progress (This section is a student-led may vary.
3 magnified 3 discover pair or small group discussion

4 accomplishment 4 fundamental that reviews the lesson. It is

5 multiple 5 rapid left to the teacher’s discretion

6 fundamental to decide how to teach and

7 rapid answer this section.)

8 details

Reading Town 1_ Answer Key_ e-future 11

Unit 3 Lesson 2: A Cloud of Hope and Danger

1. Pre-Reading
p. 50
A B
The answers may vary. 1 patient
This section is a teacher-led small group discussion. It is designed to prepare 2 decision
the students for reading the passage. 3 disease
4 surround
(For your information: The picture shows some kind of glass machine or 5 repair
robot. The red doughnut shaped objects are red blood cells) 6 purpose
7 risk
8 suffer

2. During Reading
p. 52~54
A B C D
1c B-1 1c 1a
2b 1b 2a 2a 2b
3c B-2
4a Using nanorobots for good Nanorobots may be a E F
5c purposes may be the solution dangerous risk. 1b 1c
to many of today’s problems. 2b

1. Nanorobots can fight disease. 1. Things can go wrong in the

2. They can repair the reproduction programming.
environment. 2. Nanorobots can get out of
control and destroy the
Earth.
We should continue researching We should search for other
nanorobots. methods.

Reading Town 1_ Answer Key_ e-future 12

3. After Reading
p. 55
A-1 A-2 B C
1 suffer 1 disease The answers may vary. The answers
2 risk 2 suffer (This section is a student-led may vary.
3 patient 3 patient pair or small group discussion

4 purpose 4 purpose that reviews the lesson. It is

5 disease 5 risk left to the teacher’s discretion

6 decision 6 repair to decide how to teach and

7 surrounded answer this section.)

8 repair

Reading Town 1_ Answer Key_ e-future 13

Unit 3 Review: Connecting Lesson 1 and Lesson 2

1. Summary and Discussion

A. Main Ideas and Supporting Details
p. 56 (Note, the main ideas can be in any order)
Lesson 1 Summary, A Little Look
Main Ideas 2. Using microscopes, scientists made many useful discoveries.
5. A magnifying glass was created by Ibn al-Haytham.
8. Microscopes give us a fundamental understanding of our world.
Supporting 4. Scientists eagerly began to look through the magnifying glasses.
Detail
Lesson 2 Summary: A Cloud of Hope and Danger
Main Ideas 3. We will have to make a decision about nanorobots in the future.
6. Using nanorobots for good purposes may solve many problems.
7. Nanorobots may be a dangerous risk.
Supporting 1. The cloud in the hospital operating room is made of nanorobots.
Detail
B. Discussion
The answers may vary. (This section is a student-led pair or small group discussion that
reviews the unit. It is left to the teacher’s discretion to decide how to teach and answer this

section.)

2. Vocabulary Review
p. 57
A Word Definition B Crossword Puzzle
1c Down Across
2b 1. purpose 5. multiple
3b 2. surround 6. fundamental
4a 3. detail 7. disease
5a 4. decision 8. risks
6b
7c
8b
9a

Reading Town 1_ Answer Key_ e-future 14

Unit 4 Sports: Weightlifting
Lesson 1: An Amazing Sport

Warm up
p 59
The answers may vary.
(This section is a teacher-led small group discussion. It is designed to prepare the students for

reading both of the passages in the unit. Please note, the questions are a guide only so the

teacher should feel free to modify them or use them in another way.)

1. Pre-Reading
p. 60
A B
The answers may vary. 1 muscle
This section is a teacher-led small group discussion. It is designed to prepare 2 appreciate
the students for reading the passage. 3 maximum
4 proper
5 quality
6 require
7 atmosphere
8 combine

2. During Reading
p. 62~64
A B C D
1b B-1 1a 1b
2a 1c 2a 2b
3c B-2 E F
4a Weightlifters: 1, 3, 6 1b 1a
5c Coaches: 5
G
Audience: 2, 4
1a

Reading Town 1_ Answer Key_ e-future 15

3. After Reading
p. 65
A-1 A-2 B C
1 appreciates 1 combine The answers may vary. The answers
2 maximum 2 qualities (This section is a student-led may vary.
3 combine 3 requires pair or small group discussion

4 qualities 4 atmosphere that reviews the lesson. It is

5 requires 5 proper left to the teacher’s discretion

6 proper 6 maximum to decide how to teach and

7 muscles answer this section.)

