Strategic Reading Level 3 Teachers Manual 230713 030159

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Strategic
3
Second Edition
Reading
TEACHER’S MANUAL
Kathleen O’Reilly
with Lynn Bonesteel
32 Avenue of the Americas, New York, NY 10013-2473, USA
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© Cambridge University Press 2012
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permission of Cambridge University Press.
First published 2012
2nd printing 2012
Printed in Hong Kong, China, by Golden Cup Printing Company Limited
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ISBN 978-0-521-28111-9 Student’s Book
ISBN 978-0-521-28116-4 Teacher’s Manual
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Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Reading Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
Teaching Tips .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii
1 Superstitions .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
2 Health .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
3 Remarkable Talents . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
4 Beauty .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
5 Technology .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
6 Punishment .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
7 Memory .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
8 Personality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
9 Fashion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
10 The Media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
11 Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
12 Humor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Unit Quizzes .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Unit Quiz Answers .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Introduction
Strategic Reading is a three‑level series for young adult and adult learners of
English. As its title suggests, the series is designed to develop strategies for reading,
vocabulary‑building, and critical thinking skills. Each level features texts from a variety
of authentic sources, including newspapers, magazines, books, and Web sites. The series
encourages students to examine important topics in their lives as they build essential
reading skills.
The third level in the series, Strategic Reading 3, is aimed at low‑advanced level students.
It contains 12 units divided into three readings on popular themes such as superstition,
talent, technology, and fashion. The readings in Strategic Reading 3 range in length from
430 to 600 words, and they are accompanied by a full range of activities.
The units (and the readings within units) can either be taught in the order they appear
or out of sequence. The readings and tasks, however, increase in difficulty throughout
the book.
There are 12 photocopiable unit quizzes on pages 37–48 of this Teacher’s Manual, one
for each unit of the Student’s Book. Each one‑page quiz contains a 150–175 word reading
related to the unit theme and a half‑page of tasks. The quizzes measure students’ general
reading comprehension, their ability to understand vocabulary in context, and their ability
to use reading strategies. Suggested scores are included in the direction lines of the quiz
tasks. An answer key for the quizzes is on pages 49–50 of this Teacher’s Manual.
Student’s Book Organization

The Unit Structure
Each unit has the same ten‑page structure. It includes a one‑page unit preview and
three readings, each of which is accompanied by two pre‑reading tasks and four
post‑reading tasks.
Unit Preview
Each unit begins with a brief summary of the three readings in the unit. These summaries
are followed by questions that stimulate students’ interest in the readings and allow them to
share their knowledge of the topic.
Pre‑reading Tasks
Each reading is accompanied by two pre‑reading tasks: a reading preview task and a
skimming or scanning task.
Reading Preview
Before each reading, students complete one of four types of pre‑reading exercises:
Predicting, Previewing vocabulary, Thinking about the topic, or Thinking about what
you know. These exercises prepare students to read and help them connect the topic of
the reading to their own lives. Students identify information they expect to read, learn
new vocabulary, and write down what they know about the topic or mark statements
that are true about themselves.
v
Skimming/Scanning
One Skimming or Scanning exercise accompanies every reading. Before reading the
whole text, students learn either to scan a text to look for specific information or
to skim a text to get the gist. Other activities in this section ask students to confirm
predictions from the reading preview section, compare their experiences with the
writer’s experiences, or identify the writer’s opinion.
Post‑Reading Tasks
Following each reading are four post‑reading tasks: A–D. These tasks respectively check
students’ comprehension, build their vocabulary, develop a reading strategy, and provide an
opportunity for discussion.
A Comprehension Check
The task immediately following the reading is designed to check students’
comprehension. In some cases, students check their understanding of the main
ideas. In others, students have to delve more deeply into the text for more
detailed information.
B Vocabulary Study
This section is designed to help students understand six to eight words that appear
in the text. Students use contextual clues, recognize similarity in meaning between
words, or categorize words according to meaning.
C Reading Strategy
An important part of Strategic Reading is reading strategy development. Students
are introduced to a variety of strategies, such as making inferences, summarizing,
and understanding pronoun reference. (For a full list of reading strategies see the
Scope and Sequence on pages iv–v.) Practicing these strategies will help students
gain a deeper understanding of the content of the text and develop the necessary
strategies they will need to employ when they read on their own outside of the
classroom. The section opens with a brief explanation of the reading strategy and
why it is important.
D Relating Reading to Personal Experience

This section asks three open‑ended questions that are closely connected to the
topic of the reading. It gives students an opportunity to share their thoughts,
opinions, and experiences in discussion or in writing. It is also a chance to review
and use vocabulary introduced in the text.
Timed Reading
Each unit ends with an invitation for students to complete a timed reading task. Students
are instructed to reread one of the texts in the unit, presumably the one they understand
best, and to time themselves as they read. They then record their time on page 121 and
calculate their words per minute reading speed, which they enter in the chart on page 124.
In this way, they can check their progress as they proceed through the book. (Naturally,
there is no harm in students rereading and timing themselves on every text in a unit.
However, this could be de‑motivating for all but the most ambitious of students.)
vi
Reading Strategies
Reading is a process that involves interaction between a reader and a text. A

successful reader is a strategic reader who adjusts his or her approach to a text
by considering questions such as:
• What is my purpose in reading this text? Am I reading it for

pleasure? Am I reading it to keep up‑to‑date on current events?
Will I need this information later (on a test, for example)?
• What kind of text is this? Is it an advertisement, a poem, a news
article, or some other kind of text?
• What is the writer’s purpose? Is it to persuade, to entertain, or to
inform the reader?
• What kind of information do I expect to find in the text?
• What do I already know about texts of this kind? How are they
usually organized?
• How should I read this text? Should I read it to find specific
information, or should I look for the main ideas? Should I read it
again carefully to focus on the details?
• What linguistic difficulties does the text pose? How can I deal with
unfamiliar vocabulary, complex sentences, and lengthy sentences
and paragraphs?
• What is my opinion about the content of the text?
Reading strategies are the decisions readers make in response to questions like
these. They may prompt the reader to make predictions about the content and
organization of a text based on background knowledge of the topic as well as
familiarity with the text type. They may help the reader decide the rate at which
to read the text – a quick skim for main ideas, a scan for specific information,
a slower, closer reading for more detailed comprehension, or a rapid reading
to build fluency. Other reading strategies help the reader make sense of the
relationships among the ideas, such as cause and effect, contrast, and so on. In
addition, the strategy of reading a text critically – reacting to it and formulating
opinions about the content – is a crucial part of being a successful reader.
The Strategic Reading series develops fluency and confidence in reading by

developing the student’s repertoire of reading strategies. Students learn how to
approach a text, how to choose appropriate strategies for reading a text, how to
think critically about what they read, and how to deal with the difficulties that
different kinds of texts may pose.
Jack C. Richards
vii
Teaching Tips
The Strategic Reading series emphasizes reading rather than speaking or writing. However,
every task should always involve some oral activity, since students should be encouraged
to explain their answers in pairs, groups, or to the whole class. In addition, if your class
is sufficiently advanced and if time permits, have students write their answers when
appropriate. If students write their answers, find ways to have them discuss what they have
written. For example, place students in pairs or groups to exchange and read each other’s
writing and then discuss it. Then have one member of the pair or group verbally summarize
the discussion or tell the class one or two interesting ideas from the discussion.
Unit Preview Page

This page engages students’ interest in the topic and gives them a visual and verbal
preview of the three readings in the unit.
Although the instruction at the top of the page asks students to answer the questions for a
reading just before they read it, you may prefer to have students respond to the questions
for all three readings before they begin the unit.
Give students time to read the descriptions of the readings and the questions before
initiating discussion. Make sure students understand the vocabulary on this page, and
answer any questions they may have.
Pre‑reading Tasks
The first of these two tasks is either Predicting, Previewing vocabulary, Thinking about the
topic, or Thinking about what you know. The second task is either Skimming or Scanning.
Make sure students understand that skimming is a quick reading for general ideas, whereas
scanning is a quick reading to find specific information. Students usually do these tasks by
themselves and then compare answers with a partner.
Take your time with these tasks. The more secure students feel with their grasp of the topic
and the vocabulary, the better their reading experience will be.
Comprehension Check (Post‑Reading Task A)

In this section, students do tasks such as answering questions about the reading, correcting
mistakes in a paragraph about the reading, deciding whether statements about the reading
are true, and identifying which paragraphs discuss particular ideas.
Encourage students to go back to the text to find or check their answers, and then discuss
in pairs or small groups how they arrived at their answers.
Vocabulary Study (Post‑Reading Task B)

