FRW1 TM PDF

TEAC H ER ’S MANU AL WITH TESTS
FROM
READING
TO
WRITING
1
LYNN BONESTEEL
KATH LEEN SM ITH
Series Editor
LINDA ROBINSON FELLAG
From Reading to Writing 1
Teacher’s Manual with Tests
Copyright © 2010 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
Tests developed by Lise Minovitz.
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.
Text composition: ElectraGraphics, Inc.
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ISBN-10: 0-13-205067-6
ISBN-13: 978-0-13-205067-8
CONTENTS
Model Lesson Plan ............................................... 1
Student Book Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Unit Tests ........................................................ 26
Tests Answer Key ................................................ 44
Scoring Rubric for Writing ....................................... 46
Class Scoring Sheet .............................................. 47

Scope and Sequence
Reading Verb Tense Writing Writing
Unit Reading Skills Used Skills Assignment
1 Around the Chapter 1 Finding the Multiple • Writing a Write individual
World Cultural Rules topic of a complete sentences
paragraph sentence following
• Using correct prompts
punctuation for
sentences
Chapter 2 Using correct Write individual
The Land of word order sentences
Smiles following
prompts
2 A Special Chapter 3 Identifying • Simple Making subjects Write individual
Animal Four Animals main ideas present and verbs agree sentences
or One? • Simple past of
be
Chapter 4 Using capital Write individual
The Beautiful letters sentences
Stranger
3 The Art Chapter 5 Finding • Simple Writing Write individual
and Science in the supporting present compound compound
Science Kitchen sentences • Present sentences with sentences
of Food continuous and and but
Chapter 6 • Formatting a Write individual
The Art of paragraph compound
Food • Writing sentences in
compound paragraph form
sentences with
so and or
4 Memory Chapter 7 Understanding Simple past Using pronouns Write individual
Memory pronoun sentences with
Methods reference pronouns in
paragraph form
Chapter 8 Using present Write a
Smell, Memory, time and past paragraph
and Sales time together showing both
present time and
past time
iv Scope and Sequence

Reading Verb Tense Writing Writing
Unit Reading Skills Used Skills Assignment
5 Housing Chapter 9 Identifying Simple past • Using There is / Write a
Cohousing topic There are paragraph with
sentences • Replacing There is /
There is / There There are
are with
pronouns
Chapter 10 Using descriptive Write a
The Micro- adjectives paragraph about
Compact Home a place
6 The Art of Chapter 11 Understanding Simple past Using time Write a
Medicine One Doctor, time order clauses paragraph about
One Patient, an experience
Two Different
Worlds
Chapter 12 Using Write a
An Artist and prepositional paragraph about
a Doctor phrases of time the life of an
interesting
person
7 The Chapter 13 Understanding Can and Using the Write a
Working Doing signal words imperative imperative paragraph that
World Business in gives advice
the United
Kingdom
Chapter 14 Using signal Write a
E-Mail: Terrific words paragraph that
Tool or Time- explains how to
Waster? do something
8 What’s Chapter 15 Understanding Future tense Using because Write an opinion
Next? Is 50 the New cause and and so paragraph
30, and 70 the effect
New 50?
Chapter 16 • Using future Write a
Millennials in time clauses paragraph about
the Workforce • Using clauses future plans
with if
Scope and Sequence v

MODEL
LESSON
PLAN
HOW TO USE THE LESSON PLAN
Overview of Unit Format

Each unit of From Reading to Writing 1 consists of two thematically related chapters.
Each chapter is organized into two main sections—Reading and Writing—bridged by a
brief From Reading to Writing section.
• Each Reading section consists of pre-reading and post-reading activities, including
a reading skill.
• The From Reading to Writing section has two activities: a reflection on the reading
theme and a vocabulary practice designed for use in writing.
• Each Writing section begins with a model composition, teaches writing skill(s),
and ends with a writing assignment based on steps in the writing process.
Suggested Methods of Instruction

This lesson plan can serve as a generic guide for any chapter in the student book.
• Suggested methods for delivering instruction for each section or activity in a
chapter are presented.
• Alternative ways to handle each activity are provided under the heading
Variations. These options allow instructors to vary the way they treat the same
activity from chapter to chapter and in so doing to identify the methods that work
best for a specific class or individual students.
Pre-Reading
The activities in this section are designed to prepare students for the topics, themes,
and key vocabulary in the readings.
Discussion (approximately 15–20 minutes)

1. Give students a few minutes to read the discussion questions. Answer any questions.
2. Have students form pairs or small groups to discuss their answers. Tell them they
will report at least one of their answers to the class.
3. After 10–15 minutes, ask several students to share their answers.
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.
2 Model Lesson Plan

• Ask students to answer the discussion questions in writing at home. Have them
read their partner’s or group members’ answers in class and discuss their answers.
• Assign one discussion question per pair or small group. Have each pair or group
discuss the question and report their ideas to the class.
• Choose one discussion question and have each student do a one-minute freewrite
to expand ideas generated from the discussion. The students’ writing can be passed
around the class or reviewed in small groups to encourage further feedback and
discussion. The activity may also serve as a closure to the discussion.
Vocabulary (approximately 15–20 minutes)

