Real Reading 4

TEACHER’S MANUALREAL READING 4 Creating an Authentic Reading Experience ALICE SAVAGE DAVID WIESE Series Consultant PAUL NATION Real Reading 4 Teacher’s 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 4 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: 013502773X ISBN-13: 9780135027738 1 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 Understanding Basic Text Organization Previewing and Predicting Recognizing Point of View Understanding Figurative Language Similes vs. Metaphors Vocabulary Skill Vocabulary Strategy 1 The Science of Sound 1 Earworms 2 How We Use Sound Nouns, Verbs, Adjectives, and Adverbs Making Word Cards 2 In The Garden 3 Tokyo Farmer 4 My Invisible Garden Finding the Core Meaning of Words 3 Children and Manners Fluency Practice 1 5 Manners: Do Children Really Need Them? 6 The Nanny Diaries Understanding Implied Main Ideas Phrasal Verbs Learning Phrasal Verbs Through Example Sentences Reading 1 Crows’ Brains Reading 2 Building a Better Robot 7 The Biggest Trees on Earth 4 Tall Trees Scanning Visualizing 8 Up a Tree Nouns as Adjectives and Verbs Guessing Meaning from Context 5 The Time of Your Life 9 On Turning Ten Understanding Figurative Language — Multiple Levels of Meaning Understanding Examples Numerical Prefixes 10 A New Take on the Golden Years Using Word Cards: Different Types of Cards for Different Types of Learning 6 Food for Thought Fluency Practice 2 11 Feeding the Children Well Distinguishing Fact from Opinion The Prefixes anti-, de-, and re- Choosing Which Words to Study 12 Meat Under Fire Reading 1 Running Around the World Reading 2 Trends in Tourism iv Scope and Sequence Unit Chapter Reading Skill Vocabulary Skill Vocabulary Strategy 7 Astronomy: Is Anybody Out There? 13 Another Earth Paraphrasing Understanding Visual Aids The Prefixes inter.and extra- 14 Seeing Is Believing Using Word Cards: Adding Pictures to Example Sentences 8 Less Is More 15 The Small House Movement 16 Twenty-four Rooms in One 17 How to Survive a Mountain Lion Attack Identifying Key Details Roots Using Word Parts to Guess Meaning 9 Face-to-Face with Big Cats Fluency Practice 1 Following Steps in a Process 18 Life of Pi Onomatopoeia The Keyword Technique Reading 1 Why Are We Shy? Reading 2 Choosing to Be Different 19 Reaching Our Limits: Welcome to 2100 20 Desert State Puts Oil Wealth Into World’s First Sustainable City 21 Keeping an Eye on the Sky Identifying Rhetorical Structure Collocations Recognizing Multiple Text References 10 Sustainability Using Word Cards: Changing Order and Grouping 11 Multitasking: Can You Handle It? 22 The Effects of Multitasking Understanding APA and MLA Style The Prefix multi- Using Different Learning Styles 12 Doing Business in the Developing World Fluency Practice 2 23 The Next Billion Making Connections Expressions 24 A Company Prospers by Saving Poor People’s Lives Using an Online Concordancer to Learn More about Idioms and Expressions Reading 1 A Cleaner Way to Shop? Reading 2 Your Second Life Scope and Sequence v . . MODEL LESSON PLAN . and B. • Alternative ways to handle each activity are provided under the heading Variations. • After 10 minutes. ask several students to share their answers. • Chapters consist of pre-reading and post-reading activities. Instruct them to write any new words they encounter on the New Words pages in the back of the book. A. Then elicit one possible answer for the first discussion question. including a reading skill. (approximately 10 minutes) • Ask students to silently read the discussion questions. If they do not know a word in English. Compelling readings in a variety of genres have been carefully written or adapted from authentic sources and feature a principled approach to vocabulary development. • Have students form pairs or small groups to discuss their answers. • Suggested methods for delivering instruction for each section or activity in a unit are presented. Suggested Methods of Instruction This lesson plan can serve as a generic guide for any unit in the Student Book. 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. and discussion activities. comprehension questions. Tell them they will report at least one of their answers to the class. Answer any questions the students have. 2 Model Lesson Plan . they should look it up in a translation dictionary or ask the instructor or a classmate. Think Before You Read Each unit begins with a thought-provoking opener that introduces students to the unit theme. • Have students label everything that they see in the pictures. Give students a few minutes to read the discussion questions. • Reading and vocabulary skill building and vocabulary learning strategies based on Paul Nation’s research help students become more confident and successful in preparation for academic reading and reading on standardized tests. and includes discussion questions to activate students’ prior knowledge and stimulate interest. a reading goal.1 HOW TO USE THE LESSON PLAN CHAP- Overview of Unit Format Each unit of Real Reading consists of two thematically related chapters. elicits vocabulary relevant to the theme. and that this activity is designed to raise their awareness of what it means to know a word. Walk around the class to monitor discussions. Refer to the Pronunciation Table at the back of the book as necessary. Explain that learning a word is a gradual. Offer other examples of and contexts for the words as necessary. Make notes on any particular problems or misunderstandings you notice so that you can focus on them later. The students’ writing can be passed around the class or reviewed in small groups to encourage further feedback and discussion. • After students have discussed the questions. and yet not really know what it means. (approximately 10–15 minutes) • Tell students that they will be learning new vocabulary that they need for the readings in the chapter and reading in general. cumulative process. so they are very useful for English language learners.Variations • Ask students to answer the discussion questions in writing at home. Have students exchange their writing with a partner or group member and compare their ideas. Conversely. Ask about students’ familiarity or knowledge with the words. as well as what they need to learn. • Bring the class together. Pronounce all targeted words for students. • Choose one discussion question and have each student do a one-minute freewrite to expand ideas generated from the discussion. Students reflect on what they already know and then answer questions about the topic. List the vocabulary on the board. Have them read their partner’s or group members’ answers in class and discuss their answers. Model Lesson Plan 3 . Have each pair or group discuss the question and report their ideas to the class. that does not necessarily mean that they know the word well enough to be able to use it in their own speech and writing. they might be able to pronounce and spell the word perfectly. Listen for students’ knowledge of the words. • Have students compare their answers with a partner. Prepare to Read This section previews words and phrases that students will encounter in the reading. • Start listing important vocabulary on the board that comes out of the class discussion or your reaction to students’ responses. Although some of the words in the list may be familiar to students. and have students repeat after you. The activity may also serve as a closure to the discussion. Ask for volunteers from each group to write stress markers and example sentences for the target vocabulary on the board. Tell them to pay close attention to what they already know about the words. • Have students complete the vocabulary exercise without using a dictionary. 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. ask them to write for 1 to 3 minutes in answer to the questions. • Assign one discussion question per pair or small group. A. Then bring the class together and elicit corrections if necessary. • Tell them that almost all of the vocabulary words that are targeted in this book are high-frequency words. • When responding to students. pronunciation. Have them explain their answers. • Keep the list of target words on one side of the board. Variations • On the board. ask students which words have a positive. for magazines. Have students copy the headings on paper. categorize the vocabulary. • Have students label everything that they see in the pictures. Ask them to prepare a short presentation of the words. Assign two or three words per group. including part of speech. and meaning. • Ask students to write a sentence using two or three of the words they know. • Write the name of the reading skill on the board. • With the words on the board. (approximately 5–10 minutes) • Have students work in pairs to complete the exercise. Verb. Have the class repeat the words in chorus. negative. • Assign one or two words to different students the day before the exercise. and identify it next to each word (ϩ. • Categorize the vocabulary according to part of speech. Adjective. Have students share their answers in small groups or as a class. they should look it up in a translation dictionary or ask the instructor or a classmate. If they do not know a word in English.. after first demonstrating how they should review their cards. write important or useful vocabulary that you hear. Rotate this activity so all students have a