In this study of six to eight words from the reading, students use contextual clues to
identify meaning, recognize similarity in meaning between words, or categorize words
according to meaning.
viii
Note that the definitions or meanings given in these vocabulary tasks are specifically
relevant to the readings. That is, the word may have other meanings in other contexts.
If time permits and if the students are interested, don’t hesitate to discuss other possible
meanings when appropriate.
The vocabulary in these tasks was chosen because it is critical for students’ understanding
of the text at hand and useful for further reading as well. In addition to single words,
idioms and phrases are sometimes included in this section. You always have the option
of teaching more vocabulary, however. In this Teacher’s Manual, a few suggestions for
additional vocabulary are provided after the answers to the Vocabulary Study tasks.
Reading Strategy (Post‑Reading Task C)

The Scope and Sequence, on pages iv–v of the Student’s Book, shows which strategies
are taught in each unit. The list below is an alphabetized list of all the reading strategies in
Strategic Reading 3 with some additional information about the strategy and how to teach
it. The reading strategies in Post-Reading Task C all involve critical thinking skills.
Identifying Main Ideas and Supporting Details: Understanding the difference between
main ideas and supporting details is often difficult for students. Therefore, there are several
types of tasks in Strategic Reading that practice this strategy. For example, sometimes
students are asked to distinguish between a main idea and a supporting detail. Other times,
students have to find examples (details) in the text to support general statements. Remind
students that the main idea of a paragraph is often – but not always – in the first or last
sentence. The main idea of the whole reading is often – but not always – in the first or
last paragraph.
Interpreting Metaphorical Language: Encourage students to take chances and use their
imaginations as they try to figure out what the metaphorical language could mean.
Making Inferences: As students work through the inferencing questions, have them
identify the place(s) in the text that led them to make the inferences. This will help
students see that an inference is not a blind guess but rather a logical conclusion based on
information in the text.
Organizing Information into a Chart: In this task, students complete a chart to see
how different parts of the reading relate to each other. Point out to students that in the
future they can adopt this strategy by making their own charts to help them understand a
particular text or study for a test.
Paraphrasing: Paraphrasing is also difficult for students because they tend to want to
simply repeat the original text. Have them practice by paraphrasing some information
that you tell them verbally and that has nothing to do with the text at hand. You could
also demonstrate by paraphrasing some things that the students tell you. Explain that
paraphrasing practice is not only good for cementing their understanding of an idea but is
also a good opportunity for them to practice their vocabulary.
Reading Critically: This task asks students to express and justify their opinions, which is
often intimidating if they are not used to doing it. Be patient and give students plenty of
time to think about and discuss the question(s).
ix
Recognizing Cause and Effect: Students are asked to identify which of two diagrams
best identifies the causes and effects mentioned in the reading. Be sure students understand
that the horizontal arrow ( ) indicates “causes.” In other words, the item to the left of the
arrow causes the item to the right of the arrow.
Recognizing Contrast in a Text: Being able to identify words that signal contrast is as
important as understanding the ideas or events being contrasted. Have students practice
recognizing the signal words in this task. You might also ask them to keep a list of words
that signal contrast in their notebooks or in an electronic file, adding to the list as they
discover more of these words in their reading.
Recognizing Point of View: Explain to students that sometimes writers present their
own points of view and sometimes they present the points of view of others. Also remind
students that sometimes the writer does not express a point of view at all.
Recognizing Purpose: Before students do the first task of this type, elicit reasons
why someone might write a work of non‑fiction. Does the writer want to give general
information about a topic? Is the writer’s purpose to give specific information about one
aspect of a topic? Does the writer want to persuade or convince the reader in some way?
What are some other reasons? After students have had a chance to think about and discuss
this question, have them do the task.
Summarizing: Students usually have trouble summarizing what they have read. They
often want to include unnecessary details. One way to help them is to elicit the main
idea(s) of the reading before they begin the summarizing task. If your class is sufficiently
advanced, ask them to write one-paragraph summaries of any of the readings. However, be
aware of another pitfall of written summaries: students sometimes copy directly from the
text. Make sure they understand that complete sentences or longer passages taken directly
from the text must have quotation marks. And quotations in brief summaries should only
be used sparingly.
Thinking Beyond the Text: This task gives students the opportunity to decide where
passages of additional material on the topic could fit into the text. Be sure that students
clearly explain the reasons for their answers.
Understanding Pronoun Reference: Students often misunderstand a text if they have

trouble identifying the words that the pronouns refer to. Where appropriate, point out to
students that the pronouns it, they, and them, as well as the determiners this, that, these,
and those, can refer not only to nouns but also to entire ideas.
Understanding Text Organization: These tasks are divided into two parts. In Part 1,
students identify the paragraph(s) where particular ideas are discussed. In Part 2, students
fill out a diagram based on their answers to Part 1. When completed, the diagram shows the
order in which the writer organized the ideas. Be sure that students do both parts of the task
and understand the logical progression of ideas.
x
Relating Reading to Personal Experience
(Post‑Reading Task D)
The three open‑ended questions in this task encourage students to share their thoughts and
opinions related to the reading. Students can work in pairs or groups. Circulate among
the students and guide them in using vocabulary from the readings when possible. If time
permits, a member of each pair or group can share their ideas with the class. If your class is
sufficiently advanced, you might have students write a paragraph or short essay in response
to a question of their choice.
Timed Reading
Make clear to students that doing timed readings is not a test. Rather, each student’s goal
should be to improve his or her reading speed over time and with a lot of practice. There is
no “correct” amount of time in which to complete a reading.
Read through the instructions on page 121 of the Student’s Book with the students and
answer any questions. You can suggest some helpful pointers, such as: Read the text
straight through, without going back to reread any parts. Don’t stop to look up any
words. When you see words that you don’t know or remember, just skip over them. Slow
down a little when you get to important parts, such as main ideas, to make sure you
understand them.
xi
1 Superstitions
Unit Preview Page 1 Suggested Additional Vocabulary
This page engages students’ interest in the topic accordingly (par. 1): in a way that suits the situation
of superstitions and gives them a visual and verbal
the lines were so easy to draw (par. 1): it was very
preview of the three readings in Unit 1: “Two Worlds,”
easy to distinguish between things
“Lucky Hats and Other Fishing Superstitions,” and “A
Superstition About New Calendars.” be torn between (par. 5): have to make a choice
between two possibilities
Pre‑teach any vocabulary on this page that you think
students might have difficulty understanding.
C Making Inferences Page 4
Reading 1 Answers
1, 3, 4, 6
Two Worlds Page 2
This excerpt from her autobiography is about Gabriella

de Ferrari’s childhood in Peru. D Relating Reading to Personal
Experience Page 4
Previewing Vocabulary Page 2 Answers will vary.
Answers will vary.
Scanning Page 2 Reading 2

Answers Lucky Hats and Other Fishing
All the words from the Previewing Vocabulary box Superstitions Page 5
should be circled. Answers about how words relate to
the topic will vary. This newspaper article is about common superstitions
among fishermen.
A Comprehension Check Page 3 Thinking About the Topic Page 5
Answer Answers
3 1. on board
2. bait
3. catch
B Vocabulary Study Page 4 4. boarding
5. overboard
Answers 6. school
1. attractive
2. is very unusual and surprising
3. interesting
4. want
5. think it’s meaningful
Unit 1 Superstitions 1
Scanning Page 5 C Understanding Pronoun Reference
Page 7
Answers
on board (par. 11) Answers
bait (par. 8) 1. bananas and boats just don’t mix
catch (par. 9, 10, 11) 2. the banana superstition
boarding (par. 1) 3. the banana superstition
overboard (par. 5) 4. a bright red cap
school (par. 9) 5. the list
6. the “right” hat
7. the bait/fish
A Comprehension Check Page 6 8. pour the drink out
Answers
Good Luck: 4, 5 D Relating Reading to Personal
Bad Luck: 1, 2, 3, 6 Experience Page 7
Answers will vary.
B Vocabulary Study Page 7
Answers Reading 3
1. vessel
2. speculation A Superstition About New
3. lurk Calendars Page 8
4. anglers The writer of this newspaper article describes some
5. freebie problems caused by one of his childhood superstitions.
6. merit
7. disguise
8. precarious
Predicting Page 8
Answers will vary.
Suggested Additional Vocabulary

