Reading Advantage 3 TG 4TH

3
THIRD EDITION
Teacher’s Guide
CASEY MALARCHER
Nancy Hubley
Andover • Melbourne • Mexico City • Stamford, CT • Toronto • Hong Kong • New Delhi • Seoul • Singapore • Tokyo
Reading Advantage © 2012 Cengage Learning Asia Pte Ltd
Teacher’s Guide 3 with Audio CD, ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
Third Edition may be reproduced, transmitted, stored or used in any form or by any means
Casey Malarcher and Nancy Hubley graphic, electronic, or mechanical, including but not limited to photocopying,
Publishing Director: Paul K. H. Tan recording, scanning, digitizing, taping, Web distribution, information networks,
or information storage and retrieval systems, without the prior written
Publisher, Asia ELT: Edward Yoshioka permission of the publisher.
Development Editors: Andrew Jessop, Tracy Dignan
Product Director: Michael Cahill For product information and technology assistance, contact us at
Assistant Publishing Manager: Pauline Lim Cengage Learning Asia Customer Support, 65-6410-1200
Production Executive: Cindy Chai For permission to use material from this text or product,
submit all requests online at www.cengageasia.com/permissions
Cover & Layout: Redbean De Pte Ltd Further permissions questions can be emailed to
asia.permissionrequest@cengage.com
Reading Advantage 3 Teacher’s Guide with audio CD

ISBN: 978-981-4336-59-8
Cengage Learning Asia Pte Ltd

5 Shenton Way #01-01
UIC Building
Singapore 068808
Cengage Learning is a leading provider of customized learning solutions with

office locations around the globe, including Andover, Melbourne, Mexico City,
Stamford (CT), Toronto, Hong Kong, New Delhi, Seoul, Singapore, and Tokyo.
Locate your local office at www.cengage.com/global
Cengage Learning products are represented in Canada by

Nelson E
ducation, Ltd.
For product information, visit our website at www.cengageasia.com
Credits
Dictionary definitions are from Heinle’s Newbury House Dictionary of American English, © 2002, Monroe Allen Publishers, Inc.
Every effort has been made to trace all sources of illustrations/photos/information in this book, but if any have been inadvertently
overlooked, the publisher will be pleased to make the necessary arrangements at the first opportunity.
Printed in Singapore
1 2 3 4 5 6 7 15 14 13 12 11
2 Reading Advantage 3 Teacher’s Guide

CONTENTS
About this Teacher’s Guide ................................................................ 4
Using Reading Advantage
How to Teach a Unit ..................................................................................................... 5

Guide to Question Formats ......................................................................................... 9
Building Students’ Reading Rate ................................................................................ 11
Building Vocabulary
Vocabulary Acquisition ................................................................................................. 12

Vocabulary Activity Bank ............................................................................................... 13
Vocabulary Learning Tips ............................................................................................. 16
Guessing the Meaning of New Vocabulary ................................................................ 18
Unit Notes
Introduction to Unit Notes ........................................................................................... 20

Unit Notes ..................................................................................................................... 21
Unit Quizzes
Introduction to Unit Quizzes ........................................................................................ 45

Unit Quizzes .................................................................................................................. 46
Unit Quizzes Answer Key ............................................................................................. 66
Tests
Introduction to Tests ..................................................................................................... 67

Mid-book Test ............................................................................................................... 68
Final Test ....................................................................................................................... 7
2
Tests Answer Key .......................................................................................................... 76
Score Sheet .............................................................. 77
Glossary .............................................................. 78
Reading Advantage 3 Teacher’s Guide 3

About this Teacher’s Guide
Reading Advantage is a high-beginner to high-intermediate series that helps adult and young adult
learners build their English vocabulary and reading skills through reading passages and accompanying
exercises. Each of the four levels presents 20 nonfiction passages dealing with a variety of topics.
Each level of Reading Advantage limits the vocabulary used in readings according to a basic word
list. Higher levels in the series build on the word lists established in previous levels. In addition,
exercises for each unit recycle vocabulary from earlier units in the book. Thus, students are repeatedly
exposed to vocabulary items throughout the book to ensure their acquisition.
This teacher’s guide is divided into six sections.
Using Reading Advantage
This section contains a four-page walkthrough of a typical Reading Advantage unit. Each section of the unit is
described, and suggested teaching times are given, including suggestions for longer classes. A page on Building
Students’ Reading Rate (page 11) addresses ways in which the teacher can become aware of, and improve,
students’ reading fluency. A Guide to Question Formats (page 9) describes the various question formats in the
Reading Advantage series, and strategies students can use with each format.
Building Vocabulary
A vocabulary acquisition page describes how Reading Advantage addresses current theories of vocabulary
acquisition, and provides references for further reading. A two-page vocabulary activity bank describes ten activities
that a teacher can use in any class to practice and reinforce vocabulary. For students, there are two photocopiable
sections: first, two pages of vocabulary learning tips; and, second, two pages of strategies for guessing the meaning
of new vocabulary, including a list of prefixes and suffixes used in the readings in the book.
Unit Notes
For each of the 20 reading units and four review units, there is a page of teacher’s notes. Page 20 provides a guide
to the content of each of these pages.
Unit Quizzes
This section contains 20 photocopiable unit quizzes—one for each of the units in the book.
Tests
There are two tests and an answer key in this section. The Mid-book Test covers Units 1–10, while the Final Test
covers all 20 units of the book.
Scoring Sheet and Glossary
This final section contains a photocopiable scoring sheet on which to record the score of each of your students
for the 20 unit quizzes and two tests. The Glossary defines important terms related to the subjects of reading and
vocabulary acquisition.

HOW TO TEACH A UNIT
Each of the four books in the Reading Advantage series consists of 20 four-page units, with a review
unit every five units. The answers and notes for the units are provided on pages 21–43.
The following sample lesson plan is provided to show teachers how units in the series can be taught in
a typical 45- to 60-minute reading class. This is not the only way teachers can approach the units, and
the timings are approximate—they can be lengthened or shortened according to the length of your
lesson. Remember to spend a short amount of time at the beginning of each class, before opening
the book, reviewing the vocabulary, and reading from the previous unit. See pages 14 and 15 for
activity suggestions.
Before You Read (5–10 minutes)
Each unit begins with three questions for students to

think about before they read the passage. The questions
typically do not have right or wrong answers. They are
designed to generate discussion that will bring out
vocabulary or ideas useful for students in approaching the
reading material. Depending on class size, the questions
may be discussed as a class or in small groups.
In some cases, questions are directly answered in the
reading. For example, a question may ask when a certain
event occurred. In this case the teacher may tell the class,
“While you are reading, see if this question is answered
in the text.”
Other questions, such as those that ask about student
preferences or experiences, can be used for surveys of
the class. The teacher can count the number of students
sharing a preference or answering the same (yes or no)
and record the number on the board. The results of these
surveys may be compared to information presented in
certain readings.
Target Vocabulary (5 minutes)
In this section, students are introduced to words from the reading that may be unfamiliar to them. Students should
be able to match the words with the definitions provided. The definitions give the meaning of each word in the
context in which it is used in the reading passage.
After giving students time to match the vocabulary items and check the answers, it may be useful to highlight for
students one or more of the following:
Part of speech: Explain how each vocabulary item is defined (as a noun, a verb, an adjective, or an adverb), and
how the word can be used as another part of speech.
Irregular patterns: Certain verbs may change form completely in the past or past participle forms, such as the
verb “sink, sank, sunk.” Students should be aware of such irregular forms in case they appear in the reading.
Alternative meanings: : Vocabulary items are defined according to usage of the items in the readings. However,
certain words may appear more commonly when used with an alternative meaning. Encourage students to record
common alternative definitions in their books. See pages 16 and 17 for ideas on how students can record new
words in a vocabulary notebook.
Ideas for presenting and practicing vocabulary can be found in the Vocabulary Activity Bank on pages 14 and 15.
Information about parts of speech and alternative meanings can be found in the Language Notes section of the
Unit Notes.

General Tips
Don’t ask, “What does ___ mean?” It is easier for students to provide a word for a given definition rather than
to define a word. Therefore, instead of asking students, “What does zoo mean?”, give the definition yourself
by asking, “Which word in the text means a place where animals are kept to look at?”
• Put words on the board for students to see. During pre-reading discussion, students can come up with
words related to the reading that are not listed as vocabulary items for the unit. Write these words on
the board and leave them up during the class. Such words can be useful to students later, especially
during the discussion at the end of class. Be sure to add these words to the Vocabulary Box (see page 14)
for recycling.
• Don’t make students read aloud the first time they read the passage. The first time students read the
passage they should read silently and record their reading speed. When students read aloud they are
less likely to achieve their natural reading speed, and they are likely to be worrying more about the
pronunciation of the reading than the meaning. If you like to have students read aloud in your class, after
the Idioms or Vocabulary Reinforcement section would be a suitable time.
Reading Passage (5 minutes)
The reading passage and exercises should typically be

done together.
Have students time their first reading of the passage,

and then record their time at the foot of the reading
and also at the back of the Student Book. See page
11 for further guidance on using timed readings to
develop students’ reading fluency.
Target vocabulary items are set in bold to enable

students to see them at a glance.
If students have any questions about the text, ask them

to wait until everyone has finished reading the passage
silently and has written down their reading time. If
there are words that students don’t know the meaning
of, don’t supply the definitions at this time, but write
them on the board and return to them later.
Some of the reading comprehension questions in the

series involve having students guess the meaning of
unknown words from context. Encourage students
to practice guessing the meaning of new words from
context—rather than using their dictionaries—by
requiring them to keep their dictionaries closed until
after they have completed the reading comprehension
questions. For more information on guessing the
meaning of new vocabulary, see the photocopiable
guide on page 18.
Line numbers are provided on the left of the passage to help students refer to specific lines in the reading.
The majority of new words in the unit are assigned as target vocabulary for that unit and introduced on the first
page of the unit. When additional new vocabulary needs to be included in a reading, the meanings are given in
footnotes at the bottom of the page. This vocabulary is intended to be used for understanding of the passage
only. These items are not tested in the review units.
Then have students listen to the audio recording of the passage to check the pronunciation of new words. Track
numbers are given at the top of the page.

Reading Comprehension Questions (5–10 minutes)
This section includes five multiple-choice questions

that cover the content of the passage in a variety of
ways. Some questions focus on specific details within
the text, while others ask about the overall theme
of the passage, and others require students to infer
information that isn’t stated specifically in the passage.
For more information on the different types of multiple-
choice questions used in Reading Advantage, see
pages 9–10.
The questions in this section can be completed

individually, or by students in pairs or small groups.
Answering the questions individually will allow you
to determine the abilities of individual students, but
on the other hand, answering in pairs or groups will
encourage communication between students and will
provide support for weaker learners.
Students may refer to the reading when answering the

questions. Once all of the students have had time to
complete the comprehension questions, check the
answers as a class. To check the answers, have the
class respond as a group with each answer or call on
individuals to give the answers. Always check to see if
everyone in the class agrees. In cases where students
disagree on an answer, ask students to explain how
information in the reading supports their answers. If the answer is wrong, explain where the correct answer is
supported in the reading. (Answers may be found on pages 21–44 of this Teacher’s Guide.)
Idioms (5 minutes)
Three idioms used in each passage are included in this section. The meaning of each idiom and examples of how
the idiom may be used are presented here. The line in the passage in which each idiom occurs is given in the Unit
Summary box of the Unit Notes (see pages 21–44).
Review the idiom definitions and examples. Provide additional examples for students when necessary. Encourage
students to provide their own examples by eliciting example sentences from the class.
Have students scan the reading again to find where each idiom is used. For teachers using the audio recordings
of the readings, play the recording for the class. As students listen, they can underline the idioms in the text.
Note: At this point, teachers may wish to take a few minutes to allow students to ask questions regarding
vocabulary or difficult sentence structures in the reading. This is also a good time to check comprehension of
specific vocabulary items not covered elsewhere in the unit.
Ideas for presenting and practicing idioms are included in the Vocabulary Activity Bank on pages 14 and 15.
There are several different ways in which students can record idioms in their notebooks, such as drawing pictures,
grouping by similar meanings, or grouping by the same verb (e.g., take, get, keep). For more information on
recording vocabulary, see the photocopiable Vocabulary Learning Tips on pages 16 and 17.

Vocabulary Reinforcement (5 minutes)
This section includes two parts for vocabulary and idiom

practice. Words and idioms in this section may come
from the current unit or previous units. The first part of
the section contains eight multiple-choice questions in
two formats. Students must either choose the best word
from the choices to fill a blank in the sentence, or they
need to choose a word from the choices that means the
same as the word written in italics in the question. The
second part of the section is a cloze passage, where
learners read the passage and find items from the box
to fill in the blanks. Explain to students that one word in
the box is extra (i.e., not needed). For more information
on the different types of Vocabulary Reinforcement
questions used in Reading Advantage, see pages
9–10.
Allow students time to answer on their own. Have
them work in pairs to check their answers. As a class,
go over each item to make sure everyone has the
correct answers.
What Do You Think? (5 minutes)
Students are encouraged here to think further about what they have read and to communicate their own ideas
and opinions about the topics presented.
Depending on class size, the questions presented in this part of the unit may be discussed as a class or in small
groups. The questions typically do not have right or wrong answers. They are designed to generate discussion.
Encourage students to ask follow-up questions in their groups rather than just limiting themselves to answering
the questions in the book.
In the case where students first discuss in small groups, have one member of each group report to the class one
interesting point the group discussed.
In addition, or as an alternative, the questions can be used as the basis of a writing activity. See the Unit Notes
(pages 21–44) for further writing activity suggestions.
Suggestions for Longer Classes
If you have classes longer than 60 minutes and need additional material, see:
• the Unit Quizzes on pages 46–65;
• listening and speaking activities in the Unit Notes (pages 21–44);
• writing extension ideas in the Unit Notes;
• extension activities for the Review Units (pages 26, 32, 38, 44

GUIDE TO QUESTION FORMATS
A variety of question forms come up in the Reading Advantage series. If you gradually introduce the
skills required to answer each type of question as they appear in Reading Advantage and encourage
students to practice them consistently, you will foster good habits that will reward your students
with better examination performance. Many of the question formats used in Reading Advantage are
similar to those used in standardized exams.
Multiple-Choice Questions
Multiple-choice questions are popular because they

are versatile, objective, and easy to mark. They are
used in Reading Advantage for a range of question
types, in the Reading Comprehension and Vocabulary
Reinforcement sections, as well as Review Units and
Quizzes. Here are some varieties of multiple-choice
questions:
Main Ideas
Specific Details Multiple-choice questions are often used to test
The simplest type asks for specific information from comprehension of main ideas either at the paragraph
the reading passage, for example, “Who or what was or whole text level. A common approach to main idea
the first Nobel Peace Prize winner?” questions is that the correct option is at just the right
level of specificity whereas the distractors are too
Negative Statements specific, too general, or off topic. Main idea questions
A question frequently found in the Reading are sometimes worded as “Choose the best title.”
Comprehension section is “Which of these sentences
Inference
is NOT true?” Sometimes the best way to answer this
The most difficult type of multiple-choice question
is to eliminate the answers that ARE true. In other
in Reading Advantage is inference questions, which
words, if students can find support for the true answers
require students to go beyond what is literally given
in the reading passage, then they know that those
and draw conclusions, for example, “What is the
options are not the answer. Note that students need
writer’s opinion of text messaging?”
to occasionally watch out for double negatives—where
there is a negative in both the question stem and the All, every, and none: Sometimes the answer options
option, for example, “Which sentence about the Great will include all of the above or none of the above. When
Sphinx is NOT true? . . . a. It is no longer covered by this happens, all or none of the other three options
sand.” (Unit 2) would work in order for the option to be selected.
True, False, or Unknown
This format, used in unit quizzes and tests, is used to help students clarify what is actually stated in the paragraph,
what is paraphrased or implied, and what is not given or provided. This format is especially useful for discerning
fact from opinion. Here are some simple guidelines to using this format:
True information is given in the passage but it is often paraphrased, or said in other words. Train students to look
for similar meaning, not exact words. In Reading Advantage, vocabulary is often recycled by using synonyms to
stretch the students’ active vocabulary.
If the statement is false, students can find the correct information in the passage and fix the statement. When you
give back quizzes, encourage students to do this.
Unknown means the information is not found in the passage. When students bring background knowledge to
reading a passage, sometimes they think they’ve read something that isn’t actually included.

Matching
Every unit in Reading Advantage has several matching

exercises, for example, in the Target Vocabulary section.
Get students into the habit of crossing out items as they
use them so they don’t use the same item twice. Also,
encourage them to move on to other questions if there
is one that is difficult at first. When they have finished
the others, there will be fewer options left and perhaps
they will be able to make a good choice. In most Reading
Advantage matching exercises and quiz sections,
each item is used only once and there are extra items
that are not used.
Cloze and Gap Fill
In the Vocabulary Reinforcement section, there are

both gap fill (section A) and cloze (section B) sections.
Cloze exercises also occur in the Reading Advantage
tests and quizzes. Encourage students to look at the
words surrounding the gap for collocations and to
think of what part of speech the word needs to be. In
a few cases, students are given an initial letter for a
missing word and must supply the word from memory.
This is done to encourage students to produce new
vocabulary as well as just recognize it. However, in
the grading of unit quizzes, credit should be given
if the word is recognizable even if the spelling is not
exact. This follows practice on a number of
standardized exams..
Wrong Word Out
This type of question is found in the quizzes and review

units. Four vocabulary items are given; three have
something in common, and one is different. To solve
this kind of question, students need to first identify the
common idea, then look for the one that doesn’t match.
Note that the odd word out is distinguished because
of meaning and not for other reasons such as spelling,
or the number of letters, or the pronunciation.

BUILDING STUDENTS’ READING RATE
A major aim of the Reading Advantage series is to increase your students’ reading rate, or reading
fluency, while also ensuring accuracy. A high reading rate is essential to enjoyable extensive reading
outside the classroom. It is also important for taking exams with a reading component. Here are some
suggestions to make your students aware of their own reading rate and to monitor its progress.
How to Do Timed Readings in Class
Using a watch or clock, have all students begin reading

silently at the same time. To time the readings, prepare
time cards to hold up for the class. Cards can be marked
with five-second intervals, as five seconds, ten seconds,
fifteen seconds, up to one minute forty seconds, one
minute forty-five seconds, etc. When students have
finished reading, they can simply look up to see their
times. Have students record their reading times in the
space in the book below the reading, and then in the
chart at the back of the book. Note that the readings
in Book 3 of Reading Advantage are around 470 words
long. The rates on the chart at the back of the book
are based on an average passage length of 473 words.
(The actual word count for each passage is noted under
each reading.)
You may wish to set a class reading rate goal, for
example, by taking the average reading rate at
the beginning of the course and adding a certain
percentage to it. For comparison, the average reading
speed for U.S. college students is 200–250 words per
minute, but it would be unrealistic to expect your
students to achieve this speed.
Variations
Have students read more than once. Reading fluency can be developed through repeated reading of the same
text. A good time for repeated reading is after finding idioms in the unit’s reading passage, before moving on to
the Vocabulary Reinforcement. At this point in the lesson, have students look back at the unit from the previous
class. For example, on the day the class is doing Unit 14, have them look back at Unit 13 for repeated reading.
This will help to reinforce the vocabulary for the previous unit.
Do a timed reading of the repeated text. Use the time cards to show how long students take to read the passage,
and have students record their new reading time below their old time. Alternatively, set a time for the class to read
(i.e., one minute or two minutes). Have students mark the place in the text they reach by the time limit. Setting a
time limit for reading works well when students read a text three or four times, marking each time the point they
reach by the time limit. Students will be able to see for themselves how their reading fluency is progressing.
For more background information on developing reading rate, you may wish to read Exploring Second
Language Reading: Issues and Strategies (Neil Anderson 1999, Heinle/Cengage Learning). .