chance to participate as you progress through the book. and/or post-reading strategy and why. Refer students to the Pronunciation Table at the back of the book. Reading Skill (approximately 10–15 minutes) Each unit contains one or two key reading skills. or neutral connotation.g. Ask follow-up questions that use the target items. Ϫ. 4 Model Lesson Plan . In pairs or as a class. • Tell students to list unknown words on the New Words pages in the back of the book. have students make a word card for each unfamiliar vocabulary word from the exercise. n). call on students to write the words on the board by part of speech. • Ask students with which kinds of text they think they can use the skill (e. For a more active exercise. • Call on students to share their answers to the questions. newspapers. • Ask students if the skill is a pre-reading. during reading. incorporate the target vocabulary items from the unit in your responses. • At home. textbooks). Write some of the examples on the board. • Divide students into small groups. Refer to it when students encounter or use these words in the unit. and Adverb on the board. Have students look up their words in the dictionary and look at their pronunciation. Write the headings Noun. Have each group pronounce their words and correct as necessary.Variations • Have students complete the exercise for homework and compare answers with a partner. B. Be aware that some words will fall under more than one heading. post-reading) in the third column. • Encourage students not to use a dictionary the first time they read because it interrupts the reading comprehension process. and level-appropriate. • Tell students to read each reading two or three times. As students read the texts in the book or outside texts. • Go over the exercise as a class and answer any questions. and why it is helpful. and purpose of the reading from their previewing. and target words are recycled from one chapter to the next within a unit and from unit to unit.• Ask and answer questions to confirm that students comprehend the skill. • Preview the reading by looking at the title. The second time. Have students guess the topic. subtitles. Circulate through the room and check students’ answers. simple. C. Ask several students to report their answers. • Recycle previously taught skills in future units to promote greater mastery. have them keep track of the skills they are using by putting a checkmark () every time they use a skill. when it is used. you might ask them how previewing is different from predicting. Have students take the class through Exercise C to check answers. For example. Explain any missing answers. illustrations. Make the texts short. main idea. Tell students to focus on main ideas during the first read even if some words are unfamiliar. and boldfaced target vocabulary. Variations • Have students complete the exercise for homework. Have students present the lesson and answer questions that the class has. a short definition of the skill in the second column. Vocabulary is tightly controlled. Encourage students to refer to the reading to find the answers. (approximately 5–10 minutes) • Have students complete the exercise. Monitor as necessary. • Have students answer the questions individually and raise their hands when they think they have the correct answers. • Ask students to explain how the skill helped them find the correct answers and why it helps improve their reading comprehension. Read (approximately 10–15 minutes) Each unit contains two major readings. and a blank fourth column for the number of times they use the skill. Variations • Assign two students to prepare a short 2–3 minute lesson that describes what the skill is. and ask students with correct answers to report their answers to the class. • Offer examples of using the skill by bringing in other texts or using texts you have found online. have students reread and mark Model Lesson Plan 5 . Have them compare their answers with a partner or group members. its occurrence (pre-. • Have students keep a Reading Skill log that lists the reading skills from the book in one column. or when they should scan a text rather than skimming it. during. • Have students take turns retelling the main points of a reading as a whole or paragraph by paragraph to a partner. play a selected section of the reading. This will make it easier for them to participate in a class discussion of the reading. Helpful organizers include Venn diagrams. Variations • Have students read the text for homework. what I learned ). One group member should be prepared to explain the gist of the section to the entire class. Assign one group of students for each part. Explain that research has shown that if readers push themselves to read at a faster than comfortable rate. • Begin discussion of the reading by writing a question on the board about a main idea of the text. Teachers may wish to collect the summaries and grade them. • Encourage students to develop and use annotating as they read. 6 Model Lesson Plan . Have students read along silently as they listen to the audio. what I want to learn. and be prepared to respond to questions about the main ideas and details of the reading. Especially difficult passages may merit a whole-class discussion. • Play the audio recording of the reading.unfamiliar vocabulary words. Give students a few minutes to answer the question with a partner with their books closed. let students use a dictionary to look up words they do not know. 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. Also. and still others using a dictionary to make word cards on difficult target vocabulary from the passage. • Using the audio recording. they often have a higher comprehension of the reading. moving the card or paper downward on the page as they read. then it is probably not necessary to learn that word. KWL charts (what I know. and that seem important to their comprehension of the text. Do not let them use dictionaries. Have each group present their poster to the rest of the class. Circulate through the room. Tell students to underline or highlight main ideas and important details. with other group members taking notes on main points. Have each group make a poster that identifies the main idea of the section and lists any important vocabulary with definitions or example sentences. have them make notes in the margins about things they don’t understand or that they find particularly interesting. especially with students who are not keeping up with reading assignments. assisting students with difficult passages. Have students retell the main point of the section in small groups or as a class. On the third reading. Tell students to follow the above system of reading. • Have students complete a graphic organizer based on the ideas in a reading. Students can also draw a picture or symbol that represents the main idea of their section. • Assign small groups the task of carefully rereading sections of a reading. • Have students write a “one-minute” summary of the introduction (or another section) of a reading as a type of pop quiz. • Divide the reading into four or five parts. • Give students 10–15 minutes to read the essay or article in class for timed-reading practice. and timelines. Have students use a large index card or folded white paper to cover up the lines in the reading. at least not for the moment. Point out that if they can understand the sentence by merely eliminating the unknown word. Have students notice the grammatical clues in the items as well determine the part of speech for each word. • Ask students to identify grammatical clues in the items. or make photocopies of particular entries you want them to focus on. • Practice group and then individual drilling of words that are challenging for students to pronounce. the item is likely a verb. For example. Model Lesson Plan 7 . They can also study together before exams. Vocabulary Check (approximately 5–10 minutes) This section gives students an opportunity to focus on the meaning of the target vocabulary before completing the comprehension activities. Help them identify what strategies they can use to complete the task. or the—the item is likely a noun. including ones previously learned. • Have students look back at the reading to identify collocations with the boldfaced target vocabulary. Circulate through the room. Bring in collocations dictionaries for students to reference in small groups as they write their sentences. • Have students complete the exercises for homework. an. make note of any items students had difficulty with. if the blank is preceded by an article—a. Circulate and check their answers. • As you circulate. • Have students compare their answers in pairs or small groups. Answer any questions students have. assisting students with any items they have difficulty with. Study groups can serve as resources inside and outside the class to discuss reading texts. Offer examples of times you have read with different goals and purposes in mind. Variations • Have students complete the exercise with a partner or small group. Engaging and varied exercises help students achieve the reading goal. Explain that the exercises in the Comprehension Check will help them to achieve the goal. • Have students complete the exercise for homework. Target vocabulary is recycled. • Have students check answers with a partner. and check each other’s homework. Read Again / Comprehension Check (15–20 minutes) The reading goal gives students a purpose for rereading the text before completing the comprehension activities. help each other with difficult passages. • Have students look at the Reading Goal for the reading. Tell them that each time they read. Ask students how they will achieve the goal. Bring the class back together to discuss the difficult items. Have students write example sentences on the board. Write the target vocabulary words on the board. Ask students for their own examples. • Go over the answers with the class. they should have a particular goal in mind. Circulate and answer questions. Indicate stressed syllables on the board.