8 atmosphere

Reading Town 1_ Answer Key_ e-future 16

Unit 4 Lesson 2: The World’s Strongest Woman?

1. Pre-Reading
p. 66
A B
The answers may vary. 1 workload
This section is a teacher-led small group discussion. It is designed to 2 cautious
prepare the students for reading the passage. 3 look forward to
4 previous
(For your information: Jang Mi-ran is a Korean weightlifter.) 5 monitor
6 declare
7 accept
8 manage

2. During Reading
p. 68~70
A B C D
1c B-1 1a 1c
2a Name: Jang Mi-ran 2c 2a
3c
Job: Weightlifter
4b
Personality: Modest
5a
Awards: gold medal, 2008 Olympics E F
World records: snatch-140kg, clean and jerk-186kg, 1b 1a
total-326kg 2c
Future plans: To compete in future competitions and the 2012
Olympic Games.

B-2
Name: Jang Mi-ran Mu Suang-suang
Nationality: Korean Chinese
Record Weight: 326kg 319kg

Reading Town 1_ Answer Key_ e-future 17

3. After Reading
p. 71
A-1 A-2 B C
1 accept 1 cautious The answers may vary. The answers may
2 cautious 2 monitors (This section is a student-led vary.
3 manage 3 accept pair or small group discussion

4 declared 4 declared that reviews the lesson. It is

5 monitors 5 previous left to the teacher’s discretion

6 previous 6 manage to decide how to teach and

7 looking forward to answer this section.)

8 workload

Reading Town 1_ Answer Key_ e-future 18

Unit 4 Review: Connecting Lesson 1 and Lesson 2

1. Summary and Discussion

A. Main Ideas and Supporting Details
p. 72 (Note, the main ideas can be in any order)
Lesson 1 Summary, An Amazing Sport
Main Ideas 3. It’s important for weightlifters to train properly, or they could get
hurt.
4. Weightlifters have to have very strong muscles, especially in their
legs.
8. Weightlifting is a very exciting spectator sport.
Supporting 6. 20,000 kilograms is the same as 15 medium-sized cars.
Detail
Lesson 2 Summary: The World’s Strongest Woman?
Main Ideas 2. Jang Mi-ran was declared the world’s strongest woman after
winning a gold medal at the 2008 Olympics.
5. Jang wants to continue working to beat her records.
7. Jang set three new world records at the Olympics in Beijing.
Supporting 1. Jang’s record was 7 kg more than the previous world record.
Detail
B. Discussion
The answers may vary. (This section is a student-led pair or small group discussion that
reviews the unit. It is left to the teacher’s discretion to decide how to teach and answer this

section.)

2. Vocabulary Review
p. 73
A Word Definition B Crossword Puzzle
1a 5a Down Across
2b 6c 1. atmosphere 5. muscles
3c 7b 2. managed 6. quality
4a 8a 3. declared 7. look forward to
4. workload 8. maximum

Reading Town 1_ Answer Key_ e-future 19

Unit 5 Arts: J.R.R. Tolkien
Lesson 1: The Master of Fantasy

Warm up
p 75
The answers may vary.
(This section is a teacher-led small group discussion. It is designed to prepare the students for

reading both of the passages in the unit. Please note, the questions are a guide only so the

teacher should feel free to modify them or use them in another way.)

1. Pre-Reading
p. 76
A B
The answers may vary. 1 publish
This section is a teacher-led small group discussion. It is designed to prepare 2 author
the students for reading the passage. 3 professor
4 release
5 fantasy
6 generation
7 inspire
8 persuade

2. During Reading
p. 78~80
A B C D
1b Year 1892 John Ronald Reuel Tolkien is born in 1b 1c
2b England. 2a 2b
3c In World War 1 Tolkien was a soldier.
4a After Tolkien created a fantasy world called
5c World War 1 Middle Earth. E F
1937 Tolkien’s first book, The Hobbit, was 1a 1b
published. 2a
1954 – 1955 The Lord of the Rings was published.

