Unit 3

Lengua B (I) (Inglés)

Topic and Main Idea

 Index
Schema 3

Key Ideas 4
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3.1. Introduction and Objectives 4

3.2. Topic and Main Ideas 4
3.3. Uses and Examples 9
3.4. Bibliographical References 18

In Depth 20

Test 22
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Lengua B (I) (Inglés)

Unit 3. Schema
Schema

3
 Key Ideas

3.1. Introduction and Objectives

In this unit, we will focus on the identification of the topic and the main idea in a
passage or paragraph. Being able to understand and distinguish the difference
between the topic and the main idea in context is an essential strategy for deriving
the correct meaning of a message. Although both subjects relate to what is of central
importance in written or spoken language, they are not the same and can sometimes
be misinterpreted.

The content herein introduces information that will allow you to recognise, identify
and distinguish not only the topic from the main idea but also the topic sentence
from the supporting details in a text. These aspects will firstly be explained and then
backed by examples and some practical exercises.

These skills will be extremely useful to you as a translator because they will help you
to improve your comprehension of the original texts; this, in turn, will help you with
direct translations.

3.2. Topic and Main Ideas

A paragraph is a group of related sentences that develop a main idea about a topic.
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The structure of a paragraph includes three basic elements: a topic, a main idea or
topic sentence, and supporting details.

The topic is the general theme that the person responsible is going to discuss
throughout his paper or speech.

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 A useful strategy to find the topic of a passage is to look for key words that relate to
it and to ask yourself the next questions:

 What is this passage about?

 What is the issue being discussed?
 What is the subject area of this information?

The main idea is the most important point that the author wants to present based
on that topic. The author develops the main idea through the passage by introducing
major and minor details that add new information to the text. These details are
needed to support the main idea. For example:

“Androgenic alopecia, also called Androgenetic alopecia, is the most

common form of alopecia and is the result of genetics, aging, and hormonal
changes that combine to cause changes in the hair follicle. These changes
result in the miniaturization of the terminal hair into vellus hair.” (Hairfinder,
n.d).

 In the above passage, we can identify that the topic is Androgenic Alopecia.
 We can also distinguish that the main idea discussed is that Androgenetic alopecia
is the most common form of alopecia.
 We can see as well that the main idea is supported by the following two major
details: that Androgenetic alopecia is the result of genetics, aging, and hormonal
changes and that when these changes combine, they can cause changes in the hair
follicle.
 In addition, note that in this case each major detail is at the same time supported
by a minor detail: that these changes in the hair follicle result in the
miniaturization of the terminal hair into vellus hair.
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Occasionally, the main idea is expressed in a topic sentence. When the topic
sentence is written at the beginning of the text, the following sentences are used to
explain, support, or give details about the main idea. For example:

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 “The secret to good writing is good editing. It is what separates hastily
written, randomly punctuated, incoherent rants from learned polemics and
op-eds, and cringe-worthy fan fiction from a critically acclaimed novel.”
(Guinness, 2020).

In this segment, taken from The New York Times, we can identify that the main idea
is expressed in the first sentence which is, at the same time, the topic sentence:

The secret to good writing is good editing.

Also, notice that this topic sentence is supported by major details that provide
additional information to the reader. In this case, the author backs his main idea by
offering his own “metaphorical” definition of what good editing should be: It is what
separates hastily written, randomly punctuated, incoherent rants from learned
polemics and op-eds, …

At the same time, this definition is reinforced by a minor detail: … and cringe-worthy
fan fiction from a critically acclaimed novel.

In occasions, the topic sentence is written in the middle of the text. In those cases,
the preceding sentences behave as an introduction and the following as supporting
details. For example:

“No one wants to suffer a heart attack. A new study reports that doctors
have a new drug to reduce its risks. This drug is called statins. It may be
better than any other drug to protect you from heart attacks.” (Calman,
2019).

In this example, we can see that the main idea is expressed in the second sentence:
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A new study reports that doctors have a new drug to reduce its risks.

Also, in this case, the first sentence is used to introduce the main idea: No one wants
to suffer a heart attack.

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 At the same time, the two sentences that go after give support by providing major
and minor details about that main idea: This drug is called statins. (Major detail.)

