FRW3 TM

TEAC H ER ’S MANU AL WITH TESTS
FROM
READING
TO
WRITING
3
LINDA ROBINSON FELLAG
From Reading to Writing 3
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 3 team, representing editorial, production,
design, and manufacturing, are Eleanor Barnes, Rosa Chapinal, Dave Dickey, Massimo Rubini, Loretta Steeves,
Jennifer Stem, Jane Townsend, Paula Van Ells, and Patricia Wosczyk.
Text composition: ElectraGraphics, Inc.
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ISBN-10: 0-13-233097-0
ISBN-13: 978-0-13-233097-8
CONTENTS
Model Lesson Plan ............................................... 1
Student Book Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Unit Tests ........................................................ 31
Tests Answer Key ................................................ 51
Scoring Rubric for Writing ....................................... 55
Class Scoring Sheet .............................................. 56

Scope and Sequence
Reading
Unit Reading Skills Writing Skills Writing Assignment
1 Health Chapter 1 Skimming for Organizing a unified Write a descriptive
Divided Sleep Main Ideas paragraph paragraph about
sleep habits
Chapter 2 Writing an effective Write a descriptive
Long Life topic sentence paragraph about a
healthy/unhealthy
lifestyle
2 Clothing Chapter 3 Separating Fact Organizing an Write an opinion
The Necktie from Opinion opinion paragraph paragraph about
clothing
Chapter 4 Using connectors to Write an opinion
A Young Man and express reasons paragraph about
His Kilt dress codes
3 Great Minds Chapter 5 Scanning Organizing an Write an expository
The Right-Brain, expository essay essay about a
Left-Brain person’s
Controversy characteristics
Chapter 6 Writing an effective Write an expository
Artists as thesis statement essay about the
Scientists and skills of an artist, a
Entrepreneurs scientist, or a
businessperson
4 Leisure Chapter 7 Recognizing Writing an Write an introduction
The Art of Repetition of introduction for a for a process essay
Paintball Ideas process essay about how to play a
sport or game or do
a leisure-time activity
Chapter 8 Writing the body and Write a process essay
Camping in Oz conclusion of a about how to play a
process essay sport or game or do a
leisure-time activity
iv Scope and Sequence

Reading
Unit Reading Skills Writing Skills Writing Assignment
5 Relationships Chapter 9 Recognizing Summarizing Write a summary
Six Degrees of Cohesive Devices
Separation
Chapter 10 Writing a response to Write a personal
Table for Two a reading response
6 Money Matters Chapter 11 Identifying Cause Organizing a cause- Write a proposal and
Generation Broke and Effect effect essay outline for a cause
Writing a proposal and effect essay
about a financial
situation or spending
habits
Chapter 12 Using hedge words Write a cause and
The IKEA Success effect essay about a
Story financial situation or
spending habits
7 Generations Chapter 13 Distinguishing Organizing a Write a proposal and
The Newest Generalizations comparison-contrast outline for an essay
Generation at from Support essay to compare and
Work contrast work
situations or living
situations
Chapter 14 Using comparison Write an essay to
Staying Home and contrast compare and
with Momma expressions contrast work
situations or living
situations
8 Literature Chapter 15 Using Literary Writing a character Write a character
Bliss (Part 1) Terms analysis analysis paragraph
Using appositives
Chapter 16 Organizing a Write a literary
Bliss (Part 2) character analysis analysis essay about
essay a character in a book,
movie, or television
show
Scope and Sequence v

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

Each unit of From Reading to Writing 3 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 model 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’writings 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 with 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.
• Establish a class vocabulary bank in a shoebox or a zippered plastic bag. Have
students work in groups to identify 3–5 of the most difficult words in the group
Model Lesson Plan 3

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 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.
Reading
Each unit contains two major readings, one per chapter.

1. Tell students to read every selection 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.
4 Model Lesson Plan

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 selection 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.
• 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, and Making

Inferences (approximately 15–25 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.
Model Lesson Plan 5

4. Have students compare their answers with their partners. Circulate and check
their answers.
5. Point out that an inference is like an informed guess. Use this analogy: A
student, Tran, arrived late to his 8 A.M. class, wearing a work uniform. Now he is
sleeping in the back of the classroom. Ask students: What can you guess about
Tran? Get students to infer that Tran worked last night and did not sleep. Point
out that you didn’t actually see him working because you were not at his job, but
you can make an informed guess based on the evidence. Point out that
sometimes writers don’t directly say everything they want to. They want the
reader to guess what they mean. Other times they omit information that they
assume the reader already knows.
6. Go over the first item in the Making Inferences exercise with the entire class.
7. Have students check their answers to the Making Inferences items by going back
into the reading to find the evidence that made them guess this meaning.
8. When students finish the second and third exercises, ask individuals to explain
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 first 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.
• 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.
6 Model Lesson Plan
• 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 as an end-of-class activity. Have students read the
text two times and then ask them to state the main idea.
From Reading to Writing
Reflecting on the Reading (approximately 10–15 minutes)

This discussion and journal-writing 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
4. Tell students to write a journal entry in answer to one of the items. Explain that
journal writing is not as formal as writing a paragraph or essay. In journals,
students should not worry so much about grammar or spelling. Content is most
important.
5. Ask students to write a paragraph of a minimum of 6–8 sentences for each
Reflecting on the Reading journal. Have them put their journals in a separate
notebook or portfolio (folder). Check journals or portfolios periodically.
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. Students may expand their
writing into a 1–2 page journal entry to be written at home.
• Assign one discussion question per pair or small group. Have each pair or group
discuss the question and report their ideas to the class.
• Use a discussion question from the chapter itself as an alternative journal writing
topic.
• Ask students to make up their own journal writing topics, 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?
Explain that the topics for journal entries can focus either on the content of the
reading or the process of reading.
Activating Your Vocabulary (approximately 10–15 minutes)

This exercise is intended to give students an opportunity to review the vocabulary
words that they learned in the reading and are likely to use in their writing
assignment.
1. Give students a few minutes to read the vocabulary questions. Answer any
questions.
Model Lesson Plan 7

2. Have students form pairs or small groups to discuss the questions. Tell them they
3. Reassemble the class, and have several students explain their answers using the
target words. Ask and answer questions that will elicit students’ comprehension
of the target words.
Variations
• Have students answer the questions in writing 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.
• Similarly, have students ask and answer questions with a partner to demonstrate
their partner’s comprehension of the target words. Student partners can negotiate
meaning by asking and answering further questions and using a dictionary (or
their instructor) as a resource.
• 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.
Vocabulary Review (approximately 10 minutes)

1. Direct students to the Vocabulary Review in the appendix to get more practice
with vocabulary. Point out that research studies have proven that English
language learners must encounter an unfamiliar word several times before they
can remember it.
2. Also, students should be advised that using words in speaking or writing
increases the learner’s chance of retaining a new word. Encourage classroom
activities in which students use a set of target words in conversation or in
writing.
3. Have students answer the Vocabulary Review questions with a partner and
compare their answers. Circulate through the class and ask and answer questions.
Go over the most challenging words with the entire class by asking students to
provide information about the words, e.g., What does this word mean in this
sentence? Is it a noun, verb, etc.? What’s another word that has a similar
meaning? Can you use this word in another sentence?
Variations
• Have students do the Vocabulary Review exercises at home and check their
answers with a partner. Ask students to discuss challenging vocabulary items.
• Have students look in the Vocabulary Review exercises to find an exercise in
which they encounter different forms of the vocabulary words, e.g., refer and
reference. Have students use a dictionary to find other forms of the vocabulary
words in the Activating Your Vocabulary exercise. Then circulate through the
classroom as students use different varieties of the words in writing and/or
speaking.
• Periodically devote class time to expanded vocabulary study activities. Here are
some example tasks:
• Study sample entries from your class’s assigned dictionary. Make sure that
students understand the parts of each entry. Then have students work in pairs to
explain the parts of another entry to a partner.
8 Model Lesson Plan

• Explain the phonological system used in your class dictionary. Pronounce
words from the dictionary’s phonological chart and then devise a game or quiz
to test students’ knowledge of each symbol.
• Present a small number of prefixes or suffixes, using sample words taken from
the chapter reading, and explain the meanings of each affix. Have students
think of additional words with the affixes being studied. Periodically review the
affixes that the class has studied.
• Have students make up personalized lists of the most difficult vocabulary words
from the reading. Ask them to try to choose their personalized words (5–10 per
reading) from among the high frequency words targeted in each chapter. If
students choose highly infrequent words, explain that these words do not merit as
much of their attention as the high frequency words do. If it is feasible, tell
students that they will be tested on their lists of personalized words. This practice
will require the instructor to make up individualized tests, but it is a highly
motivational activity.
Writing
This section consists of a model composition, a writing skill or skills, and exercises
to practice the skill(s).
Model (approximately 5 minutes)

