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FROM
READING
TO
WRITING
1
LYNN BONESTEEL
Series Editor
LINDA ROBINSON FELLAG
From Reading to Writing 1
Teacher’s Manual with Tests
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.
Staff credits: The people who made up the From Reading to Writing 1 team, representing editorial, production,
design, and manufacturing, are Eleanor Barnes, Rosa Chapinal, Dave Dickey, Françoise Leffler, Massimo Rubini,
Jennifer Stem, Jane Townsend, Paula Van Ells, and Patricia Wosczyk.
ISBN-10: 0-13-205067-6
ISBN-13: 978-0-13-205067-8
CONTENTS
Pre-Reading
The activities in this section are designed to prepare students for the topics, themes,
and key vocabulary in the readings.
Variations
• Use the opening art/photograph for the unit or chapter as a discussion opener for
the discussion exercise. Have students discuss or freewrite.
• After students have discussed the questions, ask them to write for 1–3 minutes in
answer to the questions. Have students exchange their writing with a partner or
group member and compare their ideas.
Variations
• Have students complete the vocabulary exercise as homework and discuss any
unknown words in class.
• Have students complete the vocabulary exercise as homework. Ask students to be
prepared to explain one word that they know well to the class. Students can use
examples to explain their word.
• In computer classrooms, students can create a PowerPoint presentation about one
or more words. They can present the word(s) to small groups or the entire class.
• Have students make an index card for each unfamiliar vocabulary word from the
exercise. Students should be prepared to present their cards to a partner.
Reading
Each unit contains two major readings, one per chapter.
1. Tell students to read every essay or article two to three times. They should also
preview every reading; before reading, they should study the title and any subtitles,
any photograph or art, the footnotes (words and definitions), and the bold-faced
target vocabulary words. Students should not use a dictionary the first time they
read; they should focus on understanding the main ideas of the reading even if
some words are unfamiliar.
2. The second time, they should reread and mark unfamiliar vocabulary words.
3. On the third reading, students can use a dictionary to look up words they don’t know.
4. Encourage students to get into the habit of underlining important ideas and
making marks in the margins to indicate important or unclear ideas.
5. Have students read the essay or article as homework. Tell students to follow the
above system of reading and be prepared to respond to questions about the main
ideas and details of the reading.
Variations
• Give students 5–10 minutes to read the essay or article in class, following the
recommended system. Do not allow students to use dictionaries during the first
reading.
• Use the timed reading practice to explain the benefits of faster reading. Explain that
research has shown that if readers push themselves to read at a faster than
comfortable rate, they often have a higher comprehension of the reading. Have
students use a large index card or folded white paper to cover up the lines in the
reading, moving the card or paper downwards on the page as they read. Students can
time themselves to increase their reading speed.
• Have students take turns retelling the main points of a reading as a whole or
paragraph-by-paragraph to a partner. Circulate through the room, assisting students
with difficult passages. Especially difficult passages may merit a whole-class
discussion.
• Have students do a one-minute summary of the introduction (or another section) of
a reading as a type of pop quiz. Teachers may wish to collect the summaries and
grade them, especially with students who are not keeping up with reading
assignments.
• Assign small groups the task of carefully rereading sections of a reading. One
group member should be prepared to explain the gist of the section to the entire
class, with other group members taking notes on main points and still others using
a dictionary to make vocabulary cards on difficult target vocabulary from the
passage.
Variations
• Have students complete the exercises at home and compare their answers with a
partner. Allow a few minutes for partners to check their answers and then go over
each exercise in class.
• Assign individual exercises or parts of exercises to specific pairs or small groups.
Ask a student in each pair or group to report answers to the class.
• Use the two exercises as a quiz to check if students have completed their assigned
reading. Have students answer the questions within 5–10 minutes and then have
partners score each other’s quizzes.
• One way to help students understand difficult sentences is to guide them to
identify the main parts of a sentence and to “unpack” complex phrases and
clauses. Explain that if students can recognize a sentence’s subject and verb, it
will be easier to understand the main point in a sentence. Also, being able to
identify the main noun and surrounding adjectives of a noun phrase/clause or a
main verb and surrounding adverbs of a verb phrase will make it easier for
students to understand ideas in the sentence.
EXAMPLE:
In second-century Rome, speakers and soldiers wore neck scarves called
fascalias to cover their throats from heat, cold, and dust.