It may be better than any other drug to protect you from heart attacks. (Minor detail.)
There are also cases when the topic sentence is written at the end of the passage. In
those cases, the preceding sentences are used to introduce or clarify the main idea.
For example:

“Attention, fast food devotees. If the start of a new year were not enough
to make you change your eating habits, the results of new research might
be. A long-term study has specifically linked consumption of fast food to
obesity and type 2 diabetes.” (Wrong, 2005).

In the above passage, we can see that the main idea is expressed in the last sentence:
A long-term study has specifically linked consumption of fast food to obesity and
type 2 diabetes.

Also observe that the two sentences that precede are used to introduce and support
that central idea: Attention, fast food devotees. (Introduction.) If the start of a new
year were not enough to make you change your eating habits, the results of new
research might be. (Supporting detail.)

Nevertheless, sometimes both the topic and the main idea in a passage are not
clearly stated in just one sentence: they are only implied. Therefore, to figure out an
implied topic or main idea, you must look at the supporting details. For example:

“Experts across Europe had warned that closing countries to contain the
coronavirus pandemic would be far easier than opening them up again.
More and more, that is looking to be true.” (Cohen, 2020)
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In this extract taken from the New York Times, the main idea is not explicitly stated
and must be deciphered or inferred by looking at the supporting details. In this
example, we can see two detailed sentences that give support to each other: Experts
across Europe had warned that closing countries to contain the coronavirus

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 pandemic would be far easier than opening them up again. (Major detail.) More and
more, that is looking to be true. (Minor detail.) Therefore, if we analyse the
connection between these two sentences, we can probably restate that central idea
as follows: Reopening European countries’ frontiers may be harder than locking
them down.

As a translator, you have to be aware of the fact that finding the implied main idea is
not always easy. In those cases, analysing what the major and the minor details of
the passage have in common is the best strategy to figuring it out. Once you look for
similarities, you will be able to summarize the passage and state the main idea in your
own words. Therefore, to decipher the implicit main idea you must skim the passage
of the text and then look for key words and related ideas. You can ask yourself the
following question:

What do each of the details of this passage have in common?

Then again, in your own words, you must state the common relationship among the
details of the passage and the author's point of view about this relationship. After
that, you will be able to create a concise sentence expressing the central idea that
the author wants to transmit without altering the meaning of the message that
comes from the original source.

To keep in mind: the topic sentence normally occurs at the beginning of a

section. Sometimes the topic sentence may be seen either in the middle of the text
or at the end. In some cases, the main idea is not explicitly expressed: it is implied
and must be inferred by looking carefully at the supporting details.
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 3.3. Uses and Examples

Finding the topic

As you already know, the topic is the general subject of an entire passage. Here we
present two extracts. Read them and select the best topic from the options provided.
Ask yourself the following questions and justify your answer using your own words:
 What is the topic of the text?
 Why is this the topic of the text?
 What does the author want to transmit?

Text 1

The first people to grow coffee beans lived in the Middle East. The Persians,
Arabs and Turks were drinking coffee many hundreds of years ago. Then, in
the 1600s, Europeans learned about coffee. They quickly learned to like it.
Soon there were coffee houses in many European cities. Europeans took
coffee with them when they travelled to new countries. That is how people
in other parts of the world learned about coffee. Now coffee is extremely
popular in North and South America, in Africa and in parts of Asia.

A. The history of coffee

B. European coffee houses
C. Popular drinks
D. Coffee

In this case the correct answer is letter A. The history of coffee. As you can see, the
writer presents a chronological description of how coffee has been grown and
introduced throughout the different continents. The other alternatives are not the
best for the following reasons: option B is too narrow as it specifically talks about
coffee houses in Europe, while options C and D are too broad as they both mention
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two general topics (popular drinks and coffee).

Now read text 2 and analyse it. Try to justify your answer and compare it with the
solution below.

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 Text 2

All around the world large cities have the same problem: air pollution. Air
pollution is not a new issue for Mexico City: in 1992, the United Nations
named Mexico City’s air as the most polluted on the planet. The city has
improved its air quality in recent years but the improvement has caused the
government to ease up on quality control.