A sample paragraph or essay opens the Writing section in the first chapter of each unit,
providing students with a model for their own writing.
1. Explain that each unit gives students a model for their writing. The topic of the
model 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 title of the model. Ask students to explain the meaning of
the title and predict the content of the composition based on its title.
3. Have the students read the model silently. After a few minutes, circulate and
answer questions about it.
Variations
• Read the writing model aloud. Ask and answer questions about the main idea and
vocabulary.
• Have one student read the writing model aloud. Ask and answer questions about
the main idea and vocabulary.
• Have students preview the writing assignments for the chapter. Ask students to
explain how the model composition relates to the topics of the writing assignment.
• Ask students to evaluate the composition in terms of criteria that are not reflected
in the discussion questions: e.g., interest level, vocabulary choice, or sentence
patterns. Depending on the criterion used, have students perform a task that
requires them to work with that feature of the text.
Model Lesson Plan 9

• Interest level: Have students work in pairs to revise passages to add interest
to the passage. One specific method is to have students add adjectives before
nouns or adverbs after verbs to add more description. Point out that students
may have to use their imagination to add ideas that may or may not be those
the original writer intended to include.
• Vocabulary choice: Have students underline high frequency words in the text
and replace the words with synonyms.
• Sentence patterns: Have students rewrite sentences in the model using
another sentence pattern, e.g., change a compound sentence to a complex
sentence. This is a good way to stress that students should vary the sentence
pattern they use in their writing by including a variety of simple, compound,
and complex sentences and varying sentence length.
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 (approximately 10–15 minutes)

1. Have students answer the questions in the exercise(s) 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 and third exercises, ask individuals to explain
their answers.
• Have students record their answers on a computer so that they can keep their best
ideas in a word processing file for possible inclusion in their composition.
• 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.
10 Model Lesson Plan

Writing Assignment (approximately 5 minutes)
This section usually begins with two or three 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. Writing a rough draft (3), revising it (4) and editing it (5) are
also essential so that students can then (6) write a final draft. 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.
4. Step 3—writing a rough draft—can also be done at home, but 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.
5. Emphasize that when students look at another person’s writing in Step 4, they
should look for errors in content and organization before grammatical or
mechanical errors. Have students use the Writing Checklist at the end of each
chapter. Ask partners to offer at least one compliment about their partner’s
paragraph.
6. For Step 5, have students review the Correction Symbols chart on page 191.
Explain any error types that students do not understand.
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.
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.
Model Lesson Plan 11

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.
• Ask students to reflect on which idea gathering methods work the best for them.
Explain that writers use a variety of ways to get ideas and that they should practice
many methods to determine which way is the most effective for them. This activity
could be done as a small group discussion with subsequent reporting of ideas to
the whole class or as a journal-writing homework with subsequent discussion.
Writing Step 2: Organize your ideas (approximately 10–15 minutes)

The purpose of this step is to help students focus their writing on one main idea and
organize their ideas logically.
1. Have students read the questions. After they read, ask and answer questions to
ensure that they understand the task(s).
2. Have students work on the task(s) individually. Circulate and answer questions
while checking their work.
Variations
• Have students work on the task(s) individually and then compare their work with a
partner or in a small group.
• 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. Circulate throughout the class to ask and answer questions.
• Have students prepare a very rough outline of ideas. The outline may consist of a
sentence or phrase representing the main idea of the entire essay or paragraph,
followed by numbered points, written in phrases, to be included within the essay
or paragraph. Next, have students explain their rough outline to a classmate. Their
partner should respond by asking questions about any unclear ideas and making
suggestions about organizing the composition.
• This step presents another opportunity for students to return to their reading texts
to recognize how texts are typically organized. For example, find a well-organized
paragraph from a reading in the book and have students identify its main idea and
supporting ideas. Similarly, have students find a thesis statement in an essay and
the corresponding topic sentences of body paragraphs that expand on the thesis.

Writing Step 3: Write a rough draft
The purpose of this step is to produce a first draft of their writing.
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. Point out that as students progress,
they should strive to use a computer for their writing.
3. Reiterate that students should not depend heavily on others to write their rough
drafts. Doing so will only hinder their progress as individual writers. If students
use computers, also warn them that plagiarism—using another person’s work and
putting one’s name on it—is considered a serious academic offense. In most
postsecondary institutions, a student receives an F if he or she commits
plagiarism, and repeated cases may result in failing a class or expulsion from the
institution. Explain that using three consecutive significant words written by
another person in one’s composition constitutes plagiarism. Put examples of
plagiarism on the blackboard and explain them more fully if this is a problem in
a particular class.
Writing Step 4: Revise your rough draft

The purpose of this step is to give students the tools to evaluate their own (or a
partner’s) writing.
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 the composition. If it is not present, the
student should revise the composition accordingly.
Variations
• Have students use the Writing Checklist to evaluate a partner’s paper. Ask students
to be prepared to explain why the paper does or does not include each feature in
the list.
• 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 smaller 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 on a separate piece of paper.
Writing Step 5: Edit your writing

The purpose of this step is to prompt students to edit their writing for grammatical
errors.
1. Direct students to the Correction Symbols chart on page 191. 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 paper as well as understand
their instructor’s comments.

2. Have students focus their self-editing on the specific grammatical point named in
Step 5 of that Writing Assignment. As students read their own papers, circulate
and check their editing.
Variations
• Have students edit a partner’s composition for the specific grammatical point made
in that Writing Assignment. As students read each other’s papers, 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.
• Many students produce their writing using a word processing program such as
Microsoft Word, and they expect the spelling and grammar check tools to detect
all of their errors. Explain the limitations of these tools. If possible, use an
example student text and project it on a screen as you review the text using the
word processor spelling and grammar check tool. Ask students to point out the
language errors and evaluate the computer’s suggested edits.
• The same activity may be done with the composition editing software that
accompanies this textbook. Use a sample student paragraph to illustrate how
students submit their texts for evaluation. When the suggested edits have been
received, show them to the class. Discuss the effectiveness of the software to
identify and edit errors in student writing. This is also an opportunity to ask
students to explain other ways that errors could have been corrected.
Writing Step 6: Write a final copy

The purpose of this step is for students to write a final draft of their paper, 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 email attachment.
Vocabulary Review in Appendix (approximately 10–15 minutes)

Each chapter is supported by 1–2 vocabulary exercises in the appendix. The purpose
of these exercises is to provide students with additional opportunities to study the
vocabulary words targeted in the chapters.
1. Reiterate that the target vocabulary words in this textbook are important because
they focus on high frequency vocabulary words. Tell students that they need to
see and study a word several times before it becomes part of their personal
vocabulary.
2. Have students do the exercise(s) for each chapter as homework. Then have them
work with a partner to compare their answers. Circulate through the room and
check students’ answers.
3. Take opportunities to write challenging words on the board.
4. Encourage students to maintain a vocabulary study system such as vocabulary
index cards.
Variations
• Have students bring English learner dictionaries to class so that they can make
note cards to record unfamiliar vocabulary. Each word entry should include the
word, its definition, syllable-stress numbers, part of speech (noun, verb, adjective,
adverb, etc.), and a sentence in which the word is used. When possible, students
should include phrases in which the word is used, for example, collocations or
idioms. Model a vocabulary note card on the board, and bring blank note cards to
class.
EXAMPLE:
alter = change in some way
al-ter, 2-1, verb
alter
I don’t eat enough vegetables. I should alter my eating habits by
eating three or more vegetables a day.
alter habits, alter a piece of clothing
• An alternative to the vocabulary note card is to have students use graphic

organizers to record information about new words. Here are two examples:
• Word Map: Have students create a word map for new vocabulary words.
Word maps graphically present the unfamiliar word along with synonyms,
antonyms, sample sentence, example phrases, and other information. Both the
creation of the word map and its visual representation of useful information
promote comprehension and retention.
EXAMPLE:
What is it?
What is it like? What is it not like?
word
What are some examples?