• Divide students into permanent study groups. If the blank is preceded by a subject. Have them write sentences about the reading using three to five collocations. • Emphasize to students the importance of second and third readings. giving students additional exposure to high-frequency words and expressions. • Have students preview the discussion questions. Ask a student in each pair or group to report answers to the class.Variations • Have students complete the exercises in class. Have them look for any connections they see between the outside reading and book text. Put a check mark () next to the words for each instance students use the word in the discussion. • Have students answer the questions in pairs. Write the target vocabulary on the board for reference. Discuss (10–15 minutes) Each unit contains two post-reading discussion activities. Encourage them to use the target vocabulary in their responses. ask follow-up questions using the target vocabulary of the chapter. • Have students answer the questions in small groups. • Assign individual exercises or parts of exercises to specific pairs or groups. Use the first two exercises as a quiz to check if students have completed the assigned reading. Have students identify main ideas. • Ask students to answer the discussion questions in writing at home. A variety of activities for smallgroup or pair work encourages students to use vocabulary from the current unit as well as previous units. • After students have discussed the questions. Outside readings should be short and easy enough to be read quickly. Have them read their partner’s or group members’ answers in class and discuss their answers. • Call on students to share their answers. • Bring in outside readings on the topic of the unit readings to give students additional reading practice. for example. Ask students to answer in complete sentences using the target vocabulary. Tell them they will report at least one of their answers to the class. Then group two pairs together to share and compare responses as a small group. or as an end-of-class activity or short quiz. 8 Model Lesson Plan . Answer any questions. have them write for 1–3 minutes in answer to one of their questions. Have students exchange their writing with a partner and compare their ideas. • As students share their responses in groups or with the whole class. Variations • Encourage students to work with different partners for each discussion activity. in the minutes before class begins. Have students answer the questions within 5–10 minutes. Look for any target vocabulary in the reading to point out to students. and then have partners score each other’s quizzes. Assign one discussion question per pair. • Circulate and take notes on students’ responses. Model Lesson Plan 9 . Circulate to answer questions and confirm that students comprehend the skill. • Elicit the answer to the first item of the exercise as an example. and C. • Elicit the answer to the first item of the exercise as an example. • Answer any questions students have about vocabulary within the instructional text. • Ask students to explain how the vocabulary skill can be useful when reading. • Have students use their dictionaries in class to find other examples of the vocabulary skill. • Assign pairs of students to present the skill to the class.. • Have one or more students read the instructional text aloud. Emphasize the importance of identifying new words and how their knowledge of the words has changed and improved. Ask students to recall the skill while going over the answers together as a class. • Have students complete the exercise. Variations • Have students answer the practice questions in pairs. Learn the Vocabulary A. • Have students complete the exercise. • Write the name of the vocabulary strategy on the board. • Ask several students to report their answers to the class. Ask several students to report their answers. (15–20 minutes) Each unit contains one Learn the Vocabulary section. Circulate to answer questions and confirm that students comprehend the skill. Use the targeted words in the unit whenever possible. • Have students answer the practice questions for homework. This section offers presentation and practice with common vocabulary skills. B. • Write the name of the vocabulary skill on the board.Vocabulary Skill Building (10–15 minutes) There is one vocabulary skill building exercise per unit. • Help students notice that they have been building on their vocabulary knowledge throughout the unit. Have them compare their answers with a partner or group members.. • Recycle previously taught vocabulary skills in future units to promote greater mastery. 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. • Answer any questions students have about the vocabulary within the instructional text. • Have one student read the instruction text aloud. a picture) • Have students use their word cards to play review games.. such as The Best Day of My Life. Learners practice fluency strategies. Variations • Have students test each other using the word cards they made. call on students to explain the skill. • Recycle previously taught Learn the Vocabulary strategies in future units to promote greater mastery. read passages. marking their totals on the board. Make notes on the board that define the skill. Have students read or show one side of the card and have their partner guess the other side (e. Fluency Progress Charts are provided at the back of the book for students to record their reading times and Comprehension Check scores. a word. Give each team a point for a correct guess. Variations • Have students read the strategy box for homework. 10 Model Lesson Plan . and identify its importance. Give the groups 10–15 minutes to write a story using all the words. Ask students to keep the skill in mind as they learn vocabulary in future units. • Have students preview the reading. • Ask and answer questions to confirm that students comprehend the skill. Divide the class into two or three teams.• Finish by bringing the class together as a whole. offer possible topics. Have students choose a word from their word card list to act out in front of the class to their team. and calculate their reading times. A Great Surprise. Emphasize the importance of previewing and reading with a purpose or questions in mind. Before You Read (approximately 10–15 minutes) • Have students answer any discussion questions in pairs or small groups. Read through important points or call on a student to read the strategy box aloud. or An Unlucky Day. • Ask students how the strategy can improve their fluency while reading. Tell each pair or group they will report one of their answers to the class. such as charades. explain its purpose. The next day.g. Elicit responses for each discussion item from the pairs or groups. Have each student in the group choose a word from their word cards. • Have students work in groups of four or five to write a story. check comprehension. a definition. If necessary. Fluency Practice (approximately 30–60 minutes) Four fluency practice sections address learners’ extensive reading needs. Have the team guess the word. Fluency Strategy (approximately 5–10 minutes) • Present the fluency strategy. help students calculate their reading speed. or the strategy. • Encourage students not to use a dictionary to complete the exercises. Variations • Have students complete Exercise A (first timed reading) at home. and vocabulary learning strategies. • Confirm that students’ second readings were shorter in length. Model Lesson Plan 11 . prefixes and suffixes. Circulate and answer questions. Then have students complete Exercise B (second timed reading) in class the next day. Have students compare their answers in small groups. such as roots. Have students test each other using their word cards. Ask students to write their answers on paper. • If necessary.Variations • Have students complete the exercises for homework. Variations • Have students complete the exercises for homework. The next day. vocabulary skills. and collocations. ask students to try to identify why it took longer. (approximately 10–20 minutes) • Have students work individually to complete the reading and time themselves. Help students identify strategies they can use to increase their reading speed in future fluency practices. Variations • Have students complete the exercises in pairs or small groups. • For homework. Vocabulary Practice (approximately 10–15 minutes) These activities appear at the back of the book and reinforce understanding of the target vocabulary. • When students finish the exercises. Comprehension Check (approximately 10–15 minutes) • Have students complete the exercises individually. • Refer students to the Fluency Practice Answer Key at the back of the book. allow them to refer to the unit to answer any questions they have about the vocabulary. but encourage independent work. ask students about any difficult items. If not. • Have students review their word cards. Ask students to add any new information they learned about their words to their cards. the skill. Have students check their answers and record their scores in the Fluency Progress Chart at the back of the book. Have students compare their answers in pairs or small groups. • Have students complete the exercises in pairs. • Use the vocabulary practice exercises as a way to extend or reinforce common vocabulary skills taught in the book. Read A. and B. have students complete the Comprehension Check exercises and check their answers. Circulate and answer any questions. • Have students record their reading speeds in the Fluency Progress Chart at the back of the book. Circulate and answer any questions. 