Reading Town 1_ Answer Key_ e-future 20

 1960s The Lord of the Rings became hugely
popular.

1973 Tolkien died.

1977 Tolkien’s son edited and released The
Silmarillion.
2001 – 2003 Tolkien’s story, The Lord of the Rings was
made into three movies.

3. After Reading
p. 81
A-1 A-2 B C
1 professor 1 author The answers may vary. The answers
2 generation 2 persuaded (This section is a student-led may vary.
3 published 3 fantasy pair or small group discussion

4 author 4 published that reviews the lesson. It is

5 persuaded 5 release left to the teacher’s discretion

6 inspired to decide how to teach and

7 released answer this section.)

8 fantasy

Reading Town 1_ Answer Key_ e-future 21

Unit 5 Lesson 2: The Hobbit

1. Pre-Reading
p. 82
A B
The answers may vary. 1 dwarf 2 overcome
This section is a teacher-led small group discussion. It is 3 wizard 4 battle
designed to prepare the students for reading the passage. 5 introduce 6 treasure
7 challenge 8 reclaim
(For your information: The picture shows a map of Wilderland in

Middle Earth.)

2. During Reading
p. 84~86
A B C D
1c B-1: 5, 7, 2, 6, 4, 1, 3 1a 1b
2b 2c 2b
3c B-2
4b Fact
5c Fact E F
Fact 1b 1b
Opinion 2c

3. After Reading
p. 87
A-1 A-2 B C
1 reclaim 1 battle The answers may vary. The answers
2 introduces 2 reclaim (This section is a student-led may vary.
3 wizard 3 treasures pair or small group discussion

4 treasure 4 challenges that reviews the lesson. It is

5 challenges 5 overcome left to the teacher’s discretion

6 dwarves to decide how to teach and

7 battle answer this section.)

8 overcome

Reading Town 1_ Answer Key_ e-future 22

Unit 5 Review: Connecting Lesson 1 and Lesson 2

1. Summary and Discussion

A. Main Ideas and Supporting Details
p. 88 (Note, the main ideas can be in any order)
Lesson 1 Summary: The Master of Fantasy
Main Ideas 1. J.R.R. Tolkien was a famous fantasy writer from England.
3. Tolkien created Middle Earth, which was the scene for many of his
stories.
5. He wrote The Hobbit, The Lord of the Rings, and the Silmarillion.
Supporting 2. J.R.R. Tolkien was a soldier in World War 1.
Detail
Lesson 2 Summary: The Hobbit
Main Ideas 4. The Hobbit is about a character who has to reclaim some treasure.
6. The Hobbit became very popular after it was published in 1937.
8. The Hobbit is full of challenges and ends with a spectacular battle
scene.
Supporting 7. There is a dragon called Smaug in The Hobbit.
Detail
B. Discussion
The answers may vary. (This section is a student-led pair or small group discussion that
reviews the unit. It is left to the teacher’s discretion to decide how to teach and answer this

section.)

2. Vocabulary Review
p. 89
A Word Definition B Crossword Puzzle
1b 5b Down Across
2c 6a 1. wizard 5. dwarves
3a 7c 2. generation 6. persuaded
4b 8c 3. fantasy 7. reclaim
4. battle 8. inspired

Reading Town 1_ Answer Key_ e-future 23

Unit 6 Health: The Human Eye
Lesson 1: How Eyes Work

Warm up
p 93
The answers may vary.
(This section is a teacher-led small group discussion. It is designed to prepare the students for

reading both of the passages in the unit. Please note, the questions are a guide only so the

teacher should feel free to modify them or use them in another way.)

1. Pre-Reading
p. 94
A B
The answers may vary. 1 sense
This section is a teacher-led small group discussion. It is designed to prepare 2 rod
the students for reading the passage. 3 impulse
4 detect
5 signal
6 organ
7 nerve
8 cone

2. During Reading
p. 96~98
A B C D
1b B-1 1b 1a
2c light → eye lens → retina → optic nerve → brain 2c 2a
3c
4b B-2 (1) E F
5a 1. They help us see in dim 1. They help us see in bright 1c 1b
light. light . 2a
2. They detect black, white 2. They sense color and detail.
and shades of gray.