1. Tell students they will be learning new vocabulary that is needed for the readings
in the unit. Tell them that all the vocabulary words targeted in this book are high-
frequency words, so they are very useful for English language learners. These
words occur in high frequency in English—in general English texts and in
academic texts such as textbooks.
2. Choose one or two words from the vocabulary exercise. Write the word(s) on the
board and ask questions related to the word(s) and the chapter theme.
3. Explain that each item gives a context for the target word. Illustrate how to
guess meaning from context. Ask students to identify the target word’s part of
speech, its possible synonyms, and/or clue words in the sentence.
EXAMPLE:
Ari can function well on little sleep. He feels rested and awake after sleeping
only three to four hours.
function: verb (possible synonyms: do, work; clue words: well, feels rested,
awake)
4. Have students complete the vocabulary exercise in pairs. Tell them to begin by
answering the questions that they are certain they know. Ask them to explain
unfamiliar words to their partners by using examples.
5. After 5–10 minutes, reassemble the class and help students with any words they
still don’t know.
6. Encourage students to create a system for recording and studying unknown
vocabulary words.
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.
Model Lesson Plan 3

• Establish a class vocabulary bank in a shoe box or a zippered plastic bag. Have
students work in groups to identify 3–5 of the most difficult words in the group
being studied. Groups can take turns creating vocabulary cards to be added to the
class word bank. Tell students who arrive early to class to work in pairs to study
words from the vocabulary bank.
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.
4 Model Lesson Plan

• Divide students into permanent study groups. Study groups can serve as resources
inside and outside the class to discuss reading texts, help each other with difficult
passages, and check each other’s homework. They can also study together before
exams.
Identifying Main Ideas, Identifying Details (approximately 10–15 minutes)

These exercises are intended to check students’ understanding of the reading.
1. Tell students that main ideas typically are found in the introduction, in first
sentences of body paragraphs, and in the conclusion of texts.
2. Have students answer the questions in the first exercise individually. Answer the
first item of this exercise to make sure students understand the exercise. Have
students compare their answers with a partner and discuss any differences. As
they work, circulate and check their answers.
3. Ask students to try to do the second exercise without looking back at the text.
This tests their memory of details in the reading. Again, answer the first item of
each exercise to make sure students understand the exercises.
4. Have students compare their answers with their partners. Circulate and check
their answers.
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.
Model Lesson Plan 5

• After you have used sentence parsing analysis to identify main sections in sample
sentences, have students practice analyzing sentences with a partner. Tell students
to explain to their partners the subject and verb of the sentence and identify the
main noun and/or verb of noun phrases/clauses and verb phrases/clauses. Circulate
through the room to ask and answer questions.
• Bring in outside readings, preferably on the topic of the chapter reading, to give
students additional opportunities to read and isolate the main ideas. Outside
readings should be short and easy enough to be read quickly in, for example, the
minutes before class begins or before the end of class. Have students read the text
two times and then ask them to state the main idea.
Reading Skill (approximately 10–15 minutes)

A key reading skill is presented and practiced in the first chapter of each unit.
1. Write the name of the reading skill on the board and explain it by using
examples.
2. Explain the individual steps or strategies in the reading skill by using examples
from the reading whenever possible.
3. Ask and answer questions to confirm that students comprehend the skill.
Practice (approximately 5–10 minutes)

1. Have students read the practice questions before they begin to answer the
questions. As students read, circulate and answer questions.
2. Have students work in pairs to answer the questions. Encourage students to refer
to the reading to find the answers.
3. Ask several students to report their answers to the class.
4. Ask students to explain why the reading skill was important in improving their
reading comprehension.
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.
6 Model Lesson Plan

From Reading To Writing
Reflecting on the Reading (approximately 10–15 minutes)

This discussion exercise prepares students for writing about the reading topics.
1. Give students a few minutes to read the discussion questions. Answer any
questions.
2. Have students form pairs or small groups to discuss their answers. Tell them they
will report at least one of their answers to the class.
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?
Activating Your Vocabulary (approximately 10–15 minutes)

This exercise is intended to give students an opportunity to review the vocabulary
words they learned in the reading section and are likely to use in their writing
assignment.
1. Give students a few minutes to complete the exercise.
2. Have students form pairs and compare their answers.
3. Have several students explain their answers to the class.
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.
Model Lesson Plan 7

Writing
This section consists of a model composition (in Chapters 7–16), a writing skill or
skills, and exercises to practice the skill(s).
Model (approximately 5 minutes)

In Chapters 7–16, a sample paragraph opens the Writing section, providing students
with a model for their own writing.
1. Explain that the topic of the model paragraph is similar to the student writing
assignment. Tell students to pay attention to the organization, content,
development, and language used in the model.
2. Begin by reading the first two or three sentences of the model paragraph. Ask
students to predict the content of the paragraph based on these sentences.
3. Have students read the paragraph silently. After a few minutes, circulate and
answer questions about it.
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.
Writing Skill (approximately 10–15 minutes)

The writing skill(s) in this section are intended to include the most essential writing
skills for this level.
1. Use the blackboard liberally when presenting the main points of each skill. Use
examples from the reading in the chapter to illustrate the skill.
2. Read aloud sample sentences that illustrate points of the skill. Ask and answer
questions to ensure that students comprehend the skill.
3. Reread the chapter reading that students have already covered to isolate
examples from that text to illustrate the writing skill at hand. Explain this feature
to students.
Practice / Editing (approximately 10–15 minutes)

