FRW1_TM

TEAC H ER S MANU AL

WITH

TESTS

FROM

READING TO WRITING

1LYNN BONESTEEL KATH LEEN SM ITHSeries Editor

LINDA ROBINSON FELLAG

From Reading to Writing 1 Teachers 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, Franoise Leffler, Massimo Rubini, Jennifer Stem, Jane Townsend, Paula Van Ells, and Patricia Wosczyk. Text composition: ElectraGraphics, Inc.PEARSON LONGMAN ON THE WEB

Pearsonlongman.com offers online resources for teachers and students. Access our Companion Websites, our online catalog, and our local ofces around the world. Visit us at pearsonlongman.com. 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 SequenceUnit1Around the World

ReadingChapter 1 Cultural Rules

Reading SkillsFinding the topic of a paragraph

Verb Tense UsedMultiple

Writing Skills Writing a complete sentence Using correct punctuation for sentences Using correct word order

Writing AssignmentWrite individual sentences following prompts

Chapter 2 The Land of Smiles

Write individual sentences following prompts Write individual sentences

2

A Special Animal

Chapter 3 Four Animals or One? Chapter 4 The Beautiful Stranger

Identifying main ideas

Simple Making subjects present and verbs agree Simple past of be Using capital letters

Write individual sentences Write individual compound sentences Write individual compound sentences in paragraph form

3

The Art and Science of Food

Chapter 5 Science in the Kitchen Chapter 6 The Art of Food

Finding supporting sentences

Simple present Present continuous

Writing compound sentences with and and but Formatting a paragraph Writing compound sentences with so and or

4

Memory

Chapter 7 Memory Methods Chapter 8 Smell, Memory, and Sales

Understanding Simple past pronoun reference

Using pronouns

Write individual sentences with pronouns in paragraph form Write a paragraph showing both present time and past time

Using present time and past time together

iv

Scope and Sequence

Unit 5 Housing

ReadingChapter 9 Cohousing

Reading SkillsIdentifying topic sentences

Verb Tense UsedSimple past

Writing Skills Using There is / There are Replacing There is / There are with pronouns

Writing AssignmentWrite a paragraph with There is / There are

Chapter 10 The MicroCompact Home

Using descriptive Write a adjectives paragraph about a place Understanding Simple past time order Using time clauses Write a paragraph about an experience

6

The Art of Medicine

Chapter 11 One Doctor, One Patient, Two Different Worlds Chapter 12 An Artist and a Doctor

Using prepositional phrases of time

Write a paragraph about the life of an interesting person Write a paragraph that gives advice

7

The Working World

Chapter 13 Doing Business in the United Kingdom Chapter 14 E-Mail: Terrific Tool or TimeWaster?

Understanding Can and signal words imperative

Using the imperative

Using signal words

Write a paragraph that explains how to do something Write an opinion paragraph

8

Whats Next?

Chapter 15 Is 50 the New 30, and 70 the New 50? Chapter 16 Millennials in the Workforce

Understanding Future tense cause and effect

Using because and so

Using future time clauses Using clauses with if

Write a paragraph about future plans

Scope and Sequence

v

MODEL LESSON PLAN

HOW TO USE THE LESSON PLANOverview of Unit Format Each unit of From Reading to Writing 1 consists of two thematically related chapters. Each chapter is organized into two main sectionsReading and Writingbridged 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-ReadingThe activities in this section are designed to prepare students for the topics, themes, and key vocabulary in the readings. Discussion(approximately 1520 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 1015 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 13 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 partners or group members answers in class and discuss their answers. Assign one discussion question per pair or small group. Have each pair or group discuss the question and report their ideas to the class. 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 1520 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 highfrequency words, so they are very useful for English language learners. These words occur in high frequency in Englishin 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 words 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 510 minutes, reassemble the class and help students with any words they still dont 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 35 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.

ReadingEach 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 dont 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 510 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 others homework. They can also study together before exams. Identifying Main Ideas, Identifying Details(approximately 1015 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 510 minutes and then have partners score each others 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 sentences 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 1015 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 510 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 WritingReflecting on the Reading (approximately 1015 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. 3. After 510 minutes, ask several students to share their answers.Variations

After students have discussed the questions, ask them to write for 13 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 1015 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

WritingThis section consists of a model composition (in Chapters 716), a writing skill or skills, and exercises to practice the skill(s). Model (approximately 5 minutes) In Chapters 716, 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 1015 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 1015 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 AssignmentThis 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 partners 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 3checking your work or your partnershave 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 partners paragraph they look for errors in content and organization before grammatical or mechanical errors. Ask partners to offer at least one compliment about their partners 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 1015 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 its 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. 4. After 510 minutes, ask several students to share their answers.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 1015 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 1015 minutes) The purpose of this step is to give students the tools to evaluate their own (or a partners) 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 its 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 partners writing as well as understand their instructors 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 partners 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 partners 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 partners composition for the specific grammatical point of the chapter. As students read each others compositions, circulate and check their editing. Ask students to practice their editing skills on sample compositions from students in another class or from the instructors 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 1015 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 computers 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

VocabularyA. 1. c B. 1. c

1

UNIT

CHAPTER 1

B. 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. In their culture, this shows respect. For example, American children use their teachers last name with Mr. or Ms. in front of it. College students sometimes use their professors first names.