Building Vocabulary
Vocabulary Acquisition
It is generally agreed that the key to success in English language learning, particularly in developing good reading
skills, is vocabulary acquisition. Before we explore specific techniques and activities for helping students with
vocabulary acquisition, let’s look at some fundamental principles.
There are three main ways in which we acquire new vocabulary:
1. We can be deliberately taught certain words and idioms.
2. We can pick up new vocabulary through reading and speaking.
3. We can learn certain strategies which aid in guessing the meaning of new words.
All three of these methods are addressed in the Reading Advantage series.
In our first language, we combine these approaches after we have achieved a basic core vocabulary of the most
commonly used words. For beginning and low-intermediate students to benefit from the second and third
strategies, they need to control a basic vocabulary of the most frequently used words or lexical items of English. The
Reading Advantage series aims to provide students with this core vocabulary. Gradually, as students’ vocabularies
enlarge, in the higher levels of the series, strategies increase in significance.
Nation (1990) says that students need to know 95 percent of the words in a passage before they can effectively use
guessing strategies for the 5 percent unknown words. Anderson (1999) suggests that basic vocabulary should be
explicitly taught in conjunction with teaching students other strategies for less frequently encountered items. As the
Reading Advantage series progresses, more emphasis will be placed on inferring meaning through word structure
(such as word roots, prefixes, and suffixes), exploring the role that new vocabulary plays in a specific context, and
developing dictionary skills. The Reading Advantage teacher’s book contains photocopiable vocabulary learning
tips (pages 16 and 17) and a photocopiable guide to guessing the meaning of new vocabulary (page 18), including
a list of suffixes and prefixes in the book.
Research has suggested that it takes an average of at least seven encounters with a vocabulary item for it to be
remembered. To help students remember vocabulary, an important characteristic of Reading Advantage is its
focus on vocabulary recycling. Throughout the book, vocabulary is recycled not only in subsequent passages but
also in the vocabulary reinforcement sections, the unit quizzes, review units, and tests.
Further Reading
For teachers interested in the theory and practice of vocabulary acquisition, the list below will provide a good
starting point.
Anderson, Neil (1999), Exploring Second Language Reading: Issues and Strategies, Heinle/Cengage Learning
Flower, John (1994), Phrasal Verb Organiser with Mini-Dictionary, Language Teaching Publications/
Cengage Learning
Gough, Chris (2000), English Vocabulary Organiser, Language Teaching Publications/Cengage Learning
Lewis, Michael (Editor) (2000), Teaching Collocation, Language Teaching Publications/Cengage Learning
Nation, I. S. P. (1990), Teaching and Learning Vocabulary, Heinle/Cengage Learning
Nation, I. S. P. (2001), Learning Vocabulary in Another Language, Cambridge University Press
Schmitt, Norbert (2000), Vocabulary in Language Teaching, Cambridge University Press
Wright, Jon (1999), Idioms Organizer, Language Teaching Publications/Cengage Learning

Vocabulary Activity Bank
Below are 10 activities you can use in class to present and practice vocabulary. Here are some
general tips:
• Go over the instructions carefully. Stop the class and explain again if there seem to be problems.
• Use a variety of group sizes. Sometimes have students work as individuals.
• Whenever possible, make the activities learner centered, for example, by having groups work in
smaller groups rather than as a class, or by choosing a student to take the role of the teacher and
conduct the activity.
• Mix language skills and types of activities to cater to different learning styles.
• Create a manageable number of groups so that you can circulate and monitor.
Hangman
This old favorite promotes both fluency and accuracy. Divide the class into two competing
teams who take turns presenting and answering vocabulary questions. The presenting
team draws short lines on the board, each line representing a letter in a word. The goal
is for the other team to guess the answer correctly before 10 tries “hangs” them. Each
incorrect guess becomes one more line on a graphic drawn on the board. Start numbering
from the base.
Scoring can be done in several ways. When a team answers correctly within the limits, they
get one point and they present next. If they can’t answer within 10 tries, the presenting
team gets five points and another turn to present. The traditional diagram for this game is
a person hanging, but if this image makes you or your students uncomfortable, then use
another illustration, such as the spider, instead.
Bingo
The goal of Bingo is to form a straight line of five squares on a board of five squares across by five squares down.
Lines can be made horizontally, vertically, or diagonally.
To start, either hand out blank grids or ask students to draw them on a blank piece of paper. The game works best
when the vocabulary is limited to a common set of words, such as words and idioms from the last five units. Have
students write words in the boxes without looking at other students’ cards. A leader (this may be the teacher or
other students) then calls out definitions, synonyms, antonyms, or examples of words. Students mark a box if they
have the word. The first to get a straight run calls BINGO and is the winner. If you have a large class and want to
allow discussion, you can have more than one student per card.
Word Strings
Have the class form a circle. Say a word. The next person has to say a different word that starts with the last letter of
the previous word. No repeats are allowed, so students must listen carefully. This game focuses students’ attention
on the spelling and pronunciation of word beginnings and endings (especially reduced forms and homonyms such
as threw/through).

Balderdash/Call My Bluff
Write 10 items on small pieces of paper and fold the papers. Divide the class into 10 groups and have each group
select one piece of paper. Each group then writes three definitions for the item on their paper, of which only one is
correct. Teams then take turns presenting their definitions to the rest of the class. The first team to identify a false
definition gets a point—if they can provide a correct definition. In order for a team to win the point, the definition
must be corrected. If a team identifies a correct definition as incorrect, then their team loses a point.
Idiom Charades
Choose 15 vocabulary items—this game is easiest with idioms—and write them on pieces of card, one for each
card. Number the cards. Have students work in pairs, each pair drawing a card. The pair has two minutes to think
how to act out the idiom without speaking. The pairs act out their idioms in order, with the ones holding card
one going first. Appoint a timekeeper. If the class can guess the idiom within a minute, the presenting pair gets
a point.
Memory Test
Take 16 identical small pieces of card for each group of five to seven players. Distribute the blank cards to each
group. Assign a unit to the group and ask them to write eight new vocabulary items or idioms on the cards. They
then write synonyms on the other eight cards. Have each group pass their set of cards to another group. Have
a student in each group shuffle the cards and place them face down on a table in four rows of four cards. Each
student picks up two cards. If they match, s/he may keep them. If they don’t, the cards are replaced, face down,
and another student takes a turn. This continues until all pairs of cards are identified. The person with the most
cards is the winner. Time permitting, groups can exchange cards with each other.
This game is sometimes known as Pelmanism.
Picture Hunt
In this game, teams race to find examples of words starting with particular letters in a picture or photo dictionary.
Use categories where there are large sets of examples, such as food, clothing, classroom items, etc. The team tries
to find items starting with each letter of the alphabet. The winner is the team that completes the alphabet first or
has the greatest number of examples.
The Vocabulary Box

A good technique for choosing vocabulary to be reviewed is to use a Vocabulary Box. As new vocabulary
items arise in the lesson, write them on the board. At the end of the lesson write each item on a separate small
piece of paper, and then put these pieces of paper in a cardboard box. Whenever you have time in a lesson
for vocabulary review, choose cards at random from this box to provide items for review. Review the words
regularly by asking students for definitions, spelling, synonyms, or use in sentences. Over a period of weeks,
as students come to know an item thoroughly, it can be removed from the box.

Twenty Questions
In this game, students choose a card from the Vocabulary Box, and keep the word on it secret from the rest of the
class. The other students try to guess the item by asking questions that can be answered with “yes” or “no.” For
example: Is the word an adjective? Does it start with sch? Does it have three syllables? Does it mean the same
thing as “horrible”? If someone gets the answer within 20 questions they get a point and a chance to present the
next word. If the answer is not guessed within twenty questions, the presenter gets five points and another turn.
Writing and Acting Scripts
Divide students into small groups. Provide each group with a list of vocabulary items, or cards from the Vocabulary
Box. Ten items for each group would be enough. Make sure each group has different words. Have groups work
together to create a short dialog or play which includes all the words on their list. When they are finished, have
them act their dialog out for the class. See Review Units 11–15 (page 38) for more information
Defining and Guessing in Pairs
Provide students with a list of words. Students work in pairs, and take turns defining their word to their partner,
without using the word itself. See Review Activities Units 16–20 (page 44) for more information.
In addition to these activity ideas you may wish to adapt some of the vocabulary learning techniques on
pages 16–17, for use as classroom activities. For example, provide students with a vocabulary item or theme
from one of the units, and have them work in groups to create a Word Map of associated items.

Vocabulary Learning Tips
The best thing you can do to improve your English is to increase your vocabulary. Here are
some suggestions:
Keep a Vocabulary Notebook
Buy a notebook and write down new words and idioms that you want to remember. There are different ways of
organizing your notebook. Here are some suggestions:
a) Label pictures
b) Word maps
c) List words with definitions and examples
d) Note words that go together—collocations
16 Reading Advantage 3 Teacher’s Guide This page may be photocopied. Cengage Learning © 2012
Flashcards are a great way to learn new vocabulary. Make them on thick paper by cutting the paper into cards of
the same size. Here is an example of a flashcard:
Your flashcards might look the same as this, or they might have more information. Other things you can write on
the back of your flashcards are: pictures, translations in your own language, opposites, words that mean the same,
and memory aids (see Other Tips).
Remember: Carry your flashcards around with you and when you have free time, look at them and test yourself. You
can use them alone, or with a friend. Exchange flashcards with a friend and test each other!
Other Tips
Read, read, read One of the best ways to enlarge your English vocabulary is to read for fun. Read (easy) magazines
and books in English outside class. The best place to start is with Graded Readers. Ask your teacher for some
suggestions.
Use an English/English dictionary To learn more about new words in your notebook, use a dictionary. Try to find
an English/English dictionary that’s written for learners. One example is Heinle’s Basic Newbury House Dictionary
of American English. In addition to the meaning of the word, a good dictionary for learners should show you other
information such as the pronunciation, the part of speech, and example sentences.
Keep a list of prefixes and suffixes In your notebook, keep lists of prefixes and suffixes and their meanings (see
page 19). Make lists of words that contain the same prefix or suffix.
Label things Put small signs or labels on common, everyday things around your home.
Use memory aids A memory aid (also called a mnemonic) is a way of remembering a word by making a connection
in your brain. For example, if you want to learn the idiom keep an eye on someone, meaning “to watch someone
carefully,” you might picture someone holding an eye and putting it on someone’s shoulder, so they can watch
them carefully. The stranger the picture is, the more you will remember it!
Another memory aid is to find a word in your own language that sounds like the new English word and make a
connection. For example: a Japanese student learning the English word knee, meaning the joint in your leg, might
think that knee sounds like the Japanese word ni, meaning two. She could then picture someone with two large
knees. Remember to make the picture unusual to make it easier to remember. Picture two really, really big knees!
Try to find English words that sound like words in your own language.
This page may be photocopied.

Cengage Learning © 2012 Reading Advantage 3 Teacher’s Guide 17
Guessing the Meaning of New Vocabulary
The one best thing you can do to improve your English is to increase your vocabulary. Here are some
suggestions: No one knows all the words they come across. Even native speakers often find unknown
words. Of course, as you build your vocabulary, you’ll know more words. In the meantime, here’s a
strategy or plan that you can use to guess the meaning of the new words. Follow the steps 1–5.
1. Even if you can’t understand the word, can you bread.” This is the definition of pumpernickel. Here are
understand the rest of the sentence? some other ways in which definitions may be given in
Example: The man ran snorkily to the top of the hill, the sentence:
and then ran down the other side.
Here is a strategy or plan that you can use to guess the
In this sentence snorkily is an unknown word (it is not a meaning of new words.
real word). You can see that it is probably an adverb (Strategy is a noun that has a similar meaning to plan.)
because it follows a verb (ran) and ends in -ily,
but you don’t know what it means. However, you Light and dark are antonyms (opposites).
don’t need to know what it means to understand
the idea of the sentence. Keep reading the rest The number of vegetarians—people who don’t eat
of the passage and come back to the word when meat—is growing every year.
you’ve finished. Remember, you don’t have to (“People who don’t eat meat” is the definition of
understand every word to understand the meaning of vegetarians, so a vegetarian is “a person who doesn’t
a passage. eat meat.”)
If you need to know the meaning of the word to 4. Can you see a word you know inside the unknown
understand the passage, try the next strategy. word?
Example: That shop sells expensive underwear.
2. Can you guess the meaning of the word from In this sentence underwear is the unknown word. You
the other words in the sentence, or from the know that underwear is a noun (it follows the adjective
sentences before and after? expensive). You also know that it is something that a
Example: I climbed up on the horse and sat on the shop sells and that it can be expensive. Look at the
saddle and then picked up the reins. We word underwear carefully. You can see that it contains
started to ride! the words under and wear. From this you can guess that
In this sentence there are two new words, saddle and it is something that you wear and that it is something
reins. From the sentence you can see that a saddle is a that goes under. You can guess that underwear is the
noun because it follows the word the and has the word word for clothes you wear under your other clothes.
and after it. Also, you can tell it is something that you
Be careful—this strategy doesn’t always work (e.g.,
can sit on and that it is on a horse. From this you can
understand doesn’t mean “to stand under something”),
guess that saddle is the name of the seat on a horse
but it is often useful.
(correct).
Reins is more difficult. Again, you know that it is a noun 5. Does the word have any prefixes and suffixes that
because it follows the word the and is followed by a can help you?
period. Also, because it ends with -s it is probably plural. Example: T he students in the class were
You can tell from the sentence that they are something uncontrollable.
you can pick up and that they are probably connected With the word uncontrollable in this sentence, you can’t
to a horse, so you can guess they are the pieces of rope tell exactly what part of speech it is. It could be a noun
or leather used to control a horse (correct) but you aren’t (e.g., The students were girls.); it could be an adjective
completely sure. However, you can still understand the (e.g., The students were young.); or it
sentence without understanding the word, so keep could be a verb (e.g., The students were hit.).
reading the passage.
However, if you look at uncontrollable carefully, you can
see the word control inside. Perhaps it has the meaning
3. Is the meaning of the word given in the
of control. After control you can see the suffix -able,
sentence?
which means “able to be,” so controllable means
Example: L ast night I bought some great “able to be controlled.” Then, you can see the prefix
pumpernickel, a kind of dark bread. un-, which means “not” or “the opposite meaning,”
In this sentence, the word pumpernickel is a new word. before the word controllable. So you now know that
Look at the words after the comma, “a kind of dark uncontrollable means “can’t be controlled.”
Here are some more examples:
This new glass is unbreakable.
(It can’t be broken.)
The bus was full of preschoolers.

(Pre- means “before,” -er means “someone or someone who is or does something,” -s makes the plural of most
nouns. Preschoolers are young children who don’t go to school yet.)
Here is a list of prefixes and suffixes that appear in the reading passages of Reading Advantage Book 3.
Prefixes
Prefix Meaning Examples
auto- done to, or by, oneself automatic, automobile
bi- used in words in which two is part of the meaning bicycle
bio- referring to life or living things biodegradable, biology
de- used to form the opposite of a verb decompose
en- putting something in a particular state encourage, enable
full- complete, maximum full-length, full-speed
mis- done badly or wrongly misunderstand, mistake
non- not nonpolluting, nonsurgical
pre- done before predict, prepay
tri- used in words in which three is part of the meaning trilogy, triple
under- below underground, underwater
Suffixes
Prefix Meaning Examples

-able, -ible able to be done biodegradable, accessible
-ate used to form some adjectives passionate, deliberate
-en used to form verbs meaning to increase a quality sweeten, lengthen
-ism used to form nouns referring to a belief or religion vegetarianism,
environmentalism
-ive, -ative added to some nouns to make adjectives comparative, expensive
-ular ends some adjectives popular, spectacular
-ure used to form some nouns sculpture, architecture
The following prefixes and suffixes were previously introduced in Books 1 and 2. An explanation of these prefixes
and suffixes can be found on page 19 of Teacher’s Guide 1 and 2.
Prefixes:
anti-; astro-, centi-; co-; dis-; ex-; in- / im-; inter-; kilo-; mid-; milli-; re; un-; vice-
Suffixes:
-al; -ance / -ence; -ant / -ent; -ary; -tion / -ation / -ion; -ent; -er; -free; -ful; -ian; -iest / -est; -ility; -ious;
-ist; -ity; ise / -ize; -less; -ly / -ily; -ment; -ness; -ous; -ship; -sion

INTRODUCTION TO UNIT NOTES
For each of the 20 units in Reading Advantage, there is a page of notes.
The Unit Summary lists the target The Writing Extension gives
vocabulary and idioms for that suggestions for writing
unit. The number of the line on activities linked to the theme
which each idiom first occurs is of the unit. These activities
provided in parentheses after can be done in class or may
the idiom. be assigned for homework.
Answers to the
Target Vocabulary,
Reading
Comprehension,
and Vocabulary
Reinforcement
questions.
The Listening and

Speaking Extension
provides an activity
related to the
theme of the unit
to provide in-class
speaking practice.
If you don’t want to
practice speaking
with your class,
many of these
Language Notes activities could
give further be modified for
information about homework writing
vocabulary found in tasks.
the units. These
notes include points
such as synonyms
and antonyms, Background Information gives Internet
points of potential references for further reading on the topic.
confusion, recycling Interested students may be able to use these
of earlier vocabulary, references for further reading practice on the
and alternative topic. However, these sites are not aimed
definitions of specifically at students of English as a Foreign
previously taught Language, and many students may find the
vocabulary. ungraded language difficult.
There is also a page of notes for each of the four review units (pages 26, 32, 38, 44). Each review unit notes page
contains the answers for the review activities, as well as a suggested extension activity.

UNIT 1 Spiders
For general guidelines on how to teach a unit, see pages 5 to 8.

For suggestions on ways to present and practice vocabulary and idioms, see pages 13 to 19.
Unit Summary • Make a go of something is an informal idiom, as is the

related “make it big.” Ashley didn’t make a go of her
acting career on stage, but she certainly made it big
Target Vocabulary Idioms in Hollywood.
artificial, benefit, as (the) name suggests (4), • The last section asks about genetically modified
environment, modify, make a go of something (“GM”) animals and plants. This is a controversial issue
native (to), potential, (20), stand a chance (21) in some countries but may be unknown elsewhere. It
reputation, significant, refers to artificially changing the gene structure so
species, unique that the plant or animal has more desirable features.
Answers Writing Extension
Target Vocabulary: 1. c; 2. d; 3. i; 4. b; 5. a; 6. e; Ask students to write about animals they don’t like. Ask
7. g; 8. f; 9. h; 10. j why they feel this way. Is their attitude based on personal
experience or purely on an animal’s reputation?
Reading Comprehension: 1. a; 2. b; 3. a; 4. d; 5. a
Vocabulary Reinforcement: A) 1. b; 2. a; 3. d; 4. b;
5. b; 6. c; 7. b; 8. d B) 1. species; 2. potentially; Suggested approach:
3. environment; 4. make a go of; 5. artificial; 6. benefit I have hated spiders ever since an experience I had when I was
four years old . . .
Language Notes
• As students encounter new vocabulary, routinely ask

Listening & Speaking Extension
them to identify the part(s) of speech and urge them
to use prefixes and suffixes to extend the new word to Spider stories are popular in several parts of the world.
related forms. Also, point out common collocations, Ask your class if they know of any. If they do, have
or words that go together. For example, artificial is people take turns telling stories. If they are not familiar
often used with respiration as a form of first aid, or with them, you can print some spider stories from the
sweetener for a sugar substitute. Benefit can be a noun Internet and have students read them in small groups.
or a verb and can easily be extended to the adjective Then they can choose to dramatically retell the story
beneficial (something that gives advantages) as used they’ve read or make up a similar one. The rest of the
in the Reading Comprehension and Vocabulary class tries to tell whether the stories are well known or
Reinforcement sections. made up.
• The meaning given for environment gives its ecological
or scientific use. Environment also refers more
generally to a person’s work or living surroundings.
Background Information
Leo can’t work in a noisy environment.
There are many fine Internet resources for spiders. For
• Point out that fund and the related word funding general background information and links to scientific
always refer to money. When the student group lost resources, go to http://www.sedl.org/scimath/
its funding from the university, they held a special pasopartners/spiders/welcome.html. To find spider
dance to raise funds. stories and lesson plans for using them, visit Kennesaw
• Draw students’ attention to the words glossed in State University’s site at http://edtech.kennesaw.edu/
footnotes at the bottom of the Reading Passage. In web/spiders.html. Find hundreds of Jamaican spider
this unit, biodegradable is used again in two of the stories linked from http://www.sacred-texts.com/afr/
Reading Comprehension questions. jas/.

UNIT 2 The Sphinx

Unit Summary students need to find an answer at the right level

of specificity—not about a small detail and not too
general. Have them analyze each possibility for the
Target Vocabulary Idioms right level.
archaeologist, cane, to this day (17), keep one’s • Reading Comprehension question 4 poses two
crawl, monument, word (13), make sense (of) challenges. Option “a” is a double negative when
restore, riddle, statue, (27) combined with NOT in the question stem. This has the
strangle, visible, effect of canceling out the two negatives. Secondly,
worship eliminating option “b” rests on understanding that
the new idiom to this day in line 25 means that
restoration work continues right through today. Get
students in the habit of referring to line numbers to
Answers locate information for answering questions.
Target Vocabulary: 1. j; 2. c; 3. d; 4. i; 5. a; 6. g;
7. e; 8. h; 9. b; 10. f Integrated Writing, Listening & Speaking Extension
Reading Comprehension: 1. b; 2. d; 3. a; 4. b; 5. c
Vocabulary Reinforcement: A) 1. c; 2. b; 3. a; 4. d; Students will write riddles for other classmates to
5. c; 6. a; 7. b 8. b; B) 1. monument; solve.
2. archaeologists; 3. visible; 4. worship; 5. strangled; 1. As a warm-up for this activity, read two or three
6. make sense examples. Use your favorites (What’s black and white
and “red” all over? A newspaper.) or locate some
online at www.riddlenut.com/show.php.
Language Notes
2. Then, have students work in pairs and write out their
favorite riddle in large, clear letters on the paper.
• Since the Before You Read section uses monument, Post the riddles on the walls.
start with what students already know about this
3. Students circulate around the classroom and try to
word. While some monuments are built in memory
answer riddles by reading them out loud.
of people or events, others are simply large-scale
buildings that were important in the past. 4. Then, as a class, riddle writers listen for answers and
help with hints.
•A rchaeologists typically study ancient cultures based
on the physical remains of buildings, monuments, 5. When all the riddles are solved, ask what makes
and tools such as pottery. By contrast, historians study riddles fun and funny? Often, they are a play on
old cultures based on written records. Archaeologist words where the same word has several meanings.
is also occasionally spelled archeologist. This extension is fun as a competition between classes
•The new vocabulary term archaeologist presents an using the same book.
opportunity to look at suffixes for occupations. What
other job names end in -ist? Examples are physicist,
artist, and biologist. Occupations ending in -ian Background Information
include musician and physician, while writer and actor
end with -er/-or suffixes. For information on the Sphinx and other Egyptian
• A statue is usually a life-size or larger representation monuments, search the NOVA website online using
of a person or animal made out of a hard, lasting the search word “sphinx” at http://www.pbs.org/wgbh/
material such as metal or stone. Statues are typically nova/. This site includes interviews with archaeologists
smaller than monuments. Sometimes a statue can and classroom resources. For a visual tour of the Sphinx
occur with a monument (e.g., Lord Nelson in Trafalgar restoration, go to http://www.guardians.net/egypt/
Square in London). sphinx/. UNESCO’s World Heritage site at http://whc.
• The first Reading Comprehension question relates unesco.org/en/list identifies 936 important sites or
to the main idea of the entire reading passage. The monuments listed alphabetically by country.