• Word Web: Have students create a word web for target vocabulary. Like word
maps, word webs graphically present the unfamiliar word along with other
information. Similarly, these graphic “webs” are intended to promote retention
of new vocabulary.
EXAMPLE:
definition word in use
similar word
word
sentence
• Stress that students need to organize new words in a logical way for study.
Another method is to keep a vocabulary notebook or log. Here are a few
suggestions to give students for organizing their logs.
• Create a vocabulary log using a three-ring binder with clear plastic sheets and
tabbed dividers. Each divider can be used to organize the words by chapters.
Students may want to find a photograph or a drawing to illustrate each word
and add it next to the new word along with the information included on
vocabulary cards.
• Using the binder method, each word entry can be expanded by including the
other members of the word family. Have students do this activity in pairs or
small groups at the beginning or end of lessons. Model this activity by putting
one word on the board and asking students to generate other words in the
same family. Encourage students to use dictionaries and their classmates as
resources. Explain that this simple though time-consuming activity pays off
because students can triple or quadruple their vocabulary knowledge base by
building on their knowledge of one member of the word family.
• Have partners test each other on challenging words.
• If you are using personalized vocabulary quizzes, using each student’s individual
vocabulary list, have students work in groups to quiz each other on their
personalized vocabulary lists. Instructors may want to pair students who have
similar word study lists. (See Variations in the post-reading Vocabulary Review
suggestions on page 9 for details.)
• Challenge students to use a set number of new words from each chapter in their
own writing. Instructors may want to share examples of appropriate usage of target
words in student writing with the entire class.

STUDENT BOOK
ANSWER KEY
UNIT Paragraph 2
CHAPTER 1
1
Vocabulary (page 3)
Topic sentence: According to doctors, a simple
two-step technique for relaxing the body may
help you fall asleep more easily.
Body: They recommend a procedure that
involves tightening and loosening muscle
1. a 3. e 5. d 7. f
groups. You can do this in a sitting or a lying
2. g 4. c 6. h 8. b
position. Begin by tightening the muscles in
your right foot and keep them tight for a few
Practice (page 4) seconds. Then loosen the muscles very slowly.
1. b Try to make these muscles feel as loose as
2. possible. Do the same with the rest of your
a. 2 b. 6 c. 5 d. 4 e. 3 right leg. Gradually, add more muscle groups,
moving from your feet and legs to your hands
Identifying Main Ideas (page 5) and arms, and then ending with your stomach,
shoulders, and neck. Repeat the muscle-
1. b 2. a 3. c 4. b tightening and relaxing steps until you feel
sleepy.
Identifying Details (page 6)
Conclusion: This technique will help you to
1. People had a divided sleep pattern before relax your body and fall asleep more quickly.
the 18th century.
2. First sleep usually ended at about
midnight.
3. Before the 18th century, people had no gas UNIT
CHAPTER 2
1
and electricity in their homes.
4. A researcher studied the sleep habits of 15
adults.
5. Over time, the subjects in the study
changed to divided sleep. Vocabulary (page 12)
1. Overall 5. relatively
Making Inferences (page 6) 2. a great deal of 6. major
Check: 2, 3, 4 3. select 7. factor
4. tends to 8. plays a role in
Practice (page 8)
Paragraph 1
Identifying Main Ideas (page 14)
1. b 2. b 3. d 4. b
Topic sentence: Coffee, colas, and caffeine
drinks can affect your health negatively.
Body: For example, caffeine can have negative
effects on your nutrition. Caffeinated beverages
often replace more nutritious drinks like milk in
your diet. In addition, coffee and other drinks
with caffeine may also make you eat less.
Caffeine contains an appetite suppressant. This
chemical reduces your desire to eat.
Conclusion: Small amounts of caffeine in your
diet are acceptable. However, too much can
harm your health.
18 Student Book Answer Key

Identifying Details (page 15) UNIT
CHAPTER 3
don’t smoke
Healthy Habits
Okinawans
✔
Sardinians
✔
Adventists
✔
2
Vocabulary (page 23)
keep lifelong ✔ ✔ ✔ 1. d 4. j 7. b 10. i
friends 2. h 5. a 8. c
eat small ✔
3. e 6. f 9. g
amounts of
food
eat a lot of ✔ 1. d 3. a 5. a
cheese
2. a 4. d
eat plenty of ✔ ✔ (✔)
vegetables Identifying Details (page 26)
keep physically ✔ ✔ ✔ 1. T
active 2. F; Fancy neck coverings did exist in
Europe in the 1800s.
Making Inferences (page 15) 3. F; In 18th century Europe, military men
wore neck coverings.
Check 1, 4 4. T
5. T
Practice (page 17)
Making Inferences (page 26)
A.
Check 1, 3, 5
1. The best types of exercise are walking and
riding a bicycle.
Practice (page 27)
2. Eating healthy foods is difficult for me.
3. Health-conscious people have several 1. O 3. F 5. F
techniques for staying active. 2. O 4. F
4. Exercise gives me energy and helps me
sleep well. Practice (page 30)
5. I play basketball regularly because it gives
me two important benefits. A.
Topic sentence: The galabia robe, a long cotton
B.
robe worn by men and women, is perfectly
1. Vegetarians eat foods that are rich in suited to both the culture and the climate of
vitamins and proteins. Egypt.
Supporting point will vary.
Many traditional Muslims cover their bodies, so
2. My energy level starts high, but decreases
the long, flowing robes are absolutely ideal.
during the day.
They are long enough to cover the arms and
legs, and many men and women also wear head
3. I have trouble sleeping for several reasons.
coverings with them. Also, the fabric and style
of the galabias make them appropriate for a hot
climate. The robes are made of lightweight
C.
cloth and come in many colors, especially
Answers will vary. Sample answers: white and light colors that are designed to repel
1. Tiger Woods does two kinds of exercise the scorching hot sun. The loose fit of the
every day. galabia allows for free movement of the body,
2. There are healthier ways to eat fast food. another way of keeping women and men cool
even in the summer months.
Student Book Answer Key 19
B. Making Inferences (page 37)
1. Hats or caps are not appropriate apparel for 1. b 2. a 3. b 4. a
classrooms.
(cross out) b. A hat or a cap can also keep Practice (page 39)
a person's head warm when it gets cold.
2. Blue jeans are very popular, but they are 1. because
the world’s most uncomfortable piece of 2. As a result, / Therefore,
clothing. 3. Since
(cross out) c. Blue jeans are thick, so they 4. because of
keep you warm in the winter. 5. so
3. Online stores are great for books, but they
are not the best places to buy clothes.
(cross out) b. Buying clothes on the
UNIT
Internet is easier than buying them in a CHAPTER 5
store.
4. Some of my friends need to stop buying so
many clothes.
(cross out) a. They always have stylish,
new outfits.
3
1. d 4. b 7. j 10. e
C. 2. g 5. h 8. c
3. a 6. i 9. f
Answers will vary.
1. b 2. d 3. a
UNIT
CHAPTER 4
2
Identifying Details
LEFT BRAIN-DOMINANT THINKERS
rarely listen to music at work
do well in mathematics
make decisions logically
(page 48)
a. debate f. comment
b. dress code g. authority RIGHT BRAIN-DOMINANT THINKERS
c. struggled h. pride have messy living spaces
d. appropriate i. formal are creative and artistic
e. express j. occasion remember people’s faces
1. b 2. d 3. b
1. F; Nathan Warmack wanted to wear a kilt

to his high school dance.
2. T
3. T
4. F; The young man bought his kilt on the
Internet.
5. F; The young man wore his kilt with a
white shirt and black tie.

Making Inferences (page 48) V. Conclusion
Restatement of thesis: Arlene has many
1. b 2. a 3. b 4. a
friends, and not all of them share her
qualities of being messy, artistic, and
Practice (page 49)
spontaneous.
LEFT-BRAIN THINKING
“a logical problem-solver”
“a person who used reason rather than
emotions to solve problems” UNIT
CHAPTER 6
3
“excelled at using and learning language or
mathematics”
“objects in specific locations”
RIGHT-BRAIN THINKING
“creative, intuitive, and artistic”
“valued flexibility over stability” 1. b 3. g 5. a 7. d

“general sense of space” 2. e 4. c 6. f 8. h
Practice (page 52) Identifying Main Ideas (page 59)
1. b 2. c 3. a 4. d
A.
1. All of this suggests Arlene’s disorganized, Identifying Details (page 59)
artistic, and spontaneous personality.
1. a 3. e 5. c
2. Answers will vary.
2. d 4. b
3. Answers will vary.
4. Arlene has many friends, and not all of
them share her qualities of being messy, Making Inferences (page 60)
artistic, and spontaneous. 1. a 2. b 3. a
B. Practice (page 62)

I. Introduction
Thesis statement: All of this suggests A.
Arlene’s disorganized, artistic, and 1. My sister Diana is a cheerful and caring
spontaneous personality. person.
II. Body paragraph 1 2. E
Topic sentence: Arlene admits that she is 3. E
messy. 4. Answers will vary. Sample answer: My
III. Body paragraph 2 friend Anna is forgetful and often unkind.
Topic sentence: Arlene is also an artist at 5. Answers will vary. Sample answer: My
heart. father is very creative and also extremely
IV. Body paragraph 3 generous.
Topic sentence: Above all, Arlene is a very
spontaneous person.