Skimming Page 8
origin (par. 3): the place where something began, or
the person who first used it
Answer
come to think of it (par. 6): now that I think about it
The writer’s superstition is that it’s bad luck to look at
somewhere down the line (par. 12): at some a new calendar before the start of the new year.
unspecified time in the future (Note: The Comprehension Check task on page 9 will
guide students toward the realization that the writer
remembered the superstition incorrectly. The full
explanation of the superstition is in Par. 11: it is bad
luck to hang a calendar before the new year, not to
look at it.)
2 Unit 1 Superstitions
A Comprehension Check Page 9
Optional Unit Activity
Answers These are some common superstitions in
1. F – The writer’s family used to throw a quarter into English‑speaking countries:
a pot of black‑eyed peas for good luck. 1. It’s bad luck if a black cat crosses your path.
2. T 2. If you spill salt, throw some over your left
3. F – The writer thought that if he looked at a shoulder to prevent bad luck.
calendar before the new year, he would have
bad luck. 3. The number 13 is bad luck.
4. F – If colleagues were sitting near a new calendar, 4. If you cross your index finger and your
the writer would make sure he did not look at the middle finger on one hand before you do
calendar while he was talking to them. something, it’s good luck.
5. T 5. If you find a four‑leaf clover, it’s good luck.
6. F – The actual superstition was not to hang up a 6. It’s bad luck to open an umbrella inside a
calendar before the new year. house or building.
7. It’s bad luck to walk under a ladder.
8. If you break a mirror, you will have seven
years of bad luck.
Bring in photographs of some or all of the items
Answers
mentioned in these superstitions, e.g., a black cat,
1. b 4. b
a salt shaker, etc. Ask the class if they know the
2. b 5. a superstition associated with each image. If you
3. b prefer, place students in pairs or groups to share
their ideas. Then have a pair or group member
report about their discussion to the class.
picked up (par. 2): learned informally
aloofness (par. 5): unfriendliness; refusal
to participate
bribe (par. 9): give someone money to persuade him
or her to do what you want
C Summarizing Page 10
Answers
The following three sentences should be crossed out:
He had other superstitions about the new year, too.
They hung them up as soon as they got them.
It wasn’t easy.
D Relating Reading to Personal

Experience Page 10
Answers will vary.
Unit 1 Superstitions 3
2 Health
Unit Preview Page 11 B Vocabulary Study Page 14
This page engages students’ interest in the topic of

health and gives them a visual and verbal preview of the Answers
three readings in Unit 2: “Diets of the World,” “Drink, 1.
g 5. b
Blink, and Rest,” and “Azeri Hills Hold Secret of 2.
f 6. d
Long Life.” 3.
c 7. e
Pre‑teach any vocabulary on this page that you think 4.
h 8. a

flaky (par. 4): coming off easily in small, thin pieces
Reading 1 quintessentially (par. 7): representing the most
typical or perfect example
Diets of the World Page 12 flows freely (par. 7): exists or is used in
This article is about differences in diet and how they large quantities
affect health. The focus is on three diets – the Chinese,
the French, and the Mediterranean – as they compare to
the typical American diet. C Identifying Main Ideas and
Supporting Details Page 14
Thinking About the Topic Page 12
Answers will vary. Answers

1. SD 4. MI
2. SD 5. SD
Skimming Page 12
3. MI 6. SD
Answers Sentence 3 is a main idea. It is supported by details

2 and 5.
1. France (par. 5)
Sentence 4 is a main idea. It is supported by details
2. the Mediterranean (par. 8)
1 and 6.
3. China (par. 2)
4. the United States (par. 2)
5. China (par. 2)
6. the Mediterranean (par. 8)
7. France (par. 4)
Experience Page 14
8. the United States (par. 7) Answers will vary.

Reading 2
Answer
Drink, Blink, and Rest Page 15
2. Your diet has a strong influence on your health.
This article is about why spending long hours focusing
on the screens of technological devices causes eye
problems – and what we can do to help prevent
these problems.
4 Unit 2 Health
Thinking About What You Know Page 15 Reading 3
Answers will vary.
Azeri Hills Hold Secret of
Skimming Page 15
Long Life Page 18
This magazine article explores some of the reasons for
Answers the longevity of the people of Azerbaijan.
1. T 4. T
2. T 5. T Cultural Notes
3. F The Caucasus (par. 9) is a region located between the
Black and Caspian Seas. It includes the Caucasus
Mountains and surrounding lowlands.
Azerbaijan is an independent nation in the Caucasus.
It is on the Caspian Sea and is bordered by Russia,
Georgia, Armenia, and Iran.
Answers
2, 3, 6
Predicting Page 18
Answers will vary.

Answers Skimming Page 18

1. b 5. e
2. a 6. g Answers
3. d 7. c 4, 6
4. f

ozone layer (par. 2): a layer of the atmosphere that Answers
prevents the sun’s harmful rays from reaching 1. F – Amburdere is a region in the mountains of
the earth southern Azerbaijan.
infrared (par. 7): light that cannot be seen by the 2. T
naked eye and which gives out heat
3. F – Mr. Ibadov looks after his sheep, and he
dehydrate (par. 8): cause to lose water and prepares the wood for winter.
become dry 4. F – Neither Miri Ismailov nor his
great‑great‑grandson has ever been to a doctor.
5. F – Elmira Ismailov is not a doctor, but she uses
C Recognizing Cause and Effect herbs as medicines.
Page 17 6. T
Answers
1. b 3. a B Vocabulary Study Page 20
2. b 4. b
Answers
1. e 5. f
D Relating Reading to Personal 2. d 6. g
Experience Page 17 3. a 7. c
4. b
Answers will vary.
Unit 2 Health 5
Suggested Additional Vocabulary Optional Unit Activity
amid (par. 1): in the middle of
Have students search the Internet for surveys
barely give (something or someone) a second that use questions about lifestyle to estimate
glance (par. 1): pay little or no attention to
life expectancy. (They may be able to find some
(something or someone)
surveys that also take genetic predisposition
dismissively (par. 11): in a way that shows into account.)
something or someone is not important and not
worth considering Choose one or two surveys and have the students
complete them. Discuss the results as a class.
C Understanding Pronoun Reference

Page 20
Answers
1. the view
2. Mr. Ibadov and his wife
3. Mr. Ibadov
4. Miri Ismailov’s family
5. Mr. Ismailov and his great‑great‑grandson
6. herbs
7. experts
8. the life span

Experience Page 20
Answers will vary.
6 Unit 2 Health
3 Remarkable Talents
This page engages students’ interest in the topic of reasonably (par. 1): fairly, moderately
people with remarkable talents and gives them a visual
prodigious (par. 2): extremely great in ability,
and verbal preview of the three readings in Unit 3: “The
amount, or strength
Memory Man,” “Born To Paint: Alexandra Nechita,“
and “Hyper‑polyglots.” emerged (par. 3): came out, became visible or known

C Reading Critically Page 24
Answers will vary.
Reading 1
The Memory Man Page 22 Experience Page 24
This is an article about Kim Peek (1951–2009), Answers will vary.
the savant with an amazing memory who was the
inspiration for the 1989 Oscar‑winning picture The Rain
Man starring Dustin Hoffman.
Reading 2
Thinking About What You Know Page 22
Born To Paint: Alexandra Nechita
Answers will vary. Page 25
This reading is about a child prodigy who grew up to

Skimming Page 22 be a very successful artist as an adult. The reading tells
about Nechita’s life both as a child and as an adult.
Answers
1, 2, 3 Predicting Page 25
Answers will vary.

Skimming Page 25
Answers
a. 5 d. 1 Answers
b. 2 e. 3 1.
2010
c. 4 2.
1995
3.
2010
4.
1995
5.
1995
Answers
1. d 4. c
2. f 5. b
3. e 6. a
Unit 3 Remarkable Talents 7

A Comprehension Check Page 26 Reading 3
Possible answers Hyper‑polyglots Page 28
1. No, they didn’t. This article is concerned with people who can speak
2. When she was seven, they built a studio for her more than three languages – in some cases many
at home. more. The article explores why some people develop
3. She taught herself. this ability.
4. When she was a child, she used crayons, pen and
ink, oils and acrylics. As an adult, she paints in oils.
Both as a child and an adult, people have compared Predicting Page 28
her work to Picasso’s. Answers will vary.
5. She has become a respected sculptor.
6. Global peace.
Skimming Page 28
Answers
B Vocabulary Study Page 27 2, 3, 6
Answers
1.
introverted
2.
precocious
3.
prolific
Possible answers
4.
of her day
1. He knew 72 languages.
5.
reminiscent
2. He is a linguist who believes that exceptional
6.
exceptional language learners work harder at learning languages
and have a better understanding of how they learn.
3. She had worked as an interpreter and at the age of
Suggested Additional Vocabulary 86 could speak 16 languages.
dedication (par. 4): the act of giving a lot of time and 4. He examined parts of the preserved brain of a
energy to something you think is important hyper‑polyglot.
determination (par. 4): the strong desire to follow a 5. He knew 60 languages.
particular plan of action
perseverance (par. 4): the act of continuing to do
something despite difficulties
Answers
C Making Inferences Page 27 1. e 4. c
2. a 5. f
Answers 3. d 6. b
2, 4, 5, 7