• In the example sentence above, first ask students to identify the main subject
(speakers and soldiers) and verb (wore). Then ask students how the introductory
phrase relates to the subject and verb. Explain that In is a preposition and the noun
phrase second-century Rome is its object. Further explain that the noun phrases
and clauses in the sentence are underlined to show distinct groups of related
words. In the first group, Rome is the main noun and second-century functions as
an adjective. Work through sample sentences in this way to show students the
functions of various words and parts of a sentence.
Variations
• Have students answer the practice questions as homework. Have them compare
their answers with a partner or group members. Ask several students to report their
answers.
• Have students answer the practice questions individually and raise their hands
when they think they have the correct answers. Circulate through the room and
check students’ answers. Then explain any missing answers and ask the students
with correct answers to report their answers to the class.
• Recycle reading skills/strategies from chapter to chapter. Scan each reading to
identify passages that can be used to re-teach the skills and strategies presented in
previous chapters. Be sure to reiterate to students that the class is reviewing a
previously studied skill/strategy.
• As a variation to the previous activity, have students find examples of a feature of
a reading that was previously studied, e.g., time connectors. Ask students to
explain the feature to a classmate in pairs or small groups.
Variations
• After students have discussed the questions, ask them to write for 1–3 minutes in
answer to the question of their choice. Have students exchange their writing with a
partner or group member and compare their ideas.
• Assign one discussion question per pair or small group. Have each pair or group
discuss the question and report their ideas to the class.
• Ask students to discuss questions such as: What was the most interesting piece of
information that you got from this chapter reading? What part of the reading did
you find boring? What part did you not understand?
Variations
• Have students complete the exercise at home and be prepared to discuss their
answers with a partner. Ask and answer questions that will elicit students’
comprehension of the target vocabulary words.
• Have students use one or more of the vocabulary words to write an original
sentence. Students can do this activity in class or at home and should be
encouraged to share and discuss their sentences in small groups.
Variations
• Read the paragraph aloud. Ask and answer questions about the main idea and
vocabulary.
• Have one student read the paragraph aloud. Ask and answer questions about the
main idea and vocabulary.
Variations
• Have students answer the questions on their own and then compare their answers
with a partner and discuss any differences. As they work, circulate and check their
answers.
• When students finish the second exercise, ask individuals to explain their answers.
Writing Assignment
This section begins with one or several writing assignment choices. Students are then
walked through steps in the writing process.
1. Stress the importance of reading a writing topic carefully. When there are several
topics, explain that students should choose one of the topics.
2. Explain that writing is a process that involves several important steps. (1) First,
writers need to gather ideas before writing so they often read before they write
(as students did in this chapter). (2) Writers need to organize their ideas before
they write a rough draft. Explain that writing in English follows standard
organizational patterns. These patterns may differ from those used in writing in
other languages. (3) Checking their work (revising and editing) is also essential
so that students can then (4) write a final copy. Explain that these steps are
outlined in the Writing Assignment section of each chapter. Students must do all
of the writing steps, and they may sometimes go back to a previous step if they
change their ideas.
3. Step 2 can be done at home, but have students check their topic sentences with a
partner in class. Ask students to suggest ideas for the body and conclusion of
their partner’s paragraph. Also, instructors should have students write an ample
number of rough drafts of compositions in class to ensure that the writing is their
own. When students write outside of class, emphasize that they will not benefit
from having someone else write for them. The craft of writing in a second
language is enhanced through practice.
4. For Step 3—checking your work or your partner’s—have students use the
Writing Checklist at the end of each chapter and the Editing Symbols chart on
page 168. Explain any error types that students do not understand.
Emphasize that when students edit their partner’s paragraph they look for errors
in content and organization before grammatical or mechanical errors. Ask
partners to offer at least one compliment about their partner’s paragraph.
Variations
• Students should also understand common directive words that are used in writing
assignments, such as describe, explain, and contrast. If appropriate, choose a
directive word that could be used to express the writing assignment topic in the
chapter. Ask students to define the directive word and explain which ideas they
should include in their writing.
Variations:
• After students have discussed their answers, take one example and write it on the
blackboard. Have students discuss ideas the writer might include if they write on
this topic.
• Freewriting can also be used to gather ideas. Have students write without stopping
for five minutes on a chosen topic and then reread their writing to isolate (by
underlining or circling) the best ideas to use in their writing for this assignment.