B. Paragraph 6
Answers will vary. Sample answers: 1. Main idea: . . . it’s fairly safe.
1. She hugs me every time I see her. 2. . . . paintball is safer than any other action
2. She rewards us with salary increases. sport, and it’s even safer than tennis or
3. He rarely gets upset with people. golf.
C. Practice (page 77)
Answers will vary. A.

Paragraph 1
In this computer age, many shoppers turn to
UNIT
CHAPTER 7 online stores like eBay to save money or find
4 hard-to-find items.
If you want to get your money’s worth every
time you buy an item on eBay, just use these
important strategies.
Paragraph 2
1. c 4. a 7. c Snorkeling stands out among many water
2. a 5. c 8. c sports.
3. c 6. a 9. a
If you can swim underwater, all you need to
snorkel is inexpensive equipment and the right
place.
1. d 3. a 5. e
2. c 4. b B.
Answers will vary.
1. colored, arms C.
2. plastic, paint
Answers will vary.
3. plastic, metal, “markers”
4. camouflage-colored, high-top
5. $200
6. eight, ten, 1,000, 2,000 UNIT
CHAPTER 8
Making Inferences
1. b
Practice
2. b
(page 73)
(page 72)
3. b 4
Paragraph 5 1. c 4. j 7. g 10. i
1. Main idea: . . . paintball is a relatively 2. a 5. e 8. b
expensive sport. 3. h 6. d 9. f
2. A one-day outing can cost $200 or more.
3. Many of them spend thousands of dollars Identifying Main Ideas (page 83)
on their own equipment and clothing. 1. c 3. a 5. c
2. d 4. c

PLACE FEATURES
rocks beaches waterfalls caves mountains
Kakadu National Park ✔ ✔
Royal National Park ✔
Bungonia State Conservation ✔ ✔ ✔

Area
Making Inferences (page 84) Identifying Details (page 96)
1. a 2. b 3. b 4. b 1. c 2. d 3. a 4. b
Practice (page 87) Making Inferences (page 96)

1. b 2. a
A.
Writer’s conclusion style: result Practice (page 97)
1. Six degrees of separation is a fascinating

B.
theory, but where did it all start?
1. By studying, working hard, and saving 2. A Hungarian writer named Frigyes Karinthy
money, Christian was able to achieve his came up with the six degrees theory in
dream. 1929. He introduced his idea about the
2. three links among people on earth in a short
3. how Christian studied; how Christian story called “Chains.”
worked hard; how Christian saved money 3. In 1967, sociologist Stanley Milgram
4. prediction and quotation renamed Karinthy’s theory “the small
world problem.” Milgram tested the idea
C. by asking people in the United States to
New conclusions will vary. send packages to people they did not know.
4. In Milgram’s study, each sender received one
person’s name, occupation, and the general
area where the person lived. Each sender had
UNIT to mail the package to someone he or she
CHAPTER 9
5
knew. The goal was to get the package to
the target person. Surprisingly, it took on
average five to seven people in between to
get each package to its target.
Practice (page 100)
1. g 4. i 7. a
1. a 2. c 3. b
2. c 5. f 8. d
3. e 6. h 9. b
a. 4 b. 1 c. 5 d. 2 e. 3

UNIT
CHAPTER 10 According to the article, the writer was in
5
New York City, and his family lives in
Algeria.
When you think of someone in the U.S.
Army going to a café in Africa, you
Vocabulary (page 105) wonder how that person could be
1. a 4. a 7. b 10. a connected to an African in New York.
2. a 5. c 8. b However, the writer said that the minute he
3. b 6. b 9. b heard the name of the café, he recognized
the connection. The writer thought it was a
surprising meeting.
I agree because I’ve never heard of that
1. d 2. b 3. c happening to anyone I know.
1. J 4. J 7. J 10. D
UNIT
2. D 5. D 8. J CHAPTER 11
3. D
1. a
6. J
Making Inferences
2. b
9. D
(page 109)
3. a
6
Practice (page 111) 1. c 4. a 7. b 10. b

2. c 5. c 8. b
B. 3. b 6. c 9. c
1. a
2. The writer of “A Chance Meeting” says
that his experience was surprising, and 1. d 3. b 5. a
I agree. First of all, it’s uncommon to meet 2. a 4. d
somebody who knows one of your friends
or family members from a different Identifying Details (page 120)
country. According to the article, the writer
1. 40
was in New York City, and his family lives
2. $14,379
in Algeria. Even more surprising was
3. 18, 24, 30 cents
learning that a person in New York knew
4. one third
the writer’s uncle—before the writer was
even born. When you think of someone in
the U.S. Army going to a café in Africa, Making Inferences (page 120)
you wonder how that person could be 1. a 2. a 3. a

connected to an African in New York.
However, the writer said that the minute he Practice (page 121)
heard the name of the café, he recognized
1. C 3. E 5. E
the connection. The writer thought it was a
2. C 4. E
surprising meeting. I agree because I’ve
never heard of that happening to anyone I
know. I believe the writer’s story is very Practice (page 124)
rare and surprising.
3. First of all, it’s uncommon to meet A.
somebody who knows one of your friends 1. She had many adventures related to food
or family members from a different and clothing because of being broke.
country. 2. effects

3. A lack of money affected Angela’s eating Identifying Main Ideas (page 132)
habits; being broke also affected the way
1. d 2. c 3. a 4. b
that she dressed.
B. Identifying Details (page 132)
I. Introduction 1. c 3. a 5. d
Thesis Statement: Angela faced many 2. e 4. b
adventures relating to food and clothing as
a result of being broke. Making Inferences (page 133)
II. Body paragraph 1 1. b 2. a 3. b
Topic Sentence: In her book, The Broke
Diaries, Angela describes how a lack of Practice (page 134)
money affected her eating habits.
A. Supporting point 1: Once, she had only A.
33 cents but remembered an
advertisement for 35-cent Ramen 1. a, c 3. a, b 5. a, b
noodles at a local store. 2. a, c 4. a, b, c
III. Body paragraph 2
Topic Sentence: Being broke also affected B.
the way that Angela dressed. Answers will vary.
A. Supporting point 1: Finally, she washed
her clothes but had to air-dry them.
B. Supporting point 2: Angela also wore
the same clothes so often that her UNIT
CHAPTER 13
7
friends noticed.
IV. Conclusion
Restatement of thesis statement:
Interestingly, Angela did not feel sad or
angry about her broke years, even when Vocabulary (page 139)
she had limited food and clothing.
1. stable 6. promotion
Practice (page 126)
2. permanent 7. eventually
3. retain 8. transition
A. 4. accommodate 9. adapt
5. motivator 10. sticks with
Answers will vary.
B.
1. b 2. d 3. a 4. c
Answers will vary.
1. b 3. d 5. c
UNIT
CHAPTER 12 2. a 4. e
6
Making Inferences
Check 1, 2, 3
(page 142)
Practice (page 143)

1. b 4. i 7. j 10. g 1. G 3. SD 5. G
2. c 5. a 8. e 2. SD 4. SD
3. h 6. f 9. d

Practice (page 145) UNIT
CHAPTER 14
I. Introduction
Thesis Statement: Many companies in
these areas think that telecommuting works
better than the traditional work model.
II. Body paragraph 1
7
Point of comparison 1: Time and money 1. arrangement 5. roots
Topic Sentence: First, telecommuters save 2. Chances are 6. cite
time and money. 3. fashionable 7. incidence
1. Support: Subject A (traditional work) 4. statistics 8. count on
1. Traditional workers contribute to
morning and evening rush hour
problems.
2. They add to traffic jams and air 1. b 3. c 5. a
pollution. 2. d 4. c
3. They spend money on gasoline and
time to travel to and from work. Identifying Details (page 153)
2. Support: Subject B (telecommuting) 1. 70, 30 4. 24
1. Telecommuters do all or part of their 2. 43 5. 69
work from home. 3. 59, 18, 34
2. They can spend their saved time
productively on work- or home-
related tasks.
3. Telecommuters frequently use the 1. Children move far away from their parents.
extra time on family, work, and 2. This situation is not considered acceptable
personal errands. everywhere.
III. Body paragraph 2 3. The economic situation is not good.
Point of comparison 2: Employment 4. The government does not take care of ill or
opportunities aging people.
Topic Sentence: Moreover, “telework”
provides employment opportunities for Practice (page 157)
people who might otherwise be unable to
work. A.
3. Support: Subject A (traditional work)
The landscapes of Austin, Texas, and
1. Disabled workers, parents, or people
Phoenix, Arizona, look very different.
in rural areas may have physical
Austin has rolling green hills and rivers.
problems, or they may need to care
Phoenix has deserts and rocks. Despite
for others.
their physical differences, both cities share
2. They may also live in remote
a distinction. They are two of the world’s
locations.
hottest new tech cities. The roots behind
4. Support: Subject B (telecommuting)
their success are similar. Both Austin and
1. A wheelchair-bound instructor can
Phoenix have universities and an attractive
teach an online course.
lifestyle.
2. A parent of pre-school children can
Universities in both cities have aided
make sales by using computer or
high-tech industries. In Austin, the
telephone.
University of Texas was home to Michael
IV. Conclusion
Dell. Dell launched Dell, Inc. from his
Restatement of Thesis: For now, the
college dorm room. He set up his
growing number of telecommuters shows
worldwide headquarters in Austin. Other
that telework has become a valuable part of
high-tech businesses followed. Samsung,
the working world.
Hewlett Packard, and Intel now operate in
the area. University of Texas continues to