(page 3)

2. b 2. a

3. d 3. d(page 4)

4. a 4. b

Identifying Main Ideasa

EditingT .

(page 9)

1. the rules are very different from culture to(page 5)

Identifying Details1. 2. 3. 4. 5. 6. 7.

cultureW I H I W

Japan South Korea Brazil some parts of Africa North America North and South America Japan(page 5)

^ . ^

? ^ ? ^

2. when, where, and how do people touch 3. in Brazil, people say hello with a kiss. . ^ ^

4. how can you learn the rules of eye contact 5. it might be your eye contact 6. we need to accept that

PracticeA. 3 B. 3

Activating Your Vocabulary1. 2. 3. 4. touch in public acceptable respect(page 8)

(page 7)

5. 6. 7. 8.

mistake carefully uncomfortable rules

VocabularyA. 1. funny 2. face B. 1. expression 2. especially

1

UNIT

CHAPTER 2

(page 13)

PracticeA. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

3. relationship 4. agree 3. owe 4. notice(page 14)

People dont touch in public. Women hold hands. People look at the speaker. Men and women dont touch. Cultures have different rules. Eye contact is important. This is acceptable. They feel uncomfortable. Some people shake hands. The Japanese bow .

Identifying Main Ideas1. c 2. b 3. a

Identifying Details1. a 2. b 3. a 4. c

(page 15)

Student Book Answer Key

13

Activating Your Vocabulary(page 16)

Identifying Details7. a 8. a True: 2, 4, 7, 10 False: 1, 3, 5, 6, 8, 9

(page 25)

1. a 2. a

3. b 4. b(page 17)

5. a 6. b

snake

PracticeA.

1. The giraffes tongue looks like a cows tongue.tops of very tall trees

3. Giraffes eat food from the ground.thick

1. Visitors notice the Thai smile. 2. Thais use many different facial expressions. 3. He owes money. 4. Our faces show our feelings. 5. Babies touch their mothers faces. 6. Different cultures have different rules. 7. The teacher respects her students. 8. The teacher never hits her students. 9. She touched him. 10. They greeted their friends. B. 1. 2. 3. 4. use expressions feelings People 5. words 6. watch 7. tell

5. The giraffes coat is very hot.can

6. Giraffe cannot hide among the trees.hard

8. Giraffes feet are soft.eyes and ears

9. Giraffes clean their coat with their tongues.

PracticeA.

(page 26)

1. Zoos teach children to respect animals. 2. Animals in zoos have terrible lives. 3. The giraffe is the most beautiful animal in Africa. 4. Lions are dangerous animals. 5. My trip to Africa changed my life. 6. Animals need protection from people. 7. Cats are excellent pets. 8. Pets are good for children. 9. Dogs are mans best friend. 10. My children love animals. 11. Some pets have better lives than people. 12. Snakes are very interesting.

VocabularyA. 1. b 2. a B. 1. b 2. a

2

UNIT

CHAPTER 3

(page 23)

B. 1. a 2. c 3. b

3. d 4. c 3. d 4. c(page 25)


Identifying Main IdeasA. 3 B. ( = paragraph) 1. 2 2. 6 3. 4 4. 3 5. 5

1. 2. 3. 4.

characteristics spots hide hard

5. 6. 7. 8.

danger thick kick protect

14


PracticeA.

(page 29)

B. 1. famous 2. popular 3. spend 4. gift(page 34)

1. Their eyelashes is / are long and thick. 2. The eyelashes protects / protect its eyes. 3. The giraffe sees / see better than most other large animals. 4. It has / have brown spots. 5. Giraffes has / have hard feet. 6. The color protects / protect it from the sun. B.get

Identifying Main IdeasA. 1 B. 1. 5 2. 2 3. 4 4. 3

Identifying Details1. a 2. c 3. a 4. b

(page 35)

1. With their tongues, giraffes gets food far above their heads. 2. Two important characteristics are its large eyes and long, thick eyelashes.sees

5. b 6. c


3. With its large eyes, it see very well. 4. A giraffes feet and legs are also important characteristics.has

1. 2. 3. 4.

gift welcome beauty famous(page 37)

5. 6. 7. 8.

popular arrived spend stranger

5. It also have very strong legs.eat

Practice

6. First, they eats from the tops of very tall trees.

Editing

(page 30) is . ^

The giraffe are a beautiful and specialIt has are

animal. it have spots all over its body The spots on its coat is usually brown. The eyes of the.

giraffe are amazing. They are soft and warm ^ With its beautiful eyes and coat, the giraffe is a very special animal.