1. Have students answer the questions or edit the paragraph in pairs or small
groups. As students work, circulate and check their answers.
2. Ask several students to share their answers with the class.
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.
8 Model Lesson Plan

• Bring in additional readings of an appropriate length to illustrate the writing skill.
Have students read the texts and answer questions similar to those in the writing
skill exercise about this feature of the outside reading.
• Find additional exercises from the Internet or other sources to give students
practice with the skill. One easy way to practice paragraph organization, for
example, is to type up student paragraphs and cut them into strips. Have students
organize the strips into a logical paragraph. They can then compare their
paragraphs to the original ordering of sentences and discuss the logic of the
sentence order and the functions of sentences in the paragraph.
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.
Model Lesson Plan 9

Writing Step 1: Get ideas (approximately 10–15 minutes)
The purpose of this step is to give students the opportunity to gather ideas to use in
their writing.
1. Read the writing assignment topic(s) aloud. Ask and answer questions to ensure
that students understand the topic(s).
2. Give students a few minutes to read the questions. Answer any questions.
3. Have students form pairs or small groups divided by writing topic. Tell students
to discuss their answers and tell them they will report at least one of their
answers to the class. Stress that it’s helpful for students to discuss their writing
topic in groups before they begin writing. (Sometimes this discussion results in
students changing their topic.) Stress that students should take notes during this
discussion.
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.
Writing Step 2: Write sentences / a paragraph (approximately 10–15 minutes)

The purpose of this step is to help students focus their writing on one main idea and
write a rough draft.
1. Tell students that they will write more than one draft of their papers. Also point
out that they may write more than one rough draft before they are satisfied that
they have expressed their ideas in a clear and effective way.
2. Explain that good tools and atmosphere for writing are essential. From the
beginning of the term, students should find a quiet place and time to concentrate
on their writing. They should use the tool(s) that are most comfortable, e.g.,
pencil versus pen, computer versus paper.
Writing Step 3: Check your work (approximately 10–15 minutes)

The purpose of this step is to give students the tools to evaluate their own (or a
partner’s) writing and to edit it for grammatical errors.
1. Before students do this step, tell them to read the items in the Writing Checklist.
As they read, circulate and answer questions about each item on the checklist.
2. Tell students to evaluate their own writing in terms of each item. They should put
a checkmark if the feature is present in their composition. If it’s not present, the
student should revise their composition accordingly.
3. Direct students to the Editing Symbols chart on page 168. Go over the symbols
and example sentences. Make sure that students understand each symbol so that
they can use them to mark a partner’s writing as well as understand their
instructor’s comments.
10 Model Lesson Plan

4. Have students focus their self-editing on the specific grammatical point named in
each chapter. As students read their own compositions, circulate and check their
editing.
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.
Writing Step 4: Write a final copy (approximately 10–15 minutes)

The purpose of this step is for students to write a final draft of their composition,
using the revisions from previous steps.
1. Emphasize that the final draft of a composition should be as clean of errors as
possible.
2. Have students review the Writing Checklist for the chapter as they make the final
refinements to their 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.
Model Lesson Plan 11

STUDENT BOOK
ANSWER KEY
UNIT
CHAPTER 1 B.
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.
Identifying Main Ideas (page 4) Editing (page 9)
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
Student Book Answer Key 13

Activating Your Vocabulary Identifying Details (page 25)
(page 16) True: 2, 4, 7, 10
1. a 3. b 5. a 7. a False: 1, 3, 5, 6, 8, 9
2. a 4. b 6. b 8. a snake
1. The giraffe’s tongue looks like a cow’s
Practice (page 17) tongue.
tops of very tall trees
A. 3. Giraffes eat food from the ground.
thick
1. Visitors notice the Thai smile. 5. The giraffe’s coat is very hot.
2. Thais use many different facial expressions. can
6. Giraffe cannot hide among the trees.
3. He owes money. hard
8. Giraffes’ feet are soft.
4. Our faces show our feelings. eyes and ears
5. Babies touch their mothers’ faces. 9. Giraffes clean their coat with their tongues.
6. Different cultures have different rules.
Practice (page 26)
7. The teacher respects her students.
A.
8. The teacher never hits her students.
1. Zoos teach children to respect animals.
9. She touched him.
2. Animals in zoos have terrible lives.
10. They greeted their friends.
3. The giraffe is the most beautiful animal in
B. Africa.
1. use 5. words 4. Lions are dangerous animals.
2. expressions 6. watch
3. feelings 7. tell 5. My trip to Africa changed my life.
4. People 6. Animals need protection from people.
7. Cats are excellent pets.
8. Pets are good for children.
UNIT 9. Dogs are man’s best friend.
CHAPTER 3
2
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
14 Student Book Answer Key