educate the work force. Similarly, in C.
Phoenix, Arizona State University educates Word order may vary slightly.
many professionals. Phoenix has a
concentration of high-tech companies. 1. While Intel has a large design center in
They include Intel and Motorola. Austin, it has an even larger manufacturing
An attractive, low-cost environment also center in Phoenix.
lures companies and workers to the two 2. Austin has rolling hills. In contrast,
cities. In Austin, rent and housing prices Phoenix has desert landscapes.
are low. Austinites can buy a new four- 3. The summers in Phoenix are often
bedroom home for $200,000. In California, unbearably hot while the summers in
the same house would cost $1 million. Boston are usually mild.
Austin’s commercial rents also fall far 4. Boston has a declining population rate. On
below California’s. These numbers are the other hand, the population in Phoenix
important because southern California is is rising.
now the capital of the high-tech industry. 5. The public transit systems of Boston and
Locals enjoy outdoor nature and culture, Phoenix differ. Boston’s is well developed
too. Hills, wild flowers, lakes, and rivers while Phoenix’s is limited.
attract tourists. Likewise, Phoenix has low
rents and housing prices. Residents can
buy the same new home in Phoenix for
UNIT
about $250,000. And local business owners CHAPTER 15
pay lower commercial rents than
nationwide. In addition, Phoenix is famous
for its sunny, outdoorsy lifestyle.
Both Austin and Phoenix have doubled
their population in the past 25 years.
8
Business experts expect more growth in the 1. c 3. f 5. b 7. d
future. Austin and Phoenix will continue to 2. h 4. a 6. g 8. e
be two of the hottest tech cities.
B.
1. d 2. a 3. b 4. b
Word order may vary slightly.
1. The Austin area population doubled from Identifying Details (page 166)
600,000 to over 1.2 million from 1980 to
2005. Likewise, Phoenix’s population rose 1. Bertha was 30 years old.
from 1.5 million to more than 3.5 million 2. Bertha had big, dark eyes.
in the same period. 3. While Bertha was out, Nurse cared for the
2. Both Austin and Phoenix attract nature baby.
lovers. 4. That night, Bertha and Harry were having
3. In Austin, new homes average $200,000. four guests to dinner.
Similarly, in Phoenix, new homes average 5. Harry thought Miss Fulton was boring and
$250,000. not very intelligent.
4. Austin and Phoenix have the same hot
climate. Making Inferences (page 166)
5. Texas has natural landscapes. Arizona has 1. a 2. b 3. a 4. a
similar natural landscapes.

Practice (page 167) 5. Eddie Warren, a young poet, was one of
Harry’s friends.
A. 6. Mr. and Mrs. Knight, a married couple,
were also friends of Harry and Bertha.
1. Answers will vary. Sample answers:
a. Bertha Young is a childlike, happily
married woman.
b. Little “B” is Bertha’s sweet baby UNIT
CHAPTER 16
8
daughter.
c. Nurse is the main caregiver for the
baby.
d. Harry Young is Bertha’s husband.
e. Miss Fulton is a beautiful woman that
Bertha met at the club. Vocabulary (page 175)
f. Mr. and Mrs. Knight are interesting 1. b 3. b 5. c 7. a
friends. He was going to start a theater, 2. c 4. a 6. a 8. c
and she was interested in furniture.
g. Eddie Warren is a poet. Identifying Main Ideas (page 177)
2.
a. Time: early 20th century 4, 5, 6, 2, 1, 7, 3
b. Place: England or New Zealand
B. 1. Miss Fulton, Bertha
6, 2, 1, 3, 4, 7, 5 2. Harry, Bertha
3. Bertha, Harry
Practice (page 170) 4. Miss Fulton, Bertha
5. Mrs. Knight, Bertha
1. sweetness
2. (1) In the first part of the story, Little B,
the baby, smiles when her mother enters
the room. (appearance) (2) The baby also 1. a 2. b 3. a 4. a
behaves well with her nurse. (actions)
3. (1) This charming behavior gets her Practice (page 180)
mother’s attention, and soon, her mother 1. Thesis statement: This young woman
wants to feed her and be alone with her. attracts the reader’s attention by her
(2) She tells the mother how the baby sensitive but immature personality.
played with a dog in a park. Two qualities: sensitivity and immaturity
4. yes 2. Topic sentence: From the start, Laura
5. Conclusion: All in all, the baby appears to shows her sensitivity.
be a sweet and loving child. Information from the reading: She is
supposed to be in charge of planning the
Practice (pages 170–171) family party. When she learns that a
1. Bertha Young, a 30-year-old married neighbor has died, she decides to cancel
woman, made a new friend. the party. “We can’t possibly have a garden
2. Her friend, Pearl Fulton, had a secretive party with a man dead just outside the
smile. gate,” Laura tells her sister. . . . But her
3. Bertha’s garden, a beautiful space, had a mother says that she must be sensible. No
pear tree. one agrees with Laura’s request to stop the
4. Harry Young, Bertha’s husband, enjoyed party.
good food. Explanation of meaning: Laura is sensitive.
She knows that the party will have music
and fun, and she feels this is inappropriate
because of the man’s death.

3. Topic sentence: Later, Laura shows that
she is more immature than sensitive.
Information from the reading: When her
mother tells her that the party will go on,
she gives Laura a new hat so that she will
feel better. Laura takes the hat, and puts it
on. The girl looks at herself in the mirror
and soon forgets that a man has died.
Explanation of meaning: She is very
immature. She is more concerned with her
new clothing than a person’s death.
4. By these actions, the young girl shows that
she is both sensitive and immature.

UNIT TESTS
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UNIT
1 TEST
Part 1
Vocabulary
A. Complete each sentence with a word from the box. There is one extra word.
factor functioned alter selected researchers
1. You can your sleep habits if you are not sleeping well.
2. One important for a long life is having friends.
3. studied centenarians in Okinawa to find out how
they stayed healthy.
4. Before the 18th century, many people very well on
divided sleep.
B. Complete the paragraph with words from the box. There is one extra word.
Copyright © 2010 From Reading to Writing 3: Teacher’s Manual. Permission granted to reproduce for classroom use.
major consider makes sense selecting stress
Most people eating well important. They try to maintain

5.
good health in part by healthy foods to eat. One healthy food

6.
is broccoli. This vegetable can be a source of vitamin C,

7.
calcium, and fiber. It to add broccoli to your grocery list.

8.
Total: _____ / 8
Part 2
Reading
Are these statements true or false? Write T or F. Then correct the false statements.
READING A: Divided Sleep

1. People used to divide their sleep by sleeping, waking up, then sleeping again.
2. People used oil lamps and candles for lighting before the 18th century.
3. During first sleep, you might sleep until 3:00 A.M.
4. The waking time was called the getting up period.
32 Unit Tests
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5. Poor sleep patterns help cause stress in modern life.

6. Artificial lighting has no effect on people’s sleep patterns.
READING B: Long Life

7. Researchers study people who live long to learn how to be healthy.
_____ 8. One group of long-lived people live in the mountains of Chile.
____ 9. Most long-living seniors don’t smoke and have a lot of friends.
____ 10. Eating small amounts of food is better for your body than large amounts.
____ 11. The Adventists who live ten years longer than most Californians eat meat at every
meal.
____ 12. If your parents live long, you are more likely to live long, too.
Total: _____ / 12
Part 3
Writing
Think about your lifestyle. On notepaper, write a paragraph about two things you
can do to improve your health.
• Write a topic sentence with a controlling idea.
• Include supporting sentences in the body of the paragraph.
• Write a concluding sentence.