Variations
• Have students use the Writing Checklist to evaluate a partner’s writing. Ask
students to be prepared to explain why the composition does or does not include
each feature in the list.
• Or, simply have students read a partner’s composition and concentrate first on the
“big” ideas: the overall organization and content of the composition. Next,
students can comment on more detailed points, e.g., grammar, word choice.
Student readers should be prepared to explain their comments. These may be made
in pencil directly on their partners’ compositions or in another format, e.g., on a
separate piece of paper.
• Have students edit a partner’s composition for the specific grammatical point of
the chapter. As students read each other’s compositions, circulate and check their
editing.
• Ask students to practice their editing skills on sample compositions from students
in another class or from the instructor’s archives of student writing. Students can
also practice editing by revising sample sentences taken from student writing.
Variations
• Have students type their final draft on a computer and use the computer’s spelling
and grammar checks as editing tools. Be sure that students observe the
conventions of a typed paper, e.g., spaces after the ends of sentences, paragraph
indentation, name/date/class headings format, and appropriate font and size.
• If students use a computer, ensure that they know how to submit writing
assignments by e-mail attachment.
1
Vocabulary (page 3)
Many languages have a special word for
teacher. Students in those countries call their
teachers teacher. They do not call them by their
name. This shows their respect. In other
languages, students call their teachers by name.
A. In their culture, this shows respect. For
1. c 2. b 3. d 4. a example, American children use their teacher’s
last name with Mr. or Ms. in front of it. College
B. students sometimes use their professors’ first
1. c 2. a 3. d 4. b names.
a T
1. the rules are very different from culture to
.
Identifying Details (page 5) culture
^
W ?
1. Japan
2. when, where, and how do people touch
2. South Korea I .
^
3. Brazil 3. in Brazil, people say hello with a kiss
^
4. some parts of Africa H ?
5. North America 4. how can you learn the rules of eye contact
^
6. North and South America I .
5. it might be your eye contact
7. Japan W .
^
6. we need to accept that
^
Practice (page 5)
A. 3
B. 3
UNIT
CHAPTER 2
Activating Your Vocabulary
1.
2.
3.
touch
in public
acceptable
5.
6.
7.
mistake
carefully
uncomfortable
(page 7)
1
Vocabulary (page 13)
4. respect 8. rules A.
Practice (page 8)
1. funny 3. relationship
2. face 4. agree
A.
B.
1. People don’t touch in public.
2. Women hold hands. 1. expression 3. owe
3. People look at the speaker. 2. especially 4. notice
4. Men and women don’t touch.
5. Cultures have different rules. Identifying Main Ideas (page 14)
6. Eye contact is important. 1. c 2. b 3. a
7. This is acceptable.
8. They feel uncomfortable. Identifying Details (page 15)
9. Some people shake hands.
10. The Japanese bow . 1. a 3. a
2. b 4. c
2
Vocabulary (page 23)
10. My children love animals.
11. Some pets have better lives than people.
12. Snakes are very interesting.
B.
A. 1. a 2. c 3. b
1. b 3. d
2. a 4. c Activating Your Vocabulary
B. (page 28)
1. b 3. d 1. characteristics 5. danger
2. a 4. c 2. spots 6. thick
3. hide 7. kick
Identifying Main Ideas (page 25) 4. hard 8. protect
A. 3
B. (¶ = paragraph)
1. ¶ 2 3. ¶ 4 5. ¶ 5
2. ¶ 6 4. ¶ 3
2
Vocabulary (page 33)
As
g
King Charles X a Giraffe. Today animals are
not common gifts, but sometimes leaders give
C
trees. as an example, canada gives a Christmas
tree to the city of Boston every year.
A.
1. d 3. b
2. c 4. a
3
Vocabulary (page 43)
1. You are planning on fruit for dessert, but it
isn’t ripe.
2. Put the fruit in a bag, and add a ripe
banana.
3. The other fruit will ripen nicely, but the
A. banana won’t be good to eat.
1. b 3. a 4. Cut a potato into two pieces, and put it in
2. d 4. c the soup.
5. The soup is good, but it needs more salt.
B. 6. I made a mistake with the recipe, but
1. c 3. b everyone loved the dish.
2. d 4. a 7. My husband loves fish, but my son hates it.
8. I hate cooking, and I am not very
Identifying Main Ideas (page 45) interested in food.