1. In October 1826, a ship arrived in Marseille, France. 2. How did a giraffe get from her home in Africa to France? 3. She was a gift from Egypt to King Charles X of France. 4. She traveled on a boat more than 2,000 miles down the Nile River to Alexandria, Egypt. 5. After her arrival in France, the giraffe walked from Marseille to Paris.

EditingI

(page 38) w

in the past, World leaders sometimes gave gifts of animals or plants to other leaders. For

VocabularyA. 1. d 2. c

2

UNIT

CHAPTER 4

M

example, in 1826 muhammed Ali of Egypt gaveg

King Charles X a Giraffe. Today animals are not common gifts, but sometimes leaders giveAs (page 33) C

trees. as an example, canada gives a Christmas tree to the city of Boston every year.

3. b 4. a


15

VocabularyA. 1. b 2. d B. 1. c 2. d

3

UNIT

CHAPTER 5

B. 1. You are planning on fruit for dessert, but it isnt ripe. 2. Put the fruit in a bag, and add a ripe banana. 3. The other fruit will ripen nicely, but the banana wont be good to eat. 4. Cut a potato into two pieces, and put it in the soup. 5. The soup is good, but it needs more salt. 6. I made a mistake with the recipe, but everyone loved the dish. 7. My husband loves fish, but my son hates it. 8. I hate cooking, and I am not very interested in food. 9. The soup is cold, and the bread is old. 10. Its my favorite restaurant, but I dont go there very often.

(page 43)

3. a 4. c 3. b 4. a(page 45)

Identifying Main Ideas1. c 2. a 3. b 4. a

Identifying Details

(page 45)

Editing

(page 49) Y

1. Add a little sugar. Put a potato in the dish. 2. Add some yogurt. 3. Put it in a bag with a ripe banana.

It is easy to be a great cook these days. you can learn from the best chefs in the world.and

PracticeA. 1. a. S b. M 2. a. M b. S B. 1. a 2. b

Many of their recipes are on the Internet, but some chefs have their own cooking shows on. ^ p but

(page 46)

television In the past, People paid a lot of 3. a. S b. M 4. a. S b. M 3. a 4. b money to learn the secrets of great chefs, and today you can get their secrets for free. Justa

turn on your television or computer, And start cooking!


1. 2. 3. 4.

dessert tastes burned ripe(page 48)

5. 6. 7. 8.

spicy dish sweet recipe

VocabularyA. 1. fill 2. prevent B.

3

UNIT

CHAPTER 6

(page 53)

PracticeA. 1. but 2. and 3. but

3. attractive 4. fortunately 3. variety 4. meal

4. but 5. and 6. and

7. but 8. and 9. but

10. but 11. and 12. but

1. serve 2. reheat

16


Identifying Main IdeasA. 3 B. 1. M 2. S 3. M 4. S 5. M 6. M

(page 54)

Identifying Main IdeasA. 1 B. The first method is visualization. C.

(page 65)

Identifying Details1. b 2. a

(page 55)

The second method is useful when you need to remember a list of things in order.

3. b


Identifying Details1. T 7. b 8. a 2. F(page 66)

(page 65)

3. F

4. T

1. b 2. b

3. a 4. b(page 57)

5. a 6. a

PracticeA. 1. 2. 3. 4. 5. 6. 7. B. 1. 2. 3. 4.

PracticeA. 1. so 2. so B.

3. or 4. so

5. or

1. Dont use food of just one color, or the dish wont be attractive. 2. Boil the water first, or the vegetables will lose their color. 3. I put the cooked vegetables into ice water, so they didnt lose their color. 4. There was a variety of different colored food on the table, so it looked very attractive. 5. That chef serves beautiful and delicious food, so his restaurant is very popular. 6. Use ripe fruit, or the dessert wont taste good.

things that picture a lot of things sentence other memory methods Paul Smith these memory methods my sister and I a beach the sun the sand 5. 6. 7. 8. our mother my sister and me my sister and I the pictures


1. b 2. b

3. a 4. a(page 69)

5. b 6. a

7. b 8. b

PracticeA.

He

1. My father wasnt at the beach. My father

VocabularyA. 1. order 2. memory B. 1. useful 2. imagine

4

UNIT

CHAPTER 7

he

was working in the city. When my fatherhim

came home, my mother showed my fatherHe

the pictures. My father laughed.(page 63) it

2. The sand was very hot, and the sand 3. instead 4. method 3. practice 4. memorizethem

burned our feet, so we put our feet in theIt It

water. The water was very cold. The water felt good.


17

3. I have good memories of the beach, but I dont have any good pictures of my sisterWe

B. 1. 3 2. 4 3. 2 4. 5

and me there. My sister and I look unhappy in every photograph my motherus

Identifying Details1. a 2. a

(page 75)

took of my sister and me.They

3. b

4. b

4. I still have those pictures. Those picturesthey

are terrible, but those pictures make methem

Activating your Vocabulary(page 76)

smile. When I show those pictures tohe

my son, my son laughs too. B. Clear: 1, 3, 6

1. 2. 3. 4.

advertisement perfume guests customers(page 77)

5. 6. 7. 8.

choose products make sure develop

PracticeA.