A. Problems in large cities

B. Mexico City’s air pollution
C. Life in Mexico City
D. Air pollution

In this case, the correct answer is letter B. Mexico City’s air pollution. The writer gives
details regarding the problematic situation of air pollution in Mexico City. The other
alternatives are not the best options for the following reasons: option A is too narrow
as it talks about problems in big cities, while options C and D are too broad because
they refer to either life in Mexico City or air pollution as general topics.

Now read text 3 and analyse it. Try to justify your answer and compare it with the
solution below.

Text 3

“The coronavirus has killed so many people in Iran that the country has
resorted to mass burials, but in neighbouring Iraq, the body count is fewer
than 100. The Dominican Republic has reported nearly 7,600 cases of the
virus. Just across the border, Haiti has recorded about 85. In Indonesia,
thousands are believed to have died of the coronavirus. In nearby Malaysia,
a strict lockdown has kept fatalities to about 100. The coronavirus has
touched almost every country on earth, but its impact has seemed
capricious. Global metropolises like New York, Paris and London have been
devastated, while teeming cities like Bangkok, Baghdad, New Delhi and
Lagos have, so far, largely been spared.” (Beech, 2020).
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A. The coronavirus
B. Mass burials in neighbourhoods
C. The Covid-19 puzzle
D. Genetic differences in global metropolises

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Unit 3. Key Ideas
 In this case the correct answer is letter C. The Covid-19 puzzle. Notice that in this
example the topic must be implied. The writer presents facts concerning some places
where the coronavirus has had a huge impact, and wonders why the virus has
overwhelmed some cities while leaving nearby ones relatively untouched. The other
alternatives are not the best for the following reasons: option A is too broad (it just
mention the virus in general), while options B and D are too narrow (they talk about
two specific topics that are mentioned in the passage but do not constitute the
central idea of the text.

Finding the main idea.

As already discussed, the main idea is the most important point that the author wants
to present regarding their topic. Here we present two extracts. Read them and select
the main idea from the options provided. Ask yourself the following questions:
 What is the main idea of the text?
 Why is this the main idea of the text?

Text 1

Vitamin E can be found in several foods. Vegetable oils, margarine, eggs, and
liver are especially good sources. This vitamin plays a role in the prevention
of certain blood disorders. It helps to prevent cell membranes from being
destroyed by substances that build up around the membranes and cause
them to break down. These substances tend to increase in quantity as a
person grows older. For this reason, vitamin E has been suggested as a
remedy for the effects of aging. However, doctors and researchers are still
studying the vitamin to find out if there is any real connection.

The main idea of the paragraph is that ___.

A. vitamin E may help to reverse the aging process

B. vitamin E prevents some blood diseases
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C. the healthiest remedies can often be found in natural substances

D. Several foods contain vitamin C

In this case the best alternative that encompasses the main idea is letter A. vitamin
E may help to reverse the aging process. As you can see, the writer presents detailed
arguments to support the implied idea that the consumption of vitamin E may

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Unit 3. Key Ideas
 possibly prevent people to suffer from certain blood disorders as they grow older,
and that it may help, therefore, to diminish the aging process. The other alternatives
are not the best because option B is too narrow (it just affirms that vitamin E helps
to prevent blood disorders) and options C and D are too broad or general.

Now read text 2 and do the same thing as before: analyse it, justify your answer, and
compare it with the solution below.

Text 2

“Legends make children dream of princesses riding bare back through fields
of fragrant heather. They immortalize noble knights, champions for
humanity, who fought tyranny as they raced through a village with swords
brandished and banners waving in the afternoon breeze. Legends awaken
imagination in the young and spur creativity in the old. The famous and
trustworthy story of King Arthur is one of those great legends made famous
through repeated telling. According to the stories about King Arthur, he was
a man of valour, integrity, and honour in the face of challengers. He strove
to lead all of England down the path of goodness and prosperity without any
foolish moves or attacks of cowardice. Although he supposedly did all these
wonderful things, nobody knows how this legend came to be and some even
debate that he was once alive”. (Roell, 2019)

Which of the following statements best expresses the main idea of the paragraph?

A. King Arthur's legends have been inspirational for both the old and the young.
B. Legends, like that of King Arthur, can be inspirational despite their muddled
beginnings or deficient proof.
C. Legends can inspire both the young and the old.
D. Legends, like that of King Arthur, are inspirational to those who want to
believe in fairy tales.