UNIT 3 Blogging

Unit Summary • Question 2 in the Reading Comprehension section

requires inference. Students must use the footnote
for anonymous as well as the phrase “called himself”
Target Vocabulary Idioms to make sense of the options.
ally, comment, enable, find (something + adjective) • Draw students’ attention to signal phrases in Reading
estimate, involve, (15), make (the) headlines Comprehension questions such as “most significant”
media, personal, (28), point of view (4) in question 4.
regularly, source,
specifically
Answers Students will create a survey on Internet use, ask

classmates for information, and report their findings.
Target Vocabulary: 1. b; 2. c; 3. i; 4. d; 5. e; 6. f; 7. a; 1. Divide the class into two teams.
8. j; 9. g; 10. h 2. Each team will create a survey with five questions
Reading Comprehension: 1. c; 2. c; 3. d; 4. a; 5. b about Internet use. The answers should be short
Vocabulary Reinforcement: A) 1. d; 2. d; 3. c; 4. c; (yes/no) or a number.
5. d; 6. a; 7. b; 8. d B) 1. media; 2. made the headlines; 3. Suggest some sample questions:
3. diary; 4. source; 5. point of view; 6. enabled
Do you use the Internet every day?
How many hours a day do you use it?
Language Notes
Which of these do you use: email, chat, downloading
music, own website, blogging, playing games,
• In the Before You Read section, the word diary is used buying things, etc.
in its American English sense of a personal record or
log of daily events. In British English, diary can also They can also ask for data such as age or whether they
mean a calendar in which you write your plans and own a computer.
appointments. 4. Give the teams time to write their questions with
• Three of the target words in this unit have the same form spaces for people to answer.
when they appear as nouns or verbs: ally, comment, 5. Then have each team interview three people on the
and estimate. Have students practice creating other team.
sentences using each of these words as both nouns
and verbs. England and the USA are allies. A small 6. The team should compare answers and see if there
country that allies itself with a larger country may do are any patterns.
so for many reasons. She made the comment without 7. Report the patterns to the other team.
thinking. Many people commented on the article.
The estimate was quite accurate. It is hard to estimate
the cost. Background Information
• In the past, media referred to print or broadcast sources
of information. However, today, the Internet serves These days, everyone from U.S. Presidential candidates
as the primary source for many people. A number of to unknown ESL students has a blog or uses social media
websites gather news from other sites from all over sites and the quality varies enormously. A directory of
the world in one place and are constantly updated blogs by subject can be found at http://blogdirectory.
(e.g., http://news.google.com). net so that students can explore the medium before
•S
pecifically means exactly or precisely, just the starting their own blogs with http://blogger.com. For
opposite of generally. In reading, it’s important to ideas on using blogging with ESL/EFL students, see
understand both the general, or overall, idea, and the http://iteslj.org and search for related articles using the
specific, or particular, supporting details or examples. search keyword “blogs.”

UNIT 4 Blockbuster Movies

Unit Summary •M
aximum and minimum refer to certain set limits such
as spending money or driving speed. Average means
typical or usual.
Target Vocabulary Idioms • Have students take note of the root spect- that
budget, expect, take (something) into ac- appears in the target vocabulary item spectacular.
full-length, humble, count (22), make up for This root has the meaning “to look at.” Other words
merchandising, (27), take (something) for with this root in them include inspect, spectator, and
minimum, notorious, granted (36) spectacles. By linking spectacular to its meaning of
rely (on/upon), (seeing something) wonderful or exciting, students
spectacular, studio may retain and recall the word better.
• Students who have used Reading Advantage 2 will
already be familiar with the terms NASA, rockets,
Answers and spaceships, but other students may benefit from
reviewing these terms before doing the Reading
Target Vocabulary: 1. a; 2. h; 3. i; 4. b; 5. j; 6. g; 7. c; Comprehension questions.
8. f; 9. d; 10. e Ask students to work in small groups and choose a recent
Reading Comprehension: 1. b; 2. a; 3. b; 4. c; 5. a film. In their group, they have to think of merchandising
Vocabulary Reinforcement: A) 1. a; 2. c; 3. d; 4. a; connected with that film. Their task is to write and act
5. b; 6. a; 7. c; 8. b B) 1. humble; 2. budgets; out an advertisement for these goods. For example, for
3. studios; 4. expect; 5. spectacular; 6. merchandising Harry Potter and the Deathly Hollows, students might
do a TV commercial for the soundtrack, computer or
video games based on the series, or clothing such as
Language Notes T-shirts. Alternatively, they could write a print ad for the
Rowling books.
• Since the word budget occurs in the Before You Read
section, ask your class for their understanding of the
term. Do they budget for their regular expenses? Listening & Speaking Extension
• Introduce good test-taking strategies throughout the
course. As the Target Vocabulary sections become Each small group then does a role play of a scene
longer and more complex, students should be from the film they have chosen. As an example from
encouraged to use a process-of-elimination strategy the above film, they could play the roles of Harry,
in which they first answer the items they are sure
Ron, Hermione, and Valdemort. After all groups have
of, crossing out options as they go, then use the
remaining options to answer questions that are more performed their advertisements, have the class vote on
challenging. which advertisement they liked best, or which was most
effective.
• In the meaning for humble, poor refers to
socioeconomic circumstances, not something
negative or inferior. In meaning modest, humble Background Information
is the opposite of proud when someone considers
himself not as important as other people. In general,
humble has a positive sense and frequently collocates Visit Dave’s ESL Cafe with links to websites of actors and
with beginnings. He came from humble beginnings actresses, screenplays and scripts, and film discussions
as a small village schoolteacher, but, today, Mike is with other learners at http://eslcafe.com and go “Stuff
the president of a multinational company. for Student” tab “Forums: Film and Cinema.” The site
• By contrast, notorious means having a very bad at http://www.eslpartyland.com/interactive/scavenger/
reputation that is widely known. scavhunt.htm is another ESL guide to finding movies on
•M erchandising has a general meaning of selling things the Internet and using the Internet Movie Database at
through advertising, but in the context of films and http://www.imdb.com/. There, you can read reviews, buy
cinema, it specifically refers to “tie-ins”—items that movie merchandise, and find out about film availability.
are directly related to particular movies or TV shows This site is an excellent source of information about box
and sold to increase the profits from those films. office blockbusters and movie budgets.

UNIT 5 The Tour de France

Unit Summary • In Reading Comprehension question 3, two answers

are technically possible. Henri Desgranges was
indeed a famous cyclist, but he is better known as the
Target Vocabulary Idioms founder of the Tour de France.
• Note that take advantage of can be used in both
alien, clockwise, keep track of (20), take
positive and negative ways depending on context. If
consist of, cycle, dot, advantage of (28), catch up
you take advantage of a person, you use that person
honor, neighboring, (with/to someone) (26)
in a negative way to get what you want.
overall, route, sprint
Writing Extension
Answers
Ask students to work in small groups to develop a three-
Target Vocabulary: 1. f; 2. e; 3. c; 4. d; 5. g; 6. j; 7. h;
day bicycle race in their country. Have groups choose
8. a; 9. b; 10. i
a varied route that has great scenery. Then students
Reading Comprehension: 1. c; 2. b; 3. d; 4. c; 5. b should pretend that they are participating in the event.
Vocabulary Reinforcement: A) 1. d; 2. b; 3. d; Write a journal entry describing the most difficult day.
4. d; 5. d; 6. b; 7. a; 8. c B) 1. cycling; 2. clockwise;
3. neighboring; 4. consists of; 5. keep track of; Suggested approach:
6. overall I found today’s ride the most difficult yet because of the
weather, the route over the high mountains, and the fact that I
fell so far behind. I knew I had to catch up with the others or I
wouldn’t stand a chance of winning . . .
Language Notes
If time permits, have each group stand up and present
• At the outset, note that cycling is the gerund form of the route they have decided upon to the rest of the
the verb to cycle. It can mean riding on any type of class. Have the class decide which route would be the
bicycle, but in the Tour de France, special lightweight most interesting.
bicycles are used. Bicycles are usually called bikes in
casual conversation.
• In science fiction writing, aliens refer to creatures from Listening & Speaking Extension
space, but in a legal sense in modern societies, aliens
are simply people who live and work in a country Language learners often surprise themselves when
other than their own. The United States is trying to cut they speak in public about a topic they really like. Each
down on the number of aliens who enter and work in member of the class has one minute to talk about their
the country illegally. favorite athlete and why they like him/her. Example: I
•C lockwise and its opposite, counterclockwise think Lance Armstrong is a great sportsman because
or anticlockwise, are useful ways of giving clear he never gives up, even if he takes a fall. Also, he has
instructions. respect for other bicyclists in the race . . .
• Traditionally, a dot is simply a small spot often used
in designing fabric. It collocates with polka dot to
describe this pattern. Recently, dot has become a Background Information
common word in Internet addresses and in Internet
companies called “dot coms” because the dot Visit the official Tour de France site at http://www.letour.
(period or full stop) precedes the domain com. fr/indexus.html for information about the route and
• Alert students to the fact that British and American stages of the next tour. You can also buy Tour-related
English use different spellings for the words merchandise here. Bicycling Magazine’s coverage at
neighbor/neighbour and honor/honour. Check to see http://www.tourdefrancenews.com/tour-de-france
if one spelling is preferred where you live. Although includes information about top riders, maps, and
route is spelled the same in both English forms, it can pictures. For general information and statistics related
be pronounced quite differently: /raUt/ (American) to bicycle safety, health benefits, and more, check
or /rut/ (British). In the United States, route is used out http://www.bikesbelong.org/resources/stats-and-
with numbers to specify main roads and highways. research/statistics/.

REVIEW UNITs 1 - 5
Answers
A. 1. a; 2. a; 3. b; 4. b; 5. a; 6. a; 7. b; 8. b; 9. b; 10. b
B. 1. potentially; 2. significant; 3. made the headlines; 4. media; 5. riddle; 6. actually; 7. neighboring;
8. worship; 9. visible; 10. expected
C. 1. a; 2. b; 3. a; 4. c; 5. b; 6. c; 7. a; 8. a; 9. c; 10. b
D. Across: 1. spectacular; 3. series; 5. day; 7. dot; 8. route; 10. rely; 13. reputation; 14. benefit Down: 2. alien;
3. studio; 4. stand; 6. regular; 9. native; 10. riddle; 11. budget; 12. cane
Extension Activity: Word Maps
In this review of Units 1 through 5, groups of students will 3. When all the groups have scenes ready, ask each
review the vocabulary items of a unit then create a visual group to present theirs in turn. The other students
scene using vocabulary words and idioms. The class will become an audience who have to figure out what the
need the Reading Advantage book to do the activity. situation is. The performers can acknowledge correct
guesses with nods and shakes of the head but should
To start off, create a group for each unit. Divide the class
encourage their audience to make the most of the
into five groups of the same size. Assign one unit (1–5)
situation. It is perfectly acceptable for students to
from Reading Advantage to each group and send the
use their Reading Advantage books open to the unit
groups to different places in the room where they can
being enacted. When the scenario has been guessed
work without being overheard.
correctly, the next team takes their turn. Example:
In this activity, the goal is for each group to use ideas
Performer : [mimes holding a spider in her hand]
from a unit to create scenes that will be acted out for the
rest of the class. Guessers : You have a pet mouse?
1. The group will first look at the theme of the unit they Performer : [shakes head]
have been assigned, and the list of vocabulary words
and idioms. The students then settle on a topic that Guessers : Is it a spider?
they can act out without sound for the rest of the class. Performer : [nods. Mimes spider biting someone.]
While the unit theme is perhaps the easiest to use,
imaginative students may prefer to branch out slightly Guessers : Is it poisonous?
to a related subject. Each scene should use at least
...
one of the vocabulary words and preferably several
of them. For example, in Unit 1, students could 4. When each unit has been presented in turn, there are
pretend that the imaginary spider one of them holds two choices for remaining time. One option is to have
in their hand has a reputation for being poisonous. each unit group make up another scene. Alternatively,
Someone who is bitten doesn’t stand a chance! Ah, use one of the activities from the Vocabulary Activity
but then they discover it’s not a real spider after all; Bank on pages 14–15 to review vocabulary from the
it’s artificial. first five units.
2. Students should use body positions, facial expressions, Finally, students should write down any words they had
and gestures to mime their scene to the rest of the to look up or words they didn’t remember. These are
class. It is permissible to “mouth” words (or screams, the words to study before going on to the next group
etc.), but not to say anything aloud. of units.

UNIT 6 Left-Handedness

Unit Summary • Use occupation to review job words and link them
with what people do in those jobs. Make two lists
on the board: one for occupations and one for job
Target Vocabulary Idioms descriptions. Start with occupations students have
recently learned (architect, archaeologist, military)
abnormal, architect, look down on/up to (26), as and see how many more they can remember.
attitude, damage, well as (12), along with (2)
• Ask students to sort discourse markers and connectives
mental, mild, normally,
into categories of joining similar information (as well
occupation, physical,
as, along with) or contrasting different information (in
vegetarian
comparison, on the other hand).
Answers
Writing Extension
Target Vocabulary: 1. j; 2. h; 3. b; 4. c; 5. e; 6. g; 7. f;
8. d; 9. a; 10. i Give students this challenge: Sometimes the best way
Reading Comprehension: 1. c; 2. c; 3. d; 4. b; 5. d to appreciate another point of view is to test an ability
Vocabulary Reinforcement: A) 1. a; 2. c; 3. b; 4. d; you take for granted. For one hour, do everything with
5. c; 6. b; 7. b; 8. d B) 1. abnormal; 2. looked down on; your other hand (NOT the one you usually use) and think
3. attitudes; 4. mild; 5. damage; 6. so far about the experience. Then write what you discovered
in your journal.
Language Notes Suggested approach:

I’m usually right-handed, so when I used my left hand, my writ-
ing looked like a child’s! Then I tried to open a soda bottle and
• The Reading Passage mentions people who are I had difficulty twisting the top off . . .
either right- or left-handed. Some students may
ask about people who can use either hand equally
well. The term for this is ambidextrous, the prefix
ambi-meaning “both.” Other words using this prefix Listening & Speaking Extension
are ambivalent, meaning “uncertain,” and ambiguous,
meaning “confusing” or “able to be understood in
Have small groups discuss different attitudes that
different ways.”
societies have towards mental and physical illness.
• The presence of the word abnormal in the Target Physical illness is usually accepted with understanding
Vocabulary creates a natural opportunity to explore and sympathy, whereas mental illness is regarded
what happens when prefixes are added to words negatively. Inquire if this distinction is true in the
already encountered in Reading Advantage 3. List the students’ experience. What examples can they give?
following words on the board and ask what the prefix
is and how it affects the word (unit number given in
parentheses): insignificant (1), invisible (2), disable (3), Background Information
unspectacular (4), and dishonor (5).
• The Reading Passage discusses the changes in There are a number of Internet sites that attempt to
attitude over time toward left-handedness. You might educate right-handed people about the difficulties
point out that the word sinister, defined on page 808 left-handed people encounter on a daily basis. See
in the Newbury House Dictionary as “seeming evil or http://www.indiana.edu/~primate/left.html, a useful
harmful,” once was used for left-handedness. background resource. Go to http://www.ehow.com/
• The new vocabulary presents two sets of opposites: about_5412903_left-vs-right-handed-people.html for a
mental and physical as well as damage and benefit brief discussion of left-handedness and links to other
(from Unit 1). As a verb, damage means to harm or related articles on this topic.
injure something or someone, while benefit means to
do something positive that will help.

UNIT 7 Music and Dance

Unit Summary • The word psychology includes the suffix -ology. This
suffix appear on many other words related to the
study of certain fields. See how many other words
Target Vocabulary Idioms with this suffix the class can think of. Examples include
anthropology, archaeology, biology, climatology,
analyze, confident, the connection between criminology, ecology, entomology, geology,
creative, easy-going, (19), according to (16), neurology, radiology, sociology, and zoology.
nervous, outgoing, among other (things) (10)
personality, project,
psychology, smoothly Writing Extension
Ask students to write about one method that people

Answers use to predict the personalities of other people. If
students have trouble coming up with ideas, suggest
birthdates (astronomy and Zodiac signs), blood types,
Target Vocabulary: 1. c; 2. f; 3. h; 4. d; 5. a; 6. b; or the study of parts of a person’s body (hands, feet,
7. g; 8. e; 9. i; 10. j head, etc.). Students should include information about
Reading Comprehension: 1. a; 2. a; 3. c; 4. b; 5. c their own personality type as predicted by the method
Vocabulary Reinforcement: A) 1. a; 2. b; 3. b; they describe.
4. a; 5. c; 6. a; 7. c; 8. a B) 1. projects; 2. personality;
3. confident; 4. connection between; 5. According to; Listening & Speaking Extension
6. shuffle
Go around the class and have each student give a one-
Language Notes minute talk on how well or how poorly their predicted
personality type matches how they actually see
themselves. Encourage students to give examples to
• Several of the target vocabulary items in this unit relate support their ideas. If your Zodiac signs predicts that
to personality types: confident, creative, easy-going, you are creative, what do you do (or not do) that shows
nervous, and outgoing. In order to help students link you are (or are not) creative?
these personality types to concrete images or people
they know, have the class brainstorm typical things
such people do or typical ways they act. Confident Background Information
people don’t mind speaking in front of people.
Creative people make works of art. Easy-going A brief synopsis of the article mentioned in the unit
people don’t argue much. Nervous people sweat a can be found at http://channels.isp.netscape.com/
lot. Outgoing people enjoy parties. whatsnew/package.jsp?name=fte/musicalchoice/
• There are certain words in English that look the same musicalchoice&floc=wn-nx. This site includes 13 music
but are pronounced differently and have different genres and personality types for each genre. There are
meanings. Such words are called heteronyms. One also numerous websites that have online personality
such word that appears in this unit is project, defined tests for students to take. A quick 72-question test that
as a noun and pronounced with the stress on the first can be scored instantly is at http://www.humanmetrics.
syllable. If the stress is moved to the second syllable, com/cgi-win/jtypes2.asp. Students can also create their
this word becomes a verb with one possible meaning own personality quizzes for fun to give to other students.
of “to throw or shine an image.” Other words like Visit http://quizilla.teennick.com/hubs/personality-
this that students may be familiar with are bass, bow, quizzes to see examples of personality quizzes created
close, excuse, present, produce, tear, and wind. by kids.

UNIT 8 Body Language

Unit Summary Chinese, tone refers to pitch, the highness or lowness

of sound. The same word can have different meanings
depending on what tone is used.
Target Vocabulary Idioms • In line 19 of the Reading Passage, mirroring means to
automatic, point out (25), have copy the position of the other person in the same way
circumstances, factor, (something/nothing) to do as the reflection in a mirror.
gesture, imply, inter- with (27), by and large (13) •E
ye contact, mentioned as option “d” for Reading
pret, offensive, tone, Comprehension question 4, means looking
unconscious, universal another person directly in the eye and holding that
connection. Eye contact varies enormously between
cultures. In many cultures, too much eye contact may
be considered rude and offensive.
Answers
Target Vocabulary: 1. b; 2. c; 3. a; 4. d; 5. e; 6. j; 7. f; Integrated Writing, Listening & Speaking Extension

8. g; 9. h; 10. i
Reading Comprehension: 1. a; 2. b; 3. a; 4. d; 5. b Students will produce a handbook of body language.
Vocabulary Reinforcement: A) 1. d; 2. a; 3. b; 4. a; 1. Divide the class into four working teams. Assign each
5. c; 6. c; 7. a; 8. c B) 1. tone; 2. unconscious; team one of these categories: facial expressions,
3. automatically; 4. interpreted; 5. gestures; 6. imply hand gestures, arm and leg movements, and general
body position and use of space.
Language Notes 2. Each team should discuss what they know about body
language for their topic. If your class is multicultural,
they should say what movements mean in their
• Automatic, something that works by itself without culture.
outside help, contains the prefix auto- that has much
3. Suggest some sample items to get the teams
the same meaning. Ask how this prefix is related to
started:
autobiography, automobile, and autograph.
• Factor is often collocated with the idiom take into How many ways can you indicate “no”?
account. In deciding on the prize, the committee took How can you tell if someone is open to your ideas?
many factors into account.
What are personal space limits in your culture?
• Imply is very subtle. When you imply something, you
don’t say it directly. Imply is closely related to the Are there some gestures people shouldn’t make in
reading skill of inference except that imply refers to your society?
the person who is giving the message (verbally or 4. N
ext, each team writes up the results of their
in writing) and infer refers to the reader or listener discussion on posters, adding pictures or other
who receives the message. For example, From the information as desired.
passage, I inferred that the statement was true. In
both cases, more is suggested than the actual words 5. Finally, all teams present their posters to the class for
used. In order to make sense of the communication, comments and feedback.
it is necessary to interpret. In this sense, interpret
doesn’t have its usual meaning of translating from one
language to another, but means “reading between Background Information
the lines” and using nonverbal communication.
• When someone does something unconsciously, they Body language is also known as nonverbal
are not aware of the action. Literally, unconscious communication, so it may be useful to search with
means senseless or knocked out, either by a physical those words. See http://www.cis.doshisha.ac.jp/
problem or by anesthesia, for example, during kkitao/library/biblio/nonverb-bib.htm for the Kitaos’
surgery. bibliography on this topic for ESL/EFL teachers. To
• For this unit, tone refers to the emotional quality of follow up the quiz reading passage on proxemics (use
speech. Judy could tell her mother’s mood from the of space) in the ESL classroom, go to http://www.au.af.
tone of her voice. However, in languages like Mandarin mil/au/awc/awcgate/state/proxemics.htm.