Practice (page 29) B.
A. 1. famous 3. spend
2. popular 4. gift
1. Their eyelashes is / are long and thick.
2. The eyelashes protects / protect its eyes. Identifying Main Ideas (page 34)
3. The giraffe sees / see better than most A. 1
other large animals.
B.
4. It has / have brown spots. 1. ¶ 5 3. ¶ 4
5. Giraffes has / have hard feet. 2. ¶ 2 4. ¶ 3
6. The color protects / protect it from the sun.
Identifying Details (page 35)
B.
get 1. a 3. a 5. b
1. With their tongues, giraffes gets food far 2. c 4. b 6. c
above their heads.
2. Two important characteristics are its large Activating Your Vocabulary
eyes and long, thick eyelashes. (page 36)
sees
3. With its large eyes, it see very well. 1. gift 5. popular
4. A giraffe’s feet and legs are also important 2. welcome 6. arrived
characteristics. 3. beauty 7. spend
has 4. famous 8. stranger
5. It also have very strong legs.
eat Practice (page 37)
6. First, they eats from the tops of very tall
1. In October 1826, a ship arrived in
trees.
Marseille, France.
2. How did a giraffe get from her home in
Editing (page 30) Africa to France?
is
The giraffe are a beautiful and special 3. She was a gift from Egypt to King Charles
It has . X of France.
animal. it have spots all over its body The spots 4. She traveled on a boat more than 2,000
^
are miles down the Nile River to Alexandria,
on its coat is usually brown. The eyes of the Egypt.
.
5. After her arrival in France, the giraffe
giraffe are amazing. They are soft and warm walked from Marseille to Paris.
^
With its beautiful eyes and coat, the giraffe is a
very special animal.
Editing (page 38)
I w
in the past, World leaders sometimes gave
gifts of animals or plants to other leaders. For
M
UNIT
CHAPTER 4 example, in 1826 muhammed Ali of Egypt gave
2
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

UNIT
CHAPTER 5 B.
3
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.

Editing (page 49)
1. Add a little sugar. Y
Put a potato in the dish. It is easy to be a great cook these days. you
2. Add some yogurt. can learn from the best chefs in the world.
and
3. Put it in a bag with a ripe banana. Many of their recipes are on the Internet, but
some chefs have their own cooking shows on
Practice (page 46) . p
television In the past, People paid a lot of
A. ^
but
1. a. S 3. a. S money to learn the secrets of great chefs, and
b. M b. M today you can get their secrets for free. Just
2. a. M 4. a. S a
turn on your television or computer, And start
b. S b. M
cooking!
B.
1. a 3. a
2. b 4. b
UNIT
CHAPTER 6
3
(page 47)
1. dessert 5. spicy
2. tastes 6. dish
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

Identifying Main Ideas (page 54) Identifying Main Ideas (page 65)
A. 3 A. 1
B. B.
1. M 3. M 5. M The first method is visualization.
2. S 4. S 6. M C.

The second method is useful when you need to
remember a list of things in order.
1. b 2. a 3. b
1. T 2. F 3. F 4. T
(page 56)
1. b 3. a 5. a 7. b Practice (page 66)

2. b 4. b 6. a 8. a
A.
Practice (page 57) 1. things
2. that picture
A.
3. a lot of things
1. so 3. or 5. or 4. sentence
2. so 4. so 5. other memory methods
B. 6. Paul Smith
7. these memory methods
1. Don’t use food of just one color, or the
dish won’t be attractive. B.
2. Boil the water first, or the vegetables will 1. my sister and I 5. our mother
lose their color. 2. a beach 6. my sister and me
3. I put the cooked vegetables into ice water, 3. the sun 7. my sister and I
so they didn’t lose their color. 4. the sand 8. the pictures
4. There was a variety of different colored
food on the table, so it looked very Activating Your Vocabulary
attractive. (page 67)
5. That chef serves beautiful and delicious 1. b 3. a 5. b 7. b
food, so his restaurant is very popular. 2. b 4. a 6. a 8. b
6. Use ripe fruit, or the dessert won’t taste
good.
Practice (page 69)
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
1. useful 3. practice felt good.

2. imagine 4. memorize

3. I have good memories of the beach, but I B.
don’t have any good pictures of my sister 1. ¶ 3 2. ¶ 4 3. ¶ 2 4. ¶ 5
We
and me there. My sister and I look
unhappy in every photograph my mother
us Identifying Details (page 75)
took of my sister and me.
They 1. a 2. a 3. b 4. b
4. I still have those pictures. Those pictures
they Activating your Vocabulary
are terrible, but those pictures make me (page 76)
them
smile. When I show those pictures to 1. advertisement 5. choose
he 2. perfume 6. products
my son, my son laughs too. 3. guests 7. make sure
B. 4. customers 8. develop
Clear: 1, 3, 6
Practice (page 77)
Editing (page 70) A.
At the end of the summer, I never wanted to When I think of my childhood, I remember
go back to the city. One time, I decided to hide the smell of my mother’s perfume. The name of
when it was time to leave. I waited until my the perfume was Adore. They don’t make it
they now, but it was popular at that time. My mother
mother and father were busy, so my mother and only wore it when she went out at night. One
father didn’t notice me. I took my suitcase to time, I hid her perfume. I wanted her to stay at
It
my special hiding place. My special place was home. She didn’t get angry with me. She just
a very small house in the garden behind the big laughed. Today she tells that story to everyone.
house. I was ready to live there for the winter. B.
she
But my sister saw me, and my sister told my Today most children have / had their own
he He bikes, but in the past bicycles are / were
father. Then him came and got me. They wasn’t expensive. Many families don’t have / didn’t
angry with me, but I was angry with my sister. have the money for a bicycle. I was lucky. I get
her / got the first bicycle in my neighborhood. I
I didn’t talk to them for a week. remember / remembered when my father
bring / brought it home. All of the kids in the
neighborhood are / were there. Everyone
watch / watched when I took my first ride. It
UNIT is / was so exciting! Now I have / had a five-
CHAPTER 8
4
year-old son, and he still ride / rides that same
bicycle.
Editing (page 78)