9. The soup is cold, and the bread is old.
1. c 3. b 10. It’s my favorite restaurant, but I don’t go
2. a 4. a there very often.
3
Activating Your Vocabulary
(page 47)
1. dessert 5. spicy
2. tastes 6. dish
Vocabulary (page 53)
3. burned 7. sweet
4. ripe 8. recipe A.
1. fill 3. attractive
Practice (page 48) 2. prevent 4. fortunately
A. B.
1. but 4. but 7. but 10. but 1. serve 3. variety
2. and 5. and 8. and 11. and 2. reheat 4. meal
3. but 6. and 9. but 12. but
A. 3 A. 1
B. B.
1. M 3. M 5. M The first method is visualization.
2. S 4. S 6. M C.
A.
He
1. My father wasn’t at the beach. My father
UNIT
CHAPTER 7 he
4
was working in the city. When my father
him
came home, my mother showed my father
He
the pictures. My father laughed.
Vocabulary (page 63) it
A. 2. The sand was very hot, and the sand
them
1. order 3. instead burned our feet, so we put our feet in the
2. memory 4. method It It
B. water. The water was very cold. The water
4
year-old son, and he still ride / rides that same
bicycle.
5
moment, I am very homesick. I was trying not
was
to cry. It is hard to swallow that piece of
papaya. That happened almost 30 years ago,
makes
but the smell of papaya still made me a little Vocabulary (page 93)
sad. A.
1. b 2. b 3. a 4. b
B.
UNIT
CHAPTER 9 1. a 2. b 3. a
5
Vocabulary (page 83)
Identifying Main Ideas
1. a
2. a
3. b
4. b
5. c
(page 95)
1. b 3. a 5. b 7. b
UNIT 2. a 4. a 6. b 8. a
CHAPTER 11
6
Vocabulary (page 103)
Practice
Afghanistan.
(page 109)
6
Vocabulary (page 113)
A.
1. heal 3. graduate
2. project 4. a while
B.
1. nature 3. creative
2. sensitive 4. nervous
heal
1. graduate 5. creative
2. a while 6. project
3. nature 7. nervous
4. sensitive 8. heal
1. For 3. At 5. In
2. for 4. in 6. on
7
Vocabulary (page 123)
1. 2
2. 3
(page 127)
3. 6
4. 4
A.
1. a 3. a 5. b 7. a
1. expect 3. proud 2. b 4. a 6. b 8. a
2. patient 4. negative
B. Practice (page 128)
1. voices 3. in charge A.
2. reserved 4. neutral If you want to do business in the United
States, here are a few rules that will help you.
Identifying Main Ideas (page 125) First of all, always shake hands with both male
A. and female colleagues. Women and men expect
to be treated the same in American culture,
Here is some information that can help you if especially in business. Second, do not be too
you do business in the UK. formal. In general, Americans are less formal in
B. business than people from many other cultures.
¶ 2: First of all, remember that the UK includes For example, if an American colleague tells you
England, Wales, Scotland, and Northern to use his or her first name, do it. Finally, if an
Ireland. American colleague invites you out for lunch or
¶ 3: Second, when you plan a business trip to dinner, accept the invitation. If you don’t, your
the UK, choose your team carefully. colleague might think that you are rude.
¶ 4: Third, dress formally, in a dark suit. B.
¶ 5: Fourth, keep small talk safe and neutral. 1. Be patient.
¶ 6: Fifth, don’t try to sell yourself. 2. Don’t get angry at students.
C. 3. Listen to students.
1. ¶ 4 3. ¶ 7 5. ¶ 3 4. Prepare lessons carefully.
2. ¶ 2 4. ¶ 5 6. ¶ 6 5. Never scream at students.
6. Make lessons interesting.
7. Don’t forget students’ names.
Identifying Details (page 125)
8. Be creative.
1. England, Wales, Scotland, Northern
Ireland.
2. respect
3. black, gray, or dark blue.
4. their personal lives
5. Business decisions
7
First of all, do
Here is some advice that can help you. Do
not spend money that you don’t have. If you
want to buy something, save the money and
Second, don’t
Vocabulary (page 132)
pay in cash. Never use credit cards. Don’t
A. eat your money. That is, do not go out to
1. depend on 3. tool restaurants, and do not eat take-out food.
Finally, pay
2. waste 4. communicate Cook and eat at home. Pay all of your bills
B. immediately. That way, the money will not
be in your account^, and you can’t spend it.