UNIT 9 Cosmetic Surgery

Unit Summary • Note that “up to” in line 7 of the Reading Passage
means women paid a maximum of $1,000 but
not necessarily that much. This clue along with
Target Vocabulary Idioms the information that patients paid “X amount a
day” eliminates option “c” in the second Reading
complain, inject, insti- ex (8), pass (oneself/ Comprehension question.
tute, medical, patient, something) off as (8), to an
• The passage explains the effect of Botox is to paralyze
procedure, rapid, repair, extent (28)
nerves in line 25. Check understanding of the word
scar, temporary
paralyze (to make a part of the body unable to
move or sense feeling) for question 8 in Vocabulary
Reinforcement. Model the good practice of referring
Answers to specific line numbers in answering questions.
Target Vocabulary: 1. d; 2. b; 3. i; 4. a; 5. f; 6. c; 7. g; Writing Extension

8. e; 9. h; 10. j
Reading Comprehension: 1. a; 2. a; 3. b; 4. b; 5. c Have students write in their journals about the kinds of
Vocabulary Reinforcement: A) 1. c; 2. d; 3. b; 4. c; 5. changes they’d make to have an ideal body. Can some
a; 6. b; 7. b; 8. d B) 1. patients; 2. passed herself off as; of these be done by diet and exercise or do they require
3. injected; 4. procedure; 5. medical; 6. temporarily plastic surgery?
Suggested approach:
I like most of my face, but I wish I had a different nose. Maybe
Language Notes I’ll have cosmetic surgery someday. As for my body, a good
diet and regular exercise could make a big difference, but it’s
so hard to stick to a routine.
•P lastic surgery is a more general term including
reconstructive and cosmetic surgery. Reconstructive
surgery rebuilds damaged parts of the body. Such Listening & Speaking Extension
damage occurs as a birth defect (e.g., cleft palate) or
results from an accident or disease. Cosmetic surgery
makes someone more attractive and helps their Plastic surgery is not without health risks. Divide the
self-esteem. class into two groups and have them debate the merits
of cosmetic surgery. Factors to consider are attitudes
•In Before You Read, point out that appearance words toward aging and trying to look like celebrities. What
are gender-linked in English. Handsome is used for kinds of changes are important enough to justify the
males while beautiful, pretty, and cute are reserved risks?
for females. Ask the class for other appearance
words. Which are more polite than others (heavy vs.
fat)? Which usually refer to things instead of people? Background Information
My grandmother lives in an ancient cottage with my
elderly uncle.
The American Society of Plastic Surgeons’ website at
• The meaning of patient depends on the part of speech. http://www.plasticsurgery.org/ has information on types
As a noun, a patient is someone treated by a doctor. and reasons for plastic surgery, descriptions of common
As an adjective, a patient person is someone who can medical procedures, case studies of people who have
wait calmly. The opposite adjective is impatient. The had plastic surgery for a variety of reasons, and news
hospital patient became impatient waiting for the about recent developments in the field. The American
doctor. Society for Aesthetic Plastic Surgery (www.surgery.org)
• In this unit, procedure means a medical treatment. has a similar site devoted solely to cosmetic surgery.
Usually it means a set of detailed steps for doing Online encyclopedias also have informative articles on
something. Follow the correct procedure for dropping types of plastic surgery and actual techniques that are
courses or you’ll have to start again. used.

UNIT 10 Natural Wonders

Unit Summary • Two target vocabulary items in this unit are examples
of words that have the same form and pronunciation
as nouns and verbs: flow and rank. See if students
Target Vocabulary Idioms are able to make sentences using both of these
words as nouns and verbs. The river flows quickly.
amazing, border, time and time again (4), a The river’s flow is too strong to swim against. We
eruption, flow, handful of (4), be based on ranked the items on the list. The rank of each item
formation, landscape, (12) was then reported to the class.
locate, rank, structure,
surround
Integrated Writing, Listening & Speaking Extension
Answers Students will produce posters about an interesting

natural place to visit.
Target Vocabulary: 1. g; 2. a; 3. f; 4. h; 5. b; 6. c; 7. d; 1. Divide the class into working teams of three people
8. j; 9. i; 10. e each.
Reading Comprehension: 1. b; 2. b; 3. c; 4. c; 5. a 2. The team should discuss different natural places that
Vocabulary Reinforcement: A) 1. d; 2. c; 3. a; 4. b; they have visited or would like to visit. As a team,
5. b; 6. b 7. a; 8. b; B) 1. a handful of; 2. ranked; they should agree on one natural place about which
3. structure; 4. formations; 5. flow; 6. border they will create a poster.
3. Suggest some sample questions to get the teams
started:
Language Notes
What makes this natural place interesting or
beautiful?
• The target words formation and structure in this
unit may confuse students due to their similarity in Where is this place located?
meaning. Have students think about things in nature What can people see or do while they are visiting
made by animals, and then connect those things with this location?
structures: beehives, bird nests, termite mounds, etc. 4. T
hey should then think about the words and
Then have students think about things in nature made graphics they want to use on the team’s poster.
by natural process (weather, water, wind, etc.) and
then connect those things with formations: famous 5. For the next step, each team creates posters, adding
mountains, cliffs, rocks, etc. pictures or other information as desired.
• Any time participles with -ing endings appear in 6. F
inally, all teams present their posters to the class for
target vocabulary lists, it is a good time to review comments and feedback.
the difference in meaning and use between the
-ing and -ed participle forms. In this unit, amazing
appears in the target vocabulary list. Have students Background Information
create sentences to contrast the use of amazing with
amazed. The waterfall was amazing. We were amazed The Seven Natural Wonders organization has set
by the waterfall. up a website to provide information about natural
• Two target vocabulary items in this unit include the wonders around the world. Numerous natural wonders
suffix -tion: eruption and formation. See if students for each continent are listed on the organization’s
can identify the roots in these words (erupt and website at http://sevennaturalwonders.org/. Students
form). Point out how the verb forms are used with the can also explore individual places through the links
suffix -tion to create the noun forms of each word. on this website. The BBC documentary Great Natural
Review other words presented throughout this series Wonders of the World can be viewed online at
that follow this pattern: competition, connection, http://topdocumentaryfilms.com/great-natural-
definition, donation, imagination, location, etc. wonders-of-the-world/.

REVIEW UNITs 6 - 10
Answers
A. 1. a; 2. b; 3. b; 4. a; 5. a; 6. b; 7. a; 8. b; 9. a; 10. b
B. 1. located; 2. damage; 3. physical; 4. abnormal; 5. patients; 6. connection; 7. releasing; 8. flowed;
9. complained; 10. according to
C. 1. c; 2. c; 3. a; 4. a; 5. a; 6. d; 7. b; 8. a; 9. a; 10. c
D. Across: 2. medical; 6. normally; 8. institute; 9. smoothly; 12. unconscious; 14. rank; 16. young; 17. inject;
19. based; 20. handful Down: 1. repair; 3. circumstances; 4. mild; 5. easy; 7. rely; 10. analyze; 11. surround;
13. imply; 15. mental; 18 thus
Extension Activity: Creating Analogies
In this review of Units 6 through 10, groups of students • leg : body :: keyboard : (computer – parts to
will review vocabulary items of a unit then create whole. A leg is part of a body. A keyboard is part of a
analogies using vocabulary words and idioms. The goal computer.)
is to make word associations clearer. The class will need
• entertainer : theater :: doctor : (hospital –
the Reading Advantage book to do the activity. You
association. An entertainer works in a theater, a doctor
will also need five overhead transparencies or some
works in a hospital.)
markers for the board.
By this time, the students should see the possibilities.
First, introduce the general idea of analogies. Students
Their task will be to create five analogies for their unit.
who have taken exams such as the SAT will be very
They should leave the fourth word in each analogy
familiar with them and can help explain how they work
blank for the class to guess.
to other students. Analogies are simply two pairs of
word relationships. They are usually expressed as 1. Divide the class into five groups and assign one unit
A:B :: C:D, where the relationship that exists between (from 6 to 10) to each group. Each group will work
A and B is the same as that between C and D. (In together to create five analogies. The five analogies
spoken English, A:B :: C:D is said “A is to B as C is to should each use at least one word or idiom from the
D.”) In creating analogies, the class will leave one space unit. The other words in the analogy can be from
blank. The rest of the class will guess the word from the other sources.
relationship.
2.When the groups are ready, they should present their
Write these example of analogies on the board, one at analogies for the class to guess. Use either the OHP or
a time. Leave the fourth word in each analogy blank, have the group write them on the board. As the class
and elicit from the class suggestions for words that guesses them, they should check the relationships
would complete the analogy. After the word has been by discussing them out loud. Sometimes there are
guessed, elicit the relationship of each from the class. several possible answers for a blank.
• big : large :: small : (little – synonyms for
3. Finally, students should write down any words they
similar concepts. Large is another word that means
had to look up or words they didn’t remember. These
big, little is another word that means small.)
are the words to study before going on to the next
• baby : adult :: young : (old – antonyms, or group of units.
opposites)
•h
urt : damaged :: fix : (repaired – cause and
effect. If you hurt something, it is damaged; if you fix
something, it is repaired.)

UNIT 11 Delivering the Mail

a job or at school and is usually used in the passive.

Unit Summary
Cindy was promoted to assistant manager.
• Ruin can be either a verb or a noun. As a noun, it
Target Vocabulary Idioms means a condition in which you have lost your money
and social standing. Betting on horses has been the
accessible, empire, take over (23), come to an
ruin of many race fans. As a plural—ruins —it means
establish, holy, intend, end (22), in touch (with) (29)
the parts of a building left after the rest has been
jealous, profit,
destroyed. The ancient castle lay in ruins when the
promote, recipient,
archaeologists started their work.
ruin
• In the business world, takeover becomes one word,
meaning that someone gets control of a business.
Answers For this unit, these activities are combined into a real-
life simulation.
Target Vocabulary: 1. b; 2. d; 3. a; 4. e; 5. g; 6. j;
7. i; 8. c; 9. f; 10. h
Reading Comprehension: 1. d; 2. a; 3. c; 4. c; 5. a Integrated Writing, Listening & Speaking Extension
Vocabulary Reinforcement: A) 1. b; 2. a; 3. c; 4.d;
5. b; 6. a; 7. c; 8. b B) 1. established; 2. keep in touch 1. Have students work in groups of three or four.
with; 3. empire; 4. came to an end; 5. intended; They should create a new household product and
6. accessible then think of ways to promote it, including sending
mailings to people who are likely to buy it. This is
called direct mail advertising.
Language Notes 2. What kinds of mail advertising would get recipients’
attention instead of being thrown in the rubbish?
• Take some time before having students read the Successful mailings often feature special offers or
passage to find out how much students know about free samples. They sometimes suggest that the
the postal system in their country. Do students know recipient has won a large cash prize. In step 2, each
other courier and delivery systems? When people group writes their advertising letter.
order merchandise online, how is it delivered? What 3. When the groups have finished their advertisements,
type of delivery system is fastest? they should explain them to the rest of the class. The
• The word accessible can refer to an individual’s class gives feedback about whether the mailing is
personality or to reading material that is easy to effective or not. If they think it could be improved,
understand. Professor Heinz is very accessible when they should make helpful suggestions.
you need advice. Faulkner’s novels aren’t really very
accessible.
• The word empire in reference to countries under Background Information
one nation’s control has come to have a negative
association with colonialism because the ruling There are general histories of postal systems (see http://
government is typically more powerful than the www.lookd.com/postal/history.html for example) and
countries it controls. The adjectival form of empire is histories pertaining to specific countries. For the United
imperial. The ruler of an empire is called an emperor States, visit the U.S. Postal Service website at http://
or empress. usgovinfo.about.com/od/consumerawareness/a/
• Promote is often associated with merchandising (from uspsabout.htm. Similar sites are available for Great
Unit 4). If you want to publicize an event or let people Britain, Canada, and Australia. For further information
know about a new product, you promote it. Promote on the hobby of stamp collecting, see http://www.
can also mean to raise someone to the next level in stamps.org/.

UNIT 12 Motivating Students

Unit Summary Writing Extension
Target Vocabulary Idioms Have students write in their journals about a class or a
project that they recall being highly motivated to work
adapt, discover, energy, be tempted to (9), resort to through. Students should include information about
excited, interaction, (10), face a challenge (7) their experiences as well as why they think they were
motivate, punish, highly motivated at that time.
respond, reward, status
Suggested approach:
I remember working on a project in my physics class, and I
was highly motivated to finish the project well even though
it took a long time. For this project, we could make anything
Answers related to the topic that we were studying. I decided to make
a game. I think I was highly motivated because I could be
creative for this project. My game...
Target Vocabulary: 1. c; 2. g; 3. a; 4. b; 5. e; 6. f; 7. i;
8. d; 9. i; 10. h
Reading Comprehension: 1. c; 2. c; 3. c; 4. c; 5. d
Vocabulary Reinforcement: A) 1. d; 2. c; 3. a; 4. b;
Tell students that they will create a lesson plan for
5. b; 6. b; 7. c; 8. a B) 1. motivate; 2. resorting to; teaching English to elementary children. This lesson
3. adapt; 4. interaction; 5. challenge; 6. respond plan should focus on one type of student who responds
to a certain kind of motivation: authority, competition,
interaction, independence, or encouragement.
Language Notes 1. First, as a class, brainstorm some activities that
would be useful for motivating each type of student.
Try to come up with two or three activities for each
• The verb adapt can be used with or without an object. type of motivation. Examples of general activity
The teacher adapted her lesson plan. The teacher types: authority: group work activities; competition:
adapted well to her new school. games; interaction: creative projects; independence:
individual work to do at the student’s own pace;
• Students may be more familiar with the use of energy encouragement: activities in which students give
in talking about work related to mechanical devices or positive feedback to each other.
phenomena in physics. While in English, people often 2. D ivide the class into groups. Each group can then
refer to high or low amounts of energy a person has, choose one of the activities listed during the class
brainstorming. The group should then plan how that
students may find that, in their own languages, it is activity can be done in a classroom of elementary
more common to talk about stamina or other physical students. It might be helpful to have students
descriptors for a person’s energy level. imagine a particular number of students (the normal
number in an elementary class in their country).
• The word reward in this unit refers to giving something 3. When everyone’s finished, ask the groups to report
nice to a student who does good work. Reward is more their activity and the way they would do their activity
often used in relation to returning lost or stolen items. in a classroom. For short activities, groups could
The owner is offering a $50 reward for his lost dog. actually do them with the rest of the class!
• A person’s social or professional position in relation Background Information

to others is his or her status. This word can also be
used to talk about the state or condition, a process or The best place to find out more about Dr. Lavoie’s
situation. You can check the status of your application research and his suggestions for teachers is the website
online. http://ricklavoie.com/motivationbreakthrough.html.
The website includes links to articles, videos, and
• The passage uses the expression to face a challenge additional recommended links. For a fun website with
in the sense of having to go through a difficult a list of quotations and video clips related to teaching
situation. A person may or may not succeed in facing and learning, visit http://www.randomterrain.com/
favorite-quotes-teaching-and-learning.html. Choose a
the challenge before him or her. The expression stand few of your favorite quotes from the list on the website
up to a challenge includes the sense of having to go and have students talk about what the quotes mean or
through and succeeding in the end. why the quotes are funny.
UNIT 13 Mystery Mansion

Pairs of students should work together to write a

Target Vocabulary Idioms
short ghost story about a haunted house. They should
confuse, decorate, give/take advice (15), get describe things that happen supernaturally, things that
grief, haunt, heir, lost (24), go on (21) cannot be explained by reason.
insane, rifle, rights,
tragedy, weapon
Suggested approach:
The first night that Roger and Pat slept in the house, they were
awakened four times by loud noises downstairs. They knew
Answers they were the only people in the house, so they were puzzled
by the noises. When they heard the first noise, Roger . . .
Target Vocabulary: 1. b; 2. c; 3. e; 4. h; 5. j; 6. g;
7. d; 8. i; 9. f; 10. a
Reading Comprehension: 1. c; 2. b; 3. d; 4. d; 5. b
Vocabulary Reinforcement: A) 1. c; 2. a; 3. d; 4. a;
5. b; 6. a; 7. b; 8. d B) 1. insane; 2. grief; 3. rifles;
4. took the advice; 5. confusing; 6. get lost Although the Winchester house may be unusually large
and complex, mystery houses and buildings are found
in many places. Ask students to work in groups of four
Language Notes or five to think of a mystery location. When they have
chosen a place, they should think of sentences that
• In the Before You Read section, ask for impressions describe it. These descriptions should be hints with just
of the house in the photograph. Is it a castle? Is it a one item of information at a time. When it is a group’s
private home or a public building? turn, they give one hint at a time and the rest of the class
can ask one question after each hint. This continues for
• Use the vocabulary terms grief and tragedy to do a 10 hints if the class doesn’t guess the answer first.
mind map of emotions. How many different words for
feelings does the class know? Are some words stronger
than others (eg., grief is stronger than sadness)?
• The first meaning of haunt is associated with ghosts, Background Information
but the term can also mean to make someone worried
or bothered over a long period. The image of the fire To get in the mood for these activities, visit http://www.
haunted Caroline for the rest of her life.
hauntedhouses.com/ where you can locate haunted
• In a monarchy, an heir or heiress will become king towns, houses, and hotels, read ghost stories, see film
or queen after the present ruler dies. An heirloom is reviews, and hear scary sound effects. In the United
something special or valuable that has been handed States, organizations often create “haunted houses”
down in a family for generations. as fund-raisers around the time of Halloween. For
• Winchester rifles were popular weapons in the United tips on how to do this, see http://familycrafts.about.
States in the second half of the nineteenth century, com/cs/mischalloween/a/091100a.htm. The Haunted
especially on the Western frontier. Although many House by Charles Dickens is available online at http://
countries ban the sale and ownership of firearms, gun www.classicreader.com/book/1412/1/ for some spooky
control is a controversial issue in the United States to extended reading. The Winchester Mystery House site
this day. is http://www.winchestermysteryhouse.com/.

UNIT 14 International Baseball

Target Vocabulary Idioms Suppose that a pen-friend has asked about a sport that is
common in your country but not elsewhere. Write a letter
be accustomed to, the rest of (7), make a name to give a very general “beginner’s guide” to the sport.
contract, count, (for oneself) (27), (just) go to Tell how many people play on a team, what equipment
diversity, exceptional, show (19) is used, where the game is played, and the basic rules.
(to) face, meanwhile, Give enough information, so your friend could go to a
proud, recall, recruit game and understand what is happening.
Answers Suggested approach:

I went to my first baseball game, so now I can tell you about
it. There are nine players on the field at one time and the
field is marked with a big white diamond. The players stand
Target Vocabulary: 1. f; 2. b; 3. e; 4. d; 5. j; 6. g; 7. c; in special places and some of them have particular jobs to
8. a; 9. i; 10. h do . . .
Reading Comprehension: 1. c; 2. d; 3. a; 4. b; 5. d
Vocabulary Reinforcement: A) 1. d; 2. b; 3. a; 4. a; 5.
c; 6. b; 7. b; 8. a B) 1. diversity; 2. recruit; 3. contracts;
4. players; 5. made a name; 6. goes to show Listening & Speaking Extension
Language Notes Sports magazines and television programs often

recognize outstanding athletes as Sportsman/
Sportswoman of the Year. Divide the class into small
• In the Before You Read section, draw students’
groups and have each group decide on which athlete
attention to the photograph. Ask them what they
they would choose as Sportsperson of the Year, and
know about this player (Ichiro Suzuki).
why. Have each group nominate a spokesperson to
• The word count has many meanings by itself and report their selection to the class.
even more when combined with other words. Here
are some of the common meanings:
1. Saying numbers in order
2. Including, as in “There are six children in my family,
Background Information
counting myself.”
3. Count on, meaning to depend on or rely on Baseball is America’s national pastime as well as a
popular sport in many other countries, so it doesn’t
4. Idioms such as “Don’t count your chickens before
come as a surprise that books and Internet sites on the
they hatch,” meaning wait until things actually
subject abound. In these circumstances, a good place
happen before making plans.
to start is a beginner’s guide associated with a PBS
5. Compound words such as countdown, meaning film on baseball. At the same site, you can read about
the final time before something happens such as American, Canadian, Cuban, and Japanese baseball,
a spacecraft launch. heroes past and present, and minorities in the game,
• Diversity
has come to be a political term, meaning and access many online and print resources. See http://
that people of all backgrounds are represented. www.pbs.org/kenburns/baseball/beginners/.

UNIT 15 Strange Foods

Working with a partner, students should choose a

special food from their culture and write the recipe for
boil, disgusting, a cross between (something it. First, discuss the ingredients and the procedure for
entire, feast, fry, insect, and something) (8), call for making it. Then write down the steps.
resemble, stomach, (13), go all out (21)
(to) stuff, tribe
Suggested approach:
Papaya salad is a favorite Thai food. To make it, you need an
unripe papaya, some chilies, some dried shrimp, a lime, and
Answers some spices. First, you should . . .
Target Vocabulary: 1. d; 2. i; 3. b; 4. e; 5. f; 6. g; 7. h;
8. c; 9. a; 10. j
Reading Comprehension: 1. b; 2. a; 3. c; 4. b; 5. c
Vocabulary Reinforcement: A) 1. b; 2. c; 3. a; 4.
Students may appreciate some help in coping with
d; 5. a; 6. b; 7. c; 8. d B) 1. resembles; 2. calls for;
foods when they visit other cultures. Divide the class
3. goes all out; 4. entire; 5. stuffed; 6. tribe
into groups of four. Ask each group to deal with the
following:
Language Notes 1. What foods from other cultures can you find where
you live? (fast foods, some common ethnic foods
• Boil and fry are methods of cooking food. In Reading such as Italian, Chinese, etc.)
Advantage, students have previously encountered 2. T
hink of a country to visit. What foods do people
roast in Book 2. Ask how locally popular foods are eat there? Which do you think you would like? Which
prepared. ones might be disgusting for you? How could you
• Point out that disgusting, like notorious and offensive, politely say you don’t care for any?
is a very negative term. If a guest used this term to 3. For a role play, two people are “hosts” in the other
describe food, they would be quite rude. Ask about country while the other two are visitors. Pretend that
polite ways to say that you don’t like a food. you have been invited to dinner. What can you say
• Stuff is used in the idiom stuff yourself (to eat a lot) or about the food you like, foods you don’t like, and
as an adjective in the phrase “I’m so stuffed, I can’t things that you cannot eat for a reason?
eat another thing.” Be careful in using it with regard
to another person because that is rude!
• Tribe can be used humorously to refer to a large family. Background Information
When we invited Penny and Paul to the wedding, we
didn’t expect the whole tribe to turn up. Food is a popular topic for language learners, so check
• In the Reading Comprehension and Vocabulary EFL/ESL websites for food in different cultures. To learn
Reinforcement sections, the article often appears about typical diets of different cultures, visit http://
as a(n), allowing for the following word to start with www.ianr.unl.edu/kendrick/411/people-s00.html. An
either a vowel or consonant. Inform students that this extensive list of strange foods eaten around the world
is not always done, so the presence of a or an can give can be found here: http://www.weird-food.com/index.
them a clue about the following word. html.