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. Answer keys are provided to make marking the tests as straightforward as possible.Tests The reproducible tests—available in both Microsoft Word and PDF formats—appear online in Test Master. Every test begins with a reading that ties in with the unit theme. There is a test for each of the 12 units. The tests should be given upon completion of the corresponding units. • Part 2: Vocabulary The Vocabulary section assesses students’ knowledge of the target vocabulary. 12 Model Lesson Plan . • Part 3: Vocabulary Skill Building The Vocabulary Skill Building section tests students’ mastery of the vocabulary skill introduced in the unit. They allow teachers to evaluate students’ progress and to identify areas where students might have problems developing their reading and vocabulary skills. UNIT NOTES . Verbs. deafening. device. subjected. Based on the answers given in your group. 1. and how it can be used in the development of new technologies. infect. innovation. podcasts. beam. 14 Unit Notes . frequency. itch. lethal. consciousness. and Adverbs Learn the Vocabulary Strategy: Making Word Cards Follow-up Activity: Speaking and Writing A. do you agree that earworms happen more frequently to people who listen to a lot of music? B. familiar. get rid of. Have students answer the questions from Exercise A in writing. Ask them to underline the target words in their answers. invade. tune CHAPTER 2 “How We Use Sound” discusses five recent technologies that are based on using sound in unusual ways. How often do you listen to music. 3. or other audio recordings? Rarely? Sometimes? Often? Explain. activate. hum. When was the last time you had an earworm? Do you get them often? Explain. how it affects the brain. (732 words) Target Vocabulary: acoustic. phenomenon. temporarily SKILLS AND STRATEGIES Reading Skills: Understanding Basic Text Organization. Have students ask and answer the questions in small groups. susceptible. Adjectives. function. Tell them to use as many target words as possible. high-pitched.1 UNIT THE SCIENCE OF SOUND EARWORMS HOW WE USE SOUND OVERVIEW CHAP- CHAPTER 1 CHAPTER 2 UNIT THEME: Audio Technology This unit focuses on the science of sound. restore. offensive. Previewing and Predicting Vocabulary Skill: Nouns. CHAPTER 1 “Earworms” tries to answer the question Why does certain music can get stuck in the head? (870 words) Target Vocabulary: catchy. 2. wander. bloom. bring up. self-sustaining. Tell them to use as many target words as possible in their discussion. B. Understanding Figurative Language Vocabulary Skill: Similes vs. sway.1 2 UNIT IN THE GARDEN TOKYO FARMER MY INVISIBLE GARDEN OVERVIEW CHAP- CHAPTER 3 CHAPTER 4 UNIT THEME: Gardening and Agriculture This unit focuses on the pleasures of working in traditional and not so traditional gardens. clamor. fade. rough. dose. shade. mineral. uncomprendingly SKILLS AND STRATEGIES Reading Skills: Recognizing Point of View. urban. in exchange for. recount. Where is the site? Who owns it? How will the site benefit the community? What can be planted there? Who would the gardeners be? What would happen to any fruits or vegetables that are grown in the garden? Unit Notes 15 . and Listening A. transplant. (809 words) Target Vocabulary: affectionately. Speaking. Have students work in groups to choose an area of the campus or city that would be appropriate for starting a community garden. lose track of. 5. CHAPTER 3 “Tokyo Farmer” is a blog about the rooftop farms on Tokyo skyscrapers. gorgeous. trail off. strain. Metaphors Learn the Vocabulary Strategy: Finding the Core Meaning of Words Follow-up Activity: Writing. Have students write (or present) a proposal for the site answering the following questions. profound.” a writer details her passion for her garden and gardening. weed CHAPTER 4 In “My Invisible Garden. shot (a photograph). 2. 3. 4. 1. settle for. drudgery. story. (953 words) Target Vocabulary: affair. pleadingly. impulsive. a young nanny takes a job caring for a four-year-old from a wealthy New York family. grief. manners. jerk. (833 words) Target Vocabulary: authoritative. A child tells her parents friends to do things for her in an authoritative voice. a child sobs loudly when his mother will not let him eat his food with his hands. straighten up. poll.” a pediatrician shares thoughts about the benefits of good manners and the possible consequences of neglecting to teach appropriate behavior to children. slam. (917 words) Target Vocabulary: consideration. writhe CHAPTER 6 In this excerpt from The Nanny Diaries. a child slams the door after entering or leaving. 16 Unit Notes . sob. 3. helpless. moan. field of vision. even after being asked to stop. 2. Tell them to use as many target words as possible. with ease SKILLS AND STRATEGIES Reading Skills: Understanding Implied Main Ideas Vocabulary Skill: Phrasal Verbs Learn the Vocabulary Strategy: Learning Phrasal Verbs Through Example Sentences Follow-up Activity: Speaking and Writing Have students work in pairs to discuss and write a suggestion for each of the situations. steady. manipulate. At home. clear (one’s) throat. remainder.1 3 UNIT CHILDREN AND MANNERS MANNERS: DO CHILDREN REALLY NEED THEM? THE NANNY DIARIES OVERVIEW CHAP- CHAPTER 5 CHAPTER 6 UNIT THEME: Early Childhood Education and Literature This unit focuses on the effects that permissive styles of parenting have on children and the people who take care of them. remedy. reinforce. 1. proceed. scream at the top of (their) lungs. In a restaurant. wail. CHAPTER 5 In “Manners: Do Children Really Need Them. propel. such as the tropical rain forest in Costa Rica. layer. rot CHAPTER 6 In “Up a Tree” a new girl in a California town makes her first friend when they climb a tree together. gap. Visualizing Vocabulary Skill: Nouns as Adjectives and Verbs Learn the Vocabulary Strategy: Guessing Meaning from Context Follow-up Activity: Speaking and Writing Have students do online research to find out more about different kinds of tropical. grab. Unit Notes 17 . giant. leap.113 words) Target Vocabulary: alert. pine. desperately. penetrate. manage to. (1. ecosystem. they should prepare a short presentation that answers specific questions such as Where in the world is the forest? What is the climate like? What kinds of trees and animals live in the forest? What can people see if they visit? Tell them to use as many target words as possible. swing. shrug. lean. cylinder. The class should listen for answers to these questions during the presentation. CHAPTER 5 “The Biggest Trees on Earth” gives biological information about the redwood forests along the Pacific coast. gravity. bush. Once they have identified a forest to study. work (one’s) way SKILLS AND STRATEGIES Reading Skills: Scanning. frontier.1 4 UNIT TALL TREES THE BIGGEST TREES ON EARTH UP A TREE OVERVIEW CHAP- CHAPTER 5 CHAPTER 6 UNIT THEME: Trees This unit focuses on the biology of the world’s tallest trees and the attraction that they hold for young people. foliage. (848 words) Target Vocabulary: assume. emerge. limb. diameter. or hardwood forests around the world. tangle. flexibility. reasonably healthy lives. Have students initial the stage that they think is the most satisfying. retirement: 65ϩ). strenuous. volunteer SKILLS AND STRATEGIES Reading Skill: Understanding Figurative Language—Multiple Levels of Meaning. B. likelihood. (896 words) Target Vocabulary: anticipate. young adulthood: 11–20. insight. pursue. 18 Unit Notes .g. adulthood: 20–40. Have groups who share opinions sit together and discuss why theirs is the best stage. soul.1 5 UNIT THE TIME OF YOUR LIFE ON TURNING TEN A NEW TAKE ON THE GOLDEN YEARS OVERVIEW CHAP- CHAPTER 9 CHAPTER 10 UNIT THEME: Ages and Stages of Life This unit gives two perspectives on different stages of life. Write four or five stages of life on the board (e. middle-age: 40–60. childhood: 0–10. in sum. If there is time. Understanding Examples Vocabulary Skill: Numerical Prefixes Learn the Vocabulary Strategy: Using Word Cards: Different Types of Cards for Different Types of Learning Follow-up Activity: Speaking and Writing A. One is a poem about youth. solemnly. drain. (259 words) Target Vocabulary: come down with. digit. breakthrough. and the other is an examination of aging at a time when people are living longer.. one thing leads to another. have them exchange papers with a partner and write a response. spare. turn (ten) wizard CHAPTER 10 “A New Take on the Golden Years” discusses four factors shared by people who live long. look back. skin. take up. CHAPTER 9 In “On Turning Ten?” the author explores what it feels like for a child facing a tenth birthday. simplicity. disfiguring. psyche. Tell them to use as many target words as possible. Have students write a short essay expressing their opinions about the stage of life they have chosen. on the defensive. Have students ask and answer the questions with a partner. overhaul. exhort. Remind students to use adjective forms correctly in their writing. In what ways should schools be involved in educating children about diet? 3. Tell them to use as many target words as possible. consumption. Have students answer the questions from Exercise A in writing. 