1. ¶ 3: limit 3. ¶ 6: concern
Remember, money that you owe is not your
2. ¶ 2: message 4. ¶ 2: interrupt
money.
Identifying Main Ideas (page 134)
A. 2, 4
B. 1 UNIT
CHAPTER 15
Identifying Details
2, 3, 4
A.
(page 135)
1. active 3. expert
1. message 5. tool
2. average 4. retire
2. limit 6. depends on
3. waste 7. communicate B.
4. interrupt 8. concern 1. healthy 3. improve
2. population 4. client
Practice (page 137)
1. b 3. d
2. a 4. c
UNIT
1 TEST
Part 1
Vocabulary
Circle the best word to complete each sentence.
1. Each culture has its own set of rules / mistakes about communication between
people.
2. Are you acceptable / uncomfortable if someone stands too close to you?
3. You should show / respect the traditions and practices of people from other
cultures.
4. In most Western cultures, people agree / touch in public places.
5. The relationship / expression on a person’s face can tell you a lot about
cultural differences.
6. Do I owe / notice you money for the coffee?
7. Jokes that are funny / in public in one culture may not be in another.
8. Correct communication is carefully / especially important in the business world
across cultures.
Total: /8
Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Part 2
Reading
Are these statements true or false? Write T or F.
Unit Tests 27
NAME DATE SCORE /30
Total: / 12
Part 3
Writing
Write five sentences about the culture where you live now.
• Write about things you like and things you don’t like.
• Begin each sentence with a capital letter.
• Put subjects, verbs, and objects in the correct order.
• Make sure that subjects and objects are nouns or pronouns.
• End each sentence with a period.
Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Total: _____ / 10
28 Unit Tests
NAME DATE SCORE /30
UNIT
1
2 TEST
Part 1
Vocabulary
Circle the best word to complete each sentence.
1. Most animals try to kick / hide from danger.
2. Giraffes have the characteristics / danger of a few other animals.
3. Animals, as well as people, need to protect / arrive their bodies from the sun.
4. Both giraffes and leopards have gifts / spots.
5. The community welcomed / spent the new giraffe to the zoo.
6. Which animal is the most thick / popular in the circus?
7. Cows are not generally known for their beauty / stranger.
8. The feet of a giraffe are famous / hard for protection.
Total: /8
Part 2
Reading
Are these statements true or false? Write T or F.
Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Total: / 12
Unit Tests 29
NAME DATE SCORE /30
Part 3
Writing
Write five sentences about a zoo animal that you would like as a pet.
• Write about why the animal would be a good pet.
• Begin each sentence with a capital letter.
• Include a subject and a verb in each sentence.
• Make the subjects and the verbs agree.
• End each sentence with a period.
Total: / 10
Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
30 Unit Tests
NAME DATE SCORE /30
UNIT
3 TEST
Part 1
Vocabulary
Match the boldfaced words with the definitions. Write the letter of the definition
on the line.
1. Each meal should have a main dish. a. sweet food eaten after the main
2. The peaches are not ripe enough for part of the meal
the pie. b. pretty or nice to look at
3. If you eat dessert first, you won’t be c. food prepared in a particular way
hungry for dinner. d. a lot of different (things)
4. Spicy food sometimes makes you e. ready to be eaten
thirsty.
f. a special taste that comes from
5. Fortunately, this restaurant serves plants
my favorite Chinese food.
g. happening because of good luck
6. Do you ever reheat food in the
microwave? h. make something warm or hot again
after it has become cold
7. I enjoy eating when there is an
attractive table setting.
8. It’s important to eat a variety of
foods every day.
Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Total: /8
Part 2
Reading
Complete each sentence. Write the letter of the correct word or words on the line.
Unit Tests 31
NAME DATE SCORE /30
Total: / 12
Part 3
Writing
Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Write five sentences about a restaurant that you don’t like.
• Write what you don’t like about the restaurant.
• Begin each sentence with a capital letter.
• Write compound sentences with and, but, so, or or.
• Make the subjects and the verbs agree.
• End each sentence with a period or a question mark.
Total: / 10
32 Unit Tests
NAME DATE SCORE /30
UNIT
4 TEST
Part 1
Vocabulary
Circle the best word to complete each sentence.