REVIEW UNITs 11 - 15
Answers
A. 1. a; 2. b; 3. a; 4. b; 5. b; 6. a; 7. a; 8. b; 9. b; 10. a
B. 1. made a name for; 2. establishing; 3. weapons; 4. took over; 5. rights; 6. the rest of; 7. faced; 8. discovered;
9. status; 10. heir
C. 1. d; 2. c; 3. b; 4. b; 5. d; 6. b; 7. d; 8. a; 9. b; 10. a
D. Across: 2. touch; 5. count; 7. recipient; 8. challenge; 10. call; 13. interaction; 15. advice; 16. fan; 17. holy;
18. lost Down: 1. promote; 3. haunted; 4. energy; 6. proud; 9. adapt; 11. show; 12. stuff; 14. recall; 15. all
Extension Activity: Know Your Words! that they know the meaning. When they are finished,
have all the students from each group put their cards
face down in one group stack of cards, and have one
In this review, students will actively use vocabulary and student from each group shuffle the group’s stack so
idioms from Units 11 through 15 to find synonyms and the units are well mixed.
antonyms quickly. It will be helpful if everyone has the
Reading Advantage book with them for reference. In 2. Produce the coin and decide which side is “heads”
addition, for this activity, you will need a sheet of paper and which is“tails.” If there is a portrait of someone
for each student and at least one pair of scissors for on one side, call it “heads.” If there is no picture
every five students and a coin for each group, preferably of a person, the group simply decides what to call
one with the head of a figure on one side. each side. Each group should form a circle and take
turns drawing cards. As a student draws a card, that
student will then toss the coin.
Goals for This Review 3. If the coin stops “head” side up, the person who
throws it has to define the word. A good definition
1. Rapidly review recent vocabulary to encourage is worth one point. If, in addition, they can give a
students to produce vocabulary automatically. synonym, or a word very close in meaning, they get
two points.
2. Link recent vocabulary to other words through
meaning and association. 4.If the coin stops on the “tails” side, the thrower has
to try to come up with an antonym or opposite for
3. Wherever possible, build additional words by using the word. If possible, they should try to use affixes
affixes. such as “inaccessible” or “unconventional.” Another
possibility is using a negative like “not” before a
synonym. Some words will not have an opposite.
Procedure Since antonyms may be more difficult, each correct
answer is worth three points.
Divide the class into groups of five student, and assign 5.T
he group decides whether the answer is acceptable
one unit from 11 to 15 to each student. Each small or not. When in doubt, the “specialist” for that unit
group is going to work together to prepare vocabulary can check on a meaning. If students can’t remember
cards and then quickly produce words that have the which unit a particular item comes from, look at the
same or opposite meanings. If your class doesn’t divide Vocabulary Index on pages 94 and 95.
evenly into groups of five, students in a smaller group
can prepare cards for more than one unit. 6. If
the student whose turn it is can’t answer properly,
then the next person gets a chance at that card, plus
1. In preparation for the game, have every person in
a new one. The group keeps track of the scores.
each group quickly review the vocabulary for their
Students should make a list of words they still don’t
assigned unit and create vocabulary cards for each
know, for review.
of the 10 target vocabulary items and three idioms
for their unit. For Unit 11, there would be one card Since quick word association is the goal, the groups
for “accessible,” another for “empire,” and so on. As should keep moving quickly. Each answer should take
the person writes the card, they should quickly check well under a minute—30 seconds should be enough.

UNIT 16 A Special Station

Unit Summary • Several of the Reading Comprehension questions

are challenging. Encourage students to refer back to
specific lines in the passage to support their answers.
Target Vocabulary Idioms Ask them to explain their process for answering the
questions step by step.
abandoned, curved, in favor of (9), in advance
facilities, impressive, (24), as of (a date or time)
landmark, passenger, (29) Integrated Writing, Listening & Speaking Extension
renovate, reservation,
schedule, tiles
Most large cities have a variety of public transportation
options. In this task, students discuss the options and
advocate that their classmates use one of them.
Answers
1. Divide the class into four teams. Each team discusses
types of public transportation in their city, focusing
Target Vocabulary: 1. b; 2. d; 3. i; 4. a; 5. h; 6. c; 7. e; on the advantages and disadvantages of using each
8. j; 9. f; 10. g kind.
Reading Comprehension: 1. a; 2. d; 3. d; 4. c; 5. b 2. Advantages may include cost, speed, reducing traffic
Vocabulary Reinforcement: A) 1. b; 2. c; 3. a; 4. b; jams, and pollution. Disadvantages might be limited
5. d; 6. c; 7. b; 8. a B) 1. abandoned; 2. landmark; schedules and routes, cost, extreme crowding of
3. tiles; 4. renovated; 5. in favor of; 6. reserve passengers, and many other factors.
3. Suggest some sample items to get the teams
started:
Language Notes What types of public transportation are available
here? How do you and your family get around? Do
•In American English, a subway is a public transportation you ever travel by other means? When? Why? Which
system with trains that run underground. In London, is faster, driving or taking public transport? What is
this is called the Underground and, in other cities, the most comfortable way to travel in your city?
the Metro. In British English, a subway is a pedestrian 4. N ext, each team decides to advocate one form of
walkway under a road. public transportation. They make a brief presentation
• For the time question in Before You Read, direct to persuade the rest of the class that they should
students’ attention to the men’s clothing, facial hair, consider using this option.
and the open carriage as clues to the photo’s date. 5. A fter all teams have made their presentations, have
• Wherever possible, make connections between new a general discussion about the options.
and recently learned vocabulary. A monument is often
a landmark, especially if it is large and historically
important. Renovate is similar to restore although Background Information
renovate has an element of renewing whereas restore
means “bring back to a previous state.” If you describe
Find information about the New York City subway
persons as reserved, you mean that they keep their
at http://www.nycsubway.org/ and see http://www.
feelings hidden.
columbia.edu/~brennan/abandoned/index.html
• Reservation here means a booking or a scheduled for more information about abandoned stations
appointment. It can also mean an idea or feeling to in New York. See http://www.tfl.gov.uk/corporate/
hold back from doing something. I have reservations modesoftransport/londonunderground/1604.aspx for
about trying bungee jumping because it sounds some history of the London Underground and links to
dangerous. “heritage” and “milestones” of the Underground. Note:
• As of (a date or time) shares meaning with “with effect there are also unused stations on the Underground (see
from.” Both idioms mean that a change—often a legal http://en.wikipedia.org/wiki/List_of_closed_London_
one—occurs at that time or date. Underground_ stations).

UNIT 17 Taekwondo

Ask students to write in their journals about whether

they would like to study taekwondo or not. They should
authorities, combat, put an end to (21), die out give reasons for their opinions.
defend, ethics, expand, (20), give way to (17)
indicate, philosophy,
Suggested approach:
sword, tomb, warrior I know there are lots of positive reasons for studying martial
arts, but taekwondo seems very aggressive to me with all that
kicking. I like the idea of fitness and discipline, but I’d prefer
something gentler, maybe tai chi . . .
Answers
Target Vocabulary: 1. a; 2. g; 3. b; 4. f; 5. c; 6. j; 7. d; Listening & Speaking Extension

8. e; 9. i; 10. h
Reading Comprehension: 1. d; 2. a; 3. b; 4. a; 5. b 1. Do some people in the class practice taekwondo
Vocabulary Reinforcement: A) 1. a; 2. b; 3. d; 4. a; 5. (or any other martial art)? If so, ask them to explain
d; 6. b; 7. a; 8. c B) 1. philosophy; 2. warriors; 3. gave why they practice it. Do they do it for self-defense,
way to; 4. died out; 5. expanded; 6. authorities as a competitive sport, or as a means of discipline
and self-control? How do people learn it? What do
the colored and black belts mean? Is taekwondo
Language Notes dangerous for children?
2. Ask students about other martial arts they know.
• The questions in Before You Read are answered in How do they compare to taekwondo? Is taekwondo
Reading Passage, but, as always, they help to activate closely related to any of them? If so, how? Which of
what students already know about the topic. There these martial arts are represented in the Summer
are two major types of martial arts: those that depend Olympics?
on striking blows with the hands, head, or feet, and
those that entail wrestling. The first kind includes
karate, kung fu, and tai chi in addition to taekwondo. Background Information
The second type covers judo and sumo wrestling.
The popularity of martial arts varies with country Visit http://www.barrel.net/introduction.php for a basic
and region, but in the United States, kickboxing has introduction to taekwondo. For a detailed history, see
become very popular in recent years. http://www.taekwondo-information.org/. Students who
•D efend and attack are opposites; the adjectival forms enjoy martial arts movies may be able to share something
are defensive and offensive. they know about differences in various martial arts. Bruce
• In academic programs, ethics courses are usually Lee films, especially Enter the Dragon, have popularized
offered in philosophy departments. Sometimes ethics martial arts throughout the world. In addition, the film
correlates with professional to refer to the moral code Crouching Tiger, Hidden Dragon (2000) showed that
or rules for a particular profession. For example, the women can excel in martial arts.
professional ethics of lawyers prohibit them from
talking about their clients’ secrets.
•P ut an end to and die out are both connected
to something stopping. The former implies that
someone takes an action to stop it, such as banning
something. By contrast, things die out on their own,
similar to come to an end.
• Give way to suggests that something is gradually
replaced by something else.

UNIT 18 White Sands

Unit Summary the prefix re-, meaning “do again.” Please rewind
that video before you take it back.
• Two seemingly opposite idioms using wind mean
Target Vocabulary Idioms the same thing. To wind down means something is
stopping. The meeting started to wind down about
(to) alternate, blind, wipe out (20), set off (30), four o’clock. To wind up means to bring something to
brochure, crystal, put up (21) an end. Let’s wind up this discussion and get going!
dissolve, evaporate,
mineral, slide, trail, (to) • Note that the first Reading Comprehension question
wind asks about the source of the passage. You can tell it’s
from a personal diary because it is written in the first
person plural, “we.”
Answers
Integrated Writing, Listening & Speaking Extension
Target Vocabulary: 1. g; 2. b; 3. h; 4. j; 5. f; 6. e; 7. i;
8. c; 9. d; 10. a
Students work in small groups to produce a travel
Reading Comprehension: 1. c; 2. b; 3. d; 4. d; 5. c brochure, then present it.
Vocabulary Reinforcement: A) 1. a; 2. b; 3. c; 4. c; 1. Divide the class into groups of three students.
5. a; 6. d; 7. b; 8. c B) 1. mineral; 2. evaporates; Each group chooses a vacation destination in their
3. Alternating; 4. blinding; 5. set off; 6. trails country.
2. S tudents plan a brochure. The team discusses what
features to include and what words would best
Language Notes advertise the place.
3. S uggest some sample items to get the teams started:
• One definition of desert is an area that receives less What is outstanding or spectacular about this place?
than 25 centimeters of rain a year. This includes such Where is it? How do you get there? Are there any
atypical deserts as the Canadian Arctic. Although the famous landmarks or monuments? What does the
picture on page 79 depicts sand dunes, not all deserts landscape look like?
have them; some are stony. 4. Groups design their brochures, adding information
• Some of the world’s great deserts are the Australian, and perhaps pictures.
Gobi, Takla Makan, Arabian, Sahara (which means 5. G roups take turns presenting their brochure at a
desert in Arabic), Kalahari, Mohave, and Patagonian mock travel show. They should do their best to “sell”
deserts. Have the class find these places on a world the rest of the class on their destination.
map.
• Blind can refer to physical loss of sight, but it also
metaphorically means ignore. She is blind to her Background Information
husband’s faults. Some people prefer to refer to blind
people as visually impaired.
White Sands National Monument is part of the U.S.
•D issolve also has both literal and figurative meanings. National Park Service. See http://www.nps.gov/whsa/
If someone dissolves into tears, they lose control and for further information in an online brochure. The White
start to cry. Sands Missile Range, next to White Sands National
•C rystals are often clear, regularly shaped rocks. Some Monument, is the largest military area in the United
people believe crystals have special powers. States. It has been used since the 1940s to test almost
• Wind in its noun form is pronounced with a short “i” every American military weapons system (see http://
sound and refers to moving air. The wind swept over www.vivanewmexico.com/sw.wsmr.html for more
the sand dunes. In the verb form, a road can wind, it details). For other Southwest national parks, monuments,
means twisting and turning, or you can wind a clock and deserts, visit http://www.americansouthwest.net/
by turning the dials. The verb form is common with new_mexico/

UNIT 19 Paper Products

Target Vocabulary Idioms Ask students to work in pairs to write instructions for
making something out of paper. Tell students that even
cabinet, chemical, con- give off (28), fade away (13), if the thing they are making is very easy, they should try
servation, disposable, care about (30) to explain the process to someone who has never done
fashionable, fold, initial, it before and who is completely unfamiliar with it.
recycle, shelf, whereas
Suggested approach:
It is easy to make a paper chain. First, cut out lots of long pieces
of paper. These pieces of paper can be all different colors to
Answers make the chain more interesting. Each piece should be about
3 cm wide and 15 cm long. Take the first piece of paper and
staple the two ends together to make a circle. Put the next
Target Vocabulary: 1. d; 2. b; 3. e; 4. f; 5. a; 6. g; 7. i; piece of paper through the circle and then staple the ends
8. c; 9. j; 10. h together to make a second circle. Continue...
Reading Comprehension: 1. b; 2. d; 3. a; 4. c; 5. b
Vocabulary Reinforcement: A) 1. a; 2. c; 3. d; 4. d;
5. a; 6. b; 7. c; 8. b B) 1. fold; 2. fashionable; Listening & Speaking Extension
3. disposable; 4. cabinets; 5. care about; 6. give off
Have students read their instructions in small groups
and see if the other students in the group can correctly
Language Notes follow the instructions to make the item being described.
Review the markers that are used for sequence, such
as first, second, next, after that, then, and finally. Note
• Two of the target vocabulary words for this unit include that next, after that, and then can be used in a different
the suffix -able: disposable and fashionable. Other order.
words that students have learned or encountered in 1. E
ach person explains the steps of making something
this series that also include this suffix are valuable, out of paper as the other students listen. The listeners
remarkable, biodegradable, acceptable, and suitable. in the group should try to follow the instructions and
ask for clarification whenever they have trouble.
• The target vocabulary word initial is presented in this
2. Then the next person in the group reads his or her
unit as an adjective. The noun form and verb form
instructions for the other to follow.
of this word have the same pronunciation. The noun
means the letters of a person’s first and last name. For
example, Yuna Kim’s initials are YK. The verb means to
write one’s initials in order to mark something to show Background Information
one has seen it or read it.
Additional information and images of products created
• Cabinets are described as furniture with doors and by Momot Design Studio can be found at http://www.
shelves that are used for storage. These are usually momot.co.kr/. The official website that displays Gru
found in kitchens and bathrooms in homes. brand clothing is a Korean website without English
support. However, some information related to Gru can
• Students may have some confusion distinguishing the be found in English at http://visitkorea.or.kr/enu/SI/
phrasal verbs care about and care for. A person who SI_EN_3_1_1_1.jsp?cid=1002280. A particular type of
cares about something thinks about that thing and paperboard like the kind described in the passage is
often takes action in support of it. A person who cares Way Basic’s zBoard. Information regarding this product
for something takes care of that thing in order to keep can be found at http://www.waybasics.com/blog/tag/
it healthy and well. zboard/.

UNIT 20 Camouflage Art

Target Vocabulary Idioms Ask students to write in their journals about whether
students should have to learn about art in school. Should
attack, camouflage, come across (1), blend in everyone be able to draw, paint, or do sculpture? What
exhibit, image, inter- (with) (7), take up to (time) is the student’s own impression or opinion about art,
view, invisible, shade, (23) especially nontraditional art exhibits?
technique, thus,
transform
Suggested approach:
I used to find art boring before I went to a modern art museum.
The exhibits really grabbed my interest. Until then, I never
Answers thought that everyday objects could be “art,” but now I have
a different attitude.
Target Vocabulary: 1. f; 2. j; 3. g; 4. d; 5. h; 6. e;
7. a; 8. c; 9. i; 10. b
Reading Comprehension: 1. b; 2. b; 3. a; 4. b; 5. a
Vocabulary Reinforcement: A) 1. d; 2. b; 3. b; 4. b;
5. a; 6. c; 7. d; 8. c B) 1. shading; 2. transformed;
3. invisible; 4. blend in with; 5. take up to; 6. exhibited Students in the class will work together to create a
statue grouping in an art gallery.
Language Notes 1. Using a theme from any unit in Reading Advantage

3, small groups of students will pose artistically as
statues. Each group should discuss themes and
• The photograph in Before You Read may provoke decide on how to arrange themselves.
interest, as some students will not see the man 2. Half of the class groups get into position. The rest
hidden in the photo at first. Take some time to have of the class circulates and tries to guess what the
students consider what “art” is in their country. Have themes are. Discuss what each group represents.
they ever seen nontraditional artworks exhibited in Then groups exchange roles.
their country? The photo shown in this unit is one of
Liu Bolin’s works.
• Students will probably be familiar with animals
or insects that use camouflage. Ask the class to Background Information
brainstorm some examples. Then ask them to think
about how humans use camouflage. If they can’t come
Visit http://www.nga.gov/exhibitions/trompe-info.shtm
up with any examples, ask them to consider hunters
for information and examples of works shown in a
or the military.
trompe l’oeil exhibition at the National Gallery of Art.
• The target vocabulary word shade is presented as a The exhibition is no longer showing at the museum, but
noun in this unit, meaning coloring that goes from the links on the website for information and highlights
darker to lighter or lighter to darker. Another meaning are still active. Examples of various kinds of urban
for this noun is a cool shadow cast by a tree or some camouflage art are discussed and showcased at http://
other covering. weburbanist.com/2009/02/09/the-uninvisible-art-of-
• The target expression blend in with is used to refer amazing-urban-camouflage/. A good collection of Liu
to an object visually matching its surroundings. This Bolin’s photographs can be found at http://www.toxel.
phrase can also be used in cooking to mean mixing com/inspiration/2009/10/04/camouflage-art-by-liu-
ingredients thoroughly together. bolin/ with some explanation of the photos as well.

REVIEW UNITs 16 - 20
Answers Extension Activity: Winning Poetry
A. 1. b; 2. b; 3. a; 4. a; 5. a; 6. b; 7. a; 8. a; 9. b; In this review, students will actively use vocabulary and

10. a themes from Units 16 through 20 to produce five-line
B. 1. whereas; 2. techniques; 3. sword; 4. weapons; poems. It will be helpful if everyone has the Reading
5. attack; 6. impressive; 7. camouflage; 8. invisible; Advantage book for reference.
9. died out; 10. exhibits
C. 1. b; 2. c; 3. a; 4. d; 5. b; 6. d; 7. a; 8. b; 9. a; Equipment
10. b
D. Across: 4. thus; 6. passenger; 10. shade;
You will need to write the “formula” for the poetry on
11. image; 14. end; 15. transform; 18. interview; the board and provide a model. Each student will need
19. expand Down: 1. philosophy; 2. blind; 3. care; their own copy of Reading Advantage. In addition, you
5. take; 7. set; 8. cabinet; 9. chemical; 12. mineral; will need five large sheets of paper for each group and
13. wind; 16. favor; 17. give tape to display the papers on the walls.
Basic setup
The goal of this activity is to use the themes and vocabulary from the last quarter of the book to produce short,
descriptive poems. Students work together in small groups to produce and present a poem for each unit. The
process of choosing appropriate language reviews the material, provides opportunity for students to expand
words to new forms to fit the formula, and provides an aesthetic final “product.”
Procedure
1. Divide the class into groups of five students. Have students in each group select one unit (from 16–20). In each
group, all students should choose a different unit.
2. E xplain the basic poem structure. The poem should make some use of the unit vocabulary, but it can also draw
from other units in the book or use any appropriate vocabulary. This is the formula for the poem:
one noun, the topic of the poem
adjective + noun related to the topic
three-word phrase starting with a preposition
four-word sentence
one word that describes the first word
Example for Unit 18:

Desert
Blinding whiteness
Of winding dunes
Crystals evaporate into sky
Spectacular
3. Develop poems: Each group member works individually to create a draft poem for his or her unit. After a few
minutes, the small groups review the draft poems and make suggestions to improve them. When the group
is satisfied with their five poems, they write them on large sheets of paper and post them on the walls of the
room.
4. Poetry reading: Each small group has a chance to read their poems to the rest of the class. Each student may
read his or her own poem, or alternatively, one spokesperson may read all the poems for a group.
5. Further extensions: Some classes enjoy illustrating their poetry and leaving it on the walls as an exhibit. They
invite other classes to visit and read their poems for them. Other classes publish poems in a student newspaper
or on a college website.

INTRODUCTION TO UNIT QUIZZES
There are 20 unit quizzes—one for each of the units. Each quiz is divided into two sections, each
consisting of five questions, for a total mark out of 10. The format varies from unit to unit, but
following are the kinds of activities found in the quizzes.
Part 1
Match the words and definitions

Five definitions and six vocabulary items are provided, and students need to match the correct vocabulary item with
each definition. To make the activity more challenging, there is always one more vocabulary item than definition.
Complete the passage

A cloze passage is provided, with five missing words and phrases. Students need to choose the appropriate word
or phrase for each space from the ones provided. Again, an extra item is given.
Complete the sentences

In this multiple-choice activity, there are five sentences, each with a missing vocabulary item. Students must choose
the appropriate item from the four options.
Find the different word

Students have to identify which one of four words is different in meaning from the others.
Find the same meaning

Similar to ”complete the sentences“, but this time, students need to identify which one of the four choices has the
same meaning as the underlined portion of the sentence.
Part 2
Read and answer

Students read a passage, or other material, that is thematically linked to the reading passage in the unit, and then
complete an activity based on the passage. The activity may require students to:
• decide whether each of the five statements about the passage is true or false;
• decide whether each of the five statements about the passage is true, false, or unknown;
• answer multiple-choice questions about the passage; or
• write short answers to five questions.
Organize the paragraph

Students look at several sentences and have to number them in order to make a coherent passage. To help
students to get started, some of the sentences have already been numbered.
Complete the passage

This activity is the same as the ”complete the passage” activity type in Part 1.
For more information on question types in Reading Advantage, see Guide to Question Formats on pages 9 and
10. For convenience in keeping track of students’ scores on the tests, as well as the unit quizzes, a photocopiable
scoring sheet is provided on page 77.