Editing

(page 70)

At the end of the summer, I never wanted to go back to the city. One time, I decided to hide when it was time to leave. I waited until mythey

mother and father were busy, so my mother and father didnt notice me. I took my suitcase toIt

my special hiding place. My special place was a very small house in the garden behind the big house. I was ready to live there for the winter.she

When I think of my childhood, I remember the smell of my mothers perfume. The name of the perfume was Adore. They dont make it now, but it was popular at that time. My mother only wore it when she went out at night. One time, I hid her perfume. I wanted her to stay at home. She didnt get angry with me. She just laughed. Today she tells that story to everyone. B. Today most children have / had their own bikes, but in the past bicycles are / were expensive. Many families dont have / didnt have the money for a bicycle. I was lucky. I get / got the first bicycle in my neighborhood. I 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 is / was so exciting! Now I have / had a fiveyear-old son, and he still ride / rides that same bicycle.

But my sister saw me, and my sister told myhe He

father. Then him came and got me. They wasnt angry with me, but I was angry with my sister.her

I didnt talk to them for a week.

VocabularyA. 1. d B. 1. b

4

UNIT

CHAPTER 8

Editing(page 73)

(page 78) lived

2. b 2. d

3. a 3. a

4. c 4. c(page 75)

When I was 19 years old, I live in Ecuador for a year. Many of my memories of Ecuador are of smells. I remember the day when Itasted

smelled and taste papaya for the first time. Papaya is a popular kind of fruit in Ecuador. It has a special smell. At breakfast on my first daygave

Identifying Main IdeasA. 218 Student Book Answer Key

in Ecuador, my host mother give me some strange orange fruit with a funny smell. At that

was

moment, I am very homesick. I was trying notwas

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 sad.

VocabularyA. 1. b B.

5

UNIT

CHAPTER 10

(page 93)

2. b 2. b

3. a 3. a

4. b

VocabularyA. 1. housing 2. community B. 1. own 2. follow

5

UNIT

CHAPTER 9

1. a

Identifying Main Ideas(page 83)

(page 95)

1. a 2. a

3. b 4. b

5. c

Identifying Details3. take care of 4. residents 3. area 4. separate(page 85)

(page 95)

(Answers may vary, but should contain similar information.) 1. One or two people can live in one m-ch. 2. The m-ch is 70 square feet (6.5 square meters) in size. 3. There is a kitchen, a bathroom with a shower, a living and dining area with a table, a flatscreen television, and two fold-up beds. 4. They got their ideas from the design of old Japanese tea houses and from the design of 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, and people on vacation.

Identifying Main IdeasA. 3 B. 1. 4 2. 3 3. 2

Identifying DetailsCorrect answers: 1, 4, 6

(page 85)

Practice1. b

(page 86)

Activating Your Vocabulary3. c 4. a(page 87) (page 96)

2. b

Activating Your Vocabulary1. a 2. a 3. b 4. a(page 88)

5. b 6. b

7. a 8. a

1. 2. 3. 4.

complete materials crowded space(page 98)

5. size 6. design 7. efficient

Practice1. is, arent 2. is, are 3. is, arent

Practice4. are, is 5. arent, is

Practice1. There 2. It 3. there

(page 89)

4. it 5. It 6. There

7. them 8. They

1. How big is it? 2. The m-ch is very small but complete. 3. In that small space, there is a kitchen, a bathroom with a shower, and a comfortable area with a large television. 4. There is a large table below the beds. 5. At different times of the day the same area can be a living room, a dining room, or a bedroom.Student Book Answer Key 19

6. The makers of the m-ch wanted it to be beautiful, but not too expensive. 7. Small houses like the m-ch will become popular in the future. 8. But is the m-ch really comfortable? 9. A group of German students lived in micro-houses for a year. 10. The students found them to be very comfortable.

Practice A/B

(pages 106107) 1

1. The mans daughters were with him when he went to the hospital.1

2. He did not feel well before he had the1 2

operation. 3. The patient was an important man in1

Editing

(page 98) comfortable city is

Afghanistan before he came to the UnitedIt 2

Boston is a city comfortable to live in. There is the perfect size. It are not very big, so you can walk from one area of the city to another. Itpretty city are There

States. 4. After the man and his family left Afghanistan,1

is also a city pretty. There is a lot of big trees, beautiful parks, and old buildings. They arewonderful

they moved to the United States.2

5. When he died, his family was very sad.1 1

also wonderfuls libraries and museums.