Reading Town 1_ Answer Key_ e-future 24

 B-2 (2)
Light passes through the lens Light passes through the eye
and gets recorded on film or a lens and gets recorded on the
computer chip. back of the eye.

3. After Reading
p. 99
A-1 A-2 B C
1 detect 1 rod The answers may vary. The answers may
2 organs 2 detect (This section is a student- vary.
3 nerves 3 signal led pair or small group

4 cone 4 sense discussion that reviews

5 signal the lesson. It is left to the

6 impulse teacher’s discretion to

7 sense decide how to teach and

8 rod answer this section.)

Reading Town 1_ Answer Key_ e-future 25

Unit 6 Lesson 2: Caring For Our Eyes

1. Pre-Reading
p. 100
A B
The answers may vary. 1 expression
This section is a teacher-led small group discussion. It is designed to prepare 2 period
the students for reading the passage. 3 entire
4 vital
(For your information: The colored lions show where lions live now. The grey 5 furthermore
lions show where lions lived in the past.) 6 reduce
7 maintain
8 vision

2. During Reading
p. 102~104
A B C D
1c B-1: 1 c 1a 1b
2b B-2 2b 2a
3c 1. Eat vegetables that contain By eating carrots, sweet E F
4c lots of beta carotene. potatoes and spinach. 1c 1b
5a 2. Shield our eyes in bright By wearing sunglasses. 2b

sunlight.

3. Protect our eyes from By wearing goggles.

dangerous chemicals.
4. Don’t spend too much time By taking a short break every
in front of the computer or 15 or 30 minutes.
TV.

Reading Town 1_ Answer Key_ e-future 26

3. After Reading
p. 105
A-1 A-2 B C
1 expression 1 entire The answers may vary. The
2 Furthermore 2 furthermore (This section is a student-led pair or small answers
3 reduce 3 vision group discussion that reviews the lesson. may
4 maintain 4 period It is left to the teacher’s discretion to vary.
5 period 5 vital decide how to teach and answer this

6 entire 6 reduce section.)

7 vital
8 vision For your information, possible English

expressions relating to eyes include:

An eye for an eye

Your eyes are bigger than your

belly/stomach

I’m up to my eyes in ____________

A sight for sore eyes

Reading Town 1_ Answer Key_ e-future 27

Unit 6 Review: Connecting Lesson 1 and Lesson 2

1. Summary and Discussion

A. Main Ideas and Supporting Details
p. 106 (Note, the main ideas can be in any order)
Lesson 1 Summary, How Eyes Work
Main Ideas 2. Our eyes work like cameras.
6. The retina changes the image from the lens into electric signals.
7. Signals from the retina are sent to the brain through the optic
nerve.
Supporting 8. Our eyes help us to play.
Detail
Lesson 2 Summary: Caring For Our Eyes
Main Ideas 1. Eating fresh fruits and vegetables helps to maintain good eyesight.
4. You can protect your eyes by wearing sunglasses or goggles, or by
taking breaks when you watch T.V. / use a computer.
5. If we do a few simple things, we can protect our eyes.
Supporting 3. Some sunglasses have 100% U.V. protection.
Detail
B. Discussion
The answers may vary. (This section is a student-led pair or small group discussion that
reviews the unit. It is left to the teacher’s discretion to decide how to teach and answer this

section.)

2. Vocabulary Review
p. 107
A Word Definition B Crossword Puzzle
1a Down Across
2b 1. signal 5. vision
3b 2. impulses 6. maintain
4c 3. nerve 7. period
5b 4. cone 8. sense
6a
7a
8c

Reading Town 1_ Answer Key_ e-future 28

Unit 7 Environmental Issues: Water
Lesson 1: Watering the Great Plains

Warm up
p 109
The answers may vary.
(This section is a teacher-led small group discussion. It is designed to prepare the students for

reading both of the passages in the unit. Please note, the questions are a guide only so the

teacher should feel free to modify them or use them in another way.)

1. Pre-Reading
p. 110
A B
The answers may vary. 1 run out
This section is a teacher-led small group discussion. It is designed to prepare 2 within
the students for reading the passage. 3 certain
4 plain
5 issue
6 resident
7 shortage
8 rainfall

2. During Reading
p. 112~114
A B C D
1c B-1 1b 1c
2b 18th century The first Europeans to visit the Plains thought 2c
3a that the land was too dry for farming.
E F
4b 20th century 1. Underground water was discovered.
1c 1c
5c 2. Parts of the great plains turned into the best
2b
farms in the world.
21st century 1. The water is running out.
2. Some scientists believe the Great Plains will
dry up within the next 25 years.