• Make sure your paragraph is unified, or focused, on one topic.
• Use correct paragraph format, including an indented first line and a title.
Total: _____ / 10
Unit Tests 33
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UNIT
1
2 TEST
Part 1
Vocabulary
A. Match the boldfaced words with the definitions. There are two extra definitions.
1. Did Susan make a positive comment a. because of
about your tie? b. social position that makes people
2. A white coat is an essential part of a recognize and respect you
doctor’s clothing. c. opinion about something
3. Marguerite didn’t have a new dress for d. in spite of that
the dance. Nevertheless, she went.
e. relating to everywhere in the world
4. Certain brand names of clothing are
considered high status among high f. important and necessary
school students.
struggle authority express appropriate debate
Your clothing should always be for the place and the
5.
occasion. Clothing can who you are and what you think
6.
is important. You can whether anyone has the

7.
to say what kind of clothing to wear. But people expect

8.
you to know when to wear formal clothing and when to wear informal clothing.
Total: _____ / 8
Part 2
Reading
Complete each sentence. Write the letter of the correct word or words on the line.
READING A: The Necktie

1. Men wear neckties for social status and because of the of fashion.
a. colors b. cost c. pressures d. year
2. Some clothing provides to the wearer, but a tie does not.
a. cold b. companions c. comment d. protection
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3. Working men might use bandanas to protect their necks from the .
a. occasion b. dress code c. enemy d. sun
4. Neck cloths worn in 18th century England helped injuries in battle.
a. cause b. prevent c. heal d. express
5. King Louis XIV of France wore around his neck.
a. lace and silk b. wool c. beads d. rags
6. Some companies allow more casual dress one day a week so workers can be .
a. busy b. comfortable c. strange d. noticed
READING B: A Young Man and His Kilt

7. The high school principal did not want Nathan Warmack to a kilt to the dance.
a. alter b. talk about c. own d. wear
8. More than 1,600 people want the school to say they are for not allowing
the kilt.
a. sorry b. forgiven c. considered d. universal
9. Some boys in Indiana were allowed to wear skirts to classes to themselves
differently.
a. contribute b. make sense c. express d. adopt
10. Warmack’s mother and father thought the kilt was a idea.
a. popular b. bad c. silly d. good

11. Warmack told the principal that the kilt symbolized his family’s .
a. future b. history c. style d. income
12. The school was afraid of at the dance because of the kilt.
a. music b. pride c. disruption d. success
Total: _____ / 12
Part 3
Writing
On notepaper, write an opinion paragraph on this topic: Office workers should (or
should not) be allowed to wear casual clothes to work.
• Write a topic sentence that gives your opinion.
• Include reasons to support your opinion.
• Explain each reason with additional sentences.
• Use connecting words such as because, since, therefore, to introduce
reasons.
• Use correct paragraph format, including an indented first line and a title.
Total: _____ / 10
Unit Tests 35
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UNIT
3 TEST
Part 1
Vocabulary
indicate enabled technique processing comment
1. What do the test results about the way you think?

2. Information tells a lot about how our minds take in
and remember information.
3. New technology has scientists to understand more
about the brain.
4. One artist used the of painting old black and white
photographs with color.
flexibility creative deserted logical designer
Are you artistic and ? Do you like

5. 6.
and change? If so, you may have a good mind for being a of
7.
clothing or furniture. If you are a more thinker, you may be

8.
more interested in science than in the arts. But it’s also possible that one way of
thinking does not dominate the other.
Total: _____ / 8
Part 2
Reading
Are these statements true or false? Write T or F. Correct the false statements.
READING A: The Right-Brain, Left-Brain Controversy

1. Many researchers think that the theory that one side of the brain dominates our
behavior may be wrong.
2. If your right brain is dominant, you were considered logical and a problem-solver.
36 Unit Tests
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3. If your left brain is dominant, you probably used reason more than emotion.
4. In the past, scientists thought the two sides of the brain worked together.
5. With the use of new technology, we now know that the two sides of the brain
probably work together.
6. If we understand the brain better, we will learn more about why people behave the
way they do.
READING B: Artists as Scientists and Entrepreneurs

7. Charles and Ray Eames had artistic ability but no business skills.
8. We tend to think art is successful if it is in an art museum.
9. The Eames House was square with wood and steel in its simple lines.
10. The Eames liked to create furniture at a low cost to customers.
11. The furniture they designed is no longer available to buy.
12. Leonardo da Vinci studied other things while he painted famous works.
Total: _____ / 12
Part 3
Writing
On notepaper, write an essay about the qualities you need to be successful in a
certain profession, such as firefighter, doctor, teacher, businessperson, etc.

• Write an effective thesis statement in the introduction paragraph.
• In the body paragraphs, include sentences that tell more about the thesis.
• Include examples in the body paragraphs.
• Restate the main idea in the conclusion paragraph.
• Use correct paragraph format, including a title and indented first lines.
Total: _____ / 10
Unit Tests 37
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UNIT
4 TEST
Part 1
Vocabulary
1. The main element in the room is the a. whatever happens
large TV. b. part or feature of a larger system
2. This camping site is perfect for watching c. before an event or a particular time
the stars at night.
d. profit from
3. How did you take advantage of your
day off work? e. plan
4. The team’s strategy did not work f. place where something happens
because they lost the game.
involves companion facilities arrange anticipation
My favorite kind of activity always nature. I have a
5.
feeling of happy whenever I plan a trip to the beach or the

6.
mountains. I don’t need any special like luxurious bathrooms or

7.
fancy shops. I prefer to swim or hike or watch the sunset, with a good
to share the experience. Nature makes me feel calm and renewed.

8.
Total: _____ / 8
Part 2
Reading
READING A: The Art of Paintball

1. Paintball is a fast, game with some important basic rules.
a. old b. action c. dull d. overall
2. In paintball, each team has a flag that the team tries to capture.
a. biggest b. fastest c. opposing d. new
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3. You can look at the field so you know some of the of the land before the
match.
a. anticipation b. features c. options d. responses
4. Try to a paintball but not show your body for too long.
a. dominate b. choose c. stop d. shoot
5. Paintball can be because you need special equipment and clothing.
a. expensive b. formal c. diverse d. concentrated
6. The cost of paintball is not a major factor for serious players because they
the game so much.
a. express b. miss c. enjoy d. boost
READING B: Camping in Oz
7. People enjoy camping in the parks of Australia, but camping more than
just putting up a tent.
a. displays b. selects c. makes sense d. requires
8. You can find information about each _____ of Australia in books or on the Internet.
a. region b. day c. kind d. strategy
9. If you have _____ time, it can be hard to see all of Australia.
a. extraordinary b. limited c. major d. original
10. Check to see if the campground has _____ such as running water.
a. risks b. status c. authority d. facilities
11. If your backpack is too _____, you might not be able to hike to the campground.
a. light b. heavy c. artificial d. steady
12. It’s a lot of work to plan a camping trip, but the _____ is experiencing nature.
a. deal b. flexibility c. reward d. companion
Total: _____ / 12
Part 3
Writing
On notepaper, write a process essay on how to prepare for a different kind of trip
(not a camping trip) such as shopping, sightseeing, hiking, or a romantic vacation.
• Introduce the topic in your introduction paragraph.
• Write a thesis statement that includes key words about the topic.
• In each body paragraph, explain a step in the process.
• Include tips and warnings for the reader.
• Restate the thesis statement in the conclusion.
Total: _____ / 10
Unit Tests 39
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UNIT
5 TEST
Part 1
Vocabulary
contact entirely interrupt assume am aware of
1. Did you have with your boss’s accountant yet?

2. Don’t that George knows everyone at the party.
3. I three links between you and your dentist’s mother.
4. Could you say that again? I don’t understand what you
mean.
edge linked to theory apparently mutual
I believe in the of six degrees of separation. I discovered
5.
that I am my roommate’s cousin through a

6.
friend. The friend, Ben, took a night course at Spencer

7.
Community College in 2008. , my roommate’s cousin’s

8.
girlfriend was in the class. This girlfriend invited Ben to a party where he met my
roommate’s cousin.
Total: _____ / 8
Part 2
Reading
READING A: Six Degrees of Separation

1. We are all linked to each other through no more than six people.
2. The population of the Earth is approximately four billion people.
40 Unit Tests
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3. The author was linked to the former Chinese leader Mao Zedong.
4. You may be linked to others through coworkers, organizations, or professional
conventions.
5. E-mail messages help people find links to each other.
6. When we discover links between ourselves and everyone else, we feel more alone.
READING B: Table for Two

7. Deborah and Joseph met by chance, lost touch with each other, and met again by
chance.
8. They first met in an art gallery called The Milky Way.
9. Deborah was carrying the book Great Expectations by Dickens.
10. The hostess asked Deborah to move to another table.
11. Deborah gave Joseph her telephone number, and that was his only link to her.
12. Joseph probably asked the maitre d’ in Paris to ask Deborah if she would share her
table.
Total: _____ / 12
Part 3
Writing
On notepaper, write a one-paragraph response to “Six Degrees of Separation.”