1. and reLearn the Vocabulary Strategy: Choosing Which Words to Study Follow-up Activity: Speaking and Writing A.1 6 UNIT FOOD FOR THOUGHT FEEDING THE CHILDREN WELL MEAT UNDER FIRE OVERVIEW CHAP- CHAPTER 11 CHAPTER 12 UNIT THEME: Food and Nutrition This unit explores dietary trends that affect school lunches and attitudes toward eating meat. digest. texture. Unit Notes 19 . grain. de-. remodel. Ask them to underline the target words in their answers. made from scratch. (740 words) Target Vocabulary: curriculum. What do you think parents should teach children about diet? B. cite. (745 words) Target Vocabulary: acre. advocate. dedicated. follow suit. willing SKILLS AND STRATEGIES Reading Skill: Distinguishing Fact from Opinion Vocabulary Skill: The Prefixes anti-. defrost. organic. what should go into a healthy school lunch? 2. spacious. reluctantly. In your opinion. stock CHAPTER 12 “Meat Under Fire” presents several perspectives on vegetarianism and meat eating. objection. CHAPTER 11 “Feeding the Children Well” features the work of a chef who has the mission of making school lunches healthier. produce. fossil fuel. mainstream. 4. not liquid. credible. 1. probe.1 7 UNIT CHAP- ASTRONOMY: IS ANYBODY OUT THERE? ANOTHER EARTH SEEING IS BELIEVING OVERVIEW CHAPTER 13 CHAPTER 14 UNIT THEME: Astronomy This unit discusses the possible existence of other inhabitable planets and whether and how it might be possible to travel to them. extraterrestrial. it is probably in the form of gas. galaxy. Vote for the most interesting. (826 words) Target Vocabulary: being. or clearest paraphrase. shortcut. 2. dismiss. orbit CHAPTER 14 “Seeing is Believing” points out that even if we could find a habitable planet. it would be difficult to get there. Understanding Visual Aids Vocabulary Skill: The Prefixes inter. 20 Unit Notes . There have been countless accounts of alien visitations around the world. shortest. punch. known as the Milky Way. Have students work in small groups to paraphrase the statements. but one of the things that prompts skepticism is how aliens would get here in the first place. planetarium. fabric. 3. There are over 100 billion stars in our galaxy. The possibility that extraterrestrial life can visit earth is worthy of investigation. skepticism. prompt. Although water may exist on the planet. criteria. worthy SKILLS AND STRATEGIES Reading Skills: Paraphrasing.and extraLearn the Vocabulary Strategy: Using Word Cards: Adding Pictures to Example Sentences Follow-up Activity: Speaking and Writing A. launch. essential. CHAPTER 13 “Another Earth” explains some of the ways astronomers can now identify Earth-like planets in space. overestimate. literally. (790 words) Target Vocabulary: account. envy. vast. and it suggests some possibilities. Have groups write their paraphrases on the board. B. fundamental. transformation SKILLS AND STRATEGIES Reading Skill: Identifying Key Details Vocabulary Skill: Roots Learn the Vocabulary Strategy: Using Word Parts to Guess Meaning Follow-up Activity: Speaking and Writing A. (797 words) Target Vocabulary: float. moveable walls. built-in shelving. practical. (872 words) Target Vocabulary: displace.) B. shortage. 2. storage CHAPTER 16 In “Twenty-four Rooms in One” a Hong Kong architect has created moveable walls that allow him to transform a small space into different rooms.g. shift. Tell them to use as many target words as possible. tear down. radiance. What room do you use the least? Explain. ongoing. 3.. CHAPTER 15 “The Small House Movement” explains a new architectural trend that is making tiny houses fashionable. mount. etc. domestic. Unit Notes 21 . Have students ask and answer the questions with a partner. movement. Instruct them to write a description of the rooms giving as many details as possible. suspend. impose on. What room in a home do you use the most? Explain. partition. maintenance. replicate. 1. layout. prior. Have students imagine that they are describing their ideal tiny home to an architect. Ask them to underline the target words in their descriptions. How would you design a small house to suit your preferences? What details would you include? (e.1 8 UNIT LESS IS MORE THE SMALL HOUSE MOVEMENT TWENTY-FOUR ROOMS IN ONE OVERVIEW CHAP- CHAPTER 15 CHAPTER 16 UNIT THEME: Architecture This unit describes two approaches to making attractive homes in small spaces. 4. (812 words) Target Vocabulary: come clean. twitch SKILLS AND STRATEGIES Reading Skills: Following Steps in a Process Vocabulary Skill: Onomatopoeia Learn the Vocabulary Strategy: The Keyword Technique Follow-up Activity: Speaking and Writing A. Are you afraid of any animals? Which ones? Why? Is it right to keep wild animals in a zoo? Is it OK to free animals that have been kept in a zoo all their lives? Why or why not? What are the differences between a wild animal and a pet? B. hold your ground. rusty. sideways. Have students answer the questions from Exercise A in writing.1 9 UNIT FACE-TO-FACE WITH BIG CATS HOW TO SURVIVE A MOUNTAIN LION ATTACK LIFE OF PI OVERVIEW CHAP- CHAPTER 17 CHAPTER 18 UNIT THEME: Animal Studies This unit explores the human-big cat relationship. intently. Tell them to use as many target words as possible. gaze. 22 Unit Notes . in the same boat. Ask them to underline the target words in their answers. petrifying. nostrils. frailty. (909 words) Target Vocabulary: charge. menacing. majestic. spine-chilling CHAPTER 18 In Life of Pi a young man in a life raft comes to terms with the fact that there is a live tiger in the boat with him. snarl. tame. The first reading explains how to fend off a mountain lion. foe. 3. outlast. CHAPTER 17 “How to Survive a Mountain Lion Attack” gives step-by-step instructions for surviving a confrontation with a mountain lion. grunt. growl. fury. 2. despair. 4. retreat. 1. formidable. Have students ask and answer the questions with a partner. prick up (one’s) ears. the second piece describes a boy’s encounter with a tiger on a life raft. mating season. CHAPTER 19 “Reaching our Limits: Welcome to 2100” describes a dismal future but also explains how work might be done to make the future more hopeful. the second describes plans for a sustainable. microclimate. humid. generate. students can vote on the city they think is the most sustainable. starvation CHAPTER 20 “Desert State Puts Oil Wealth into World’s First Sustainable City” describes plans for Masdar. The presentations should answer the following questions: 1. a United Arab Emirate city that will be powered by renewable. drought. standard of living. resources. In what ways is the city sustainable? After the presentations. pedestrian.1 10 UNIT SUSTAINABILITY REACHING OUR LIMITS: WELCOME TO 2100 DESERT STATE PUTS OIL WEALTH INTO WORLD’S FIRST SUSTAINABLE CITY OVERVIEW CHAP- CHAPTER 19 CHAPTER 20 UNIT THEME: Environmental Studies This unit provides two perspectives on the future: the first predicts a possible future with scarce resources. (898 words) Target Vocabulary: abandon. out of the question. orient. Unit Notes 23 . flush out. put into perspective. pollution-free city near Abu Dhabi. outskirts. self-sufficient. What is the name of the city? 2. They can present their findings to the class in the form of a PowerPoint or an oral presentation. linked to. Where is it? 3. dust. renewable. settlement. collapse. harsh. Recognizing Multiple Text References Vocabulary Skill: Collocations Learn the Vocabulary Strategy: Using Word Cards: Changing Order and Grouping Follow-up Activity: Researching and Speaking Have students work in small groups to research a sustainable city on the Internet. promising. abuse. (727 words) Target Vocabulary: breeze. take over SKILLS AND STRATEGIES Reading Skill: Identifying Rhetorical Structure. clean energy. spray. Have students write their ideas from Exercise A in a short essay. recollection. operate. in favor of. Summarize the research that supports the notion that multitasking is a myth. CHAPTER 21 “Keeping an Eye on the Sky” is an interview with an air traffic controller. 3. run risks SKILLS AND STRATEGIES Reading Skills: Understanding APA and MLA style Vocabulary Skill: The Prefix multiLearn the Vocabulary Strategy: Using Different Learning Styles Follow-up Activity: Speaking and Writing A. rural. consistently. (1. on a regular basis. 24 Unit Notes . perception. Summarize the research that suggests that multitasking is possible. inefficiency. 