D Relating Reading to Personal preposterous (par. 3): unreasonable, not to
Experience Page 27 be believed
exaggerated (par. 3): made (something) seem more
Answers will vary.
important, better, or worse than it is
cites (par. 5): mentions something as proof
8 Unit 3 Remarkable Talents

C Recognizing Point of View Page 30
Answer Ask students to research someone with a
4 remarkable talent. The person could be
someone they know personally or a famous
person, either contemporary or from the past.
Students’ research should include answers to
D Relating Reading to Personal these questions:
Experience Page 30
1. Who is the person and what is his or
Answers will vary. her talent?
2. At what age did the person first exhibit
the talent?
3. If the person was a child prodigy, did he
or she continue practicing the talent as
an adult?
4. Does the person earn a living with his or
her talent?
5. Why does this person interest you?
Students can do their research by interviewing
the person they have chosen, reading about the
person online or in the library, or seeing a film
about the person. If it is someone they know,
they might also interview the person’s friends
and relatives.
Students can work individually, in pairs, or in
small groups. Have them take notes so they can
prepare a verbal report for the class. If possible,
have students bring in a picture of the person. If
your students are sufficiently advanced, you may
want to ask them to also write a short report on
their research.
Unit 3 Remarkable Talents 9

4 Beauty

beauty and gives them a visual and verbal preview of Answers
the three readings in Unit 4: “Executives Go Under the 1.
going under the knife
Knife,” “What Makes a Man Attractive?” and “In the 2.
climb the career ladder
Land of the Mirror.” 3.
passed over
job prospects
students might have difficulty understanding. 5.
undergo
6.
catch on
7.
nine times out of ten
Reading 1
Executives Go Under the Knife trend (par. 3): a current style or preference
Page 32
frustration (par. 3): disappointment, discouragement
This article explains why more and more executives are irrelevance (par. 5): not having importance
deciding to have cosmetic plastic surgery. innovation (par. 5): a new idea or way of
doing something
Answers will vary.

C Summarizing Page 34
Skimming Page 32 Answers

More men and women are having cosmetic plastic
Possible answer surgery to help them get ahead in the workplace.
The woman in picture 2 might have difficulty getting Both men and women worry that if they look old
ahead at work in the UK because she doesn’t look and unattractive, they will lose their jobs or not get
young and energetic. She might increase her chances promoted. However, some experts think that people
of getting promoted by having cosmetic surgery. with better skills and ability will still do better than
people who just look good.

Answers Experience Page 34
1. men and women Answers will vary.
2. Men and women
3. women
4. women
5. Men; women
6. men
10 Unit 4 Beauty
Reading 2 Suggested Additional Vocabulary
species (par. 4): a group of animals or plants with
What Makes a Man Attractive? common characteristics
Page 35
immune systems (par. 5): the body’s cells and organs
This article discusses why we perceive a man as being that fight illness and disease
attractive – or not. It presents research that challenges robust (par. 5): strong and healthy
some traditional assumptions.
Thinking About the Topic Page 35 C Understanding Text Organization

Answers will vary. Page 37
Answers
Skimming Page 35
a. 2, 3 d. 4
b. 7, 8, 9 e. 5, 6
Possible answer
c. 1
Most people agree with me: The features that people
usually associate with handsome men are thin lips; Sequence of ideas: c a d e b
large nose; large jaw; small, deep‑set eyes; heavy
eyebrows, and a protruding forehead. However, not all
researchers agree with these associations. D Relating Reading to Personal
Experience Page 37
Answers will vary.
Answers
Line 1: in Scotland, in three countries Reading 3
Line 2: both men and women prefer feminine
male faces In the Land of the Mirror Page 38
Lines 2–3: Psychologist David Perrett was
not surprised The land of the mirror is Venezuela, where
Lines 3–5: He says people see masculine faces “industrial‑type efficiency” is used to produce
and think of emotional coldness, dishonesty, and beauty queens.
dominance; however, when they see feminine faces,
they think of warmth, faithfulness, and cooperation.
Predicting Page 38
Lines 6–7: men chose women who seemed likely to
provide healthy children Answers will vary.
Line 7: women chose men for more
complicated reasons Skimming Page 38
Answers
B Vocabulary Study Page 37 1, 3, 4, 6
Answers
1. slightly A Comprehension Check Page 39
2. controversial
3. instinctively Answer
4. nurturing 4
5. rugged
6. aggressive
Unit 4 Beauty 11
Answers Have students perform their own beauty
1. f 5. e perception studies:
2. a 6. g 1. Have students work in groups of three
3. c 7. b or four.
4. h 8. d 2. Have each group come up with a theory
about beauty perception. For example:
a. Most people find large eyes more
Suggested Additional Vocabulary attractive than small eyes.
melting pot (par. 2): an environment where many b. Most men prefer women with long hair.
cultures and races mix
c. Most women prefer tall men to short men.
get (someone) down (par. 6): cause (someone) to feel
unhappy or depressed
3. Have each group design an experiment using
magazine pictures to test the theory.
put a lot into (something) (par. 6): devoted much
time and energy to (something) 4. Have each group test the theory on
10 participants.
5. Have each group present its theory and
C Understanding Pronoun Reference findings to the class.
Page 40
Answers
1. the popular passion
2. Osmel Sousa’s
3. Osmel Sousa
4. a gummy smile or biggish nose
5. people in the Miss Venezuela Organization
6. Sixty‑five percent of women and 47 percent of men
7. Astrid Cabral’s
8. that women concentrate on their own beauty

Experience Page 40
Answers will vary.
12 Unit 4 Beauty
5 Technology
This page engages students’ interest in the topic of cyber (par. 1): involving computers or
technology and gives them a visual and verbal preview computer networks
of the three readings in Unit 5: “Affectionate Androids,”
artificial intelligence (par. 2): a branch of computer
“Identification, Please!” and “Researchers Worry as science dealing with the simulation of intelligent
Cyber‑teens Grow Up.” behavior in computers
Pre‑teach any vocabulary on this page that you think generation (par. 5): all the people of about the same
students might have difficulty understanding. age within a society or a family
Reading 1 C Identifying Main Ideas and

Supporting Details Page 44
Affectionate Androids Page 42
Answers
With reference to current research, this newspaper
1. MI 5. SD
article speculates about the future relationships of
humans and robots. 2. SD 6. SD
3. SD 7. SD
4. SD 8. MI
Sentence 1 is a main idea. It is supported by details 3,
Answers will vary. 4, and 5.
Sentence 8 is a main idea. It is supported by details 2,
Skimming Page 42
6, and 7.
Answers
Items 1, 2, 3, and 5 are discussed in the text. D Relating Reading to Personal
Experience Page 44
Answers will vary.
Answers
1. a 3. b Reading 2
2. a
Identification, Please! Page 45
This Internet article looks at modern biometric

B Vocabulary Study Page 44 technologies that can verify, or prove a person’s
identity: iris scanning, fingerprint scanning, and
voice scanning.
Answers
1. b 5. f
2. c 6. h Previewing Vocabulary Page 45
3. a 7. d Answers will vary.
4. g 8. e
Unit 5 Technology 13
Scanning Page 45 D Relating Reading to Personal
Experience Page 47
Possible definitions
Answers will vary.
biometrics technology: a way of identifying people
from things like their fingerprints and voices
biometrics technology: various scientific methods of
measuring and analyzing information about people’s
physical and behavioral characteristics in order to
Reading 3
prove their identity
Researchers Worry as
Cyber‑teens Grow Up Page 48
A Comprehension Check Page 46 The writer of this newspaper article describes some
problems that result when adolescents spend a lot of
Answers time online and texting.
1. F – Biometrics technology is in use now.
2. T Predicting Page 48
3. F – Fingerprint scans compare a fingerprint to a
Answers will vary.
stored image; handprint scans measure a hand’s
unique geometric aspects.
4. F – Some biometrics technologies are more Skimming Page 48
accurate than others.
5. T Answers
6. T Items 1 and 3 are discussed in the text.
B Vocabulary Study Page 47 A Comprehension Check Page 49
Answers Answers
1. common a. 3 e. 8
2. the only one b. 6 f. 7
3. easy to get c. 5 g. 1
4. use d. 2 h. 4
5. decrease
6. will probably succeed