Vocabulary (page 73) lived
When I was 19 years old, I live in Ecuador
A.
for a year. Many of my memories of Ecuador
1. d 2. b 3. a 4. c are of smells. I remember the day when I
tasted
B. smelled and taste papaya for the first time.
1. b 2. d 3. a 4. c Papaya is a popular kind of fruit in Ecuador. It
has a special smell. At breakfast on my first day
Identifying Main Ideas (page 75) gave
in Ecuador, my host mother give me some
A. 2 strange orange fruit with a funny smell. At that

was UNIT
CHAPTER 10
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
Identifying Main Ideas
1. a
2. a
3. b
4. b
5. c
(page 95)
A. Identifying Details (page 95)

1. housing 3. take care of (Answers may vary, but should contain similar
2. community 4. residents information.)
B. 1. One or two people can live in one m-ch.
1. own 3. area 2. The m-ch is 70 square feet (6.5 square
2. follow 4. separate meters) in size.
3. There is a kitchen, a bathroom with a shower,
Identifying Main Ideas (page 85) a living and dining area with a table, a flat-
screen television, and two fold-up beds.
A. 3
4. They got their ideas from the design of old
B. Japanese tea houses and from the design of
1. ¶ 4 2. ¶ 3 3. ¶ 2 cars, boats, and airplanes.
5. They made the m-ch for people who need
housing for a short period of time, for
example college students, businesspeople,
Correct answers: 1, 4, 6 and people on vacation.
Practice (page 86) Activating Your Vocabulary

1. b 2. b 3. c 4. a (page 96)
1. complete 5. size
Activating Your Vocabulary (page 87) 2. materials 6. design
1. a 3. b 5. b 7. a 3. crowded 7. efficient
2. a 4. a 6. b 8. a 4. space
Practice (page 88) Practice (page 98)
1. is, aren’t 4. are, is 1. How big is it?

2. is, are 5. aren’t, is 2. The m-ch is very small but complete.
3. is, aren’t 3. In that small space, there is a kitchen, a
bathroom with a shower, and a comfortable
area with a large television.
Practice (page 89)
4. There is a large table below the beds.
1. There 4. it 7. them 5. At different times of the day the same area
2. It 5. It 8. They can be a living room, a dining room, or a
3. there 6. There bedroom.

6. The makers of the m-ch wanted it to be Practice A/B (pages 106–107)
beautiful, but not too expensive.
1. The man’s daughters were with him
7. Small houses like the m-ch will become 1
popular in the future. when he went to the hospital.
8. But is the m-ch really comfortable? 1
9. A group of German students lived in 2. He did not feel well before he had the
micro-houses for a year. 1 2
10. The students found them to be very operation.
comfortable.
3. The patient was an important man in
1
Editing (page 98) Afghanistan before he came to the United
comfortable city It 2
Boston is a city comfortable to live in. There States.
is
is the perfect size. It are not very big, so you 4. After the man and his family left Afghanistan,
can walk from one area of the city to another. It 1
pretty city are they moved to the United States.
is also a city pretty. There is a lot of big trees, 2
There 5. When he died, his family was very sad.
beautiful parks, and old buildings. They are 1 1
wonderful
also wonderfuls libraries and museums.
(page 107)
1. b 3. a 5. b 7. b
UNIT 2. a 4. a 6. b 8. a
CHAPTER 11
6
Practice
Afghanistan.
(page 109)
1. When the man was in his 50s, he left
2. Before he got sick, he and his family had a

A. good life.
1. c 2. a 3. d 4. b 3. His daughters went with him when he
visited the doctor.
B. 4. When the doctor told his patient about the
1. d 2. b 3. c 4. a treatment, the patient refused.
5. The filmmaker finished the movie after the
Identifying Main Ideas (page 105) patient died.
A.
Editing (page 109)
doctors, patients
When I was five years old^, my mother
B. became very sick. She was giving my sister and
1. doctor, patient 3. speak, language. me a bath. Suddenly, she started to scream.
W .
2. religion. when my father heard her, he ran into the room
^
She was on the floor. He picked her up and
Identifying Details (page 105) carried her out of the bathroom. My sister and I
1. Afghanistan 5. mistakes A
were very scared. after he left the room^, we
2. American 6. dies
didn’t speak or move. We just sat there. A few
3. cultures 7. different
minutes later, my father came back. He carried
4. languages
us into our bedroom. Before he left the room^,
(he kissed us goodnight. We heard an
ambulance a few minutes after he left the room.
We didn’t see our mother again for six weeks.
UNIT
CHAPTER 12
6
A.
1. heal 3. graduate
2. project 4. a while
B.
1. nature 3. creative
2. sensitive 4. nervous
Identifying Main Ideas (page 115)
heal
born in Taiwan graduated from started to sell

Brown University his paintings
studied art and went to opened

biochemistry Yale Medical School a medical office
learned to paint taught art in NYC traveled around started teaching a

the United class called Art
States working and Medicine
in poor
communities
and painting
(page 116)
1. graduate 5. creative
2. a while 6. project
3. nature 7. nervous
4. sensitive 8. heal
Practice (page 118)
1. For 3. At 5. In
2. for 4. in 6. on
Editing (page 118)
My father is a wonderful singer. He learned