VocabularyA. 1. c B. 1. d

6

UNIT

CHAPTER 11

1. b 2. a

3. a 4. a(page 109)

5. b 6. b

7. b 8. a

Practice(page 103)

2. a 2. b

3. d 3. c

4. b 4. a(page 105)

Identifying Main IdeasA. doctors, patients B. 1. doctor, patient 2. religion.

1. When the man was in his 50s, he left Afghanistan. 2. Before he got sick, he and his family had a good life. 3. His daughters went with him when he visited the doctor. 4. When the doctor told his patient about the treatment, the patient refused. 5. The filmmaker finished the movie after the patient died.

Editing

(page 109)

3. speak, language.

When I was five years old^ my mother , became very sick. She was giving my sister and me a bath. Suddenly, she started to scream.W .

Identifying Details1. 2. 3. 4. Afghanistan American cultures languages

(page 105)

when my father heard her, he ran into the room ^ She was on the floor. He picked her up and carried her out of the bathroom. My sister and IA

5. mistakes 6. dies 7. different

were very scared. after he left the room^ we , didnt speak or move. We just sat there. A few minutes later, my father came back. He carried , 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 didnt see our mother again for six weeks.

20


VocabularyA. 1. heal 2. project B. 1. nature 2. sensitive

6

UNIT

CHAPTER 12

(page 113)

3. graduate 4. a while 3. creative 4. nervous(page 115)

Identifying Main Ideasheal

Identifying Detailsborn in Taiwan

(page 115)

graduated from Brown University went to Yale Medical School

started to sell his paintings opened a medical office

studied art and biochemistry

learned to paint

taught art in NYC traveled around the United States working in poor communities and painting

started teaching a class called Art and Medicine


1. 2. 3. 4.

graduate a while nature sensitive(page 118)

5. 6. 7. 8.

creative project nervous heal

Practice1. For 2. for

3. At 4. in(page 118)

5. In 6. on

Editing

My father is a wonderful singer. He learnedOn

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. TheyStudent Book Answer Key 21

for

were there in one week. Every day they took classes with the best music teachers in theat

PracticeA.

(page 126)

city.They sang at Carnegie Hall in the end of the week. He says that he will remember thatfor

trip on the rest of his life.

First of all, Second, Third, Fourth, Fifth, Finally, In conclusion, B. 1. 2 2. 3 3. 6 4. 4 5. 5 6. 1

VocabularyA. 1. expect 2. patient B. 1. voices 2. reserved

7

UNIT

CHAPTER 13

(page 123)


3. proud 4. negative 3. in charge 4. neutral(page 125)

1. a 2. b

3. a 4. a(page 128)

5. b 6. b

7. a 8. a

PracticeA.

Identifying Main IdeasA.

Here is some information that can help you if you do business in the UK. B. 2: First of all, remember that the UK includes England, Wales, Scotland, and Northern Ireland. 3: Second, when you plan a business trip to the UK, choose your team carefully. 4: Third, dress formally, in a dark suit. 5: Fourth, keep small talk safe and neutral. 6: Fifth, dont try to sell yourself. C. 1. 4 2. 2 3. 7 4. 5 5. 3 6. 6(page 125)

If you want to do business in the United States, here are a few rules that will help you. First of all, always shake hands with both male and female colleagues. Women and men expect to be treated the same in American culture, especially in business. Second, do not be too formal. In general, Americans are less formal in business than people from many other cultures. For example, if an American colleague tells you to use his or her first name, do it. Finally, if an American colleague invites you out for lunch or dinner, accept the invitation. If you dont, your colleague might think that you are rude. B. 1. 2. 3. 4. 5. 6. 7. 8. Be patient. Dont get angry at students. Listen to students. Prepare lessons carefully. Never scream at students. Make lessons interesting. Dont forget students names. Be creative.

Identifying Details

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

22


VocabularyA. 1. depend on 2. waste B. 1. 3: limit 2. 2: message

7

UNIT

CHAPTER 14

2. Is it difficult for you to manage your money?First of all, do

Here is some advice that can help you. Do not spend money that you dont have. If you want to buy something, save the money and(page 132) Second, dont

3. tool 4. communicate 3. 6: concern 4. 2: interrupt(page 134)

pay in cash. Never use credit cards. Dont eat your money. That is, do not go out to restaurants, and do not eat take-out food.Finally, pay

Cook and eat at home. Pay all of your bills immediately. That way, the money will not , be in your account^ and you cant spend it. Remember, money that you owe is not your money.