The topic of this passage is Legends. In this case, the best option that paraphrases
the main idea is letter B. Legends, like that of King Arthur, can be inspirational despite
their muddled beginnings or deficient proof. As you can see, the author presents
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supporting details to reinforce the idea that the story behind the existence of King
Arthur is a popular legend that has inspired many people, even though his existence
is still not verifiable. Option A is too narrow: it only mentions King Arthur's legend
and not legends in general, which is the topic of the text. Option C is too broad: it

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Unit 3. Key Ideas
 does not mention King Arthur, the character that underpins the main idea of the
passage. Option D is incorrect because it assumes that the legend of King Arthur is
not true, and this idea is arguably referred to in the final sentence of the paragraph.
Now read a third text, text 3, and analyse it. This time I invite you to write your own
sentence, a one-sentence main idea, and try to justify your answer. Compare your
answer with the explanation given.

Text 3

“The idea that women are not equal to men has been a prevailing and
common theme in literature since the beginning of time. Like their
predecessors, Renaissance writers staunchly laid down the tenet that
women were less valuable throughout the pages of effusive literary writings,
where women are alternately idolized as virtuous or shunned as harlots. One
man proved to be a glaring contradiction to this falsity. That man was
William Shakespeare and he had the courage in those turbulent days to
recognize the value and equality of women. His portrayal of women differed
from that of many of his contemporaries during the Renaissance era.” (Roell,
2019).

In this previous example, the topic discussed is the status of women in Renaissance
times. It emphasises how Shakespeare’s position on this issue differed from most
other writers during this period. The details that support the main idea are implicitly
stated in the last sentence: His portrayal of women differed from that of many of his
contemporaries during the Renaissance era. Therefore, if we look at the supporting
details, the main idea could be paraphrased as follows: Although most Renaissance
writers had the belief that women were not equal with men, Shakespeare's writings
portrayed women as equal to men.
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Unit 3. Key Ideas
 Video. Topic and main idea.

Finding the topic sentence

As already discussed, the main idea is usually expressed in a topic sentence and the
other sentences in the text are used to support that idea. Here we present two
extracts. Read them and identify the topic sentence of the text. Ask yourself the
following questions and justify your answers using your own arguments:
 Which is the topic sentence of the passage?
 Why is this the topic sentence? Where is it located?
 Is it explicitly stated or does it have to be inferred?

Text 1

Modern man, despite his superior scientific knowledge, often seems as

superstitious as his ancestors. Astrology is a half-billion-dollar business.
Intelligent persons still believe that lines on their palm or the arrangement
of tea leaves in a cup predict the future. Airplanes do not have a row of seats
numbered 13 and buildings omit a thirteenth floor. Black cats, broken
mirrors and spilled salt create fear and anxiety in many people. And Ouija
boards continue to be a popular pastime.
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In this case the topic sentence is the first one: Modern man often seems as
superstitious as his ancestors. Notice that the main idea is presented at the beginning
of the paragraph and this idea is expressed through this topic sentence. The following
sentences are used to explain and give details that support that main idea.

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Unit 3. Key Ideas
 Now read text 2 and analyse it. Use your own words and justify your answer. Compare
your answer with the example provided.

Text 2

From Italian, we get such words as ‘balcony,’ ‘cavalry,’ ‘miniature,’ ‘opera’

and ‘umbrella’. Spanish has given us ‘mosquito,’ ‘ranch,’ ‘cigar,’ and ‘vanilla.’
Dutch has provided ‘brandy,’ ‘golf,’ ‘measles’ and ‘wagon’. From Arabic we
have borrowed ‘alcohol,’ ‘chemistry,’ ‘magazine,’ ‘zenith’ and ‘zero’. And
Persian has loaned us ‘chess,’ ‘checkers,’ ‘lemon,’ ‘paradise’ and ‘spinach’.
English is a language that borrows freely from many sources.

In this case the topic sentence is the last one: English is a language that borrows
freely from many sources. Notice here that the main idea is previously supported by
detailed examples. These examples help us to conclude what is expressed in the last
sentence of the passage.

Finding details

As already explained, the author uses details to support the main idea. Details are
more specific than the topic or the main idea. Here we present two extracts. Read
them and identify the details. Ask yourself the following questions:
 What is the author’s main idea?
 What details are needed to support the main idea?