On
to sing . when he was a little boy. In Sundays
he sang at church. He joined a singing group ,
when he was in high school. At the age of 15,
he went to New York City with his group. They

for Practice (page 126)
were there in one week. Every day they took
classes with the best music teachers in the A.
at First of all,
city.They sang at Carnegie Hall in the end of
Second,
the week. He says that he will remember that
for
Third,
trip on the rest of his life. Fourth,
Fifth,
Finally,
In conclusion,
UNIT B.
CHAPTER 13
7
1. 2
2. 3
(page 127)
3. 6
4. 4

5. 5
6. 1
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.
8. Be creative.
1. England, Wales, Scotland, Northern
Ireland.
2. respect
3. black, gray, or dark blue.
4. their personal lives
5. Business decisions

UNIT
CHAPTER 14 2. Is it difficult for you to manage your money?
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
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
Activating your Vocabulary

(page 134)
8
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. 4 3. 3 5. 5 7. 2 Identifying Main Ideas (page 145)

2. 7 4. 1 6. 6 8. 8 A. 2
B.
Editing (page 137)
1. M 3. S 5. S
1. Using an automatic teller machine (ATM)
2. M 4. S 6. M
can be confusing. Here are the basic steps.
First, put Then/Next/After that, enter
Put your card in the machine. Enter your Identifying Details (page 145)
After that/Then/Next, read
password. Read the choices on the screen, 1. 100 3. 30 5. 75
for example get cash, or make a deposit. 2. 78 4. 20 6. 10
Next/After that/Then, choose
Choose what you want to do by pressing the Practice (page 146)
number next to the action that you want.
Finally, don’t A.
Follow the instructions on the screen. Don’t ¶ 1: Some experts say that Americans are living
forget to take your card when you finish. longer because they are taking better care
of themselves.
¶ 3: “They are well-educated and well-off . . .
so they have the time and interest to take
care of themselves.”

¶ 4: Many seniors want to take classes, so they 3. Because many seniors want to take classes,
retire near universities. retirement communities near universities
¶ 5: Because the American population is are popular.
getting older, ideas about beauty are Retirement communities near universities
changing, too. are popular because many seniors want to
As Tom Hanks said, “. . . at 50, I feel like take classes.
34 . . . And at 60, I’ll feel like 30, so 4. Because classes do not cost a lot of money,
actually, I’m getting younger.” most seniors can afford to take a class.
Most seniors can afford to take a class
B. because classes do not cost a lot of money.
1. b 3. d 5. Because the seniors can make extra work
2. a 4. c for the professor, some professors do not
allow seniors to take their classes.
Activating your Vocabulary Some professors do not allow seniors to
(page 147)
take their classes because the seniors can
make extra work for the professor.
1. experts 5. healthy 6. Because seniors often study hard, many
2. population 6. clients professors welcome older students in their
3. average 7. retire classes.
4. active 8. improve Many professors welcome older students in
their classes because seniors often study
Practice (page 148) hard.
A.
The average American family is changing.
There are fewer children today than in the past
UNIT
because many couples are choosing to have CHAPTER 16
small families. There are two main reasons for
this. First of all, children cost a lot of money.
Studies show that the average cost of taking care
of a child from birth to age 18 is about $250,000
in the United States today. It is not a surprise,
8
then, that some couples cannot afford to have A.
children. Second, both the husband and the wife 1. d 2. c 3. b 4. a
work in about 60 percent of American families,
so they do not have time to take care of children. B.
Because Americans are having fewer children 1. d 2. c 3. a 4. b
and people are living longer, the average age of
the American population is going up. Identifying Main Ideas (page 154)
B. A.
1. Because people are living longer, there are Many experts believe that millennials are
more seniors. different from young Americans of past
There are more seniors because people are generations. They also believe that they will
living longer. change the workforce in important ways.
2. Because seniors want to stay active and
healthy, they exercise. B.
Seniors exercise because they want to stay 1. ¶ 3 3. ¶ 4
active and healthy. 2. ¶ 5 4. ¶ 2
1. b 3. d
2. a 4. c

Activating your Vocabulary Practice (page 157)
(page 155) 1. She will move to an apartment if she
1. fair 5. structure doesn’t like living in the dormitory.
2. generations 6. valuable 2. She will get good grades if she studies
3. grows up 7. confident hard.
4. shares 8. media 3. If she gets good grades, she will be
happy.
Practice (page 156 ) 4. If she needs money, she will get a part
time job.
A. 5. She will call her parents if she feels lonely.
I feel confident about my future, but I’m a 6. If she makes a lot of new friends, she
little nervous too. I am a senior in high school. won’t feel lonely.
When I graduate, my life will change forever.
Choosing the correct college will be my first Editing (page 158)
adult decision. Before I choose, I will find out
Six months before I graduate from college^,
as much information as I can. Right now, I am will am
looking for information online about different I start to look for a job. If I be lucky, I will
colleges in the area. I will choose three or four ^
find a job quickly. I will live at home with my
colleges to apply to. I will visit them if they are parents , after I graduate. I will get my own
not too far away. I think it’s important to see apartment when I will save enough money. If
them with my own eyes. After I finish my the apartment is big, I will look for a
visits, I will relax and enjoy my last few roommate. After I work for a while, I will have
months of high school. enough money to buy a car. When I will have a
B. job, an apartment, and a car, my life will be
perfect!
1. When she goes to college, she will live in
a dormitory.
2. She will move into the dormitory before
school starts.
3. Before classes start, she will make new
friends.
4. She will be very busy when classes start.
5. After she finishes classes every day, she
will go to the library.
6. She will have a one-month vacation after
the semester ends.