UNIT 1 Quiz
Name: Score: / 10 = %
Part 1: Complete the passage
Use the words from the box to complete the passage. Write the words in the spaces. One is extra.
significant funding reputation artificial benefit potential
Many people are afraid of spiders because of their (1) as dangerous animals. However, only
thirty of nearly forty thousand species have the (2) to poison humans. By contrast, spider silk can
(3) mankind. In fact, the military is (4) the development of (5)
web.
Part 2: Read and answer
Read the passage and answer the questions. Circle the letter of the best answer.
In many parts of the world, people tell folk stories about magic spiders. The Anansi stories native to
the Ashanti tribe in Ghana are the most famous of these stories. Two hundred years ago, when people
traveled from Ghana in West Africa to the New World, they took the Anansi stories with them. Today,
they are very popular in the Caribbean, especially in Jamaica. They are also popular in both North and
South America.
The Anansi stories are about a trickster spider who told a lot of stories. In folktales, a trickster is a
small but very clever animal who, as the name suggests, plays jokes or tricks on larger, more powerful
animals. Tricksters use their intelligence and their humor to get what they want. According to the
legend, Anansi the spider earned his stories from the sky god Nyame by catching a leopard, some
dangerous hornets (insects similar to bees), and a python (a kind of huge snake). Normally, a spider
wouldn’t stand a chance against these animals, but Anansi figured out how to trap them.
Animal trickster stories have been passed on for generations by older people in a group, telling them
out loud to younger people. The stories help people understand each other, and they teach correct
ways to act towards other. People of all ages like to listen to them because they are funny and they like
the way the small spider is the hero of the stories. Sometimes the main trickster animal is a rabbit or a
turtle instead of a spider. The trickster gets into all kinds of difficult situations, but he always succeeds
in the end.
1. What
is the best title for the whole passage?
a. Poisonous Spiders in the News c. Stories of a Clever Spider
b. Anansi Tricks the Python d. Famous Children’s Stories
2. Where did the Anansi stories first come from?
a. West Africa b. South America c. North America d. the Caribbean
3. What is the best description of tricksters?
a. powerful and sad b. small and intelligent c. humorous and huge d. large and dangerous
4. Which of these species is NOT mentioned in the reading as being a trickster?
a. spiders b. rabbits c. turtles d. pythons
5. What happens at the end of trickster stories?
a. The hero is successful. c. The animals face a difficult situation.
b. The powerful animals benefit. d. Tricksters get a bad reputation.
UNIT 2 Quiz
Part 1: Complete the sentences
Decide which words or phrases are best for each space. Circle the letter of your choice.
1. Ancient
Egyptians a sun god.
a. strangled b. funded c. crawled d. worshiped
2. My little brother loves and other word games.
a. benefits b. riddles c. species d. statues
3. The military men quietly close to the ground so they would not be visible.
a. funded b. strangled c. crawled d. ruled
4. Could you help me? I can’t of these directions.
a. make sense b. keep my word c. show respect d. stand a chance
5. Ever since his accident, Tom’s grandfather has walked with a wooden .
a. monument b. cane c. statue d. pyramid
Read the passage and decide if the statement is true, false, or unknown. Circle your answer.
Archaeologists spent years restoring the Sphinx. The major restoration work on the Sphinx was
completed more than 10 years ago, and the end of the work was marked by a big celebration.
Important people from many nations attended, in addition to thousands of Egyptians. For Egyptians,
the Sphinx is more than a monument; it is a visible symbol of their culture. They also hope that the
multimillion-dollar project will bring tourists to benefit the economy.
However, as Dr. Zahi Hawass explained in a newspaper interview, restoration continues to this day.
Dr. Hawass, the archaeologist heading the restoration project, said that some parts of the Sphinx
continue to have problems. Earlier workers used artificial materials such as concrete, which has hurt
the natural limestone material from which the monument is made. In addition, the air pollution in the
local environment has caused other problems.
Dr. Hawass said that because it is located in the desert, sand had covered the Sphinx many times,
and he said it stands a chance of being covered by sand again. Hawass also said that although the
damage to the head of the Sphinx happened a long time ago, the restoration did not attempt to fix
the nose and beard. Some people were worried that the restoration work would change the Sphinx
too much, so Hawass said the restoration team had kept their word to leave the face as it was.
1. true false unknown Restoration work started 10 years ago.

2. true false unknown Not all of the work on the monument has been finished.
3. true false unknown The workers on the restoration came from many countries.
4. true false unknown Limestone is a material made by humans in factories.
5. true false unknown Archaeologists promised to fix the head of the Sphinx.

UNIT 3 Quiz
Part 1: Find the same meaning
Decide which word or phrase means the same as the underlined word or phrase. Circle your choice.
1. T
he country usually has good trade relations with its partners.
a. comments b. enemies c. allies d. media
2. The doctor asked particularly about activities that the patient did for exercise.
a. personally b. artificially c. significantly d. specifically
3. The lower airfares make it possible for families to take more frequent holidays together.
a. enable b. shock c. estimate d. restore
4. Jessica’s blogs clearly indicate her strong feelings about animal rights.
a. media sources b. point of view c. making a go d. name suggests
5. The commuter train is frequently delayed due to equipment problems.
a. seldom b. rarely c. never d. regularly
Read the blog and answer the questions. Write short answers in the spaces.
January 2
Sorry not to wish you all a Happy New Year, but I was away from my computer yesterday.
What a way to start the year! My friend Sami, yeah, the one who raises dogs in Alaska, was
involved in the dog show in Jersey City, so I had to go and help him look after some dogs.
I know this comes as a—conference organizer goes to the dogs, but honestly it was a one-
time thing. Anyhow, I found it amusing.
December 31
At last, the end of the old year and time to relax after organizing that media conference
yesterday at the Grand Hotel. There was one problem when the hotel would not allow us to
do the paintball fight inside the hotel, but at least we made the headlines in the newspapers!
Tonight, I’m so tired I feel like crawling into bed instead of going to Izzy’s party. Oh well, at
least I’ll be home all day tomorrow and able to blog more then. Have a great night!
1. What is the writer’s usual job?

2. Where was the dog show held?
3. What was not allowed at the media conference?
4. What did the writer plan to do on January 1?
5. What did the writer do on January 1?
UNIT 4 Quiz
Part 1: Find the different word
One of the four words is or phrases different from the other three. Circle the letter of your choice.
1. a. spectacular b. wonderful c. notorious d. exciting
2. a. rely on b. need c. depend on d. make sense
3. a. maximum b. minimum c. smallest amount d. the least
4. a. point of view b. opinions c. budget d. personal feelings
5. a. studio b. riddle c. blockbuster d. full-length film
Part 2: Organize the paragraph
Number the paragraphs from 1 to 5 in the correct order to make a reading on the history of film.
In France in 1895, the Lumière brothers saw what Edison had done and took the idea further. They
developed a camera and projecting equipment so that many people could watch the film at the same
time. They called the camera Cinématographe, a name that continues in the film industry to this day.
Not only did the Lumière brothers invent movie equipment, they also developed short films based on
actual events such as a boy playing with water or a train in a station.
Between 1896 and 1912, other filmmakers made longer films that were based on imagination and fiction,
not true life. For example, the French filmmaker Georges Méliès became famous for his 1903 film, A
Trip to the Moon. Another early fictional film was Edwin Porter’s The Great Train Robbery from 1905.
Although all these early films were silent movies, audiences loved them.
The origins of moviemaking can be found in research carried out in the early 1800s. At that time, scientists
noticed that the eye kept a picture in the mind for a short time after the original source of the picture
was removed. This lasting picture is called persistence of vision and it is how movies work. When a series
of images change quickly, we see the changes as one motion, not as separate images.
By the 1880s, other inventors such as Thomas Edison and William Dickson made machines to save the
moving pictures and play them back so that other people could view them, too. By 1893, Edison built
the first film studio for these machines. The only problem was that only one person could watch the
motion pictures at a time.
Throughout the 1800s, people experimented with the potential of this idea. Inventors created machines
that would quickly move pictures that were visible to the eye as motion. Men like George Eastman
experimented with different kinds of film used to record these pictures.

UNIT 5 Quiz
Decide which words or phrases in the box mean the same as the underlined words or phrases in the
passage. Three are extra.
cycle neighboring sprint consists route keep track of take advantage of rely
1. 4.
2. 5.
3.
Not many people get the chance to ride in the Tour de France, but people all over the world ride
bicycles. Bicycles are so common that we often take them for granted. In the Netherlands, people
of all ages and lifestyles ride bicycles instead of using other types of transportation. Along any bike
(1) path, you’ll see businessmen with their briefcases, mothers with small babies, and elderly
grandmothers bicycling home after food shopping. In Southeast Asia, goods are often transported
from place to place on bicycles. High piles of boxes are taken by bicycle from one town to a (2) nearby
one. In India and Indonesia, bicycle rickshaws1 are used instead of taxis. It is cheaper to use bicycles
than other forms of transportation, and it’s better for the environment, too, since bicycles create no air
pollution.
In other countries, people ride bicycles mostly for recreation, as a hobby or sport. Recreational cycling
(3) is made up of several different types of activities. Cycle touring involves riding bicycles for long
distances, often in places with spectacular scenery. Touring cyclists carry everything they need with
them in small bags called panniers that hang from their bicycles. They take their route into account
and bring equipment, clothing, and everything needed for repairs if they are planning to travel far
from towns. They can’t (4) depend on finding a garage or repair shop to fix problems. Although they
travel with all their equipment, their bicycles are quite light, so they don’t have to use a lot of energy
to ride them.
In recent years, mountain bikes have become popular. Cyclists use these bicycles off roads on rough
dirt tracks to go up and down hills and mountains. Mountain bikes have to be strong to stand a
chance in these environments. They have larger tires, many gears,2 and more powerful brakes
to help cyclists ride up and down safely. After riding hard to get to the top of a hill, cyclists can
(5) use the opportunity in the downhill sections to relax.
1
rickshaw – a small carriage, used to carry a person, which is pulled by a bicycle or a person on foot
2
gears – the part of a bicycle that you change to make it easier to go up hills
1. true false unknown Only women regularly use bicycles in the Netherlands.
2. true false unknown Bicycle transport costs less and is better for the environment.
3. true false unknown Cycle touring is the most popular recreation activity among Indonesians.
4. true false unknown Traditional panniers were made of baskets.
5. true false unknown Rickshaws have fewer gears than mountain bikes.
UNIT 6 Quiz
Decide which words are best for the spaces. Circle the letter of your choice.
1. M
y sister is a(n) who doesn’t eat meat or fish.
a. statue b. vegetarian c. alien d. riddle
2. When Peter finished his engineering exam, he was tired from the activity of thinking.
a. mental b. physical c. visible d. shocking
3. Katie is studying to become an . She wants to design buildings.

a. archaeologist b. astronaut c. ally d. architect
4. Fortunately, the earthquake didn’t do a lot of because it was so mild.

a. benefit b. potential c. damage d. environment
5. I think that someone who eats very spicy food every meal is .
a. abnormal b. humble c. notorious d. regular
Use the phrases from the box to complete the passage. Two are extra.
along with looked down on as well as an advantage

take into account catch up take for granted
About one person in ten is left-handed, but right-handed people tend to overlook the problems “lefties” face.
For example, right-handed people (1) many simple everyday tasks such as using scissors,
computer keyboards, and driving a car. These activities are so natural that right-handed people don’t even
think about them. They certainly don’t (2) the fact that all these things are designed to benefit
right-handed ways of doing things. There are big problems for left-handed people at work (3)
at home. Many machines can be operated safely only with the right hand. Perhaps this gives right-handed
people (4) in being hired for some occupations. In addition, there’s the problem of
discrimination. In the past, some people (5) left-handed people. These days, attitudes have
changed, but the design problems of inventing products that can be used with either hand still have not
been solved.

UNIT 7 Quiz
Think of words to fill the spaces. The first letter of the word is given to you. Try to spell the words correctly.
The way that a person dances when being watched may depend on more than just the person’s personality.
(1) A other things, researchers need to consider the (2) c between how a
person dances and past experience performing. For example, a girl who has taken years of ballet class may be
quite (3) c dancing in front of people or cameras. She may also be more creative in how she
dances. On the other hand, a person with little or no experience performing in front of others will naturally be
(4) n and dance less (5) s .
Number the paragraphs in the correct order to make a reading passage about a personality assessment
tool. Paragraphs 2 and 5 are done for you.
5 ased on the answers that a person gives while being questioned, the person can be “typed.” This
B
means that one of sixteen possible personality types best matches the person answering the MBTI.
ne of the most famous personality assessment tools today was developed by Katharine Briggs and Isabel
O
Myers. These two women, mother and daughter, came up with the project for developing the “test” to
help women during World War II find the best job to suit their personalities. Today, this assessment tool
is known as the Myers-Briggs Type Indicator.
ne thing to notice about the MBTI is that it is not actually called a test. Instead, the questions and
O
procedure for asking the questions are best understood as a tool for understanding the personality of
the person answering the questions.
2 he Myers-Briggs Type Indicator, also known as the MBTI, was first given in 1943. However, the list of
T
questions was not officially published until 1962. Today, the test is considered one of the most accurate
ways to research personality types of individuals.
he sixteen personality types are labeled by letters. These letters are paired as opposites: outgoing (E)
T
or shy (I), seeing and believing (trusts only things they can see or touch) (S) or trusting (N), thinking (T) or
feeling (F), and deciding (J) or not deciding (P). Thus, a person’s type might be ESTJ. According to the
MBTI, this means the person is outgoing, seeing and believing, thinking, and deciding.
oday, about two million people take official MBTI assessments each year. According to the publisher
T
of this personality assessment tool, that makes the MBTI the most popular personality assessment
worldwide.
Why shouldn’t the MBTI be considered a test? Usually, a test has right or wrong answers. This is not the
case with the MBTI. When analyzing a person’s responses, all answers are equally OK.
UNIT 8 Quiz
Decide which word or phrase in the box means the same as the underlined word or phrase in the passage.
Three are extra.
had something to do with offensive circumstances gestures

pointed out interpret implied unconscious
1. 4.
2. 5.
3.
In the 1960s, an anthropologist1 named Edward T. Hall noticed that the ways people used the space
around their body were not universal. In fact, he (1) demonstrated that the use of space changes
according to culture and is done without thinking. This area of the study of body language and the ways
people use space was given the name proxemics. Hall thought that, by studying proxemics, people
would be able to understand the uses of space in their own culture better, and then they would be able
to (2) understand the ways other cultures use space, too.
Hall believed that there were four different types of space: public, social, personal, and intimate. Public
space is the largest of these areas, going from 3.5 to 7.5 meters. In a large auditorium, the speaker
might be this distance away. Social space ranges from 1.5 to 3.5 meters and is the space we use in
public with people we don’t know well. Personal space is much closer, from 0.6 to 1.5 meters, and we
use this with friends or family. We also use this space when we stand in line to buy tickets or get on
a train. The smallest distance is intimate space, only about 30 centimeters away. This is so close that
we may touch other people and this is the space we use with children or when we want to hug or kiss
someone we love.
Hall started his research by looking at how animals use space. Then he watched people use space to
see if it (3) was related to who the people were with. Hall learned that, in American culture, if a stranger
comes into your personal or intimate space, people think it’s (4) rude. By and large, they will try to back
away from the stranger to increase the space between them. Of course, in enclosed spaces such as
elevators and crowded trains, it is not possible to increase the space, so people have to use other ways.
In those (5) conditions, people protect their personal space by shrinking. They move their arms tightly
against their bodies and avoid any eye contact. The next time you are in that kind of environment, keep
track of how people behave.
1
anthropologist – a scientist who studies people, society, and culture
1. According to Hall, the way we use space in our own culture is . . .
a. abnormal. b. universal. c. offensive. d. unconscious.
2. Proxemics is the study of how people are affected by the of other people.
a. distance b. culture c. gestures d. body language
3. If you were waiting for a bus with 15 other people, which space around you would they be in?
a. public b. social c. personal d. intimate
4. In a crowded train, people take up the amount of space.
a. minimum b. maximum c. neighboring d. potential
5. What is the best title for this article?
a. Visiting Space b. The Language of Space c. Universal Gestures d. Hall’s Animal Research

UNIT 9 Quiz
Use words or phrases from the box to complete the passage. One is extra.

gestures pass myself off as temporary repair complain patients
Do you know anyone who has had cosmetic surgery? Cosmetic surgery can be used to (1) damage
caused by accidents or disease, but it can also be used to make (2) look like they are years
younger. People who have cosmetic surgery get rapid results, but some people who have cosmetic surgery (3)
about pain or swelling after the operation. However, this is only (4) and disappears
after a few weeks. Are people happy with the results? One woman said: “I could (5) my daughter,
I look so young!”
Read the passage and answer the questions. Write short answers in the spaces.
Cosmetic surgery gets more popular all the time. A recent survey by a British television station found
that 66 percent of British people want to change the way they look. According to the survey, one-
tenth have already had plastic surgery. It’s popular in America, too, where many people want to fix
features they think are ugly. However, several people have died recently while having these kinds of
procedures. A well-known author from California made the headlines in 2004 when she died while
having wrinkles on her neck removed. Medical specialists point out that it’s very important to check to
see that your doctor and the institute you choose have a good reputation.
In Taipei, many people schedule cosmetic surgery right before Chinese New Year. For one thing, they
want to start afresh in the new year. Also, they want to take advantage of the holiday to recover from
the procedures. Soon after the holiday period, any scars from the surgery have disappeared.
Some patients use an alternative to plastic surgery. They prefer injections of Botox® that rapidly make
wrinkles disappear. To an extent, this procedure pays off immediately with visible results. However,
the drawback is that the injections are not permanent. They enable people to look different for a few
months. Then they can expect to return and have the injections again.
1. What percentage of British people are happy with their looks?

2. Where did the victim who died live?
3. W
hy do people schedule cosmetic surgery before the New Year holiday? Give two reasons.
4. What is the problem with Botox® injections?

5. What is the main idea of the third paragraph?
UNIT 10 Quiz
Part 1: Find the different word
One of the four words or phrases is different from the other three. Circle the letter of your choice.
1. a. offensive b. amazing c. wonderful d. spectacular
2. a. surround b. limit c. border d. agree
3. a. smoothly b. eruption c. flow d. calm
4. a. formation b. scar c. structure d. landscape
5. a. bay b. reef c. volcano d. waterfall
The Great Barrier Reef ranks among the most widely recognized natural wonders of the world. However,
it is not the only natural wonder of Australia. Another popular natural site is located in the desert in the
heart of Australia. This natural wonder is the huge rock formation called Uluru, or Ayers Rock.
The two names for this rock formation come from the two languages of Australia. Uluru is an Aboriginal
word with no real meaning. It is just the name of the rock. The English name, Ayers Rock, was given
to this natural wonder in the 1800s by an Englishman named William Gosse. Gosse named it after
the Chief Secretary of South Australia at that time, Sir Henry Ayers. Today, both names are used for
the site.
Looking at Uluru from a distance, viewers are first amazed to see this huge, lonely rock in the flat
landscape surrounding it. Visitors who happen to be there early in the morning or late at night can also
witness the changing colors of Uluru. The rising and setting sun changs the color of the formation, red,
blue, pink, brown, and gray, at different times. What people cannot see, however, is that two-thirds of
the formation is under the ground. What visitors to Uluru see is only one-third of the whole rock.
In case you are wondering how big Uluru really is, the top of the formation is 348 meters above the
surrounding desert. It usually takes about two hours to hike to the top. There is also a 10-kilometer trail
that visitors can follow to walk all the way around Uluru.
1. true false unknown Only a handful of people know about the amazing site called Uluru.
2. true false unknown The Aboriginal name for Ayers Rock has no meaning.
3. true false unknown Sir Henry Ayers was the first person to find this site in the 1800s.
4. true false unknown Various kinds of animals live in and around Uluru.
5. true false unknown It is possible to walk all the way around Uluru in one day.

UNIT 11 Quiz
Decide which word or phrase in the box means the same as the underlined word or phrase in the article.
Three are extra.
government established ruined take control
route keep in touch came to an end intended
1. 4..
2. 5.
3.
In the mid-1800s, there was a serious problem getting mail from the eastern part of the United States
to California on the Pacific Coast. Many settlers had moved westward in the first half of the nineteenth
century, but they wanted to (1) stay in contact with families and friends back in the East. They didn’t
like waiting for six weeks or longer to get a letter. People in California felt they couldn’t rely on the
regular postal service.
The Gold Rush in 1848 brought even more people to California. At that time, most mail went by sea
from New York to Panama in Central America. There, it was taken by railroad across the narrow strip of
land that separates the Atlantic and Pacific Oceans. Once it, This took a long time, too.
When America tried to overcome its communication problem in the 1860s, the nation had many
historical models to take into account. In thirteenth-century China, the Mongol (2) Empire established
communication routes across Central Asia. Couriers rode horses between a series of rest stations.
The couriers rode rapidly until the next stop, where a fresh rider was waiting to (3) take over. In the
fifteenth century, the Incas had a similar system in South America. The Incas built 16,000 kilometers of
roads and a message could reach a recipient 400 kilometers away in one day!
In April 1860, three American businessmen (4) founded the Pony Express. It worked just like the old
Mongol and Inca systems. Eighty riders, mostly teenage boys, carried the mail about 160 kilometers.
They stopped briefly every 15 or 25 kilometers to change quickly to a new horse. The system improved
the speed of communication. However, the founders did not make a profit, so the Pony Express
(5) stopped in October 1861 and a telegraph line replaced it.
1. true false unknown Many settlers moved from California to the East Coast in the 1800s.
2. true false unknown In 1848, mail traveled to California by sea and railroad.
3. true false unknown The main topic of the third paragraph is earlier courier systems.
4. true false unknown The Pony Express used about the same number of horses as the Mongol system.
5. true false unknown The owners of the Pony Express made a lot of money from it.
UNIT 12 Quiz
Decide which word or phrase is best for each space. Circle the letter of your choice.
1. Researchers working in the rainforest new species of plants and animals quite often.
a. adapt b. intend c. discover d. promote
2. People today seem to have more through computers and the Internet than by telephone.
a. experience b. situations c. energy d. interaction
3. One thing that my sister is praise. Tell her she is doing well, and she will try harder.
a. motivates b. applies c. supports d. punishes
4. Bill was to say something to the rude woman, but he kept his mouth shut.
a. excited b. tempted c. pressured d. adapted
5. The person with the highest at our school is the principal.

a. competition b. reward c. product d. status
Use the words and phrases from the box to complete the passage. Two are extra.
adapt energy face the challenge punishing resort to respond reward
A few useful tips make it easier when you (1) of teaching tricks to a young dog. The first
tip is to think about the (2) you will use when your dog does a trick correctly. Your dog will
(3) quickly and correctly when you ask it to do tricks. Try not to (4) punishing your
dog when it fails to do a trick correctly. Rather than (5) your dog, just don’t give it a treat. In time,
your dog will learn. Just be patient.