Text 1

“For the past few months, public health officers have been inflexible in their
posture that healthy people should not wear masks to protect themselves
from coronavirus.

However, with new information about how the virus is spread — potentially
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through the air and by people with no symptoms — the Centre for Disease
Control and Prevention on Friday recommended that everyone wear
nonmedical face coverings in public settings.” (Parker-Pope, 2020).

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Unit 3. Key Ideas
 In this paragraph, we can identify the main idea of the author is in the first sentence:

For the past few months, public health officers have been inflexible in their
posture that healthy people should not wear masks to protect themselves
from coronavirus.

Notice, that this main idea is supported by two important details that at the same
time support each other. They are used to back up the fact that right now people
must wear masks in public places due to the way the coronavirus spreads in the
environment. See Details 1 and 2 below.

Detail 1

However, with new information about how the virus is spread — potentially
through the air and by people with no symptoms

Detail 2

— the Centre for Disease Control and Prevention on Friday recommended

that everyone wear nonmedical face coverings in public settings.

Now read text 2 and analyse it. Find the main idea and identify the details which
support it.

Text 2

“If you’re like most people right now, you are spending a lot of time in front
of screens. This makes sense: In a time of social distancing, screens have
become our portals to the outside world. But how much screen time is too
much? And is screen-life balance even possible (or relevant) right now, given
how much of life is now taking place online? In short, yes, it’s possible — and
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creating it is more important than ever, precisely because we are spending

so much time on screens. Here are some practical suggestions for doing so.”
(Price, 2020).

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Unit 3. Key Ideas
 In this paragraph, we can identify that the main idea of the author is presented in an
interrogative form. It is highlighted in yellow. Here she wonders how we can create a
screen-life balance under the social distance situation that forces us to spend more
time in front of screens. Therefore, in this case, the main idea is summarised in the
title of the article. Have a look at it.

Main Idea

How to Create Screen-Life Balance When Life Has Shifted to Screens

Throughout the text, the author develops her argument and presents supporting
ideas or details to back up the fact that we are spending more time than ever before
in front of screens and that it is necessary to create a balance. Have a look at Details
1, 2 and 3 below.

Detail 1
People are spending a lot of time in front of screens.

Detail 2

In a time of social distancing, screens have become our portals to the outside
world.

Detail 3
… creating it is more important than ever, precisely because we are spending
so much time on screens.
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Video. Becoming aware of collocations.

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Unit 3. Key Ideas
 3.4. Bibliographical References

Beech, Hannah, Rubin, Alissa J., Kurmanaev, Anatoly and Maclean, Ruth. 2020 “The
Covid-19 Riddle: Why Does the Virus Wallop Some Places and Spare Others?”. The
New York Times. Updated Sept 25, 2020.
https://www.nytimes.com/2020/05/03/world/asia/coronavirus-spread-where-
why.html

Calman, Barney. 2019. “Devastating-investigation-reveals-impact-deadly-statin-

denier propaganda.” The Daily Mail. Update March 3 March,
https://www.dailymail.co.uk/health/article-6764117/Devastating-investigation-
reveals-impact-deadly-statin-denier-propaganda.html

Cohen, Nadia Shira. 2020. “Nations confront the possibility that reopening may be
harder than locking down.” The New York Times. Update May, 8, 2020
https://www.nytimes.com/2020/05/03/world/coronavirus-news.html?type=styln-
liveupdates&label=global&index=1&action=click&module=Spotlight&pgtype=Home
page#link-7d1e0ed1

Hairfinder. N.d. “Alopecia.” Accesed April 7, 2020. https://www.hairfinder.com/hair-

problems/alopecia.htm

Grabe, William, and Cui Zhang. 2016. Reading-writing relationships in first and second
language academic literacy development. Language Teaching 49, (3) (07): 339-355.

Topic and main idea: Clearing up the confusion. 1991. The Reading Teacher 45, (3)
(11): 252.