Reading Town 1_ Answer Key_ e-future 29

 B-2
Cause The underground water is not being replaced
fast enough.
Residents of the Great Plains use more water
than is returned underground from rainfall .
Effect 1. The water is running out.
2. Food production is at risk.

3. After Reading
p. 115
A-1 A-2 B C
1 rainfall 1 shortage The answers may vary. The answers may
2 residents 2 residents (This section is a student- vary.
3 plain 3 plain led pair or small group

4 issue 4 issue discussion that reviews

5 shortage 5 certain the lesson. It is left to the

6 within teacher’s discretion to

7 run out decide how to teach and

8 certain answer this section.)

Reading Town 1_ Answer Key_ e-future 30

Unit 7 Lesson 2: Farming Without Soil

1. Pre-Reading
p. 116
A B
The answers may vary. 1 shrink
This section is a teacher-led small group discussion. It is designed to prepare 2 method
the students for reading the passage. 3 equip
4 circulate
5 mist
6 orbit
7 root
8 laboratory

2. During Reading
p. 118~120
A B C D
1a B-1 1a 1a
2b 1940s Aeroponics first appeared in the laboratory 2b 2b
3b while researchers were studying the way
4c plants’ roots developed.
E F
5c
1c 1b
1960s 1. NASA became interested in aeroponics.
2a
2. Aeroponics was considered the perfect way
to grow plants in space.

Now Aeroponic farms may solve many of the

problems seen in modern farming today.
B-2

Reading Town 1_ Answer Key_ e-future 31

 The roots grow in The roots grow into an open tube.
soil.

Water is sprayed A fine mist of water is sprayed onto the

directly on to the roots inside a tube.
plants.

Water is lost into the Water is not lost into the ground
ground. because the water is circulated within
the tubes.

3. After Reading
p. 121
A-1 A-2 B, C
1 mist 1 orbit The answers may vary. The answers may
2 shrink 2 equipped (This section is a student- vary.
3 circulates 3 mist led pair or small group

4 equipped 4 circulates discussion that reviews

5 root 5 laboratory the lesson. It is left to the

6 orbit 6 shrink teacher’s discretion to

7 method decide how to teach and

8 laboratory answer this section.)

Reading Town 1_ Answer Key_ e-future 32

Unit 7 Review: Connecting Lesson 1 and Lesson 2

1. Summary and Discussion

A. Main Ideas and Supporting Details
p. 122 (Note, the main ideas can be in any order)
Lesson 1 Summary, Watering the Great Plains
Main Ideas 2. The Great Plains are running out of water.
3. Something must be done to solve the water storage problem in the
Great Plains.
7. The Great Plains are special because they produce a lot of food.
Supporting 5. The water under the Great Plains is over 10,000 years old.
Detail
Lesson 2 Summary: Farming Without Soil
Main Ideas 1. NASA developed aeroponic systems that were extremely water
efficient.
4. Aeroponic farms may solve many of the problems seen in modern
farming today.
6. Aeroponics is a method of growing plants without soil.
Supporting 8. Researchers grew their plants in glass tubes.
Detail
B. Discussion
The answers may vary. (This section is a student-led pair or small group discussion that
reviews the unit. It is left to the teacher’s discretion to decide how to teach and answer this

section.)

2. Vocabulary Review
p. 123
A Word Definition B Crossword Puzzle
1b 5a Down Across
2a 6b 1. plain 5. certain
3b 7a 2. roots 6. laboratory
4b 8c 3. circulates 7. within
4. mist 8. shortage

Reading Town 1_ Answer Key_ e-future 33

Unit 8 People and Culture: The Zulu
Lesson 1: Great Warriors

Warm up
p 125
The answers may vary.
(This section is a teacher-led small group discussion. It is designed to prepare the students for

reading both of the passages in the unit. Please note, the questions are a guide only so the

teacher should feel free to modify them or use them in another way.)