2. distracted. drawback. switch CHAPTER 22 “The Effects of Multitasking” is a survey of various research that suggests that multitasking may be more detrimental than beneficial for most people. B. rotate. simultaneously. long-term. range.110 words) Target Vocabulary: audibly. (932 words) Target Vocabulary: channel. distorted. Tell them to use as many target words as possible. Ask students to base their discussion on the readings in the unit.1 11 UNIT CHAP- MULTITASKING: CAN YOU HANDLE IT? KEEPING AN EYE ON THE SKY THE EFFECTS OF MULTITASKING OVERVIEW CHAPTER 21 CHAPTER 22 UNIT THEME: Psychology This unit examines multitasking from the point of view of an air traffic controller and then looks at an overview of the research. exception. build up. Give your opinion about whether multitasking is practical for most people. readily. Ask them to underline the target words in their paragraphs. 1. on the go. impair. Have students complete the tasks with a partner. refugee. which is targeting markets among people who are not in the wealthiest 15 percent. end user. enterprising. CHAPTER 23 “The Next Billion” introduces a new development in business. devoted. supplier. (824 words) Target Vocabulary: accordingly. cave. nutritious. disclose. install. He or she must describe the word without using the vocabulary word itself. soaked. When all the slips are gone. Unit Notes 25 . plug in. filter. durable. transmit. Then the next player takes a turn. (807 words) Target Vocabulary: backpacking. in debt. sole. daring. coup. They should write each vocabulary word or phrase from the unit on a slip of paper and then turn them all over and assemble them in a stack. version SKILLS AND STRATEGIES Reading Skill: Making Connections Vocabulary Skill: Expressions Learn the Vocabulary Strategy: Using an Online Concordancer to Learn More about Idioms and Expressions Follow-up Activity: Writing and Speaking Have students work in groups of three to play a vocabulary game. household name. charitable. The first player chooses a slip but does not show it to the others. The first partner to guess the word gets the slip. strike a deal CHAPTER 24 “A Company Prospers by Saving Poor People’s lives” tells about a for-profit company that manufactures low-cost products for people living in the developing world. roll up (their) sleeves. the player with the most slips wins. conventional. run by. entertain.1 12 UNIT CHAP- DOING BUSINESS IN THE DEVELOPING WORLD THE NEXT BILLION A COMPANY PROSPERS BY SAVING POOR PEOPLE’S LIVES OVERVIEW CHAPTER 23 CHAPTER 24 UNIT THEME: Business This unit explores the creation of products for new markets in the developing world. insecticide. STUDENT BOOK ANSWER KEY . 1. 12.Think Before You Read A. 4 Topic and Main Idea: earworms and why they occur Main Point 1 Example: more tunes out in the world than in the past (car radio. 1. a 6. c 7. T B. C. ? (page 7) Prepare to Read 1 UNIT CHAPTER 2 (page 12) B. ? 9. driving his car. b B. The car horn honks. a. 3. He can’t get rid of the music. a c b a 5. 5. Possible answers: 10. 1. 4. c 6. b 5. background music) Student Book Answer Key 27 . women more susceptible than men Conclusion: research about earworms will be used more and more in the future by both musicians and advertisers (page 1) 1. c infectious itch professional phenomenal repeatedly silence Comprehension Check A. and trying to go to sleep. 1. similar to itching caused by histamines Main Point 3: power of music important to advertising industry Main Point 3 Example: brain repeats not only the tune of an earworm but also the words and the message Main Point 4: different people are more or less likely to get earworms Main Point 4 Example: musicians are more susceptible than other people. hand on steering wheel. 2. b 3. 2 4. 1 UNIT CHAPTER 1 Main Point 2 Example: brain repeats tune as a way of scratching an itch. C. 9. b 2. b 7. a 3. (page 2) 1. Answers will vary. T 7. b (page 6) Vocabulary Skill Building 1. clock. three people listening to music Prepare to Read B. 11. 1. 10. F 8. 2. a 4. The purpose of both objects is to get someone’s attention through making a noise. F 2. There is music in his head. hand honking car horn 2. The alarm clock rings. F 11. 2. T 1. b. annoyance brainy distance expertise functional hire 7. 3 C. T 5. a 2. 4. b d. A man is brushing his teeth. F 6. 8. (page 9) Vocabulary Check A. F 3. working at his computer. 6. 1 c. c 2. 3. 2. The women are in a restaurant. deafening acoustic beam lethal frequency temporarily 7. (page 15) Think Before You Read B. oxygen-producing green zones P. provide shade and food. right P. a man working in his garden. gobbling restore high-pitched offensive activate innovation Comprehension Check Answers will vary. She feels happy. 2. E 28 Student Book Answer Key . profound 3. 5. straining P. 9. C. happy N. 1. 8. 8. transplant Comprehension Check A. b 2. 3. 3. 5. 1. a man working in the garden 2. a b a c 9. They are eating and talking. Possible answers: rooftop farms benefit residents and environment. self-sustaining 7. P. 9. benefits P. She is thinking about gardening. 2. 1. 10. a 4. (page 15) B. (page 20) 1. 3. The picture on the left looks more old-fashioned. b 3. a farm 2. The garden is on the roof of a building in a city. 5. people enjoy working on the farms (page 19) 1. environmentally-friendly P. 2. 3. B 8. a fades straining weeds stories 5. b 5. 6. shot 5. elegant. a (page 23) 1. 4. A 5. C 2. 4. 8. D 6. 7. urban 6. G 3. affectionately N. 4. b (page 24) 1. b Vocabulary Check A. a 10. 2 UNIT CHAPTER 3 C. 2. 1. B.Vocabulary Check 1. 1. change carbon monoxide into oxygen. 6. B. make political sense. passion P. 7. (page 30) Vocabulary Check A. 6. c 6. F (page 31) 7. 10. 11. b c b b 5. contribute to the economy. 2. 1. C. rough 4. simple. 7 Comprehension Check A. affectionately 1. H 4. dose 2. 2 UNIT CHAPTER 4 (page 26) Prepare to Read B. They are smiling. Answers may vary. a garden. a 2. 4. Prepare to Read B. 4. the two people on the left C. clear my throat sobbing jerk moaning remedy steady straighten up (page 47) Student Book Answer Key 29 . 10. X 12. X 6. S 4. F 8. child. Possible answers: Bloom: When something blooms it grows and becomes productive like a flower that eventually bears fruit. 5. B. Infants only have one way to communicate to get their needs met. U 10. S 11. Parents are busy and guilty and worried about their children’s future. X Learn the Vocabulary (page 35) A. U D. Children do not say “hello. parents. They should teach him to separate feelings and behavior. 7. It is too general. 3 UNIT CHAPTER 5 (page 37) Prepare to Read B. They need to learn appropriate social behavior. 2. M 3. M 2. 5. a young student who works as a nanny 2. F 6. C.B. angry. a woman with two children. Possible answers: (page 33) Vocabulary Skill Building 1. 3. 1. X 8. 3 UNIT CHAPTER 6 (page 44) 1. sometimes too hard Transplant: to take something or someone and move it/the person to a new place. 4. 6. M 9. F 3. 7. upset 1. 3. tired. Possible answer: Teaching children manners is an important task for parents. 1. 8. Fade: to become less strong. less bright on the way to becoming something else Strain: to push oneself. babysitter (or nanny) 2. The advice is to be specific. 2. F 9. 5. 2. 12. 11. She greets people politely and uses please and thank you. Answers will vary. (page 41) screamed at the top of my lungs manipulating slam proceed reinforces manners wailing helpless grief consideration writhe impulsive Vocabulary Check A. standing in a supermarket 2. Parents give in to children’s demands. Grayer has bad manners. b Think Before You Read A. F 11.” scream at the top of their lungs. X 7. U 7. F 4. S 10. b 2. U Comprehension Check (page 42) A. X 5. 8. Vocabulary Check 1. 1. 3. and slam doors. F 12. 7. Answers will vary. 4. 4. 9. 1. 2. 6. Answers will vary. Toddlers have others. C. 6. frustrated. 2 5. Answers will vary. 3. c b a a (page 65) 9. c 4.5 feet around the base Water source: melting snow Quantity of wood in tree: 125 miles of foot-wide boards an inch thick.000 years (page 50) (page 62) 3.000 feet (page 52) Learn the Vocabulary B. b 2. 30 Student Book Answer Key . 4. 7.B. These plants provide food and shelter for insects and small animals. A. 1 B.3 feet 2. 2. Researchers can climb into the trees. some are not. 8. 10. 4. My grandmother brought up ten children. I bent down and picked up the puppy. Possible answers: 1. 8. 1. with ease Think Before You Read (page 48) 4 UNIT CHAPTER 7 (page 61) Comprehension Check A. 4. 7. 1. 8. 3 g. 2. Prepare to Read B. 3. 9. a. 5. I passed some baby clothes on to my sister when she had a baby. 9. b c b a 5. 6. Answers will vary. 1. 5. 10. different colors. 2. Have you seen it? 3. 5 c. I lost track of my phone. (page 66) Type of tree: Giant Sequoia Location: The Sierra Mountains Height: 275 feet tall Trunk diameter: 36. 6 f. 2. 3. so we told him to go away. Vocabulary Check act up pass [it] on get tired of give up settle for 1. 6. 1. or 660. authoritative field of vision propel pleadingly 5. 6. Possible answers: 1. B. 2. some are conifers. 2 e. b 5. It can provide soil conditions so other plants can grow. 2. 4. I need to figure out what to do about my daughter’s behavior. Some are much larger than others. 4. 6. poll 6. figure out acts up turning them into getting tired of passed it on cut down on whip out give up settle for bring them up bent down figure out cut down on whipped out lose track of 6. b d. Answers will vary. 4. b 3. Redwoods can pull moisture from the air. 5. 1. Coastal redwoods are taller and can draw moisture from the air. 7. 5. 379. 1. 