Answers
employed (par. 3): used
1.
e 5. a
restricted areas (par. 3): places where only certain 2.
c 6. h
groups of people are allowed to go
3.
f 7. d
adopt (par. 5): accept or begin to use
4.
g 8. b
C Recognizing Purpose Page 47
Answers
3. to inform people about biometrics technology
14 Unit 5 Technology
hangout, n. (par. 2): a place where you spend a lot
Have students work in three teams to debate the
of time
topic of Reading 3: one team that thinks teens
hang out, v. (par. 5): spend time
use the Internet too much, one team that opposes
catch‑up time (par. 5): time to do something that you that view, and one team of judges.
have not had the time to do in the past
Tell each team that will debate to make a list
code (par. 6): a system of words, letters, or signs that
of arguments that support their position and
represent a message in secret or short form
then think of ways the opposing team will
argue against them. They should also make
a list of questions to ask the opposing team.
C Making Inferences Page 50 Meanwhile, the team of judges should make a
list of arguments that they expect to hear from
Answers both sides and develop a list of questions to ask
1.
R 5. T the teams.
2.
R 6. T Here is a suggested set of rules:
3.
T 7. T 1. Each team gets two minutes to make
4.
R 8. R an opening statement. The order of the
statements is determined by a coin toss.
2. The teams take turns asking questions for a
D Relating Reading to Personal set period of time (for example, 20 minutes
Experience Page 50 in total, 10 minutes each). The judges keep
time, making sure that both teams ask an
Answers will vary. equal number of questions and speak for an
equal amount of time.
3. The judges ask questions of both teams for a
set period of time (for example, 10 minutes
in total, five minutes for each team).
4. Each team gets one minute to make a final
statement. The order of the statements is
determined by a coin toss.
5. The judges meet and decide on a winner.
6. The judges announce the winner, giving
specific reasons for their decision.
Unit 5 Technology 15
6 Punishment
This page engages students’ interest in the topic

of punishment and gives them a visual and verbal Answers
preview of the three readings in Unit 6: “Spanking on 1.
e 5. f
Trial,” “The Letter, “and “Schools Take the Fun Out 2.
d 6. b
of Suspension.” 3.
c 7. g
h 8. a

verdict (par. 2): the decision of a judge or jury
Reading 1 testimony (par. 4): a spoken or written statement that
something is true, especially in a court of law
Spanking on Trial Page 52 hard feelings (par. 6): bad or hurtful thoughts
This magazine article explores the question of whether
or not to spank children by telling a true story about
what happened to a man on vacation in Canada who C Recognizing Point of View Page 54
spanked his daughter in public.
Answers
Previewing Vocabulary Page 52 3. The writer doesn’t express an opinion.
Answers will vary.
Scanning Page 52
Experience Page 54
Possible answers Answers will vary.
1. act up: behave badly
2. go over the line: do something that is wrong
or unacceptable
3. pass through: travel in a place but not stay there Reading 2
4. turn on: attack suddenly
The Letter Page 55
In this excerpt from the novel Snow Falling on Cedars,

A Comprehension Check Page 53 by David Guterson, a Japanese‑American girl gets in
trouble with her mother for corresponding with a boy
Answers in secret.
1. par. 1
2. par. 1 Predicting Page 55
3. No information included in the reading Answers will vary.
4. par. 3
5. No information included in the reading
6. par. 5
7. No information included in the reading
16 Unit 6 Punishment
Skimming Page 55 C Making Inferences Page 57
Possible answer Possible answers

A girl received a love letter from a boy. Her mother 1. She is in her late teens. (She is still living in her
found the letter and was very angry. The girl wanted mother’s home but spends time out of the home
her mother to forgive her. The mother wanted the girl away from her mother.)
to write a letter to the boy telling him that she couldn’t 2. Autumn or winter. (It was windy and cold. Hatsue
see him anymore. came into the house wearing a scarf on her head.)
3. That he loved Hatsue. (The boy is from the
neighborhood, so he wouldn’t be writing Hatsue a
A Comprehension Check Page 56 letter with ordinary news. Moreover, the fact that
Fujiko got angry meant that the letter must have
contained something that she didn’t like.)
Answers
4. She couldn’t see him anymore. (Her mother told
1.
H 5. F her to “Put this boy away now.”)
2.
F 6. H 5. She is soft‑spoken and obedient. (She didn’t
3.
F 7. F argue with her mother and wrote the letter that her
4.
H 8. F mother demanded.)
B Vocabulary Study Page 57 D Relating Reading to Personal

Experience Page 57
Answers
Answers will vary.
1.
dangled
2.
sighed
3.
palms
4.
vivid Reading 3
5.
worthy
6.
confronting Schools Take the Fun Out of
7.
hold Suspension Page 58
8.
ripped
This newspaper article discusses more effective ways to
punish students who have misbehaved than by sending
them home for a period of suspension.
wearily (par. 2): in a very tired manner
aimlessly (par. 6): without any clear intention, Thinking About the Topic Page 58
purpose, or direction Answers will vary.
sternly (par. 8): in a way that shows disapproval
Skimming Page 58
Answers
1, 2, 4
Answer
5. a new approach to suspension
Unit 6 Punishment 17
Answers Have students work in pairs or groups of three.
1. c 5. d Ask each pair or group to find 8 to 12 people to
2. f 6. g interview: 4 to 6 people of a younger generation
3. e 7. b and 4 to 6 people of an older generation. In
4. a each generation, they should include male and
female interviewees and interviewees of different
ethnicities. The pairs and groups of student can
Suggested Additional Vocabulary alternate asking questions and taking notes.
Suggested questions should include:
all the sweeter (par. 2): even better
(1) How do/did your parents punish you when
having second thoughts (par. 3): reconsidering a
decision or action
you did something wrong?
underlying (par. 6): existing, but not obvious or clear (2) What kinds of things do/did they punish
you for?
(3) If the interviewees have children, ask them:
Do you punish your children the same ways
C Recognizing Purpose Page 60
your parents punished you? Why or why not?
Answer (4) If the interviewees do not have children, ask
them: Would/Will you punish your children
2. to describe the benefits of on‑campus
suspension programs
in the same ways your parents punished you?
Why or why not?
Have each pair or group prepare a presentation
about their findings and present it to the class.
D Relating Reading to Personal Then as a class discuss the overall results.
Experience Page 60 Were there consistent differences in attitudes
Answers will vary. about punishment according to age? Gender?
Ethnicity? What did students find especially
interesting about their interviews?
18 Unit 6 Punishment
7 Memory

memory and gives them a visual and verbal preview Answers
of the three readings in Unit 7: “Can You Believe 1.
d 5. c
What You See?” “Man Weds the Wife He Forgot,” and 2.
g 6. a
“Repeat After Me: Memory Takes Practice.” 3.
b 7. e
f

on one’s/his/her/your own (par. 2): alone, without
Reading 1 any help
from scratch (par. 8): from the beginning
Can You Believe What You See? leading questions (par. 9): questions that are
Page 62 worded in such a way as to suggest the answer the
This newspaper article presents research studies that questioner wants
show how and why what a person remembers is not
always accurate.
C Identifying Main Ideas and
Thinking About the Topic Page 62 Supporting Details Page 64
Answers will vary.
Answers
1. a.
MI 3. a. SD
Skimming Page 62 b.
SD b. MI
2. a.
SD 4. a. MI
Answers b.
MI b. SD
Statements 1, 2, and 3 are true.

A Comprehension Check Page 63 Experience Page 64
Answers will vary.
Possible answers
1. eyewitness testimony
2. pictures of a crime
3. alone Reading 2
4. 39 out of 40
5. 15 Man Weds the Wife He Forgot
6. adapt their memories to accommodate the Page 65
new information The unusual story in this newspaper article concerns
a man who lost his memory completely due to a brain
tumor – and how he readjusted to family life with his
wife’s help.
Unit 7 Memory 19
Cultural Notes Suggested Additional Vocabulary
Kennedy assassination (par. 2): In 1963, U.S. catastrophic (par. 2): terrible, huge
President John F. Kennedy was assassinated in infinite (par. 3): endless, immeasurable
Dallas, Texas.
fell ill (par. 4): became sick
The Beatles (par. 2): Originally from England, The
Beatles came to the United States in 1964 and
became one of the most successful rock-and-roll
bands in history. C Summarizing Page 67
Elvis Presley (par. 2): This American singer is
considered the “King of Rock-and-Roll.” He was Answers
one of the most successful performers from the
mid‑1950s until his death in 1977. These three sentences should be crossed out:
man walking on the moon (par. 10): On July 20, His hospital stay was three months long.
1969, Apollo 11 astronauts Neil Armstrong and His wife’s name was Christine.
Edwin Aldrin became the first human beings He looked at pictures of his daughter’s wedding.
to walk on the moon. People all over the world
watched the event on TV.