1. Pre-Reading
p. 126
A B
The answers may vary. 1 tribe
This section is a teacher-led small group discussion. It is designed to prepare 2 defeat
the students for reading the passage. 3 fear
4 reputation
(For your information: The people are members of the Zulu tribe from 5 respect
southern Africa.) 6 ethnic
7 update
8 fierce

2. During Reading
p. 128~130
A B C D
1a B-1 1b 1a
2b 1709 Zulu kaNtombela brought several tribes together as 2c 2a
3c one group and led them to the Mkhumbane river.
E F
4b
1c 1a
5c 1816 Shaka Zulu came to power. He updated the weapons
2a
and he also trained his warriors to be fiercer, harder
fighters.
1879 The British Army invaded Zululand, but they were
defeated.

Reading Town 1_ Answer Key_ e-future 34

 Now The Zulu people live mainly in South Africa.
Today, their lives are much like any other people.

B-2
The Zulu warriors were well They were feared and
equipped and well trained. respected as great warriors.

The Zulu warriors defeated the The reputation of the Zulu

British Army. warriors spread across the
world.
3. After Reading
p. 131
A-1 A-2 B C
1 respect 1 defeat The answers may vary. The answers may
2 reputation 2 respect (This section is a student- vary.
3 fierce 3 fear led pair or small group

4 ethnic 4 update discussion that reviews

5 update 5 fierce the lesson. It is left to the

6 fear teacher’s discretion to

7 defeat decide how to teach and

8 tribe answer this section.)

Reading Town 1_ Answer Key_ e-future 35

Unit 8 Lesson 2: Clever Jackal Gets Away

1. Pre-Reading
p. 132
A B
The answers may vary. 1 realize
This section is a teacher-led small group discussion. It is designed to prepare 2 path
the students for reading the passage. 3 crush
4 pay attention
5 entertain
6 surroundings
7 further
8 concentrate

2. During Reading
p. 134~136
A B C D
1a B-1 1a 1a
2b At the beginning Jackal was sniffing the ground. 2c 2a
3b of the story
4c
5b Then Jackal saw Lion. Jackal knew he would be in
trouble if he were caught.
E F
1a 1c
Then Jackal had an idea. He pushed on some
2b
rocks and asked Lion to help him stop the
rocks from falling.

Then Lion started pushing on the rocks and

Jackal ran away.

At the end of the Lion realized that he had been tricked again
story by Jackal!
B-2

Reading Town 1_ Answer Key_ e-future 36

 Fact
Fact
Opinion
Fact
Fact
Opinion

3. After Reading
p. 137
A-1 A-2 B C
1 crushed 1 path The answers may vary. The answers
2 Concentrate 2 surroundings (This section is a student-led may vary.
3 surroundings 3 entertained pair or small group discussion

4 entertained 4 concentrate that reviews the lesson. It is

5 further 5 crushed left to the teacher’s discretion

6 pay attention to decide how to teach and

7 path answer this section.)

8 realized

Reading Town 1_ Answer Key_ e-future 37

Unit 8 Review: Connecting Lesson 1 and Lesson 2

1. Summary and Discussion

A. Main Ideas and Supporting Details
p. 138 (Note, the main ideas can be in any order)
Lesson 1 Summary: Great Warriors
Main Ideas 4. The Zulu are the largest ethnic group in Africa.
8. The Zulu warriors were feared and respected.
6. The Zulu people live mainly in South Africa.
Supporting 1. The British were well trained and equipped.
Detail
Lesson 2 Summary: Clever Jackal Gets Away
Main Ideas 5. Jackal got away safely
7. The Zulu people have animal stories that teach important lessons to
children.
2. Jackal saw Lion and decided to trick him.
Supporting 3. Lion used his great strength
Detail
B. Discussion
The answers may vary. (This section is a student-led pair or small group discussion that
reviews the unit. It is left to the teacher’s discretion to decide how to teach and answer this

section.)

2. Vocabulary Review
p. 139
A Word Definition B Crossword Puzzle
1b Down Across
2c 1. entertain 5. defeated
3b 2. path 6. surroundings
4c 3. further 7. ethnic
5c 4. tribes 8. crushed
6a
7a
8b

Reading Town 1_ Answer Key_ e-future 38

Unit 9 Our Earth: Erosion
Lesson 1: Ever-Changing Lands

Warm up
p 141
The answers may vary.
(This section is a teacher-led small group discussion. It is designed to prepare the students for

reading both of the passages in the unit. Please note, the questions are a guide only so the

teacher should feel free to modify them or use them in another way.)