UNIT 13 Quiz
Think of words to fill the spaces. The first letter of each word is given to you. Try to spell the words correctly.
Some people think that Sarah Winchester was (1) i or mentally ill because she believed in ghosts
so strongly. Sarah thought that the spirits of people killed with the Winchester (2) r would
(3) h her house. She wanted the ghosts to get (4) l , so every day she designed
new ways to (5) c them. Perhaps Sarah never succeeded in tricking ghosts, but ordinary visitors
certainly find the house confusing!
Number the paragraphs in the correct order to make a reading passage about the Winchester family.
Paragraphs 1, 5, and 7 are done for you.
7
After the earthquake, Sarah kept on rebuilding the house until she passed away in 1922. Her
niece inherited her belongings, but Sarah had spent much of the Winchester fortune on her
spectacular house. Despite rumors of gold dishes, nobody ever found them.

Four years after their marriage, the young Winchesters had a daughter, Annie. Sadly, she
lived for only nine days. Sarah was almost insane with grief.
In 1862, Oliver’s son William married beautiful Sarah Pardee. She was only 147 centimeters
tall, but she had a strong personality and will.
oday, the Winchester Mystery House is a California landmark and open to the public. If you
T
go there, don’t get lost! According to its reputation, ghosts still haunt the place.
1 Oliver Winchester was a poor orphan boy who grew up to become a wealthy businessman.
From 1857 to 1880, he made weapons in New Haven, Connecticut, including the famous
Winchester repeating rifle.

Following Sarah’s orders, workmen went on building the house 24 hours a day. Then in 1906, a huge
earthquake struck California. The tragic event damaged three floors of the house, leaving it in ruins.
In 1880, Oliver Winchester passed away and his son and heir William inherited the family
business and fortune. The following year, William died of tuberculosis, a disease. The series
of tragedies had a huge impact on Sarah.
5 After her husband’s death, Sarah visited a fortune-teller who told her to head West, find a
new home, and never stop building it. Sarah took the advice to heart and started to decorate
her new home in 1884. She thought that ghosts would try to visit and harm her.
UNIT 14 Quiz
Part 1: Find the different words
1. a. come to an end b. go on c. continue d. move on

2. a. repair b. restore c. fix d. ruin
3. a. recall b. forget c. remember d. keep track of
4. a. count b. matter c. look down on d. be significant
5. a. be similar b. diversity c. variety d. be mixed
In the United States and several other countries, 2.5 million children play baseball in an organization
called Little League. They play on teams in their hometowns. Their parents and other adults in the
community coach or instruct them and serve as umpires to make sure that everyone follows the rules.
Local businesses give money for the ball fields and the uniforms. Local teams compete against each
other and the winners get to play teams that are more distant. Eventually, the top teams go to the
Little League World Series.
One hundred years after Abner Doubleday invented baseball in Cooperstown, New York, in 1839,
Little League got started in Pennsylvania. Three men started the game for neighborhood boys, with a
smaller playing field and fewer innings than adult baseball. Little League became popular after World
War II when the game spread across the rest of the United States. By 1955, it was played throughout
North America and, within five years, it had spread to Europe. Children’s baseball really caught on in
Japan and Taiwan. Exceptional teams from those countries won the World Series seven out of eight
years. After this, the organization tried banning foreign teams from the World Series, but the ban came
to an end after one year.
At first, Little League was only for boys aged nine to twelve. However, in 1974, the parents of girl
baseball players brought a lawsuit. The courts ruled that Little League had to include both boys and
girls. Later, Little League added on softball and other games for teenagers up to age 18. Occasionally,
a Little Leaguer signs a contract to become a professional player. For example, Gary Carter went from
Little League to play 19 seasons in the Major Leagues, 10 of them as an All-Star player. But, by and
large, youngsters play baseball for fun and because their parents are proud of them.
1. The mothers and fathers of Little League players . . .

a. help run the games. b. travel in coaches. c. give the teams money. d. play in the World Series.
2. In what year was Little League established?
a. 1839 b. 1939 c. 1955 d. 1960
3. What is NOT true about foreign Little League teams?
a. European teams started in 1960. c. Teams from Japan and Taiwan are banned now.
b. Asian teams made a name for themselves. d. Foreign teams couldn’t play for a year.
4. Which is true about players today?
a. Little League is only for neighborhood boys. c. Teams recruit more girls than boys today.
b. Children can only play until age 12. d. Girls and boys can participate to age 18.
5. Why do most players take part in Little League?
a. To pitch in the Major Leagues. c. To have fun and please their parents.
b. They expect a profit from All-Star games. d. They want to learn how to face crowds.

UNIT 15 Quiz
1. My mother makes delicious grape leaves filled with rice and meat.
a. established b. recalled c. stuffed d. accustomed
2. The tribe went to great effort to prepare a spectacular feast for their guests.
a. all out b. just to show c. to an end d. as a surprise
3. Rodney hates flying animals like mosquitoes that bite him. They’re so small he can’t see them.
a. aliens b. insects c. species d. teeth
4. Before Ken started wearing glasses, he really looked like his older brother Pete. You could hardly tell them
apart.
a. decorated b. gestured c. consisted of d. resembled
5. The sudden storm called for rapid work by the emergency crew to restore electricity.
a. repaired b. relied c. released d. required
Read the passage and answer the questions. Write short answers in the spaces.
Cooking Demonstration Today at 10:00 a.m.

Quick Asian Dishes by Lynn Lee
See how quickly you can make a delicious Asian feast in your own kitchen. Lynn Lee, a well-known
cooking instructor and cookbook author, prepares four entire meals in less than an hour. Two meals will
feature boiled noodles and dumplings, and two will feature fried dishes. All of these meals resemble
traditional Asian dishes, but Lynn Lee adds her own unique touches. Come learn Lee’s secret for
dumplings stuffed with fish and her fried curry tofu.
Audience members can also take advantage of a special offer. They can buy Lee’s new book at half
price. Come today and take home Quick Asian Dishes for only $12.49 instead of the regular price of
$24.98.
Next week’s demonstration: Grilling Australian Style
The Cook’s Bookshop—Your store for great meal ideas—2nd floor in the MegaMall
1. Which store is putting on the event today?

2. What does Lynn Lee do in addition to writing books?
3. How will Lynn Lee cook the food today? (name two ways)
4. How much does the book cost today?
5. What is the next program in the series?
UNIT 16 Quiz
Decide which words or phrases in the box mean the same as the underlined words or phrases in the
passage. Three are extra.

in advance from the year damage completely reach
renovate point of interest transport riders facilities
1. 4..
2. 5.
3.
As populations increased in large cities in the nineteenth century, building subway lines was a way to
move people from one area of a city to another quickly and efficiently. The first major subway system,
the London Underground, started in 1863 using steam trains. Subways caught on quickly in London,
and the system was enlarged to include more routes. (1) As of 1896, it was changed in favor of an
electrical system. Today’s subways around the world now work on electricity, and they continue to be
efficient means of transportation. Passengers can rely on the regular schedule of subway trains while
avoiding traffic on busy city streets.
Two of the world’s earliest subways were built in Paris and New York. When the Paris Metro opened on
July 19, 1900, citizens were proud of the impressive and beautifully decorated station entrances that
have been a Parisian (2) landmark ever since. Although the first New York subway consisted of only
14.5 kilometers of track in 1904, today, it is the world’s largest subway system.
Subway trains run in tunnels dug far below the ground. Passengers enter stations and then take
escalators or moving stairs to (3) access the trains. The deep underground stations of the London and
Moscow subways served as safe bomb shelters during World War II. Today, some cities are building
new subways and they dig deep for a different reason. In Athens, Greece, for example, the city planners
don’t want to (4) ruin the ancient monuments on the surface.
Today, subways are still popular with (5) passengers. The Tokyo subway is the busiest in the world, with
3.2 billion riders a year. Close behind are subways in Moscow (2.4 billion), Seoul (2.1 billion), and New
York City (1.6 billion). Systems in Paris, Beijing, and Mexico City transport billions of riders, but so do
subways in Shanghai, Hong Kong, and London.
Part 2: Match the statements
Match the statements to the questions by writing the letter on the line. There are two extra statements.
1. What is the best title for the whole a. The Tokyo subway is busier than Shanghai..
reading passage? b. The development of the first subway
c. Why some subways are very deep
2. What is the main topic of the first paragraph?
d. T he New York subway is larger than the
3. What is a detail in the second paragraph? Moscow subway.
e. The history of subways
4. What is the main idea of the third paragraph?
f . The decoration of the Paris Metro
5. What is a comparison from the last paragraph? g. Famous nineteenth-century steam trains

UNIT 17 Quiz
Part 1: Find the different words
1. a. sword b. tomb c. weapon d. rifle
2. a. combat b. military c. peace d. warrior
3. a. authorities b. neighbor c. government d. empire
4. a. go on b. come to an end c. die out d. disappear
5. a. landmark b. statue c. monument d. philosophy
Use words and phrases from the box to complete the passage. Write the words in the spaces.
ethics head combat region suspend defend stomach
The fighting arts that started in East Asia have spread beyond that (1) and are now popular
throughout the world. Matches and competitions attract large audiences, but even more people watch martial arts
on television. In addition, films by Bruce Lee created martial arts fans everywhere.
Kung fu started in China more than 2,000 years ago, while karate developed in Japan around 1600. Both martial
arts originally came about when people tried to protect or (2) themselves from attackers. When
karate first started, warriors could not use weapons such as swords, so they had to rely on the strength of their
bodies alone. Another thing that karate and kung fu have in common is that in (3) , fighters strike
out to hit their opponent with their arms, legs, feet, or even their head.
However, if someone gets hit in the head, they must (4) their participation in fights for a while to
make sure there is no damage to the brain, eyes, or ears.
Kung fu has a gentler version called tai chi. In many Asian countries, people can be seen doing tai chi together
in large groups, as a form of daily exercise. Tai chi movements are done very slowly, requiring a lot of strength.
Perhaps this is why people who do tai chi every day have strong (5) muscles. People who do tai
chi also believe that thinking about the flowing movements helps the mind. They find it relaxing.
UNIT 18 Quiz
Decide which words or phrases in the box are the closest in meaning to the underlined words or phrases
in the passage. Three are extra.
curve dissolving changing stand up blind start completely erased evaporate
1. 4..
2. 5.
3.
The White Sands of New Mexico are unusual in many ways. First, the mineral that makes them white,
gypsum, is found here in greater amounts than anywhere else on Earth. (1) Alternating weather patterns
cause the dissolved gypsum to form crystals of sand when the shallow bottom of Lake Lucerno dries
up. As the temperature in the desert heats up, any water in the lake evaporates. The strong winds then
blow the white gypsum crystals into sand dunes that (2) wind over the land. Some sand dunes move
as much as 10 meters a year. Only a few plants and animals are able to make a go of life in such difficult
surroundings. Living things have to survive extreme heat in the summer and cold in winter as well as
very little water without minerals. Animals who need comfortable temperatures and lots of water don’t
stand a chance in the White Sands!
It may come as a surprise to discover that outside the National Monument is a neighboring missile
base that belongs to the military. The base is not accessible to the public. The military authorities
conduct several kinds of tests on this part of the White Sands. The first atomic weapon was exploded
here in 1945. It (3) wiped out some of the sand dunes. More recently, the missile base became a Space
Harbor, a safe place where astronauts learn to fly and land the space shuttle. Flying instructors say that
the White Sands are a good place to learn procedures and (4) set off on a space career.
The skies above the White Sands are usually clear, so the desert has become well known as a place
for watching the stars. There is no artificial light, so the stars and planets are very visible in the night
sky. In fact, the authorities organize several special nights of stargazing every year. People who have
astronomy for a hobby (5) put up their telescopes to see the stars more clearly. You can’t expect clear
skies every day, and sometimes there are spectacular sandstorms when the wind blows hard. When
they occur, the huge clouds of sand are visible from satellites in space.
1. true false unknown Lake Lucerno is usually deep under water.

2. true false unknown Some tough animals are able to survive the hard environment.
3. true false unknown The authorities let the public visit the missile range to see the shuttle.
4. true false unknown The first space shuttle landed at White Sands.
5. true false unknown Astronomers take advantage of the natural darkness to view the stars.

UNIT 19 Quiz
Decide which word or phrase is best for each space. Circle the letter of your choice.
1. Let’s the blankets now that they are dry.

a. benefit b. fold c. consider d. form
2. He used two old boxes with a piece of wood on top of them to make a for his books.
a. shelf b. jewelry c. doll d. cabinet
3. I’m surprised you don’t recycle more things. Don’t you the environment?
a. give off b. fade away c. wipe out d. care about
4. She didn’t want to wash a lot of dishes after the party, so she bought plates and cups.
a. initial b. fashionable c. unlike d. disposable
5. After reading the brochure, we decided to take the shorter up the mountain.
a. chemical b. statue c. trail d. tribe
Wedding Budget: Paper Products

Posted on July 6 by Cheap Bride
Invitations, envelopes, reply cards, and stamps: $235
Paper: $190
Our initial plan was to buy professionally printed wedding invitations, but that idea quickly faded away once we saw
how much they cost! So we decided to design and print our own wedding invitations. We spent $120 on paper. For that
amount, we got two colors of paper . Whereas my fiancé didn’t care about the colors, I insisted that we find paper to
match our wedding colors. Luckily, a local hobby store had lots of colors to choose from. We also spent another $70 on
cream-colored paper that we used for reply cards and cream-colored envelopes.
In total, we bought 100 sheets of each color. That much paper made our invitations, reply cards, and envelopes. We even
had extra paper left! Conservation is important to me, so I used the extra paper to wrap forks and knives for guests. I also
had enough to make signs for the buffet, reserved signs for the tables, and our programs. In the end, we paid another
$45 for stamps.
Amanda on July 7 at 4:30 p.m. said:
Hi! When you use just one color for printing, do you end up wasting a whole color cartridge for your printer? I am
planning to start tonight! I love all your ideas!
Mary on July 9 at 9:44 a.m. said:
Love love love all of it! Making personal cards for special occasions is a new hobby of mine! Thanks for breaking down
the price on everything. It really helps me set my own budget for projects.
1. Who bought professionally printed wedding invitations?

a. Cheap Bride b. Amanda c. Mary d. no one
2. How much did the cream-colored paper cost?
a. $45 b. $70 c. $190 d. $235
3. How many sheets of paper did Cheap Bride buy?
a. 3 b. 100 c. 190 d. 300
4. Which of the following was not made by the bride?
a. buffet signs b. fork wrappers c. invitations d. stamps
5. Who is worried about ink for her printer?
a. Cheap Bride b. Amanda c. Mary d. no one
UNIT 20 Quiz
1. It is hard to imagine how a disgusting worm can change into a beautiful butterfly.
a. transform b. hide c. disappear d. recycle
2. Where did you find that picture that you are using as your desktop background on your computer?
a. technique b. statement c. site d. image
3. The surprise move to fight showed an unexpected level of military planning.
a. exhibit b. attack c. interview d. cabinet
4. Our teacher gave us an extra week for the project, and I was therefore able to finish it.
a. however b. thus c. although d. for example
5. The couple found by surprise an interesting restaurant while walking around downtown.
a. blended in b. came across c. resorted to d. took up
Use the words and phrases from the box to complete the passage. Two are extra.
create exhibits interviews invisible shades techniques thus
A very popular type of modern art is the installation. Traditional art museums show individual paintings or
statues by themselves. In contrast, an art installation uses architectural space together with the art objects,
sound, and light effects to (1) a special effect. Modern installation artists use everyday objects
like cars or beds to get viewers to think about art in new ways. For example, when Liu Bolin paints himself in
(2) of red and brown to blend in with a brick wall and becomes (3) , he transforms
himself into a work of art.
Installation artists like Mr. Liu often work outdoors. For example, another installation artist, Christo, creates art
by wrapping buildings, trees, bridges, and even beaches, in huge amounts of cloth. Although installation art
has been around for many years, it is still difficult for some people to understand the artistic (4)
used in such works of art. People do not agree about whether a man painted to camouflage himself or a
bridge wrapped in cloth is really art. Some art fans prefer regular museums where they are not shocked by the
(5) .

Unit Quizzes Answer Key
Note that true is abbreviated as T, false as F, and unknown as U in the answer key.
Unit 1 Unit 11
Part 1: 1. reputation; 2. potential; 3. benefit; “ Part 1: 1. keep in touch; 2. government; 3. take
4. funding; 5. artificial control; 4. established; 5. came to an end
Part 2: 1. c; 2. a; 3. b; 4. d; 5. a Part 2: 1. F; 2. T; 3. T; 4. U; 5. F
Unit 2 Unit 12
Part 1: 1. d; 2. b; 3. c; 4. a; 5. b Part 1: 1 . c; 2. d; 3. a; 4. b; 5. d
Part 2: 1. F; 2. T; 3. U; 4. F; 5. F Part 2: 1. face the challenge; 2. reward; 3. respond;
4. resort to; 5. punishing
Unit 3
Unit 13
Part 1: 1. c; 2. d; 3. a; 4. b; 5. d
Part 2: 1. media conference organizer; 2. Jersey City; Part 1:1. insane; 2. rifle; 3. haunt; 4. lost; 5. confuse
3. a paintball fight; 4. stay home and blog; Part 2: 7, 3, 2, 8, 1, 6, 4, 5
5. looked after some dogs
Unit 4 Unit 14
Part 1: 1. c; 2. d; 3. a; 4. c; 5. b Part 1: 1. a; 2. d; 3. b; 4. c; 5. a
Part 2: 4, 5, 1, 3, 2 Part 2: 1. a; 2. b; 3. c; 4. d; 5. c
Unit 5 Unit 15
Part 1: 1. route; 2. neighboring; 3. consists; 4. rely; Part 1: 1. c; 2. a; 3. b; 4. d; 5. d
5. take advantage of Part 2: 1
. The Cook’s Bookshop; 2. cooking instructor;
Part 2: 1. F; 2. T; 3. F; 4. U; 5. U 3. boil, fry; 4. $12.49; 5. Grilling Australian Style
Unit 6 Unit 16
Part 1: 1. b; 2. a; 3. d; 4. c; 5. a Part 1: 1. from the year; 2. point of interest; 3. reach;
Part 2: 1. take for granted; 2. take into account; 3. as 4. damage completely; 5. transport riders
well as; 4. an advantage; 5. looked down on Part 2: 1. e; 2. b; 3. f; 4. c; 5. a
Unit 7 Unit 17
Part 1: 1. Among; 2. connection; 3. confident; Part 1: 1. b; 2. c; 3. b; 4. a; 5. d
4. nervous; 5. smoothly Part 2: 1
. region; 2. defend; 3. combat; 4. suspend;
Part 2: 5, 1, 3, 2, 6, 7, 4 order 5. stomach
Unit 8 Unit 18
Part 1: 1. pointed out; 2. interpret; 3. had something Part 1: 1. changing; 2. curve; 3. completely erased;
to do with; 4. offensive; 5. circumstances 4. start; 5. stand up
Part 2: 1. d; 2. a; 3. c; 4. a; 5. b Part 2: 1. F; 2. T; 3. F; 4. U; 5. T
Unit 9
Unit 19
Part 1: 1. repair; 2. patients; 3. complain; 4. temporary;
5. pass myself off as Part 1: 1. b; 2. a; 3. d; 4. d; 5. c
Part 2: 1. 34 percent; 2. California; 3. to start afresh in Part 2: 1. d; 2. b; 3. d; 4. d; 5. b
the new year; to take advantage of the holiday to
recover; 4. They are not permanent; 5. Botox is an
alternative to plastic surgery, but it has pros and cons. Unit 20
Unit 10
Part 1: 1. a; 2. d; 3. b; 4. b; 5. b
Part 1: 1. a; 2. d; 3. b; 4. b; 5. c Part 2: 1
. create; 2. shades; 3. invisible; 4. techniques;
Part 2: 1. F; 2. T; 3. F; 4. U; 5. T 5. exhibits
Introduction to Tests
This section contains two tests—a mid-book test covering Units 1–10 and a final test covering the
whole book. Each test contains 50 questions over four pages, and is expected to take about an hour.
The test answer key is provided on page 76, and each question is worth two points, for a total mark
out of a 100.
Tests are divided into four sections.
Part 1: Vocabulary (25 questions) Part 3: Read and answer (10 questions)
These follow the format of the corresponding activity a. Read the passage and decide if the statement is
type in the unit quizzes. (see page 45). true, false, or unknown. (5 questions)
a. Match the words and definitions. (10 questions) b. Circle the letter of the best answer. (5 questions)
b. Find the different words. (5 questions)
c. Find the same meaning. (10 questions)
Part 2: Complete the passage (5 questions) Part 2: Scan for information (10 questions)
This is a cloze passage where students find the words In this part, there are a number of short “classified ad”
or phrases to fill five gaps in a passage. type readings, and students are required to scan these
for information to answer 10 short-answer questions.
For convenience in keeping track of students’
scores on the tests, as well as the unit quizzes, a
photocopiable scoring sheet is provided on page 77.