Experience Page 67
Predicting Page 65
Answers will vary.
Answers will vary.
Skimming Page 65
Reading 3
Answers
Sentence 2: This sentence tells what the reading Repeat After Me: Memory Takes
is about. Practice Page 68
This newspaper article explains that it isn’t only older
people who have trouble remembering things in this era
A Comprehension Check Page 66 of information overload. It also provides some tips for
improving your memory.
Answers
1. a brain tumor Thinking About What You Know Page 68
2. his wife and his children
Answers will vary.
3. She showed him photographs and videos from
his past.
4. meeting his wife for the first time, getting married, Skimming Page 68
having children, his daughter’s wedding
5. the cars people drive, the cost of everything, the Answers
way houses are, the way people dress and speak, 1. F 4. F
music, modern technology
2. T 5. F
3. T
Answers
1. b 4. a
2. d 5. b
3. c 6. d
20 Unit 7 Memory
Answers This is a memory game that students can have
1. c 3. b fun with and use to review vocabulary from
2. a 4. c the unit.
1. Make a set of 20 large cards (large enough
to be posted on the board and seen by all
the students). Ten of the cards should have
a vocabulary item written on one side, and
the other 10 should have the corresponding
Answers
definitions of the 10 items (one for
1. overload
each card).
2. on our minds
2. Shuffle the cards well and place them face
3. keys
down on the board in a pattern of five rows
4. reinforced
and four columns. When they are on the
5. renowned board in a regular pattern, number them from
6. diminished 1 to 20 (first row 1–4, second row 5–8, and
7. flawlessly so on).
8. retrieved 3. Divide the class into teams of no more than
four students each.
Suggested Additional Vocabulary 4. Ask a student from Team A to call out two
numbers at random. Turn over the cards
chiefly (par. 2): mainly that the student has chosen, and give the
given the fact that (par. 8): since; because students time to read what is on the cards. If
care to (par. 10): want to the two cards match, and Team A recognizes
that they match, remove the two cards from
the board and give them to Team A. Then,
C Understanding Pronoun Reference give Team A another turn. Proceed in the
Page 70 same fashion until Team A turns over two
mismatched cards. Then it is Team B’s turn.
Answers
Continue playing until all the cards are gone
from the board. The team with the most
1.
Meghan Pierce
cards wins.
2.
improved memory
3.
the cello Yo‑Yo Ma left in the taxi
4.
the important date
5.
information that isn’t really lost, like long division
6.
the information about World War II

Experience Page 70
Answers will vary.
Unit 7 Memory 21
8 Personality
This page engages students’ interest in the topic

of personality and gives them a visual and verbal Answers
preview of the three readings in Unit 8: “What Do 1. b 4. a
Our Possessions Say About Us?” “Temperament and 2. d 5. e
Personality,” and “Mind Your P’s and Q’s.” 3. f 6. c
not to be messed with (par. 1): not to become
involved with because the person or situation can
Reading 1 be dangerous
deduce (par. 3): arrive at an answer
What Do Our Possessions Say morale (par. 9): the mental and emotional condition
About Us? Page 72 of an individual or group
Do our possessions tell the truth about us? This

newspaper article describes the results of a study linking
possessions to personality. C Making Inferences Page 74
Answers
1. I 5. F
Answers will vary. 2. I 6. I
3. F 7. I
Scanning Page 73 4. F 8. I
Possible answer
The writer says that you can’t always tell what a D Relating Reading to Personal
person is like from their possessions. For example, Experience Page 74
a conservative college kid might have a poster of
a rock star so that people will think he is cool. An Answers will vary.
overflowing in‑box does not always mean that a
person is scatterbrained. A person with a basket of
candy may not be agreeable.
Reading 2
A Comprehension Check Page 73 Temperament and Personality

Page 75
Answers This book excerpt explores how temperament and
1. c 3. b personality affect behavior.
2. a
Previewing Vocabulary Page 75
Answers will vary.
22 Unit 8 Personality
Scanning Page 75
2. Modern psychologists use the word
temperament to refer to a person’s predisposition
Answers
to behave in a certain way. Temperament refers to
All the words from the Previewing Vocabulary box
should be circled. the style rather than to the content of behavior.
We might say that it is the “how” of behavior,
not the “what.” It concerns whether one generally
A Comprehension Check Page 76 seeks excitement or sits alone, whether one is
usually highly expressive or inhibited, joyous
Answers
or sullen.
a. 5 d. 1
b. 2 e. 4 Personality , on the other hand , is the
c. 6 f. 3 full‑blown complex set of traits that distinguish
an individual. We would need to list hundreds
of particulars in order to describe a person we
B Vocabulary Study Page 77 know well.
Answers
1. d 4. e D Relating Reading to Personal
2. c 5. f
Experience Page 77
3. a 6. b
Answers will vary.

match (par. 1): be equal to
Reading 3
rests on (par. 5): depends on; is the result of
piece together (par. 6): put (something) together or Mind Your P’s and Q’s Page 78
figure (something) out based on its parts
What your handwriting says about you is the subject of
this magazine article.
C Recognizing Contrast in a Text

Page 77 Cultural Note
Parents use the idiom “mind your P’s and Q’s”
Answers with their children to mean “be careful and polite,”
especially in social situations. In the context of this
1. Why is my sister so restless while I’m quite reading, however, the expression is used literally to
happy to sit home and read ? mean “be careful about how you form your letters.”
What’s wrong with me, or is there something

wrong with her ?
Thinking About What You Know Page 78
Why am I always so happy while my wife is so
Answers will vary.
often sad, even when we’re both on vacation?
Unit 8 Personality 23
Skimming Page 78 C Identifying Supporting Details
Page 80
Possible answers
1. a risk-taking person, unafraid of the future; Answers
self‑centered, immature 1. A narrow right margin: a risk‑taking person who is
2. tiredness, sadness, possibly depression; hard to get unafraid of the future
close to; more independent; better at grasping the A narrow left margin: someone very tied to the
big picture past, even fearful of moving on
3. optimistic; an intellectual “thinking” type; 2. Upward writing: an optimistic attitude
an athlete Downward writing: a sign of tiredness, sadness, or
possibly depression
3. Little space between words: require others’
A Comprehension Check Page 79 company; needier; possibly insecure
Little space between lines: need to get involved;
Answers big joiners and may get bogged down in details of
a situation
a. 1 and 3 d. 3
More space between words: hard to get close to
b. 2 e. 2
More space between lines: more independent and
c. 3 f. 1 better at grasping the “big picture”

Experience Page 80
Answers
1. deciphering Answers will vary.
2. tied to
3. needier
4. get bogged down Optional Unit Activity
5. grasping
6. revealing For homework, have students handwrite on
7. pronounced unlined paper a brief description of themselves.
Ask them to include some of their personality
traits, some activities they like to do, and some
Suggested Additional Vocabulary of their favorite possessions. Tell them not to
reflects (par. 4): shows, indicates include anything about their physical appearance.
optimistic (par. 4): hopeful, believing good things In class, collect the descriptions, shuffle them,
will happen rather than bad things and pass them out. Have the students read them
drifting (par. 4): moving slowly, usually and guess who wrote each one. Students can
without control work in pairs or small groups for this part of
the activity.
24 Unit 8 Personality
9 Fashion

fashion and gives them a visual and verbal preview of Answers
the three readings in Unit 9: “Smart Clothes,” “Shoes,” 1. c 4. a
and “Style, Not Fashion.” 2. a 5. b
Pre‑teach any vocabulary on this page that you think 3. a 6. a

senses (par. 1): feels, becomes aware of
Reading 1 a whole range (of things) (par. 4): many different
(things)
Smart Clothes Page 82 embedded (par. 7): placed inside of
This article focuses on the “smart clothes” of Swedish
designer and researcher Lena Berglin, who is
developing multifunctional clothes that integrate style C Understanding Pronoun Reference
and technology. Page 84
Predicting Page 82 Answers

Answers will vary. 1.
the tank top
2.
getting back into exercising
3.
the range of garments
Skimming Page 82 4.
the tank top, the cardigan, the belt
5.
the danger
Answers 6.
smart textiles
1. a 3. b
2. c

Experience Page 84
Answers will vary.
Answers
1. She wants to help people with health problems and
to make life easier.
2. They all measure heart rate, muscular activity, and
Reading 2
breathing frequency.
3. You can wear the cardigan over other clothes. The
Shoes Page 85
technology is in the cuff and the pockets. This article discusses how shoe styles evolved from
4. the U.S. market primitive sandals to running shoes and designer
5. They want the technology, and they are used to high heels.
paying for health care.
6. They all have electroactive textiles. Thinking About What You Know Page 85
7. They are used for interior decorating, construction,
cars, and biomedical implants. Answers will vary.
Unit 9 Fashion 25
Skimming Page 85 Reading 3
Answers Style, Not Fashion Page 88
1. T 4. F The writer of this article argues that style and fashion
2. T 5. T are not the same. Style involves the things we wear,
3. T 6. F but it is essentially an expression of our spirit (our
inner selves).
A Comprehension Check Page 86 Thinking About the Topic Page 88
Answers will vary.