Guinness, Harry. 2020. “How to Edit Your Own Writing.” The New York Times. Update
Abril 10, 2020. https://www.nytimes.com/2020/04/07/smarter-living/how-to-edit-
your-own-writing.html
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Parker-Pope, Tara. 2020. “Should I Start Wearing a Mask?”. The New York Times. May
7, 2020. https://www.nytimes.com/article/coronavirus-N95-mask-DIY-face-mask-
health.html?auth=login-facebook

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 Price, Catherine. 2020. “How to Create Screen-Life Balance When Life Has Shifted to
Screens”. The New York Times. April 24, 2020
https://www.nytimes.com/2020/04/24/well/mind/screen-life-balance-computers-
phones-quarantine-shelter-social-distancing-virus.html

Roell, Kelly. 2019 "Find the Main Idea Worksheets and Practice Questions."
ThoughtCo. Update July 05, 2019. https://www.thoughtco.com/find-the-main-idea-
worksheets-3211754

Topic and main idea: Clearing up the confusion. 1991. The Reading Teacher 45, (3)
(11): 252.

Wong, Kate. 2005. “Fast Food Linked to Obesity, Diabetes,” Scientific American.
January 3, 2005. https://www.scientificamerican.com/article/fast-food-linked-to-
obesi/
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Unit 3. Key Ideas
 In Depth
Main Idea

Grammar Songs by Melissa, “Main Idea,” Youtube video, 6:18. Nov 17, 2019.
https://youtu.be/mkZo2zVKJR4

This video gives us information about the topic, main idea, and supporting details in
paragraphs. It explains how good readers locate these essential components of basic
comprehension. The video also explains how the main idea should be supported with
meaningful details in the writing process.

What is a main idea?

Khan Academy, “What is a main Idea? Reading. Khan Academy” Youtube video: 5:13.
March 27, 2020.
https://www.youtube.com/watch?time_continue=10&v=4swFGRhQoMI&feature=emb
_title&ab_channel=KhanAcademy
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Unit 3. In Depth
 This video discusses the main idea of a text. It gives additional information about the
strategies you should use to understand and identify it.

Implied Main Ideas

Townsend Press, “Lesson 3. Implied main ideas”, Youtube video: 6:42. August 28, 2014.
https://youtu.be/1IilfIagSko

As you have seen, the main idea may be clearly stated in one sentence of a selection.
However, as you know, the main idea is sometimes implied—and not clearly stated
in one sentence. The reader must infer such an implied main idea by considering the
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supporting details.

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Unit 3. In Depth
 Test
1. Read the text and select the correct alternative.
Occasionally called cougar, panther, or mountain lion, the active cougar has
a fantastic natural behaviour compared with any other animal in the
Western Hemisphere except humans. Nevertheless, long viewed as a danger
to livestock, it has been intensively hunted since the arrival of European
colonists to the Americas and was almost extinct by the early twentieth
century. Although protective measures have been implemented in the
United States, humans continue to destroy the cougar’s habitat, further
endangering this solitary cat.

What is the topic of the passage?

A. The cougar.
B. Mammals of the Western Hemisphere.
C. Endangered species.
D. European colonists.

2. Read the text and select the correct alternative.

The Baltic Sea area, now a temperate zone, probably holds the best-known
and most highly prised type of amber, which is used in jewellery. In addition,
in earlier centuries, magical properties were attributed to amber because of
the electricity it acquires when rubbed. The substance is also of great
interest to scientists since it has been the means of preserving fossils,
especially of the insect variety, that are up to 40 million years old.

We can infer from the Baltic Sea area that:

A. it produces more amber than any other area.

B. it is famous for its amber.
C. it was once hotter than it is today.
D. its amber production is extremely low.

3. Read the text and select the best option

For most people, the distinction between vegetables and fruits is clear.
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Scientists, however, have varied opinions in this regard. For example,

horticulturists categorise a watermelon as a vegetable despite its general
acceptance as a fruit. Botanists identify a tomato as a fruit even though it is
commonly used as a vegetable.

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Unit 3. Test
 What does this passage mainly discuss?
A. The work of botanists and horticulturists.
B. Common types of fruits and vegetables.
C. Scientific differences between fruits and vegetables.
D. Vegetables and fruits are clearly distinguished.

4. Read the text and select the best option

Human memory, formerly believed to be rather inefficient, is much more
sophisticated than that of a computer. Researchers approaching the
problem from a variety of points of view have all concluded that there is a
great deal more stored in our minds than has generally been supposed.
Wilder Penfield, a Canadian neurosurgeon, has proved that by stimulating
their brains electrically, he could elicit the total recall of complex events in
his subjects’ lives. Even dreams and other minor events supposedly
forgotten for many years suddenly emerged in detail.