7 b. We don’t know how old the oldest tree is nor how tall the tallest one is. 3. 3. remainder 7. c 10. 4. He was bothering us. 4 A. California Vocabulary Skill Building A. b Comprehension Check A. They grow fastest during their during their second stage of life. C. Possible answer: When you turn ten. f 8. tangle 6. digits turn soul drained skin insights Vocabulary Skill Building A. a woman writing. the swish of the horses’ tails. 11. c 5. Vocabulary Check A. 3. sad. 9. 4 UNIT CHAPTER 8 Learn the Vocabulary A. 3. g 6. c 2. B. e 5. She was in the white birch (but still holding to a branch of the pine). get lower curved rotting logs warm and sunny the buzz of cicadas. 5. b 1. not light or silly to become empty the outer layer of something move toward something that gives support move to change direction Student Book Answer Key 31 B. 1. a 6. 2. 7. 6. d (page 68) UNIT 1. A 10. 4. worried C. 3. A girl is climbing a tree. 2. 13. 1. 2. 5 CHAPTER 9 (page 78) 1. 3. V N A V 9. 4. 2. 1. a small boy standing at a window 2. 2. 1. and a train whistle 5. V (page 74) Comprehension Check (page 83) A. swing 7. a man with vegetables he has just gathered 7. 4. N V N V 5. 7. winter cloud . 5. Vocabulary Check 1. a 4. descend.Prepare to Read B. look back simplicity wizard came down with solemnly disfiguring psyche (page 82) 8. 7. e Prepare to Read B. 10. adult animal 8. 6. 1. forest noise 7. a 2. 8. 4. 8. 2. c 2. 3. a 3. (page 79) Comprehension Check A. Possible answers: climate expert animal track ocean view winter sun 6. 1. a C. 12. h (page 72) 5. Answers will vary. f 3. 4. 3. you move away from childhood fantasy and towards a more adult reality. f 4. 1. e 6. 4. b 2. d 8. leap A. 5. a man talking on the phone. 6. The pine tree had layers of branches radiating out from the trunk. c (page 76) 7. a number serious. 6. i bush foliage gap layers (page 71) Think Before You Read 5. to turn around and look behind you not complicated or full of detail a unit for counting. 1. a little girl playing with blocks or Legos. 3. c 4. Answers will vary. b 2. a hamburger and french fries. It depends on what “typical” is. two elderly people. monotheistic 6. 9. C 11. c 5. 4. People are not paid when they are volunteering. ten sides 100 parts one horn millisecond UNIT (page 92) (page 85) e d f g 5. X. 5. C. 4. Taking a long run is strenuous exercise. 1. 6 D. 1. c 6. 4. 2 5. 1. 1 Vocabulary Check A. remodel 5. 200 years old Vocabulary Check (page 89) 1. OR Children have more flexibility than old people. B. c 2. a. fossil fuel 6. They look active and happy. If you have taken up golf. 2. 10. organic 3. triangle 7. (page 97) 1. Prepare to Read B. Comprehension Check A. 5. It is important to have a sense of purpose. 4. X. 2. c 6. People are living longer. 3. Old people do not have as much physical flexibility as children. 2. 5 b. 3. Relationships with other people are important to longevity. 7 B. 3.Prepare to Read B. a 7. a 4. 2. C 8. 6. food on the table C. C 4. b 1. c (page 101) 1. C 7. X. 4. OR Taking a short walk is not strenuous exercise. d. 2. Exercise and a healthy diet are both important to longevity. b 4. curriculum 5. c 3. with bicycles 2. X. b 32 Student Book Answer Key . a 6. 3. a teacher with some students. stocked 2. C Think Before You Read A. 3 c. Answers will vary. 6 e. produce B. 6 D. 1. a piece of fish with some asparagus 2. 8 B. A medical student who studies and works eighty hours a week has almost no spare time. dedicated 3. a classroom. C 6. 1. X. b 7. 3. 5 (page 90) 1. (page 100) Comprehension Check A. 2. 6 CHAPTER 11 (page 96) 1. 3. 5 UNIT CHAPTER 10 Vocabulary Skill Building A. a 4. you will need equipment. Underline: Astronomers have already discovered a handful of Earthlike planets.Prepare to Read B. 7 UNIT CHAPTER 14 (page 129) 1. redo 4. a girl eating an apple C. a picture of the solar system (planets) 7. c 7. 11. No. 1. It looks like a city of the future or a scene from a science fiction movie. it’s pretty likely that there are more. 1. vegetarian 2. a 4. 6 UNIT CHAPTER 12 (page 104) Think Before You Read A. 1. j 8. and when you consider the number of stars out there. M 5. reheat 6. I 3. 8. 1. 2 (page 112) Prepare to Read 9. O (page 108) 11. 1. M 2. 12. n (page 110) criteria galaxy beings dismiss envy 10. 3 Yes No. a (page 107) 1. 1. 1. d 2. D 8. Student Book Answer Key 33 . anti 2. 2 No. a 3. 7 UNIT CHAPTER 13 (page 122) 1. g 9. de 3. 8. c 6. digest 3. M 4. D 4. (page 123) Vocabulary Check A. 1 B. F 8. h Comprehension Check A. 2. F 6. 10. 2. F 5. S 2. 4 Yes No. 2. anti Learn the Vocabulary A. The graph compares the number of people who believe in extraterrestrial events. 4. 1 Yes No. D 6. O 4. a 2. O Vocabulary Check 1. reopens 3. 5. These scientific findings indicate that we are not alone in the universe. c B. 6. reshape C. objection 4. 3 No. 2 5. In the United States. k 6. re 4. Vocabulary Skill Building A. 1. 4. 11. B (page 126) 5. m 3. D (page 128) 7. No. g 5. 1. l B. a boy looking through a telescope. reluctantly Comprehension Check A. 1 No. 6. 3. Prepare to Read B. D. consumption 2. No. F 3. D 3. F 7. 10. O 9. meat eating has become a controversial issue. F 10. restart 5. c C. 7. mainstream extraterrestrial launch orbit essential credible 7. O 12. 1. 9. 3. g 4. . X. c 5. a 70-square-foot home that he built himself . d 3.S. 4. on the right a new one. 4. 6. 1. b B. a Think Before You Read A. international extracurricular interpersonal extra-credit extraordinary extraterrestrial (page 135) Sarah North Susanka Carolina B. 1. 3. . so we should take the shortcut. to explain complex ideas Why s/he designs small houses help people create balanced lifestyle California architect Bryant Yeh Julie Martin Los Angeles New Orleans founder of low price Jot House owner of low price the Martin and quick House to build Company architect to save the environment Vocabulary Skill Building B. 2. T. 3. C 7. 5. We are in a hurry. 1. 4. . 1. p. a 2. Figure 2 1. 1. a 4. . 2. I mean it figuratively. (page 139) 1. On the left there is an old house. C B. 129). (page 132) 1. f Comprehension Check A. prompt worthy overestimate fundamental punch vast (page 133) 1. 2. 6. . 2. 1. 8 UNIT CHAPTER 15 (page 138) Vocabulary Check A. a 3. 1. Underline: Research has shown that close to 33 percent of Americans and millions more people around the world believe that aliens visit the Earth in “unidentified flying objects” or UFOs (see Fig. 3. T. . paragraph 4 2. b 2. Prepare to Read B. X. e 2. Fabric is easy to bend and fold because it doesn’t break easily. 1. paragraph 1 2. Person in the Location reading Jay Shafer Job title (page 144) Comprehension Check A. X. C. to give extra information Figure 3 1. 34 Student Book Answer Key . 5. If I say that person is as big as a house. 6. . In communities across the U. a (page 142) Vocabulary Check A. C 2. C 5.C. . It is a picture of a model house held in someone’s hands. F. government has spent millions to assist in their construction. Computer system disappears when he makes kitchen appear.S. 4.000. F. . F. 6. Before the sun disappeared. F. T. 2. . B. 3. 1. the second paragraph and the last paragraph 4. 5. the room was filled with radiance. . T. b 2. c 2. The U. This allows the tenants/residents to live in a variety of places without the inconvenience of having to pack up and move their possessions. people hiking C. 8. A man is lying in a hammock in a very high-tech apartment. 1. This allows for an open plan with large spaces that can work as spaces for artists . 3. c A. X. C 5. C 2. F. F. X. b (page 152) 4. X. a 1. a 5. . C Prepare to Read A. to teach the reader how to survive an attack by a mountain lion 3. . 6. 1. 4. a 3. c B. Underline: 344-square-foot apartment (line 30) Vocabulary Check A. 1. He uses remote controls and handles to raise and lower the screens. eleven Student Book Answer Key 35 . There has been an increase in domestic violence. He has a guest bed. Reducing the size of homes is an easy way to limit energy use and the pollution that goes with it. c 4. (page 157) Comprehension Check A. . He is forty-six and has lived there since he was fourteen. His latest effort alone cost over $200. 8. 7.3. c (page 146) B. caused in part by the city’s shortage of space. I don’t like vacuuming and dusting . T. 3. yes 2. T. c (page 148) Think Before You Read 5. T. 2 (page 150) 1. 1. 7. 5. 4. T. 8 UNIT CHAPTER 16 Vocabulary Skill Building A. He has a Wii game system for downhill skiing. the Martins restored and lived in the oldest house on the Gulf Coast before Katrina destroyed it. 6. b 4. . a mountain lion 9 UNIT CHAPTER 17 (page 156) 1. b 2. 1. b 6. He plans to suspend a light from the ceiling. C. The architect’s transformation of the old apartment did not keep it the same as it had been when he was growing up. d 3. F. T. 1. The population grew by one-half million in the last ten years. Prepare to Read B. Use whatever means you have available to strike back. The other looks clean and prosperous and shows modern mass transit. 3. Slowly back away. Farmers harvest their produce. c 4. (page 163) 10 UNIT CHAPTER 19 (page 179) 1. 2. 4. 3. 6. Possible answers: 1. Yes. 1. 36 Student Book Answer Key . Make sure your dog is on a leash. 8. 3. a 6. 1. 3. One has flooding. He is not in immediate danger because the tiger has eaten recently. Most cats and dogs live about twenty years. 7. C 4. Possible answers: frailty mating season sideways snarls (page 161) Comprehension Check A. Stay calm and look big and tough. Threaten from a distance. a tiger 2. 