Answers
a. 2 e. 8
b. 5 f. 3 Skimming Page 88
c. 6 g. 1
d. 4 h. 7 Answer
1

Answers
1. d 4. c Answers
2. b 5. e a. 5 e. 4
3. f 6. a b. 3 f. 1
c. 7 g. 2
d. 8 h. 6
plaited (par. 2): braided; interwoven strands of
something, for example, fabric or hair B Vocabulary Study Page 90
status (par. 3): position or rank in relation to others
integral (par. 8): essential, necessary Answers
1.
imposed
2.
vibrant
C Understanding Text Organization 3.
feeling at home
Page 87 4.
updated
5.
ongoing
Answers 6.
means
a. 5 e. 1 7.
count
b. 7 f. 6 8.
grooming
c. 8 g. 4
d. 2, 3
Sequence of ideas: e d g a f b c

Experience Page 87
Answers will vary.
26 Unit 9 Fashion
put ourselves together (par. 1): choose how to
Have students bring in photographs from
dress ourselves
newspapers, magazines, or Web sites of people
blend (par. 1): combine so that the individual parts
they think have style. They might also bring
can no longer be distinguished
in photographs of someone they know. Then
penalized (par. 8): thought badly of put students in pairs or small groups to explain
their choices.
Have each pair or group choose one photograph
C Interpreting Metaphorical that they agree is the most stylish. Have
Language Page 90 a member of the pair or group show the
photograph to the class and explain the reasons
Possible answers for the choice.
1. Our words reveal things about us to other people
and so do the clothes we wear.
2. Each poem expresses a unique approach to its
topic in the same way that our style shows a unique
expression of who we are.
3. If we care enough about ourselves to create our
own style, it shows that we believe life is interesting
and exciting.

Experience Page 90
Answers will vary.
Unit 9 Fashion 27
10 The Media
This page engages students’ interest in the topic of the

media and gives them a visual and verbal preview of the Answers
three readings in Unit 10: “Youth and the News Media,” 1.
taking up
“When Our Worlds Collide, “and “Media Violence.” 2.
peers
ignore
declining
5.
disseminator
6.
perceived
Reading 1
Youth and the News Media Page 92 dictate (par. 3): order, command
This article presents the results of a survey exploring obsolete (par. 4): no longer used or useful
how young people choose to get their news. linked (par. 6): connected
Predicting Page 92
Answers will vary. C Thinking Beyond the Text Page 94
Answers
Skimming Page 92 a. 6 d. 8
b. 7 e. 2
Possible answers c. 3 f. 4
1. They do not read them as often as they would like.
2. new media (computers, cell phones, the Internet,
and MP3 players)
3. Men are interested in the sports section of the news,
women in the entertainment section. Experience Page 94
Answers will vary.
Answers Reading 2
A survey of 100 young people showed that youth
get their news from a variety of sources. Almost all When Our Worlds Collide Page 95
[or Most] young people want to interact with the news This magazine article looks at some of the ethical
media, so they mostly use cell phones and the Internet. issues that photographers and photo editors face in
Most of them think traditional news sources are more mainstream journalism.
accurate than new media sources. Researchers also
found that young people are interested in local news
and global news. Age and gender seem to have a big Predicting Page 95
effect on their specific interests. Finally, the survey
showed that social networks are an important source Possible answers
of news for young people.
Picture 1: Serious news photographers
Picture 2: Photographers who chase celebrities
28 Unit 10 The Media

Skimming Page 95 C Recognizing Point of View Page 97
Answers will vary.

Answer
3
Possible supporting information:
Par. 1: But after 16 years in that role, I came to
Answers wonder whether the two worlds [serious news
(Corrected statements will vary) photographers and photographers who chase
1. F – The writer got more than a few calls offering celebrities] were easily distinguishable.
him a photograph of a dead person. Par. 6: However, catastrophic events often bring out
2. T the worst in photographers and photo editors.
3. T Par. 8: In too many cases, by our choice of images as
well as how we get them, we prove our readers right.
4. F – News photographers are rarely a problem for
rescue workers at an accident.
5. T
6. T D Relating Reading to Personal
7. F – The writer was strongly affected by the news Experience Page 97
story after he worked on the pictures for it.
Answers will vary.
8. T
B Vocabulary Study Page 97 Reading 3

Answers Media Violence Page 98
1. distinguishable This excerpt from a book argues whether or not media
2. stalk violence harms children.
3. hideous
4. paparazzi
Predicting Page 98
5. justify
6. paramedic Answers will vary.
7. outrage
8. sleazy Skimming Page 98
Answers
1. part 1
under the guise of (par. 2): pretending to be 2. part 2
interested in
3. part 2
trespass (par. 2): be on someone’s property illegally 4. part 1
conscience (par. 4): the part of our inner selves that
distinguishes right from wrong
Answers
2. 33 3. 3
Unit 10 The Media 29

Answers Have the class create their own newspaper or
1. c 5. g news magazine. Discuss what sections they want
2. e 6. f to include, e.g., international news, local news,
3. d 7. a sports, arts, etc.
4. b Organize the students into groups with each
group being responsible for one section. The
students can write articles about real events or
Suggested Additional Vocabulary use their imaginations. If practical, students
pessimistic (par. 2): doubtful; believing bad things can bring in or take photographs to accompany
will happen rather than good things the articles.
inevitable (par. 4): sure to happen; not possible to Students can even create their issue electronically
be avoided if they – or at least a few students – are
genre (par. 7): a particular subject or style of technically savvy enough.
literature, art, or music.
collective [American] conscience (par. 8): the
feelings and ideas shared by all or almost all
members of a group, in this case by people in the
United States
Answers
1. RC 4. RC
2. RC 5. LE
3. LE 6. LE

Experience Page 100
Answers will vary.
30 Unit 10 The Media

11 Art
This page engages students’ interest in the topic of art

and gives them a visual and verbal preview of the three Answers
readings in Unit 11: “Girl with a Pitcher,” “Organic 1.
shadow
Architecture, “and “Could You Be a Trash Artist?” 2.
patches
pale
layer
5.
rag
6.
draped
Reading 1
Girl with a Pitcher Page 102 ultramarine (par. 2): an intense, vivid blue
Tracy Chevalier’s novel Girl with a Pearl Earring, from polishing (par. 5): making something smooth and
which this reading is excerpted, was inspired by the shiny by rubbing it, sometimes with a special
work of the Dutch painter Johannes Vermeer liquid or paste
(1632–1675). pure (par. 22): not mixed with anything else; in this
case, not mixed with any other colors
Predicting Page 102
Answers will vary.

Scanning Page 102 Possible answers

1. She is the painter’s servant.
Answers 2. She is timid, intelligent, and interested in learning
1. e, b, a (gray, blue, black) new things.
2. e, j (gray, yellow ocher) 3. He is talented, direct, encouraging, and a
3. e, c, f, d, b (gray, yellow, brown, green, blue) good teacher.
4. He knew that she was able to distinguish colors
more clearly if she tried.
5. The world suddenly looked different to her. / The
artist taught her to look at things more carefully.
Answers
1. F – Griet reluctantly set out the painter’s colors
every morning. D Relating Reading to Personal
2. T Experience Page 104
3. T Answers will vary.
4. F – When Griet first looked at the clouds, she said
they were white.
5. F – Griet had not paid close attention to the way
things looked. / She felt as if she was seeing things
for the first time.
6. T
Unit 11 Art 31
Reading 2 C Organizing Information into a Chart
Page 107
Organic Architecture Page 105
Answers
Using examples from different countries, this
newspaper article discusses the organic architecture Picture 1:
movement, which draws inspiration from the beauty and a. Renzo Piano
harmony of nature. b. New Caledonia
c. wicker baskets / giant barrels
Previewing Vocabulary Page 105 Picture 2:

a. Kendrick Bangs Kellogg
Answers will vary.
b. Palm Springs, California
c. a giant fungus / prehistoric bird
Skimming Page 105 Picture 3:
a. Nicholas Grimshaw
Possible answers b. Cornwall, England
organic architecture: buildings that look like forms in c. bubbles
nature / structures that are based on natural forms and
Picture 4:
operated without hurting the environment
a. Douglas Cardinal
b. British Columbia
c. salmon / mollusk / sand
Answers
1. natural forms
2. turtle‑shaped Experience Page 107
3. wings Answers will vary.
4. ecology
5. ventilation
6. sun
Reading 3