• Begin with a sentence that states your opinion.
• Use an introduction-body-conclusion format.
• Give reasons to support your opinion.
• Use phrases to identify the writer’s ideas and your own idea’s.
• Use correct punctuation and capitalization.
Total: _____ / 10
Six Degrees of Separation

You’ve probably heard the phrase six degrees of separation. There’s a television show,
a movie, and a play with the same name. But the idea behind the name is much more
fascinating than the shows themselves. The name refers to the theory of six degrees of
separation. This theory says that all people on Earth are linked to each other in some way.
For example, you may not know my second cousin Omar, but if you look carefully, you
may, or rather will, find a link between you and him. The link could be a mutual friend or
an old classmate or someone you did business with at some point in your life who knew
someone else who had known someone, and so forth. Everyone can link him or herself
with everyone else in the world with no more than six people in between.
Unit Tests 41
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Actually, when you think about it, you can appreciate the extent to which this is
amazing. Consider that there are roughly seven billion people on Earth. How long would it
take you to count them all? You might guess that it would take several days or weeks.
Guess again, use a calculator, and you will realize that it would take you several hundred
years if you spent day and night just counting. Shaking everyone’s hand on this Earth,
assuming they were lined up and it took you only one second for each person, would take
one thousand years as a full-time occupation with a couple of weeks of vacation a year. If
you also stopped to exchange a greeting with each person, that might take five or ten
thousand years.
Now, to go back to the theory. Let me take an example from my own life. While I was
discussing this subject with a Chinese friend more than 30 years ago, he asked what the
link might be between me and Mao Zedong, the former head of state of China. I thought
for a few seconds. Then I asked him if he had ever needed to speak with his consul1 in the
United States. He said that he had. I told my friend that was the link: I knew him, and he
shook the consul’s hand. The consul obviously had to shake hands (or greet in some way)
the ambassador,2 who is his superior. The ambassador, in turn,3 must have had contact with
the then Chinese head of state since he was appointed4 by him. That is only three degrees
of separation, and this is one link that I am aware of. There may very well be shorter
connections that I am simply unaware of.
Using famous people or public officials as examples may be cheating, though. These
persons are at the crossroads5 between many people. However, there are many other people
in other positions, such as doctors, teachers, store employees, police and other law
enforcement officers, government employees, and so on, whom everyone of us is sure to
deal with at some point in our lives. Consider that many of these people belong to
organizations or professional associations and go to meetings every year. For example, if
you go to the doctor once in a while, that doctor has probably attended many professional
conventions. So, too, it’s likely that your teacher goes to conventions and speaks to
teachers from all over the world. The same goes for other professions as well. Professionals
that we meet come into contact with other professionals at conferences and meetings. In
this way, human chains of contacts exist that we are not aware of.
The theory remains true on a wider scale, too. Today, we live in an electronic age.
Researchers have tested the six degrees theory using e-mail. Columbia University professor
Duncan Watts and his research team sent e-mail messages to 19 target people in 157
countries. Watt had to get the messages to his targets by electronic contacts with humans,
not with Google6 searches. As in a similar study in 1967, Watt found that the average
number of people in between was six.7
1
consul: an official who lives in a foreign city and whose job is to help citizens of his/her own country who also live or
work there
2
ambassador: an important official who represents his/her country in another country
3
in turn: in proper order or sequence
4
appoint: to choose someone for a job, position, etc.
5
crossroads: a point where a choice must be made
6
Google™: Google, a popular search engine, is a tool for finding resources on the Internet.
7
See http://smallworld.columbia.edu/watts.html for bibliography of Watt’s publications.
42 Unit Tests
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It’s amazing that the world we live in is so connected. Seven billion people are spread
out over all the continents8 and separated by oceans and seas. Yet we are all truly linked. If
each one of us carried disease, we would all become ill. If each of us had some kind of
healing power, we would all be healthy. When you think of your own life—and the
connections that you have with everyone around you—you can realize how small the world
really is.
8
continent: one of the main areas of land on the Earth
Unit Tests 43
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UNIT
6 TEST
Part 1
Vocabulary
1. My friend is an artist, and she has a a. to not be able to do better than
new exhibition at a local gallery. b. public show where you put things
2. Raoul wants to pursue a career in so people can see them
computers, so he changed his major c. to make someone interested in
to computer science. something
3. At Bill’s previous job, he had to start d. event or situation existing before
work every day at 7:30, so now he is this event or situation
happy to come in at 9:00.
e. work to achieve
4. You can’t beat the quality of the food
at the farmer’s market—it’s the best! f. burden
get ahead reliance on struggling crisis eager
Many college students today are to balance the demands
5.
of school and work. Because of their long credit cards to buy

6.
products and services while they are in school, many of them are already in debt when
they finish school, and they are to find high-paying jobs so

7.
that they can begin to .

8.
Total: _____ / 8
Part 2
Reading
READING A: Generation Broke

1. With a lot of debt and a tight job market, today’s _____ of college graduates is often broke.
a. load b. generation c. theory d. companions
2. Many students pay for their education with _____ or through credit cards.
a. flexibility b. consumers c. strategy d. loans
44 Unit Tests
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3. In a revolving debt, the amount _____ every month.

a. disappears b. changes c. engages d. is interrupted
4. A free T-shirt or water bottle can makes customers feel like they are getting a
_____.
a. great deal b. crisis c. facility d. factor
5. Some young adults spend about _____ cents to repay debt for every dollar they earn.
a. 10 b. 15 c. 30 d. 90
6. According to Tamara Draut, young people in debt can feel _____ about their
situation.
a. helpless b. happy c. eager d. mutual
READING B: The IKEA Success Story

7. IKEA is _____ business because it focuses on customers and has an intelligent
design in its stores.
a. a previous b. an old c. a successful d. an opposing
8. The first IKEA store in the United States opened in _____.
a. Ohio b. Indiana c. Illinois d. Oklahoma
9. Customers who came early to opening day got a free _____.
a. lamp b. rug c. water bottle d. chair
10. Often, customers have to _____ the furniture they buy themselves.
a. reveal b. assemble c. assume d. expand
11. IKEA wants people to spend time at their stores, so they have a _____ and a
play area for children.
a. shower b. jewel c. restaurant d. gym
12. Customers often like a different style of shopping just because it is _____.
a. steady b. essential c. new d. concentrated
Total: _____ / 12
Part 3
Writing
On notepaper, write a cause-effect essay about the causes or effects of being a millionaire.
• Write a thesis statement that tells whether you will present causes or effects.
• Use an introduction-body-conclusion format.
• Explain a cause or effect in each body paragraph.
• Use hedging words, such as can, might, some, and often.
• Make sure your subjects and verbs agree.
Total: _____ / 10
Unit Tests 45
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UNIT
7 TEST
Part 1
Vocabulary
chances are cite adapt arrangement accommodate
1. Researchers increasing debt as one reason that some

college graduates return home to live.
2. My company offers training in technology to help employees
to new ways of doing things.
3. Joe and Mary have a big house, so they can lots of guests.
4. that an Italian mother will take care of her son at
home until he marries.
permanent stable transition roots statistics
Nadia’s job is interesting and , but it only pays a small

5.
salary, so she moved back in with her parents after college to save money.
show that many people of Nadia’s generation have made the

6.
same . Most of them don’t see the situation as

7.
and hope to live on their own soon.

8.
Total: _____ / 8
Part 2
Reading
READING A: The Newest Generation at Work

1. Many young people consider their own values and preferences when they decide
about their careers.
46 Unit Tests
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2. Elizabeth Ruffino doesn’t mind living with her parents because she gets personal benefits
from her low-paying job.
3. Most Generation Y members do not consider a friendly workplace important.
4. Young workers look for opportunities for promotion in their jobs.
5. Companies benefit most when they don’t accommodate the desires of younger workers.
6. If older workers try to understand Generation Y workers, the older workers will probably
feel less anxious about their jobs.
READING B: Staying Home with Momma

7. Most Italian men under 30 live with other single friends until marriage.
8. Among young and unmarried Italian men, the unemployment rate is high.
9. According to Raffaella Diamanti, most of the young men prefer to live with their mothers.
10. It’s not easy to make changes in a culture when traditions are strong.
11. If young men leave their families before marriage, people might think there is a problem
with the family.
12. Young Italian women are never expected to take care of aging parents while they raise
their own children.
Total: _____ / 12
Part 3
Writing
On notepaper, write a compare-contrast essay about your ideas and your parents’
ideas about one of these two topics: work or living arrangements.
• In the introduction paragraph, write a thesis statement that introduces the
two subjects you are comparing.
• Start each body paragraph with a topic sentence about the point of comparison.
• Include supporting ideas for each point of comparison.
• Use comparison and contrast expressions, such as similarly, both, in
contrast, and on the other hand.
• Use correct punctuation and capitalization.
Total: _____ / 10
Unit Tests 47
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UNIT
8 TEST
Part 1
Vocabulary
1. The baby looked as if she would laugh a. responsible for something or
with delight. causing something to happen
2. There seemed to be some sadness behind b. unexcitedly
the man’s smile. c. something very good or valuable
3. Amy was pleased to see that her sister that you discover by chance
had sent her a letter. d. in addition to; more than
4. The couple liked the cozy restaurant. It e. in a way that suggests that
was a real find in that neighborhood. something is true; like
f. happy, contented
B. Complete each sentence with a word from the box. There is one extra word.
disliked enthusiasm swallowed rudeness side by side
5. The children showed a lot of when their teacher said
there would be a party in the afternoon.
6. The two young boys played happily while their
parents cooked dinner.
7. My mother winter weather, so she moved to Los Angeles.
8. Jeanne was in a hurry, so she her whole lunch in five
minutes.
Total: _____ / 8
Part 2
Reading
READING A: Bliss (Part 1)