1. Pre-Reading
p. 142
A B
The answers may vary. 1 mine
This section is a teacher-led small group discussion. It is designed to prepare 2 sights
the students for reading the passage. 3 clearance
4 process
(For your information: The cliffs were formed by the river cutting away the 5 affect
rock over thousands of years.) 6 erosion
7 contribute
8 rely

2. During Reading
p. 144~146
A B C D
1c B-1 1c 2b 1b 1a
2b 2c 2c
3b B-2 E F
4b Natural processes 1b 1b
5a 1. Heavy rains wash away Erosion happens 2c
land
2. Rivers cut through
mountains
3. Winds move sand and rocks

Reading Town 1_ Answer Key_ e-future 39

 Human’s land uses: Erosion is accelerated
1. mining,
2. forest clearance,
3. farming

3. After Reading
p. 147
A-1 A-2 B C
1 erosion 1 rely The answers may vary. The answers
2 contribute 2 clearance (This section is a student-led may vary.
3 rely 3 process pair or small group discussion

4 sights 4 affect that reviews the lesson. It is

5 clearance 5 sights left to the teacher’s discretion

6 process to decide how to teach and

7 affect answer this section.)

8 mine

Reading Town 1_ Answer Key_ e-future 40

Unit 9 Lesson 2: Monument Valley

1. Pre-Reading
p. 148
A B
The answers may vary. 1 monument
This section is a teacher-led small group discussion. It is 2 disappoint
designed to prepare the students for reading the passage. 3 unique
4 formation
(For your information: The rocks were formed because they are 5 advertising
made of a harder type of rock. The softer rock that used to 6 typically
surround them has been eroded by the rivers that used to flow 7 vivid
in the valley .) 8 original

2. During Reading
p. 150~152
A B C D
1c B-1 1a 1a
2b 1c 2b 2c
3c B-2 E F
4a There are natural monuments. There are human-made 1c 1b
5c 1. They are made of stone and earth. monuments such as walls 2b
2. They were caused by natural and statues.
erosion.

Reading Town 1_ Answer Key_ e-future 41

3. After Reading
p. 153
A-1 A-2 B C
1 monument 1 monument The answers may vary. The answers
2 advertisement 2 advertisement (This section is a student-led may vary.
3 formation 3 original pair or small group discussion

4 vivid 4 typically that reviews the lesson. It is

5 unique 5 vivid left to the teacher’s discretion

6 original to decide how to teach and

7 disappoint answer this section.)

8 typically

Reading Town 1_ Answer Key_ e-future 42

Unit 9 Review: Connecting Lesson 1 and Lesson 2

1. Summary and Discussion

A. Main Ideas and Supporting Details
p. 154 (Note, the main ideas can be in any order)
Lesson 1 Summary: Ever Changing Lands
Main Ideas 1. Natural erosion is very slow but, sometimes, erosion is accelerated
by humans.
5. Humans need to think about accelerated erosion and its effects.
7. The surface of the Earth is always changing.
Supporting 2. Humans mine the Earth to obtain minerals.
Detail
Lesson 2 Summary: Monument Valley
Main Ideas 3. Many visitors visit Monument Valley every year.
4. Monument Valley is a national park in Utah and Arizona.
8. The park has natural monuments made of stone and earth. They
were caused by natural erosion.
Supporting 6. Cowboys fight Indians in old American western movies.
Detail
B. Discussion
The answers may vary. (This section is a student-led pair or small group discussion that
reviews the unit. It is left to the teacher’s discretion to decide how to teach and answer this

section.)

2. Vocabulary Review
p. 155
A Word Definition B Crossword Puzzle
1b 5b Down Across
2c 6a 1. mine 5. erosion
3b 7a 2. process 6. disappoint
4c 8b 3. contribute 7. monument
4. affect 8. advertisement

Reading Town 1_ Answer Key_ e-future 43

Unit 10 A “How-to” Guide: Buying Fresh Food
Lesson 1: Fresh is Best

Warm up
p 157
The answers may vary.
(This section is a teacher-led small group discussion. It is designed to prepare the students for

reading both of the passages in the unit. Please note, the questions are a guide only so the

teacher should feel free to modify them or use them in another way.)