1. Prepare to Read B. gaze nostrils retreat grunted 5. do not bend down. Tell the children to stay still and not panic. 5. b 2. 2. Stay on the defensive. darkness. Answers will vary. pollution. The graph shows the change in the world’s population between 1650 and 2011. 9 UNIT CHAPTER 18 Think Before You Read A. and slowly back away. c 3. You should keep rocks in your pockets. C B. X. 1. 4. b 2. 2. 2. a shipwreck C. 1. c Vocabulary Skill Building A. b 4. a 3. maintain eye contact. C. X. one step at a time. b 5. Tell the child to stay still and not panic. so they don’t usually outlast their owners. 1. No. a (page 169) B. Answers may vary. B. (page 160) Vocabulary Check (page 166) A. 3 B. Roll sideways to shake the cat off of you. a tiger in a boat. X.Vocabulary Check A. X. Prepare to Read B. Answers will vary. Possible answers: 1. Do not play dead. b 2. 6. They had a petrifying experience when they took the boat out on the ocean in a big storm. Answers will vary. b 5. while gazing at the mountain lion and threatening it by shouting and throwing stones. There are two versions of possible future cities. appear big and tough. such as the eye and nostrils. Aim for sensitive areas. 1. Answers will vary. 1. b 5. You will not enjoy the fury of a mother cat. men with guns. c 3. c (page 167) Comprehension Check A. (page 180) 1. c 4. a 6. “the source”. 4. a zero-carbon city. b 2. probably in a Middle Eastern country (because of the clothes shown). 8. financially meet run deeply take (page 186) Think Before You Read A. 7. The expansive Sahara Desert is not an example of a microclimate. and no animals (paragraph 2) Circle: seven square kilometers of desert (paragraph 2) Vocabulary Check A. 3. 6. 12. g (page 199) Student Book Answer Key 37 . 4. 1. a 5. 2. 11. Possible answers: Circle: Masdar. C 3. 11 UNIT CHAPTER 21 (page 195) Prepare to Read B. and cooking—all at the same time. 1. 1. 1. d 5. c 6. 4. The picture shows a scene of a future city. 5. b 2. holding a baby. 9. 1. c B. 5. 10 UNIT CHAPTER 20 1. C. C 7. 3. A woman is talking on the phone. b 2. the global capital of the renewable energy revolution Vocabulary Skill Building A. A self-sufficient person doesn’t need a lot of help from other people. C Comprehension Check (page 185) (page 192) Comprehension Check A. Two men are at the controls in an air traffic control booth. the walled city. b A. the desert ecocity. a 5. 10.C. a 3. b 3. 7. e 2. Answers will vary. C 2. Prepare to Read B. 1. b 3. a (page 191) Vocabulary Check A. c 4. (page 188) (page 196) 1. 5. Circle: no fresh water. X. b (page 183) Vocabulary Check 4. the city. 9. no soil. a A. 4. 2. a city. C 6. 10. 8. a 3. b 1. X. 1. take shows friendly rising current 6. a 4. droughts starvation resources abused collapse settlements out of the question abandon standard of living sprays linked to harsh 7. Emery. A private school costs more. it is likely to break easily. c (page 209) 38 Student Book Answer Key . & Thulborn 2. range 6. 1. O 4. 7. 5. Answers will vary. If something is not durable. 11 UNIT CHAPTER 22 B. c 5. Three boys are sitting at a table and looking at computers with their teacher. b 2. c (page 200) Think Before You Read A. 1. O 8. b 3. audibly 2. 4. 12 UNIT CHAPTER 23 (page 212) 1. 3. B. C. Keller. a 4. F 10. b 5. 1. 5. 1. O 2. Answers will vary. consistently 3. 2. b Comprehension Check A. Carpenter. c 3. An enterprising person is independent. e 5. perception 5. apples. Honda. devoted accordingly plugged in sole struck a deal installed roll up their sleeves conventional 1. On the right there is an open-air market. c 2. Prepare to Read (page 213) Prepare to Read B. cheese B. rotate (page 207) Comprehension Check A. It might have smaller classes and more resources for the students. On the left there is a picture of a luxury boutique. research about multitasking Vocabulary Check A. (page 202) Vocabulary Check (page 216) A. b 4. Ford. F 3. FedEx. Zajac. F 9. O Vocabulary Skill Building A. 1. d 3. Possible answers: 1. f 6. F 7. Beans. 6. 3. 7. 6. 8. Someone might be in debt if he or she borrowed a lot of money to buy a car or a house or to go to school. The end users of cooking equipment are people who eat the food. 1. Coca-Cola. a 2. F 5. Macintosh 4. Answers will vary. a 4.B. has a lot of ideas. and works hard. O 6. 2. Pashler/Spelke. c 6. b 7. 1. operate (page 207) 4. Hirst & Neisser/Just. 7. Children are drinking water from a river through special straws. There was a change of government after the military coup. but the next version was better. 8. He poured the water through a filter to remove the bacteria. a 5. Z. b a. 3. a. Vocabulary Practice 1 Think About Meaning (page 237) Answers may vary. b 3. X (page 225) 1. Product XO laptop Cost (page 218) Specific needs it meets meets needs of children. 6. 1.  5. c 4. 2.600 new jobs created per factory yogurt 7 cents per cup Prepare to Read A. 5. 10. X 2. d Z P. Adj Practice a Skill Student Book Answer Key 39 . 2. L. 6. accessible to more people works for 24 hours in even the warmest climates cheap. 7. b b. c a. V 10. b a. 4. 3. c b. the price may drop to $75 as orders increase sustainable $25 fridge keeps things cold without makes refrigeration needing to be plugged in. c Adv Adj Adj N 5. 1. 6. e 2. b. a. 7. Vocabulary Check A. 3. 4. W Z. B. (page 223) Vocabulary Skill Building A. 8. They soaked the tomatoes and then cooked them.  3. The original software had problems. Possible answers: 1.  4. 1. 5. 4. She gives money to charitable organizations. 1. Z. L P L 1. B. c a 9. energy-saving battery Problems it solves allows poor children to have access to the Internet currently $188. 9. L L P 6. Answers will vary. 4. 2. nutritious food source reduces unemployment. 2.  6. 1. 3. durable. f 6. (page 224) (page 220) Z W P. 8.Comprehension Check B. He agreed to disclose information about his company’s finances. 12 UNIT CHAPTER 24 Comprehension Check A. V V Adv Adj 5. 8. 7.Vocabulary Practice 2 Think About Meaning 1. 3. 5. 2. M 4. Practice a Skill 3. S 2. (page 239) Answers may vary. 2. frontier on the defensive activate assumed phenomenon oxygen Practice a Skill 3. c a. 2. 6. 10. S 6. 7. 4. 3. a (page 238) Practice a Skill 1. 4. 5. b 2. kind sing sit purchase wonderful child problems ticket phones sweets 6. 9. 4. M 3. 4. 5. 9. c b a. 9. 4. 3. S 8. c c 5. 8. 10. b 6. 7. 3. a. 2. 6. 2. 2. 4. 3 grab rot emerge assumed 5. 8. 1. 10. a 4. 8. 7. A. 1. 8. b (page 244) Vocabulary Practice 5 Think About Meaning 1. clear 2. antiaging antismoking antifashion rewrite 5. 1. c b. S 10. 4. S D S S 5. 2. diameter 1. 7. a 1. b 2. gravity penetrate advocate emerged device 6. 9. experts  1. S (page 241) Vocabulary Practice 8 Think About Meaning 1. 6. b a. c 40 Student Book Answer Key . 3. antiwar depersonalize legalize reappear (page 243) Vocabulary Practice 7 Think About Meaning 1. 7. 8. 3. layer 4. diameter 4. tangle 2. 3. gravity  1. 3. 2. 8. 4 B. 7. c 3. M 7. D S S D 9. b 3. penetrate diameter desperately gravity 1. 8. a 4. Possible answers: Cooks in a kitchen defrost grain made from scratch on the defensive organic stock Practice a Skill Workers at a building site acre objection on the defensive remodel spacious stock Politicians in a meeting acre advocate exhort objection on the defensive take expect chew excitement sell pick up a rock bad grade hope upset studying (page 240) Practice a Skill Vocabulary Practice 4 Think About Meaning 1. three two one one Practice a Skill 5. 6. 5. 2. 4. 6. 7. S 5. S Vocabulary Practice 6 Think About Meaning (page 242) Vocabulary Practice 3 Think About Meaning 1. ten 1000 five many 100 6. 7. 7. A. 2. 6. c b. 2. The audience roars when its team makes a point. 5. 6.Practice a Skill 1. menacing. 3. cred dom man flect 5. foe. 2. 2. environmentally deeply action show 5. 4. petrifying. 3. Heavy pieces of furniture might make you grunt when you pick them up. 4. 3. 6. dom man radi flect (page 245) Vocabulary Practice 11 Think About Meaning 1. 4. B. 4. Possible answers: 1. 3. 7. 4. fury. 6. Possible answers: 1. 8. 7. 3. multimedia multicolored multibillionaire multilingual multipurpose X multilingual multicolored X multimedia multipurpose X multibillionaire linked to out of the question suspended consciousness shift reluctantly follow suit overhaul (page 247) Vocabulary Practice 9 Think About Meaning 1. 4. 8. Practice a Skill Vocabulary Practice 10 Think About Meaning (page 246) Vocabulary Practice 12 Think About Meaning (page 248) Answers will vary. 2. 5. 7. 1. 1. outlast Underline: despair. 5. 5. Carbonated drinks (like soda and beer) fizz when you open them. It makes a hissing sound when the air escapes slowly. People snort when they laugh really hard. 4. 2. 3. frailty. You should eat something. formidable. A balloon makes a puff sound when the air escapes quickly. 8. 6. c b c b a. 3. Possible answers: Climate City breeze drought dust generate harsh humid dust harsh outskirts pedestrian self-sufficient settlement Energy generate renewable resources self-sufficient Answers will vary. Circle: come clean. c roll up their sleeves stand to lose eat their fill make from scratch changed the course of cut back on hold his ground strike a deal Practice a Skill Practice a Skill 1. support current take run Student Book Answer Key 41 . 5. 7. 6. 8. 2. 3. 2. 4. 8. 1. Animals snarl when they are angry or frightened. 6. a. 5. 8. formidable. spine-chilling Practice a Skill Answers will vary.