1. If you practice / develop, you can remember things easily.
2. Can you memorize / imagine that you are sitting on a beach in the sun?
3. Write a list of steps in order / memory to help remember them.
4. It is instead / useful to practice more than one kind of memory trick.
5. Many customers / products appeal to us through our senses.
6. Make sure / Choose that you remember where you parked.
7. Do you remember the name of the method / perfume your sister likes to wear?
8. The hotels want their guests / advertisements to feel like they are in an
expensive place.
Total: /8
Part 2
Reading
Are these statements true or false? Write T or F.
Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Unit Tests 33
NAME DATE SCORE /30
10. Advertisements that have a special smell will not help your business.
11. People use their memories when they buy things.
12. Televisions may one day have a smell.
Total: / 12
Part 3
Writing
Write a paragraph about a sound that makes you remember a person, a place, or
a time.
• Begin each sentence with a capital letter and end it with a period or a
question mark.
• Use correct subject and object pronouns.
• Use present tense and past tense correctly.
• Use time words like today, when, and now.
When I hear , I remember
Total: / 10
Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
34 Unit Tests
NAME DATE SCORE /30
UNIT
5 TEST
Part 1
Vocabulary
Match the boldfaced words with the definitions. Write the letter of the definition
on the line.
1. We use the open area of the park for a. a place and the people who live
sports fields. there
2. I do not own my house, I rent it. b. room
3. We take care of the common garden c. people who live in a particular
and enjoy the flowers. place
4. My sister likes the shared kitchen in d. keep something in good condition
her cohousing community. e. finished
5. Do you have enough space for your f. product you can make things from
furniture?
g. a particular part of a place, city,
6. That house does not seem complete country, etc.
without a porch.
h. have something because you
7. The residents decided to follow the bought it
decision to pay for trash pickup.
8. He loves wood, so he uses that
material everywhere in his houses.
Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Total: /8
Part 2
Reading
Complete each sentence. Write the letter of the correct word or words on the line.
READING A: Cohousing
1. People who live in cohousing want to live in a .
a. city b. community
2. People their houses in a cohousing neighborhood.
a. own b. rent
3. Residents in the community the area in front of the houses.
a. use b. sell
4. The house has a dining room, kitchen, and laundry room.
a. oldest b. common
Unit Tests 35
NAME DATE SCORE /30
Total: / 12
Part 3
Writing
Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Write a paragraph describing your home.
• Indent the first sentence of your paragraph.
• Begin each sentence with a capital letter and end it with a period or a
question mark.
• Use There is / There are to introduce topics.
• Use descriptive adjectives.
• Make subjects and verbs agree.
Total: / 10
36 Unit Tests
NAME DATE SCORE /30
UNIT
6 TEST
Part 1
Vocabulary
Circle the best word to complete each sentence.
1. The school children finished an art treatment / project for the senior center in
town.
2. The man wanted to find out / allow if his life was in danger from cultural
differences.
3. Some people heal / refuse medical treatment for religious reasons.
4. Actually / A while, there are many ways to give medicine.
5. Plants, flowers, and birds are part of nature / religion.
6. A nervous / sensitive doctor understands how sick people feel.
7. Scientists can be as creative / graduate as artists.
8. The patient / operation stayed in the hospital for a week.
Total: /8
Part 2
Reading
Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Unit Tests 37
NAME DATE SCORE /30
Total: / 12
Part 3
Writing
Write a paragraph about a time when you were sick.
• Begin each sentence with a capital letter and end it with a period or a
question mark.
• Indent the first sentence of your paragraph.
• Use commas correctly.
• Use prepositional phrases of time correctly.
• Use the present tense and past tense correctly.
Total: / 10
Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
38 Unit Tests
NAME DATE SCORE /30
UNIT
7 TEST
Part 1
Vocabulary
Match the boldfaced words with the definitions. Write the letter of the definition
on the line.
1. Many people communicate with a. think that something will happen
family members through e-mail. b. something bad about an idea or plan
2. How often does e-mail interrupt c. feeling happy because you think that
your work? you, someone in your family, your
3. The weather is usually a neutral country has done something good
topic of conversation. d. make an activity stop for a short
4. That was a negative idea because it time
did not help the business. e. share information, ideas, or opinions
5. I am proud of my country’s history. f. stop an amount or number from
6. My friend is in charge of choosing a getting bigger
restaurant for our company lunch. g. in the position of organizing
7. Do you expect them to answer something
personal questions? h. not causing disagreement among
8. Limit the number of times you different people
answer personal e-mails at work.
Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Total: /8
Part 2
Reading
Complete each sentence. Write the letter of the correct word or words on the line.
Unit Tests 39
NAME DATE SCORE /30
Total: / 12
Part 3
Writing
Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Write a paragraph about how you or someone you know can be a better driver.
• Begin each sentence with a capital letter and end it with a period, a
question mark, or an exclamation point.
• Use correct affirmative and negative forms of the imperative (do, don’t,
etc.).
• Use signal words, such as first, then, after, finally.
• Use correct paragraph form.
Total: / 10
40 Unit Tests
NAME DATE SCORE /30
UNIT
8 TEST
Part 1
Vocabulary
Circle the best word to complete each sentence.
1. A(n) expert / client has special skills or knowledge in a subject.
2. There are three generations / populations of family members in that
photograph.
3. My classes and my job give my life media / structure.
4. She is young, but she is very confident / healthy in her abilities.
5. You can retire / improve your health by eating better.
6. Average / Fair people can live to be in their seventies.
7. Marco keeps valuable / active by playing sports with his friends.
8. I shared / grew up speaking two languages, English and Spanish.
Total: /8
Part 2
Reading
Are these statements true or false? Write T or F.
Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Unit Tests 41
NAME DATE SCORE /30
Total: / 12
Part 3
Writing
Write a paragraph about millennials in your country.
• Begin each sentence with a capital letter and end it with a period,
a question mark, or an exclamation point.
• Use because and so to show cause and effect.
• Use clauses with if to show future possibility.
• Use time clauses: will + the main verb in the main clause.
• Use correct paragraph form.
Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Total: / 10
42 Unit Tests
TESTS
ANSWER KEY
UNIT
TEST Part 2
Part 1
1 1. a
2. a
3. b
Part 3
4. a
5. b
6. b
7. a
8. b
9. a
10. b
11. a
12. a
1. rules 5. expression
2. uncomfortable 6. owe Answers will vary.
3. respect 7. funny
4. touch 8. especially
Part 2 UNIT
TEST
1. F
2. T
3. F
Part 3
4. T
5. T
6. T
7. T
8. T
9. F
10. T
11. F
12. F
Part 1
4
1. practice 5. products
Answers will vary. 2. imagine 6. Make sure
3. order 7. perfume
4. useful 8. guests
UNIT Part 2
TEST
Part 1
2 1. T
2. T
3. F
Part 3
4. F
5. F
6. T
7. F
8. T
9. T
10. F
11. T
12. T
Part 3
4. F
5. F
6. T
7. F
8. F
9. T
10. T
11. F
12. T
Part 1
5
1. g 3. d 5. b 7. c
Answers will vary. 2. h 4. a 6. e 8. f
Part 2
1. b 4. b 7. a 10. b
UNIT
TEST 2. a 5. a 8. b 11. b
Part 1
3 3. a
Part 3
6. a
1. c 3. a 5. g 7. b
2. e 4. f 6. h 8. d
44 Tests Answer Key
UNIT
TEST Part 2
Part 1
6 1. a
2. a
3. b
Part 3
4. b
5. a
6. b
7. b
8. a
9. a
10. a
11. a
12. b
1. project 5. nature
2. find out 6. sensitive Paragraphs will vary.
3. refuse 7. creative
4. Actually 8. patient
Part 2 UNIT
TEST
1. T
2. T
3. F
Part 3
4. T
5. F
6. F
7. F
8. F
9. T
10. F
11. T
12. T
Part 1
8
1. expert 5. improve
Paragraphs will vary. 2. generations 6. Average
3. structure 7. active
4. confident 8. grew up
UNIT
TEST Part 2
Part 1
7 1. T
2. F
3. T
Part 3
4. F
5. F
6. T
7. T
8. T
9. T
10. F
11. F
12. T
1. e 3. h 5. c 7. a
2. d 4. b 6. g 8. f Paragraphs will vary.
FEATURES SCORE
Content and Ideas 2
Follows assigned topic
Supporting details and examples
Language Use 4
Appropriate vocabulary
Complete sentences
Correct word order
Correct use of verbs
Organization 2
Follows assigned sentence structure and paragraph patterns
(If appropriate) includes topic sentences, introduction, body
paragraphs, and conclusion
Mechanics 2
Correct capitalization and punctuation
TOTAL 10
Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Use this Scoring Sheet to track your students’ scores on the unit tests.
STUDENT’S NAME Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 TOTAL
47