Identifying Main IdeasA. 2, 4 B. 1

Identifying Details2, 3, 4

(page 134)


VocabularyA. 1. active 2. average B. 1. healthy 2. population 7. 2 8. 8

8

UNIT

CHAPTER 15

(page 143)

1. 2. 3. 4.

message limit waste interrupt(page 137)

5. 6. 7. 8.

tool depends on communicate concern

3. expert 4. retire 3. improve 4. client(page 145)

Practice1. 4 2. 7

3. 3 4. 1(page 137)

5. 5 6. 6

Identifying Main IdeasA. 2 B. 1. M 2. M 3. S 4. S 5. S 6. M

Editing

1. Using an automatic teller machine (ATM) can be confusing. Here are the basic steps.First, put Then/Next/After that, enter

Put your card in the machine. Enter yourAfter that/Then/Next, read

Identifying Details1. 100 2. 78 3. 30 4. 20(page 146)

(page 145)

password. Read the choices on the screen, for example get cash, or make a deposit.Next/After that/Then, choose

5. 75 6. 10

Choose what you want to do by pressing the number next to the action that you want.Finally, dont

PracticeA.

Follow the instructions on the screen. Dont forget to take your card when you finish.

1: Some experts say that Americans are living 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.Student Book Answer Key 23

4: Many seniors want to take classes, so they retire near universities. 5: Because the American population is getting older, ideas about beauty are changing, too. As Tom Hanks said, . . . at 50, I feel like 34 . . . And at 60, Ill feel like 30, so actually, Im getting younger. B. 1. b 2. a 3. d 4. c


1. 2. 3. 4.

experts population average active(page 148)

5. 6. 7. 8.

healthy clients retire improve

PracticeA.

3. Because many seniors want to take classes, retirement communities near universities are popular. Retirement communities near universities are popular because many seniors want to take classes. 4. Because classes do not cost a lot of money, most seniors can afford to take a class. Most seniors can afford to take a class because classes do not cost a lot of money. 5. Because the seniors can make extra work for the professor, some professors do not allow seniors to take their classes. Some professors do not allow seniors to take their classes because the seniors can make extra work for the professor. 6. Because seniors often study hard, many professors welcome older students in their classes. Many professors welcome older students in their classes because seniors often study hard.

The average American family is changing. There are fewer children today than in the past because many couples are choosing to have 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, then, that some couples cannot afford to have children. Second, both the husband and the wife work in about 60 percent of American families, so they do not have time to take care of children. Because Americans are having fewer children and people are living longer, the average age of the American population is going up. B. 1. Because people are living longer, there are more seniors. There are more seniors because people are living longer. 2. Because seniors want to stay active and healthy, they exercise. Seniors exercise because they want to stay active and healthy.

VocabularyA. 1. d B. 1. d

8

UNIT

CHAPTER 16

(page 152)

2. c 2. c

3. b 3. a

4. a 4. b(page 154)

Identifying Main IdeasA.

Many experts believe that millennials are different from young Americans of past generations. They also believe that they will change the workforce in important ways. B. 1. 3 2. 5 3. 4 4. 2(page 154)

Identifying Details1. b 2. a24 Student Book Answer Key

3. d 4. c


Practice

(page 157)

1. 2. 3. 4.

fair generations grows up shares(page 156 )

5. 6. 7. 8.

structure valuable confident media

PracticeA.

I feel confident about my future, but Im a little nervous too. I am a senior in high school. When I graduate, my life will change forever. Choosing the correct college will be my first adult decision. Before I choose, I will find out as much information as I can. Right now, I am looking for information online about different colleges in the area. I will choose three or four colleges to apply to. I will visit them if they are not too far away. I think its important to see them with my own eyes. After I finish my visits, I will relax and enjoy my last few months of high school. B. 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.

1. She will move to an apartment if she doesnt like living in the dormitory. 2. She will get good grades if she studies hard. 3. If she gets good grades, she will be happy. 4. If she needs money, she will get a part time job. 5. She will call her parents if she feels lonely. 6. If she makes a lot of new friends, she wont feel lonely.

Editingwill

(page 158) am

Six months before I graduate from college^ , I start to look for a job. If I be lucky, I will ^ find a job quickly. I will live at home with my parents , after I graduate. I will get my own apartment when I will save enough money. If the apartment is big, I will look for a roommate. After I work for a while, I will have enough money to buy a car. When I will have a job, an apartment, and a car, my life will be perfect!


25

UNIT TESTS

NAME

DATE

SCORE

/30

1Part 1

UNIT

TEST

VocabularyCircle 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 persons 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:Copyright 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

/8

Part 2ReadingAre these statements true or false? Write T or F.READING A: Cultural Rules

Most cultures generally have the same rules about eye contact and touching. People can make mistakes easily if they dont know the rules of a culture. In Brazil, people say hello by holding hands. People usually do not touch in public in Japan. 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.

1. 2. 3. 4. 5.

Unit Tests

27

NAME

DATE

SCORE

/30

READING B: The Land of Smiles

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

Smiles have many different meanings in Thailand, and people use them every day. Henry Holmess book is called Working with the Thais. The Thai people never smile in difficult situations. There is a special way to smile at a joke that is not funny. Henry Holmes names seven different kinds of smiles. There are more smiles for friendly situations than for difficult ones./ 12

Total:

Part 3WritingWrite five sentences about the culture where you live now.