UNIT
TESTS
NAME DATE SCORE /30
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.
READING A: Cultural Rules

1. Most cultures generally have the same rules about eye contact and touching.
2. People can make mistakes easily if they don’t know the rules of a culture.
3. In Brazil, people say hello by holding hands.
4. People usually do not touch in public in Japan.
5. In some parts of Africa, when you want to show that you respect someone , you
look down.
6. You should never stare at a person.
Unit Tests 27
NAME DATE SCORE /30
READING B: The Land of Smiles

7. Smiles have many different meanings in Thailand, and people use them every day.
8. Henry Holmes’s book is called Working with the Thais.
9. The Thai people never smile in difficult situations.
10. There is a special way to smile at a joke that is not funny.
11. Henry Holmes names seven different kinds of smiles.
12. There are more smiles for friendly situations than for difficult ones.
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.
Total: _____ / 10
28 Unit Tests
NAME DATE SCORE /30
UNIT
1
2 TEST
Part 1
Vocabulary
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
READING A: Four Animals or One?

1. The giraffe uses all its different characteristics to survive.
2. Giraffes cannot usually see over trees.
3. The spots on a giraffe help to hide it among the trees.
4. Lions cannot be killed by giraffes.
5. The tongue of a giraffe is blue.
6. A giraffe’s feet are similar to a cow’s feet.
READING B: The Beautiful Stranger

7. The first giraffe to visit France arrived by train.
8. King Charles X of France gave a giraffe to Egypt as a gift.
9. The Beautiful Stranger walked from Marseille to Paris.
10. Cows provided milk to the giraffe every day.
11. A special necklace from the French people protected the giraffe from danger.
12. The men in France wore tall hats to show their love for “The Beautiful Stranger.”
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.
• Include a subject and a verb in each sentence.
• Make the subjects and the verbs agree.
• End each sentence with a period.
Total: / 10
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.
Total: /8
Part 2
Reading
Complete each sentence. Write the letter of the correct word or words on the line.
READING A: Science in the Kitchen

1. You need to understand cooking and for help with problems in the kitchen.
a. the science of food b. taste
2. If a dish is too salty, add .
a. a potato b. an apple
3. If you add something sweet, the dish will taste salty.
a. more b. less
4. You should use fruit in desserts.
a. ripe b. local
Unit Tests 31
NAME DATE SCORE /30
5. Put fruit in a bag to ripen it.

a. plastic b. paper
6. The is the hot part of a chili pepper.
a. seed b. soft, white part under the seed
READING B: The Art of Food

7. Food should look good and taste to be enjoyable.
a. good b. familiar
8. It is to prevent cracking an egg while you boil it.
a. hard b. easy
9. Vegetables color as they cook.
a. change b. do not change
10. After you boil vegetables, put them in ice water to .
a. keep their shape b. stop the cooking
11. is important in serving food.
a. color b. cookware
12. Try to have at least colors of food on the plate.
a. three b. six
Total: / 12
Part 3
Writing
Write five sentences about a restaurant that you don’t like.
• Write what you don’t like about the restaurant.
• 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
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
READING A: Memory Methods

1. You can have a good memory if you practice.
2. You make a picture of something in your mind to visualize it.
3. If you imagine something strange, you will have a hard time remembering it.
4. To remember a list in order, write it backwards.
5. There are only two basic memory methods.
6. The Internet is useful for finding ways to remember things.
READING B: Smell, Memory, and Sales

7. Memory and smell do not usually go together.
8. The smell of expensive perfume in the air makes you feel like you are in an
expensive place.
9. The smell of baking bread can bring customers into a bakery.
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
34 Unit Tests
NAME DATE SCORE /30
UNIT
5 TEST
Part 1
Vocabulary
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.
Total: /8
Part 2
Reading
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
5. People of live in a cohousing community.

a. all ages b. the same age
6. You have to like making decisions to be happy in cohousing.
a. in a group b. alone
READING B: The Micro-Compact Home

7. Most people need only about square feet of space to be comfortable.
a. 70 b. 30
8. An m-ch house includes a .
a. garage b. bathroom with a shower
9. Designers of m-ch houses took designs from .
a. Japanese tea houses b. stores
10. do well in m-ch homes because they don’t need a lot of space.
a. Families b. College students
11. Builders of m-ch houses can use materials because they don’t need a lot.
a. the cheapest b. the best
12. People who live in m-ch homes say they can be really .
a. comfortable b. cold
Total: / 12
Part 3
Writing
Write a paragraph describing your home.
• Indent the first sentence of your paragraph.
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
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
READING A: One Doctor, One Patient, Two Different Worlds

1. There can be problems if doctors and patients are from different cultures.
2. The doctor in the movie Hold Your Breath is an American.
3. The patient had a broken leg.
4. The patient did not want treatment because of religious reasons.
5. The doctor planned to give the medicine in a pill.
6. The patient got well and went home to Afghanistan.
READING B: An Artist and a Doctor

7. People do not heal from art and medicine together.
8. Chen-Chieh Chuang is a doctor and a dancer.
9. Dr. Chuang liked to work in poor communities.
10. Dr. Chuang thinks art helps doctors be more nervous.
Unit Tests 37
NAME DATE SCORE /30
11. There are paintings and photographs in the waiting area.