Mid-book Test
Part 1: Vocabulary
A. Match the words and definitions

Find the word in the box for each definition. Three are extra.
on purpose amazing clockwise native to gesture significant mental

easy-going point out inject interpret universal scar
1. moving in the direction of hands on a watch
2. a body movement to show something
3. to put something into the body with a needle
4. to translate something from one language to another
5. flexible and relaxed
6. related to the mind; the opposite of physical
7. from a particular area
8. for a reason; not by accident
9. very surprising; spectacular
10. a mark on the skin that lasts after an injury heals
B. Find the different words
11. a. riddle b. monument c. building d. statue
12. a. opinion b. attitude c. factor d. point of view
13. a. fix b. complain c. modify d. repair
14. a. try b. imply c. attempt d. make a go of something
15. a. general b. overall c. by and large d. specific
C. Find the same meaning
16. W
e often take pure drinking water for granted, but the source can have an effect on the quality.
a. analyze b. rely c. rank d. affect
17. Pat’s friend is the designer of that new bank building that is visible from the highway.
a. architect b. ex c. alien d. archaeologist
18. Students can take advantage of the money the government gives for education.
a. estimate b. make up for c. comment on d. use
19. To this day, I hate the color pink because it doesn’t go with my skin and hair tones.
a. projects b. colors c. styles d. dots
20. Charlotte is thought by many people to be the winner of the speech contest.
a. worshiped b. damaged c. expected d. sprinted
21. Jed didn’t mean to suggest that the girl was notorious. It just sounded that way when he said it.
a. complain b. benefit c. enable d. imply
22. Lisa kept her promise when she said she would help her little sister learn to ride a bike.
a. word b. will c. purpose d. structure
23. Andrea is sure about her skill in singing, and you can see it when she performs.
a. nervous b. unique c. confident d. offensive
24. For some people, their jobs are just a way to make a living, but Ken really loves his work.
a. attitudes b. offices c. routes d. occupations
25. The police banned the media from discussing the conditions under which the man was strangled.
a. neighbors b. headlines c. circumstances d. monuments
Use the phrases from the box to complete the passage. One is extra.
species of take into account along with point out make sense of nothing to do with
It’s clear that many people find spiders frightening. However, scientists (26) that it is not likely
that the spiders you find in most places are actually harmful to humans. Although there are almost 40,000
(27) spiders, only about 30 inject poison into people. So how do we (28) such
fear? When we think of our attitudes, we must (29) that some large spiders look like dangerous
animals. However, their appearance has given them a bad reputation. People who keep spiders as pets have
learned that physical appearance has (30) behavior.

Here are this week’s travel sites. If you need a different sort of break, try one of these!
If you want an alternative to blockbuster films, try the Sundance Film Festival.
Every January for 20 years, Sundance has been THE place for independent filmmakers to show off their
low- budget films and documentaries. As the name suggests, major Hollywood studios are not involved in
independent films. They are made by actors, directors, and technical crews who come up with good ideas and
think they can make a go of them. Located in a ski town 2,100 meters high in the mountains of Utah and 65
kilometers southeast of Salt Lake City, Sundance is the place to see and be seen. Famous entertainers are part of
the audience, here to see what new independent releases are on offer. Sometimes it’s tough to get seats for films
that have a good reputation. Never look down on beginning filmmakers because sometimes unexpected films
make the headlines on opening night. For example, this year, a couple of humble college students showed a film
that became a spectacular success. Films like this really pay off when distributors buy them for up to $5 million to
show in theaters later on. If they’re really lucky, the filmmakers can make even more money from merchandising.
Feeling awful? Need some medical treatment but you’d really like a holiday, too? Now you can have both!
A number of countries with excellent medical institutes and spectacular tourist attractions have started to offer
medical vacations. In places like Thailand and South Africa, quality medical care enables you to have a surgical
procedure done at minimal cost, as well as time to recover in a beautiful environment. The same surgery costs four
times as much in New York. A typical holiday consists of one week as a patient in a clinic or hospital followed by
another week at a deluxe neighboring hotel or resort. Doctors keep track of your rapid recovery. Imagine floating
in the shallow waters near a tropical island or trying to catch up with a herd of zebras while you restore your health!
As with any health treatment, check the reputation of the medical facility before you plan your trip. So far, though,
there have been few complaints.
A. R
ead the passage and decide if the statement is true, false, or unknown. Circle your answer.
31. true false unknown The Sundance Festival shows films from major Hollywood studios.
32. true false unknown Famous entertainers like to ski in the mountains of Utah.
33. true false unknown The successful college filmmakers came from modest backgrounds.
34. true false unknown Medical procedures in Thailand are less safe than in New York.
35. true false unknown Medical vacations are probably best for people with mild physical problems.
B. Circle the letter of the best answer.

36. Which is NOT true about Sundance?
a. New films are shown there. c. You can see documentaries.
b. Famous performers go there. d. The films are usually very expensive to make.
37. Who make the movies shown at Sundance?
a. Hollywood studios c. famous movie stars
b. independent filmmakers d. television directors
38. Sometimes people at Sundance are surprised because . . .
a. unknown films really take off. c. notorious actors show potential.
b. the media don’t cover movies. d. the festival isn’t permanent.
39. What has been the attitude of people who have taken a medical vacation?
a. They complain. c. They are mostly pleased.
b. They feel honored. d. They find it offensive.
40. What is the best title for the whole reading passage?
a. Creative Vacation Ideas c. Spectacular Entertainment
b. A Week in an African Clinic d. My Holiday Disaster on Film
Part 4: Scan for information
Read the question and figure out what you need to know. Then quickly look at the TV guide below and find
the answer. Write a short answer in the space.
41. Which channel offers food for people who don’t eat meat?
42. Where did the soccer event occur?
43. What did the archaeologist find?
44. From which program could viewers learn about earthquakes?
45. Which country stopped bicycle races?
46. What time can you see a film about space people?
47. What can you get to stop using a walking stick?
48. What country are the scary slow-moving animals from?
49. What time can you learn about an unusual family?
50. Which program can you watch in the morning?
Notorious Disasters Health and Beauty

• Erupting Volcanoes Fix face spots rapidly
• Earthquake Damage Cosmetic surgery benefits
No canes with artificial leg
Explore the connection between changes Special offer on perfume line
in our landscape and disasters. Special vegetarian menus
Watch every night at 9:00 p.m. Watch Ch. 14, 8:00 -10:00 p.m nightly
Channel 44
Secrets of the Stars
Blockbuster Movies
Find out who’s left-handed
Horror: Crawling Creature of Peru Whose relatives are abnormal?
Science Fiction: Aliens from Pluto Actor only drives automatic car
Drama: A Handful of Sand
Pay TV Get the latest media gossip every afternoon on
Channel 49 feature films at 8:30 nightly Channel 2
Be in the Know—Tune in at 4
Mysteries of History Headline Sports
Blast from the past French ban cycle racing
Allies become enemies Tennis star wins honor and prize at Wimbledon
Lost secrets of the pyramids Nasty Italian soccer incident
Archaeologists discover monument
Sports news every hour, every day
Channel 13 Tuesday nights at 10:00 p.m. Your #1 sports station—Ch.1

Final Test
Part 1: Vocabulary
A. Match the words and definitions

Find the word in the box for each definition. Three are extra.
alternate cabinet count crystal disgusting fry holy

wimage interaction recipient renovate tiles transform
1. to be important; to matter
2. making one feel sick
3. thin pieces of clay or stone that cover walls
4. to go back and forth between two things
5. connected with God or religion
6. an effect that two things have on each other
7. furniture that has shelves behind doors, usually for storing things
8. a person who receives something
9. to change
10. a picture
B. Find the different words
11. a. overall b. by and large c. specific d. entire
12. a. border b. chemical c. mineral d. element
13. a. die out b. give way to c. put up d. come an end to
14. a. renovate b. restore c. repair d. ruin
15. a. temporary b. normal c. regular d. usual
C. Find the same meaning
16. The doctor’s office is very easy to reach for injured patients.
a. initial b. potential c. accessible d. disposable
17. My uncle Tim was the designer of that modern glass building.
a. instructor b. architect c. performer d. archaeologist
18. Mary has been unable to see since she was born. Now she has a seeing-eye dog to help her.
a. artificial b. disappointed c. invisible d. blind
19. Keith’s list of planned activities includes a trip to Taipei next month.
a. technique b. brochure c. shelf d. schedule
20. The city clock tower has been a point of interest for over 500 years.
a. landmark b. statue c. reward d. weapon
21. Thinking about right and wrong is an important part of Dr. Carr’s philosophy course.
a. Ethics b. Tragedy c. Evaporation d. Camouflage
22. Our spending plan for the South American trip will depend on how much money is available.
a. fund b. reservation c. budget d. empire
23. My sister feels envious when I get new clothes and she doesn’t.
a. offensive b. jealous c. notorious d. fashionable
24. Ashley’s cat is a mixture of Siamese and Persian breeds.

a. blend in with b. cross between c. resembling of d. confusion between
25. The best way to prepare pasta is to cook it in hot water for eight minutes, then try it.
a. flow b. punish c. dissolve d. boil
Use the phrases from the box to complete the passage. One is extra.
calls for as the name suggests make up for resort to makes the headlines go all out
Diets are a favorite topic in the media. Every week, a strange, new diet (26) in the
newspapers. Many people (27) quick weight-loss diets after holiday feasts when they need
to (28) overeating. They are willing to try anything for a short time. The Hollywood Diet
(29) only fruit for 10 days. The cabbage soup diet, (30) , relies on eating as much
cabbage soup as you can stuff in your stomach.

Do you enjoy street performers? The tradition of wandering entertainers goes back for almost a thousand years to
the Middle Ages in Europe. Then they were called “troubadours,” but, today, most people call street performers
“buskers.” Buskers are usually musicians, but some are actors, clowns, or jugglers. In Singapore, hundreds of street
buskers from around the world participate in an annual festival. In other cities, you often come across buskers on
busy shopping streets and near parks, but the most popular places are subway stations. Passengers listen to the
musicians while they wait for underground trains. In exchange for a few minutes of entertainment, they give the
busker some money before they move on to catch their train.
Not long ago in Boston, the government tried to establish a controversial new law to control buskers in the sub-
way. The authorities said that musicians were playing instruments so loudly that passengers couldn’t hear the train
announcements. The new law intended to stop the use of amplifiers to make music louder. Loud instruments such
as saxophones, trumpets, and electric guitars were not allowed either. In addition, the new law required perform-
ers to pay for a license and follow a dress code. These rules came as a surprise to many buskers. Well-known musi-
cians such as Tracy Chapman and Melissa Etheridge made names for themselves singing in the Boston subway.
The entertainers pointed out that, traditionally, the subway was a place where humble young musicians could start
to make a name for himself or herself. Thousands of people complained that the new law was unfair. They wanted
to restore buskers’ rights.
Under pressure from the public, the authorities looked at how other cities dealt with buskers in their subways. They
learned that in London, New York, and Toronto, buskers were allowed to play loud instruments and use ampli-
fiers, but first they have to pass an audition to establish that they are good enough to play in public. By contrast,
Washington DC doesn’t allow any performers in their subways for security reasons. Back in Boston, the govern-
ment took these factors into account. The law was changed to say that buskers must hold back the sound level to
a minimum, but they would be allowed to go on playing. Passengers were happy that they would continue to have
some music on their route to work. Young artists in Boston still stand a chance of establishing their musical careers
in the subway stations.
A. R
ead the passage and decide if the statement is true, false, or unknown. Circle your answer.
31. true false unknown All buskers are musicians.
32. true false unknown Singapore has a new subway system with excellent facilities.
33. true false unknown Boston authorities cared about the noise level of some performers.
34. true false unknown Some famous entertainers started out as subway buskers.
35. true false unknown Public pressure motivated authorities in Boston to create tougher laws.
B. Circle the letter of the best answer.

36. What were street musicians called in the Middle Ages?
a. troubadours b. buskers c. clowns d. jugglers
37. What did the Boston authorities want to stop?

a. conservation efforts b. messy passengers c. Etheridge’s singing d. loud instruments
38. Which word in the third paragraph means “a musical test”?

a. instrument b. audition c. amplifier d. security
39. Which city bans performers in the subway?

a. Toronto b. New York c. London d. Washington
40. Which is the best title for the entire reading passage?
a. An Impressive Buskers Festival c. Entertainment for People on the Move
b. Chapman’s Latest Exhibit d. Art Decorates Subways
Read the question and figure out what you need to know. Then quickly look at the notices below and find
the answer. Write a short answer in the space.
41. If you’re physically fit, what day can you participate in a competition?
42. How many countries are represented at the Diversity Dinner?
43. Where should you go to learn about soldiers from the past?
44. When can you learn about people who pass themselves off as someone else?
45. On which night can you solve a murder mystery?
46. Where should you go to get knowledge about army jobs?
47. If you don’t eat meat, will you find something you can eat at the dinner?
48. Can you register for the race on the day it happens?
49. Who is the recipient of money raised in the three-way race?
50. Who will the archaeology lecture help?
College Community Events
Horror Film Night 3-Way Race Diversity Dinner
Be shocked by aliens! Cycle, Sprint, Swim International Student Feast

Abandoned haunted house! Get involved! Vegetarian meals available
Who strangled Sam? Drop by and share a meal
Take part or sponsor someone
Food native to 17 nations
Tickets available at the door All profits to cancer charity
Campus Cinema Sign up in advance Dining Hall
Sunday night at 7:30 p.m. Race starts Saturday at 8:00 a.m. Saturday 6:00 – 8:00 p.m.
Military Recruitment Archaeology Lecture Fraud Squad

Regular or reserve status The Clay Warriors of Xian: Combat credit card theft!
Noncombat occupations The Emperor’s Tomb Don’t let impersonators
Long-term contracts Benefit for earthquake victims ruin your credit rating!
Put an end to fakes!
Regional Office, Smith Hall Admission $5
Monday to Friday Conference Center Student Center, Room 405
9:00 a.m. – 5:00 p.m. Friday night at 8:00 p.m. Sunday night at 7:30 p.m.

Tests Answer Key
Mid-book Test
Part 1: Vocabulary
A. 1. clockwise; 2. gesture; 3. inject; 4. interpret; 5. easy-going; 6. mental; 7. native to; 8. on purpose;
9. amazing; 10. scar
B. 11. a; 12. c; 13. b; 14. b; 15. d
C. 16. d; 17. a; 18. d; 19. b; 20. c; 21. d; 22. a; 23. c; 24. d; 25. c
26. point out; 27. species of; 28. make sense of; 29. take into account; 30. nothing to do with
A. 31. false; 32. unknown; 33. true; 34. unknown; 35. true
B. 36. d; 37. b; 38. a; 39. c; 40. a
41. Channel 14; 42. Italy; 43. a monument; 44. Notorious Disasters; 45. France; 46. 8:30 p.m.;
47. an artificial leg; 48. Peru; 49. 4:00 p.m.; 50. Headline Sports
Each item counts two points for a score of 100%.
Final Test
Part 1: Vocabulary
A. 1. count; 2. disgusting; 3. tiles; 4. alternate; 5. holy; 6. interaction; 7. cabinet; 8. recipient; 9. transform;
10. image
B. 11. c; 12. a; 13. c; 14. d; 15. a
C. 16. c; 17. b; 18. d; 19. d; 20. a; 21. a; 22. c; 23. b; 24. b; 25. d
26. makes the headlines; 27. resort to; 28. make up for; 29. calls for; 30. as the name suggests
A. 31. false; 32. unknown; 33. true; 34. true; 35. false
B. 36. a; 37. d; 38. b; 39. d; 40. c
41. Saturday; 42. 17; 43. Archaeology Lecture/Conference Center; 44. Sunday, 7:30 p.m.; 45. Sunday night;
46. Regional Office, Smith Hall; 47. yes; 48. no; 49. cancer charity; 50. earthquake victims
Each item counts two points for a score of 100%.
Score Sheet
Name: Unit Quizzes Tests
Student Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 mid final

Glossary
Here are some words that you’ll find often in the Reading Advantage series, and some other words
related to reading and vocabulary acquisition. Understanding these words will help you gain more
from the series.
affix part that is attached to the beginning (prefix) or end (suffix) of a word that change the
meaning or the part of speech. The word that results is called a derivative, meaning it
came from a root or base word.
antonyms words with opposite meanings. Examples: tall – short, up – down
background what learners already know about a subject. Pre-reading activities help students to use
their background knowledge of a topic.
base word another word for root. For example, dangerous has the base word danger.
bilingual bilingual dictionaries translate meanings from one language to another (see
monolingual)
compound word word formed from two or more root words. Examples of compound words: bus stop,
a
fireplace, rocking chair.
connotation an additional meaning a word has besides its central meaning (denotation). For example,
spinster has the meaning of “an unmarried woman,” but it has the connotation of an
older woman, and many young unmarried women would find it strange to be called a
spinster.
content words words that carry meaning when the word is used alone, such as nouns, verbs, adjectives,
and adverbs (see function words)
cloze a classroom activity or testing format where some words are left out and replaced by
blanks. You can make a cloze by leaving out every nth word (every seventh word, for
example) or only certain kinds of words such as verbs or current vocabulary items.
collocations words that are often found together, for example, commit murder, or carry out research,
or perform surgery
definition the meaning of a word
denotation the central meaning of the word (see connotation)
derivative a word formed by adding a prefix or suffix
ellipsis words left out from the text that are understood in the context, for example, “Mary went
shopping last weekend, but Jill didn’t (go shopping).” (see reference, substitution)
formal language that you would use in a professional or work situation (with a superior), rather
than with friends (see informal)
function words ords that have little meaning alone but are used to show grammatical relationships,
w
such as pronouns (she, he, they), articles (a, an, the), and conjunctions (and, but, so)
gist the general meaning of a reading passage
homonyms words that look the same but mean something different. Polish (meaning from Poland)
and polish (to shine) have different meanings.
homophones words that sound the same but are spelled differently. Red the color sounds just like read,
the past tense verb. Note that read has two different sounds, depending on whether the
verb is present or past tense.
idiom a group of words that means something as a group that differs from the meanings of the
individual words, such as keep an eye on, put up with, over the moon
inference figuring out what is meant in a reading by going beyond just what the words say
informal language you would use with people you feel comfortable with, such as close friends or
family (see formal)
lexis the vocabulary of a language (rather than grammar)
mental lexicon the way words are stored in the brain so they can be used and connected with other words or
ideas
mnemonics memory aids
monolingual literally, “one language,” used for English–English dictionaries (see bilingual)
nonlinear a reading passage that isn’t prose, for example, timetables and advertisements.
post-reading done after students have read the passage (see pre-reading)
prediction what you think is going to happen before you read a passage
prefix a letter or group of letters that are added to the beginning of a word to change the
meaning of the word, for example, pre-, post-, un-, ex- (see affix, suffix)
pre-reading done before students have read the passage (see background, post-reading)
reference using pronouns to refer to people, things, or events that were mentioned in another
place in the text, for example, “John took the cup and put it on the table.” (see ellipsis,
substitution)
recycling using a vocabulary item again. Research shows that students don’t remember vocabulary
unless they have to use the items over and over.
root the basic part of a word, which may appear on its own (danger, color, take, fire) or may
take affixes (dangerous, colorful, retake) or form a compound word (fireplace, fireman)
scanning looking quickly at a text for specific information such as dates or facts
skimming looking quickly at a text to get the gist or general meaning
substitution the use of a word to take the place of the thing being discussed, for example, “I don’t
want that pen, I want the other one.” (see ellipsis, reference)
suffix a letter or group of letters that are added to the end of a word to change the meaning of
the word, for example, -er, -est, -ization, -ful (see prefix, affix)
syllables the smallest sound units of words. Dictionaries show syllables. For example, caterpillar
has four syllables: cat·er·pil·lar.
synonyms words or idioms that have a similar meaning. Note that similar and same are different.
For example, some words are more formal than others. Some synonyms have different
connotations.


Reading Advantage 3 TG 4TH

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Reading Advantage 3 TG 4TH

Uploaded by

Copyright:

Available Formats

3

Reading Advantage 3 Teacher’s Guide with audio CD

Cengage Learning Asia Pte Ltd

Cengage Learning is a leading provider of customized learning solutions with

Cengage Learning products are represented in Canada by

For product information, visit our website at www.cengageasia.com

2 Reading Advantage 3 Teacher’s Guide

About this Teacher’s Guide ................................................................ 4

Using Reading Advantage

How to Teach a Unit ..................................................................................................... 5

Vocabulary Acquisition ................................................................................................. 12

Introduction to Unit Notes ........................................................................................... 20

Introduction to Unit Quizzes ........................................................................................ 45

Introduction to Tests ..................................................................................................... 67

Score Sheet .............................................................. 77

Reading Advantage 3 Teacher’s Guide 3

Using Reading Advantage

Scoring Sheet and Glossary

4 Reading Advantage 3 Teacher’s Guide

Before You Read (5–10 minutes)

Each unit begins with three questions for students to

Target Vocabulary (5 minutes)

Reading Advantage 3 Teacher’s Guide 5

Reading Passage (5 minutes)

The reading passage and exercises should typically be

Have students time their first reading of the passage,

Target vocabulary items are set in bold to enable

If students have any questions about the text, ask them

Some of the reading comprehension questions in the

6 Reading Advantage 3 Teacher’s Guide

This section includes five multiple-choice questions

The questions in this section can be completed

Students may refer to the reading when answering the

Reading Advantage 3 Teacher’s Guide 7

This section includes two parts for vocabulary and idiom

What Do You Think? (5 minutes)

Suggestions for Longer Classes

8 Reading Advantage 3 Teacher’s Guide

Multiple-choice questions are popular because they

True, False, or Unknown

Reading Advantage 3 Teacher’s Guide 9

Every unit in Reading Advantage has several matching

Cloze and Gap Fill

In the Vocabulary Reinforcement section, there are

Wrong Word Out

This type of question is found in the quizzes and review

10 Reading Advantage 3 Teacher’s Guide

How to Do Timed Readings in Class

Using a watch or clock, have all students begin reading

Reading Advantage 3 Teacher’s Guide 11

12 Reading Advantage 3 Teacher’s Guide

Reading Advantage 3 Teacher’s Guide 13

This game is sometimes known as Pelmanism.

The Vocabulary Box

14 Reading Advantage 3 Teacher’s Guide

Writing and Acting Scripts

Defining and Guessing in Pairs

Reading Advantage 3 Teacher’s Guide 15

Keep a Vocabulary Notebook

c) List words with definitions and examples

d) Note words that go together—collocations

This page may be photocopied.

The bus was full of preschoolers.

Unit Summary • Make a go of something is an informal idiom, as is the

• As students encounter new vocabulary, routinely ask

Unit Summary • Question 2 in the Reading Comprehension section

Unit Summary • In Reading Comprehension question 3, two answers

• A person’s social or professional position in relation Background Information

Unit Summary • Several of the Reading Comprehension questions