1. At the beginning of the story, Bertha was quite _____.
a. happy b. lost c. confused d. cool
2. Bertha wanted to offer her opinion to Nurse, but Bertha was _____ her.
a. disappointed in b. unfamiliar with c. afraid of d. excited about
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3. Bertha finished giving little B her _____ instead of Nurse.

a. exercise b. supper c. bath d. toy
4. Harry called to say that he would _____.
a. go to the club b. be late c. be early d. bring work home
5. Bertha thought Pearl Fulton was beautiful and _____.
a. rude b. depressed c. strange d. motivated
6. The author wants _____ to think that because Bertha is “too happy,” something
bad might happen.
a. Bertha b. no one c. characters d. readers
READING B: Bliss (Part 2)

7. Pearl Fulton arrived in a _____.
a. carriage b. taxi c. bus d. train
8. Bertha felt that she and Miss Fulton were _____.
a. close b. neighbors c. permanent d. interrupted
9. Miss Fulton and Bertha stood by the windows and looked out at the _____.
a. park b. city c. garden d. weather
10. Bertha thought Harry was _____ Miss Fulton.
a. concerned about b. interested in c. afraid of d. bored by
11. Harry moved to help Miss Fulton with her coat. Bertha thought he was _____
his rudeness to Miss Fulton.
a. increasing b. sorry for c. practicing d. talking about
12. At the end of the story, the pear tree did not change. This probably means that,
on the outside, Bertha’s life will _____.
a. be neglected b. be different c. stay the same d. not include Harry
Total: _____ / 12
Part 3
Writing
On notepaper, write an essay that is an analysis of a character from a book you
read or a movie you saw.
• In the introduction paragraph, include the author and title and a brief summary of the story.
• Include the character’s name and two qualities about him or her in your thesis statement.
• Begin each body paragraph with a topic sentence that introduces one quality.
• Use at least two supporting points for each quality.
• In the conclusion paragraph, summarize your main points and restate your thesis.
Total: _____ / 10
Unit Tests 49
TESTS
ANSWER KEY
51
UNIT
TEST Part 3
Part 1
1 Paragraphs will vary.
1. alter 5. consider UNIT

TEST
2.
3.
4.
Part 2
factor
Researchers
functioned
6.
7.
8.
selecting
major
makes sense
Part 1
3
1. indicate 5. creative
1. T 2. processing 6. flexibility
2. T 3. enabled 7. designer
3. F During first sleep, you might sleep until 4. technique 8. logical
about midnight.
4. F The waking time was called the Part 2
watching period.
5. T 1. T
6. F Artificial lighting alters people’s sleep 2. F If your right brain is dominant, you
patterns. were considered creative and flexible.
7. T 3. T
8. F One group of long-lived people live in 4. F In the past, scientists thought the two
the mountains of Sardinia. sides of the brain worked independently.
9. T 5. T
10. T 6. T
11. F The Adventists who live ten years 7. F Charles and Ray Eames had artistic
longer than most Californians are ability and business skills.
vegetarians. 8. T
12. T 9. T
10. T
Part 3 11. F The furniture they designed is still
available to buy.
Paragraphs will vary. 12. T
Part 3
Essays will vary.
UNIT
TEST
2 UNIT
TEST
4
Part 1
1. c 5. appropriate
2. f 6. express
3. d 7. debate Part 1
4. b 8. authority
1. b 5. involves
Part 2 2. f 6. anticipation
3. d 7. facilities
1. c 4. b 7. d 10. d 4. e 8. companion
2. b 5. a 8. a 11. b
3. d 6. b 9. c 12. c
52 Tests Answer Key

Part 2 UNIT
TEST
1. b
2. c
3. b
Part 3
4. d
5. a
6. c
7. d
8. a
9. b
10. d
11. b
12. c
Part 1
6
1. b 5. struggling
Essays will vary. 2. e 6. reliance on
3. d 7. eager
4. a 8. get ahead
UNIT
TEST Part 2
Part 1
5 1. b
2. d
3. b
Part 3
4. a
5. c
6. a
7. c
8. a
9. d
10. b
11. c
12. c
1. contact 5. theory
2. assume 6. linked to Essays will vary.
3. am aware of 7. mutual
4. entirely 8. apparently
Part 2 UNIT
TEST
1. T
2. F The population of the earth is
3. T
4. T
approximately seven billion people.
Part 1
7
5. T 1. cite 5. stable
6. F When we discover links between 2. adapt 6. Statistics
ourselves and everyone else, we feel 3. accommodate 7. transition
connected. 4. Chances are 8. permanent
7. T
8. F They first met in a restaurant called The Part 2
Milky Way. 1. T
9. T 2. T
10. F The hostess asked Deborah to share her 3. F Most Generation Y members consider a
table. friendly workplace important.
11. T 4. T
12. T 5. F Companies benefit most when they
accommodate the desires of younger
Part 3 workers.
Paragraphs will vary. 6. T
7. F Most Italian men under 30 live with
their families until marriage.
8. T
9. F According to Raffaella Diamanti, most
of the young men do not prefer to live
with their mothers.
Tests Answer Key 53

10. T Part 2
11. T
1. a 4. b 7. b 10. d
12. F Young Italian women often take care of
2. c 5. c 8. a 11. b
aging parents while they raise their own
3. b 6. d 9. c 12. c
children.
Part 3
Part 3
Essays will vary.
Essays will vary.
UNIT
TEST
Part 1
8
1. e 5. enthusiasm
2. a 6. side by side
3. f 7. disliked
4. c 8. swallowed
54 Tests Answer Key

SCORING RUBRIC FOR WRITING
(Part 3)
FEATURES SCORE
Content and Ideas 2
Follows assigned topic
Supporting ideas, specific 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
Scoring Rubric for Writing 55

56
CLASS SCORING SHEET
Use this Scoring Sheet to track your students’ scores on the Unit Tests.
Class Scoring Sheet

STUDENT’S NAME Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 TOTAL

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TEAC H ER ’S MANU AL WITH TESTS

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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Unit Tests ........................................................ 31

Tests Answer Key ................................................ 51

Scoring Rubric for Writing ....................................... 55

Class Scoring Sheet .............................................. 56

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

Reading Skill (approximately 10–15 minutes)

Practice (approximately 5–10 minutes)

Each unit contains two major readings, one per chapter.

4 Model Lesson Plan

Identifying Main Ideas, Identifying Details, and Making

Model Lesson Plan 5

From Reading to Writing

Reflecting on the Reading (approximately 10–15 minutes)

Activating Your Vocabulary (approximately 10–15 minutes)

Model Lesson Plan 7

Vocabulary Review (approximately 10 minutes)

8 Model Lesson Plan

Model (approximately 5 minutes)

Model Lesson Plan 9

Writing Skill (approximately 10–15 minutes)

Practice (approximately 10–15 minutes)

10 Model Lesson Plan

Writing Step 1: Get ideas (approximately 10–15 minutes)

Model Lesson Plan 11

Writing Step 2: Organize your ideas (approximately 10–15 minutes)

12 Model Lesson Plan

Writing Step 4: Revise your rough draft

Writing Step 5: Edit your writing

Model Lesson Plan 13

Writing Step 6: Write a final copy

Vocabulary Review in Appendix (approximately 10–15 minutes)

• An alternative to the vocabulary note card is to have students use graphic

What is it like? What is it not like?

What are some examples?

Model Lesson Plan 15

definition word in use

16 Model Lesson Plan

18 Student Book Answer Key

Identifying Main Ideas (page 36)

Identifying Details (page 37)

1. F; Nathan Warmack wanted to wear a kilt

20 Student Book Answer Key

“valued flexibility over stability” 1. b 3. g 5. a 7. d

Practice (page 52) Identifying Main Ideas (page 59)

B. Practice (page 62)

Student Book Answer Key 21

C. Practice (page 77)