1. Pre-Reading
p. 158
A B
The answers may vary. 1 bouncy
This section is a teacher-led small group discussion. It is designed to prepare 2 harvest
the students for reading the passage. 3 reward
4 flesh
5 dull
6 sour
7 delay
8 moist

2. During Reading
p. 160~162
A B C D
1c B-1 1b 1b
2b A fish is caught at sea. 2a
3c It is transported to shore.
E F
4b It is delivered to the fish market.
1b 1b
5b The fish shop owner selects and purchases the fish.
2c 2c
The fish shop owner sells the fish.
You buy a fish and have a tasty meal.

B-2

Reading Town 1_ Answer Key_ e-future 44

 eyes bright, clear, round dull, hazy, sunken
skin moist, shiny no information
gills red or pink no information
smell mild strong, fishy, sour

3. After Reading
p. 163
A-1 A-2 B C
1 dull 1 delay The answers may vary. The answers may
2 bouncy 2 moist (This section is a student-led vary.
3 harvest 3 flesh pair or small group discussion

4 sour 4 reward that reviews the lesson. It is

5 delay 5 dull left to the teacher’s discretion

6 flesh to decide how to teach and

7 reward answer this section.)

8 moist

Reading Town 1_ Answer Key_ e-future 45

Unit 10 Lesson 2: The Taste of Summer

1. Pre-Reading
p. 164
A B
The answers may vary. 1 stem
This section is a teacher-led small group discussion. It is designed to prepare 2 satisfy
the students for reading the passage. 3 refreshing
4 hollow
5 vine
6 thirst
7 ripe
8 supply

2. During Reading
p. 166~168
A B C D
1c B-1 1b 1c
2b 1d 2a 2a 2a
3b B-2 E F
4c 1. It should sound hollow. 1. It doesn’t sound hollow. 1c 1a
5b 2. The spot on the watermelon 2. The spot is white. 2b
should be light yellow.
3. It should be heavy for its 3. It’s light for its size.
size.
4. The stem should be 4. No information
shrunken and colored dark
green or brown.
5. It should be firm. 5. It is starting to go soft.

Reading Town 1_ Answer Key_ e-future 46

3. After Reading
p. 169
A-1 A-2 B C
1 hollow 1 hollow The answers may vary. The answers
2 refreshing 2 supply (This section is a student-led may vary.
3 thirst 3 satisfy pair or small group discussion

4 vine 4 refreshing that reviews the lesson. It is

5 satisfy 5 ripe left to the teacher’s discretion

6 stem to decide how to teach and

7 supply answer this section.)

8 ripe

Reading Town 1_ Answer Key_ e-future 47

Unit 10 Review: Connecting Lesson 1 and Lesson 2

1. Summary and Discussion

A. Main Ideas and Supporting Details
p. 170 (Note, the main ideas can be in any order)
Lesson 1 Summary, Fresh is Best
Main Ideas 3. Open ocean fish go through many steps before they get to us.
2. Check the eyes, skin, gills, flesh, and smell when you choose a fish.
8. It’s difficult to choose a fresh fish, but they make a tasty and
nutritious meal.
Supporting 6. The fish shop owner sells the fish to you.
Detail
Lesson 2 Summary: The Taste of Summer
Main Ideas 1. One of the most popular summer fruits is the watermelon.
5. There are five simple rules to follow when you choose a
watermelon.
7. Follow the five rules to enjoy the taste of watermelon this summer.
Supporting 4. Watermelon is very sweet and juicy.
Detail
B. Discussion
The answers may vary. (This section is a student-led pair or small group discussion that
reviews the unit. It is left to the teacher’s discretion to decide how to teach and answer this

section.)

2. Vocabulary Review
p. 171
A Word Definition B Crossword Puzzle
1b 5a Down Across
2c 6a 1. harvest 5. ripe
3b 7c 2. thirst 6. satisfy
4c 8a 3. flesh 7. hollow
4. delay 8. stem

Reading Town 1_ Answer Key_ e-future 48