12. Sometimes Dr.Chuang bakes bread for his patients.
Total: / 12
Part 3
Writing
Write a paragraph about a time when you were sick.
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
38 Unit Tests
NAME DATE SCORE /30
UNIT
7 TEST
Part 1
Vocabulary
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.
Total: /8
Part 2
Reading
READING A: Doing Business in the United Kingdom

1. You should understand the if you do business in the UK.
a. culture b. weather
2. Scotland is part of the .
a. United Kingdom b. United States
3. People in many other English-speaking countries do not respect as much
as the British people do.
a. youth b. experience
4. In Britain, you should wear business clothing that is .
a. striped b. one color
Unit Tests 39
NAME DATE SCORE /30
5. Do not ask questions in business meetings.

a. personal b. good
6. British people speak to each other in business situations.
a. negatively b. softly
READING B: E-Mail: Terrific Tool or Time-waster?

7. E-mail can be a useful tool or a waste of time, depending on how we it.
a. forget b. use
8. Your computer makes a when you have an e-mail.
a. sound b. light
9. E-mail can your work all day.
a. interrupt b. do
10. It’s good to keep e-mail account for each project.
a. a separate b. the same
11. The can tell you what an e-mail is about.
a. subject line b. date
12. send an e-mail reply to people who do not need to read it.
a. Do b. Don’t
Total: / 12
Part 3
Writing
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
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
READING A: Is 50 the New 30, and 70 the New 50?

1. Americans live longer now because they take better care of themselves.
2. People are retiring earlier and earlier with each generation.
3. Many people over age 50 exercise to take care of themselves.
4. At some colleges and universities, people over age 58 are not allowed to take
classes.
5. Older actors like Jane Fonda and Tom Hanks have to retire because they are no
longer popular.
6. Some American seniors are poor and have problems with their health.
READING B: Millennials in the Workforce

7. Americans born between 1982 and 1992 are a new generation that will change the
workforce.
8. Millennials were born after the Internet was developed.
Unit Tests 41
NAME DATE SCORE /30
9. Millennials are native speakers of the language of electronic media.

10. FaceBook and MySpace are websites in America only.
11. Most millennials are not confident about their opinions.
12. The rules of work will need to be clear and fair for millennials.
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.
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
1. hide 5. welcomed Paragraphs will vary.

2. characteristics 6. popular
3. protect 7. beauty
4. spots 8. hard
UNIT
Part 2 TEST
1. T
2. F
3. 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
Paragraphs will vary.

9. a 12. 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.
Tests Answer Key 45

SCORING RUBRIC FOR WRITING
(PART 3)
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
46 Scoring Rubric for Writing

CLASS SCORING SHEET
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
Class Scoring Sheet

47

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TEAC H ER ’S MANU AL WITH TESTS

KATH LEEN SM ITH

Copyright © 2010 by Pearson Education, Inc.

Pearson Education, 10 Bank Street, White Plains, NY 10606

Tests developed by Lise Minovitz.

Text composition: ElectraGraphics, Inc.

PEARSON LONGMAN ON THE WEB

Pearsonlongman.com offers online

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

Student Book Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Unit Tests ........................................................ 26

Tests Answer Key ................................................ 44

Scoring Rubric for Writing ....................................... 46

Class Scoring Sheet .............................................. 47

iv Scope and Sequence

Scope and Sequence v

Overview of Unit Format

Suggested Methods of Instruction

Discussion (approximately 15–20 minutes)

2 Model Lesson Plan

Vocabulary (approximately 15–20 minutes)

Model Lesson Plan 3

4 Model Lesson Plan

Identifying Main Ideas, Identifying Details (approximately 10–15 minutes)

Model Lesson Plan 5

Reading Skill (approximately 10–15 minutes)

Practice (approximately 5–10 minutes)

6 Model Lesson Plan

Reflecting on the Reading (approximately 10–15 minutes)

Activating Your Vocabulary (approximately 10–15 minutes)

Model Lesson Plan 7

Model (approximately 5 minutes)

Writing Skill (approximately 10–15 minutes)

Practice / Editing (approximately 10–15 minutes)

8 Model Lesson Plan

Model Lesson Plan 9

Writing Step 2: Write sentences / a paragraph (approximately 10–15 minutes)

Writing Step 3: Check your work (approximately 10–15 minutes)

10 Model Lesson Plan

Writing Step 4: Write a final copy (approximately 10–15 minutes)

Model Lesson Plan 11

Identifying Main Ideas (page 4) Editing (page 9)

Student Book Answer Key 13

14 Student Book Answer Key

Student Book Answer Key 15

Identifying Details (page 45)

16 Student Book Answer Key

Identifying Details (page 55)

1. b 3. a 5. a 7. b Practice (page 66)

1. useful 3. practice felt good.

Student Book Answer Key 17

Editing (page 78)

18 Student Book Answer Key

A. Identifying Details (page 95)

Practice (page 86) Activating Your Vocabulary

Practice (page 88) Practice (page 98)

1. is, aren’t 4. are, is 1. How big is it?

Student Book Answer Key 19

1. When the man was in his 50s, he left

2. Before he got sick, he and his family had a

Identifying Main Ideas (page 115)

Identifying Details (page 115)

born in Taiwan graduated from started to sell