Write about things you like and things you dont 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

Copyright 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

NAME

DATE

SCORE

/30

UNIT

2 1Part 11. 2. 3. 4. 5. 6. 7. 8.

TEST


Most animals try to kick / hide from danger. Giraffes have the characteristics / danger of a few other animals. Animals, as well as people, need to protect / arrive their bodies from the sun. Both giraffes and leopards have gifts / spots. The community welcomed / spent the new giraffe to the zoo. Which animal is the most thick / popular in the circus? Cows are not generally known for their beauty / stranger. The feet of a giraffe are famous / hard for protection.Total: /8

Part 2ReadingAre these statements true or false? Write T or F.Copyright 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

READING A: Four Animals or One?

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

The giraffe uses all its different characteristics to survive. Giraffes cannot usually see over trees. The spots on a giraffe help to hide it among the trees. Lions cannot be killed by giraffes. The tongue of a giraffe is blue. A giraffes feet are similar to a cows feet.

READING B: The Beautiful Stranger

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

The first giraffe to visit France arrived by train. King Charles X of France gave a giraffe to Egypt as a gift. The Beautiful Stranger walked from Marseille to Paris. Cows provided milk to the giraffe every day. A special necklace from the French people protected the giraffe from danger. The men in France wore tall hats to show their love for The Beautiful Stranger./ 12Unit Tests 29

Total:

NAME

DATE

SCORE

/30

Part 3WritingWrite 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

30

Unit Tests


NAME

DATE

SCORE

/30

UNIT

3Part 1

TEST

VocabularyMatch the boldfaced words with the definitions. Write the letter of the definition on the line.

1. Each meal should have a main dish. 2. The peaches are not ripe enough for the pie. 3. If you eat dessert first, you wont be hungry for dinner. 4. Spicy food sometimes makes you thirsty. 5. Fortunately, this restaurant serves my favorite Chinese food. 6. Do you ever reheat food in the microwave? 7. I enjoy eating when there is an attractive table setting. 8. Its important to eat a variety of foods every day.Copyright 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

a. sweet food eaten after the main part of the meal b. pretty or nice to look at c. food prepared in a particular way d. a lot of different (things) e. ready to be eaten f. a special taste that comes from plants g. happening because of good luck h. make something warm or hot again after it has become cold

Total:

/8

Part 2ReadingComplete 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 seedREADING 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. sixTotal: / 12

Part 3Write five sentences about a restaurant that you dont like.Copyright 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

Writing Write what you dont 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

4Part 11. 2. 3. 4. 5. 6. 7. 8.

TEST


If you practice / develop, you can remember things easily. Can you memorize / imagine that you are sitting on a beach in the sun? Write a list of steps in order / memory to help remember them. It is instead / useful to practice more than one kind of memory trick. Many customers / products appeal to us through our senses. Make sure / Choose that you remember where you parked. Do you remember the name of the method / perfume your sister likes to wear? The hotels want their guests / advertisements to feel like they are in an expensive place.Total: /8

Part 2ReadingCopyright 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

Are these statements true or false? Write T or F.READING A: Memory Methods

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

You can have a good memory if you practice. You make a picture of something in your mind to visualize it. If you imagine something strange, you will have a hard time remembering it. To remember a list in order, write it backwards. There are only two basic memory methods. 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 3WritingWrite 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:

/ 10Copyright 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

34

Unit Tests

NAME

DATE

SCORE

/30

UNIT

5Part 1

TEST


1. We use the open area of the park for sports fields. 2. I do not own my house, I rent it. 3. We take care of the common garden and enjoy the flowers. 4. My sister likes the shared kitchen in her cohousing community. 5. Do you have enough space for your furniture? 6. That house does not seem complete without a porch. 7. The residents decided to follow the 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.

a. a place and the people who live there b. room c. people who live in a particular place d. keep something in good condition e. finished f. product you can make things from g. a particular part of a place, city, country, etc. h. have something because you bought it

Total:

/8

Part 2ReadingComplete 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

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. aloneREADING 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 dont need a lot of space. a. Families b. College students 11. Builders of m-ch houses can use materials because they dont 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. coldTotal: / 12

Part 3Write a paragraph describing your home.Copyright 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

Writing 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

6Part 1

TEST


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 2Copyright 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

ReadingAre these statements true or false? Write T or F.READING A: One Doctor, One Patient, Two Different Worlds

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

There can be problems if doctors and patients are from different cultures. The doctor in the movie Hold Your Breath is an American. The patient had a broken leg. The patient did not want treatment because of religious reasons. The doctor planned to give the medicine in a pill. The patient got well and went home to Afghanistan.

READING B: An Artist and a Doctor

7. 8. 9. 10.