Which of the following is the main topic of the passage?

A. Wilder Penfield.
B. Neurosurgery.
C. Human memory.
D. Chemical reactions.

5. Read the text and select the best option:

Bigfoot is a humanlike creature reportedly living in the Pacific Northwest.
Bigfoot sightings have been noted most often in the mountainous areas of
Northern California, Oregon and Washington in the United States. The
creature has also been spotted numerous times in British Columbia in
Canada, where it is known as Sasquatch. Although there have been hundreds
of reported sightings of Bigfoot, most experts have not seen enough
evidence to be convinced of its existence.

Which of the following best states the topic of the passage?

A. Differences between Bigfoot and Sasquatch.
B. A description of Bigfoot.
C. Where Bigfoot, or Sasquatch, can be found.
D. The creature Bigfoot and its questionable existence.
© Universidad Internacional de La Rioja (UNIR)

6. Read the text and select the best alternative.

Carbohydrates, which are sugars, are an essential part of a healthy diet. They
provide the main source of energy for the body, and they also flavour and
sweeten foods. Nutritionists estimate that carbohydrates should make up
about one-fourth to one-fifth of a person's diet. A diet that is deficient in
carbohydrates can have an adverse effect on a person's health. A lack of

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Unit 3. Test
 carbohydrates can lead to ketosis, a build-up of ketones in the body that
causes fatigue, lethargy, and bad breath.

What is the main idea of this passage?

A. Carbohydrates are needed for good health.

B. Carbohydrates prevent a build-up of proteins.
C. Carbohydrates can lead to ketosis.
D. Carbohydrates are an expendable part of a good diet.

7. Read the text and select the best alternative.

The honey badger and the honeyguide work together. The honey badger is
a small and furry animal that resembles a raccoon. It feeds mainly on honey.
The honeyguide is a small bird that eats bees’ eggs and the wax from which
beehives are made. The relationship between the honey badger and the
honeyguide is special because, by hunting together, they both manage to
eat well.

What is the passage is about?

A. the special relation between the honey badger and the honeyguide.
B. how bees produce honey and wax
C. how the honeyguide finds the honey badger
D. the diet habits of the honey badger and the honeyguide

8. Read the text and select the best alternative.

Early people found fire in natural forms and it became a central part of their
life long before they learned how to make it themselves. We know that many
of today´s forest fires are set by lighting. These fires were just as common in
the days of early people. There were also fires that came from the hot lava
of volcanoes. In addition, there were fires started by sparks from stones
crashing together. What early people saw taught them how to use fire.

What is the topic of the paragraph?

A. early people and fire.
B. famous volcanoes
C. how to build a fire in the wilderness
© Universidad Internacional de La Rioja (UNIR)

D. how forest’s fires are set

9. Read the text and select the best alternative.

Despite the dislike that most people feel toward cockroaches, they do help
humans in several ways. For example, they are perfect experimental animals
and are used for scientific research in the laboratory. In studies on nutrition

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Unit 3. Test
 and food, cockroaches are good subjects because they will eat any kind of
food. They can be used to study heart disease, and cancer researchers work
with roaches because they grow cancerous tumours like those that are
found in humans.

Where is the topic sentence located in this passage?

A. in the first sentence.
B. in the last sentence
C. in the middle of the paragraph
D. it is not stated in the paragraph and must be inferred

10. Read the text and select the best alternative.

Patients should always be aware of a prescription drug's possible side
effects. Unexpected side effects, such as nausea or dizziness, can be
frightening and even dangerous. The consumer should ask if they can take
the medication along with other drugs they are taking. Some combinations
of drugs can be lethal. After all, medication should always be stored in its
own labelled bottle and never transferred to another. Accidental mistakes
concerning drugs can have tragic results.

Which of the following encloses the main idea?

A. Drugs can have potential side effects.
B. Consumers may use drugs carelessly.
C. There are several guidelines for taking prescription medications safely.
D. Accident with drugs can be dangerous.
© Universidad Internacional de La Rioja (UNIR)

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Unit 3. Test