People do not heal from art and medicine together. Chen-Chieh Chuang is a doctor and a dancer. Dr. Chuang liked to work in poor communities. 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 3WritingWrite 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:

/ 10Copyright 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

38

Unit Tests

NAME

DATE

SCORE

/30

UNIT

7Part 1

TEST


1. Many people communicate with family members through e-mail. 2. How often does e-mail interrupt your work? 3. The weather is usually a neutral topic of conversation. 4. That was a negative idea because it did not help the business. 5. I am proud of my countrys history. 6. My friend is in charge of choosing a restaurant for our company lunch. 7. Do you expect them to answer personal questions? 8. Limit the number of times you answer personal e-mails at work.Copyright 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

a. think that something will happen b. something bad about an idea or plan c. feeling happy because you think that you, someone in your family, your country has done something good d. make an activity stop for a short time e. share information, ideas, or opinions f. stop an amount or number from getting bigger g. in the position of organizing something h. not causing disagreement among different people

Total:

/8

Part 2ReadingComplete each sentence. Write the letter of the correct word or words on the line.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 the British people do. a. youth b. experience 4. In Britain, you should wear business clothing that is . a. striped b. one color

as much

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. softlyREADING 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 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. Its 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. DontTotal: / 12

it.

Part 3Write a paragraph about how you or someone you know can be a better driver.Copyright 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

Writing 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, dont, etc.). Use signal words, such as first, then, after, finally. Use correct paragraph form.

Total:

/ 10

40

Unit Tests

NAME

DATE

SCORE

/30

UNIT

8Part 1

TEST


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 2ReadingCopyright 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

Are these statements true or false? Write T or F.READING A: Is 50 the New 30, and 70 the New 50?

Americans live longer now because they take better care of themselves. People are retiring earlier and earlier with each generation. Many people over age 50 exercise to take care of themselves. 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

1. 2. 3. 4.

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. 10. 11. 12.

Millennials are native speakers of the language of electronic media. FaceBook and MySpace are websites in America only. Most millennials are not confident about their opinions. The rules of work will need to be clear and fair for millennials./ 12

Total:

Part 3WritingWrite 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

Part 11. 2. 3. 4.

1

UNIT

TEST

Part 21. a 2. a 3. b 5. 6. 7. 8. expression owe funny especially 4. a 5. b 6. b 7. a 8. b 9. a 10. b 11. a 12. a

rules uncomfortable respect touch

Part 3Answers will vary.

Part 21. F 2. T 3. F 4. T 5. T 6. T 7. T 8. T 9. F 10. T 11. F 12. F 1. 2. 3. 4.


Part 1

4practice imagine order useful

UNIT

TEST

5. 6. 7. 8.

products Make sure perfume guests

Part 11. 2. 3. 4.

2

UNIT

TEST

Part 21. T 2. T 3. F 4. F 5. F 6. T 7. F 8. T 9. T 10. F 11. T 12. T

Part 35. 6. 7. 8. welcomed popular beauty hard Paragraphs will vary.

hide characteristics protect spots

Part 21. T 2. F 3. T 4. F 5. F 6. T 7. F 8. F 9. T 10. T 11. F 12. T


Part 11. g 2. h

5

UNIT

TEST

3. d 4. a

5. b 6. e

7. c 8. f

Part 2

Part 11. c 2. e44

3

UNIT

TEST

1. b 2. a 3. a

4. b 5. a 6. a

7. a 8. b 9. a

10. b 11. b 12. a

Part 3Paragraphs will vary. 3. a 4. f 5. g 6. h 7. b 8. d

Tests Answer Key

Part 11. 2. 3. 4.

6project find out refuse Actually

UNIT

TEST

Part 21. a 2. a 3. b 5. 6. 7. 8. nature sensitive creative patient 4. b 5. a 6. b 7. b 8. a 9. a 10. a 11. a 12. b

Part 3Paragraphs will vary.

Part 21. T 2. T 3. F 4. T 5. F 6. F 7. F 8. F 9. T 10. F 11. T 12. T


Part 11. 2. 3. 4.

8

UNIT

TEST

expert generations structure confident

5. 6. 7. 8.

improve Average active grew up

Part 11. e 2. d

7

UNIT

TEST

Part 21. T 2. F 3. T 4. F 5. F 6. T 7. T 8. T 9. T 10. F 11. F 12. T

3. h 4. b

5. c 6. g

7. a 8. f


Tests Answer Key

45

SCORING RUBRIC FOR WRITING (PART 3)FEATURESContent and Ideas Follows assigned topic Supporting details and examples Language Use Appropriate vocabulary Complete sentences Correct word order Correct use of verbs Organization Follows assigned sentence structure and paragraph patterns (If appropriate) includes topic sentences, introduction, body paragraphs, and conclusion Mechanics Correct capitalization and punctuation TOTAL

SCORE2

4

2

2

10

46

Scoring Rubric for Writing


CLASS SCORING SHEET

Use this Scoring Sheet to track your students scores on the unit tests.

STUDENTS NAME Unit 1 Unit 3

Unit 2

Unit 4

Unit 5 Unit 6

Unit 7

Unit 8

TOTAL

Class Scoring Sheet


47

FRW1_TM

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