Could You Be a Trash Artist?
Page 108
Answers This article explores the work of HA Schult as the basis

1. landscape for pondering the question of whether and how trash
can be transformed into art.
2. village
3. harmonize with
4. expressive Thinking About the Topic Page 108
5. tides Answers will vary.
Suggested Additional Vocabulary Skimming Page 108
prominently (par. 2): very noticeably

Answers
strive (par. 3): try very hard
1. empty metal cans: metal cases, bird feeders
stunning (par. 4): very impressive, especially in
beauty or excellence 2. old boxes: storage containers, forts for kids to
play in
3. old clothing: vests, hats, hanging organizers,
rag rugs
32 Unit 11 Art
Answers Have students bring in pictures of art or
a. 5 d. 4 architecture that they like. Make sure that they
b. 1 e. 3 don’t duplicate any works they may have already
c. 2 f. 3 discussed. Have them exchange their pictures so
that everyone in the class has a picture other than
the one they brought in. Give students time to
study the pictures carefully.
Have one student display his or her picture so
all can see it and explain what he or she thinks
Answers
is interesting about the work of art. If the picture
1. d 4. f is not large enough for all to see easily from the
2. e 5. b front of the class, have it passed around. After
3. c 6. a the explanation, ask other members of the class
to give their opinions. Do they agree or disagree
that the work is interesting? Why? Then have
Suggested Additional Vocabulary the student who brought the picture in give
pre‑set (par. 4): already formed his or her reasons for liking the work. Repeat
functional (par. 5): serving a useful purpose, not just this procedure until all the pictures have been
for decoration discussed. Encourage students to use vocabulary
makeshift (par. 5): a temporary substitute for they have learned in this unit.
something else
C Paraphrasing Page 110
Possible answers
1. Some people look at the things we throw out and
see art.
2. HA Schult is one modern artist who creates large
pieces of art out of trash.
3. Trash art is not new, and it becomes popular again
and again.
4. A creative person can change these items in many
different ways.

Experience Page 110
Answers will vary.
Unit 11 Art 33
12 Humor
This page engages students’ interest in the topic of bring down the house (par. 1): win great approval
humor and gives them a visual and verbal preview of the and applause from the audience
three readings in Unit 12: “So, Who’s the Comedian?”
passed away (par. 8): died
“Taking Humor Seriously in the Workplace,” and
“Three Comedians.” pebbles (par. 12): small, smooth, round stones

Possible answers
Reading 1 1. They laughed because he was joking about his
mother. / They laughed because they were surprised
So, Who’s the Comedian? Page 112 at his comments about his mother.
2. They were laughing because he was a bad comic. /
This magazine article was written by a man who They were laughing because of the way he talked
describes his attempt to be a stand‑up comic, proving about himself.
that it’s not as easy as it may look.
3. They laughed because he put beads in his mouth. /
He looked funny with beads in his mouth.
Thinking About the Topic Page 112 4. Maybe some people thought his act was funny. /
Maybe some people clapped because he tried so
Answers will vary.
hard to be funny.
Skimming Page 112

Possible answer Experience Page 114
He performed a short act at a comedy club. The
audience laughed sometimes, but he didn’t enjoy Answers will vary.
himself. He was very nervous.
Reading 2
Taking Humor Seriously in the

Answers
1, 3, 5, 6
Workplace Page 115
This article discusses some of the ways that humor
contributes to a good work environment.
Answers Answers will vary.
1. d 4. b
2. c 5. f
3. e 6. a
34 Unit 12 Humor
Skimming Page 115 Reading 3
Answers Three Comedians Page 118
1. D 4. A This article provides examples of the stand‑up humor of
2. A 5. A three famous American comedians: Jerry Seinfeld, Bill
3. D Cosby, and Ray Romano.
Predicting Page 118

Answers will vary.
Answer
2 Skimming Page 118
Answer
B Vocabulary Study Page 117 Children
Answers
1. c 5. d A Comprehension Check Page 119
2. a 6. e
3. b 7. g Answers
4. f 1. b 3. c
2. a

facilitates (par. 1): helps B Vocabulary Study Page 120
burnout (par. 4): the state of being very tired from
too much work Answers
perspective (par. 5): the state of being able to see 1.
pressure
things in their true importance and relationship to
2.
enthusiasm
each other
3.
philosophy
4.
downright
5.
beholding
C Thinking Beyond the Text Page 117
6.
encounter
Answers
1. Humor provides perspective. Suggested Additional Vocabulary
2. Humor builds relationships. blow (something) (Cosby, par. 1): fail at (something)
3. Humor reduces stress. mystical (Cosby, par. 1): having a spiritual meaning
4. Humor promotes attention and energy. or a reality that is not obvious
5. Humor facilitates communication. folklore (Romano, par. 7): traditional stories handed
down from one generation to the next

Experience Page 117
Answers will vary.
Unit 12 Humor 35
C Paraphrasing Page 120
Answers Bring in some cartoons with the captions
1. b removed. Write the captions on the board,
and have the students match the captions to
Possible answers:
the cartoons.
2. When you see a new baby, it’s difficult to be as
enthusiastic about it as the parents.
3. Before that day, I never knew much about
two‑year‑olds.

Experience Page 120
Answers will vary.
36 Unit 12 Humor
Name:
Date:
Quiz • Unit 1
Read the text.
There are many superstitions associated with weddings. Are they all nonsense, 1
or do they have some merit? You be the judge.
Appropriate wedding attire is an area rich in superstitions. In Puerto Rico, for 2
instance, it is believed that wearing pearls on your wedding day will doom you to a
lifetime of tears. Wearing diamonds, however, will ensure brilliant marital success.
In Italy, the groom wards off the evil eye by carrying a piece of iron in his pocket.
Apparently, the iron drives away anyone who might be lurking nearby, ready to
place a curse on the newlyweds.
The bride and groom must also be wary of guests bearing unlucky gifts. In the 3
Jewish tradition, for example, accepting a gift of knives is unlucky. Fortunately, you
can neutralize the bad luck by “buying” them for a nominal sum. Apparently, only
freebies are unlucky. Since in Chinese the number four is synonymous with death,
perhaps the unluckiest gift would be a set of four knives given to a Chinese bride
and a Jewish groom.
Complete the tasks.

A Find the words in italics in the reading. Are the meanings of the words in each pair
similar or different? Write S (similar) or D (different). (50 points)
1. nonsense / merit
2. doom you to a lifetime of tears / ensure brilliant marital success
3. wards off / drives away
4. newlyweds / bride and groom
5. bearing / accepting
B Check (3) the statement that is true. (30 points)
1. In Puerto Rico, most brides wear pearls.

2. If a Jewish couple receives knives as a wedding gift, they may try to pay
for them.
3. It is unlucky for people from different cultures to get married.
C These sentences could be added to the text. Write the sentences that they could
follow. (20 points)
1. This is because the knives could “cut” the bond between the bride and groom.
2. After all, people want to wear the right thing on such an important day.
Strategic Reading 3 ©Cambridge University Press 2012 Photocopiable Unit 1 Superstitions 37

Name:
Date:
Quiz • Unit 2
Read the text.
1 Researchers have reported a dramatic rise in obesity among people in the
United States. According to some studies, about 30 percent of American adults
are obese, and almost 65 percent can be classified as overweight. Many experts
agree that obesity is one of the most serious public health challenges of the
twenty‑first century.
2 The rate of overweight and obese children is especially alarming. About
35 percent of American children between the ages of 2 and 19 are either overweight
or obese. The long‑term effects of obesity include an increased risk of diabetes,
high blood pressure, and heart disease. There are other adverse health effects
as well.
3 Why are Americans getting so fat? Most experts say the typical American diet is
a leading cause of obesity. This diet is comprised of a large percentage of saturated
fat, the “bad” fat that makes people vulnerable to heart disease. A lack of physical
activity is regarded as another cause of obesity. Most Americans drive rather than
walk to school or work. Also, only a fraction of them exercise regularly.
Complete the tasks.

A Check (3) the statement that best expresses the main idea of the whole text.
(10 points)
1. People in the United States typically have a bad diet and don’t exercise enough.
2. Obesity is a serious problem for people in the United States in the
twenty‑first century.
B Find the words in italics in the reading. Then match each word with its meaning.
(40 points)
1. dramatic a. likely to get

2. obese b. negative
3. adverse c. dangerously overweight
4. vulnerable d. surprising and dangerous
C Mark each statement true (T) or false (F). (50 points)
1. In the United States, a majority of adults weighs more than what is

considered normal.
2. About 65 percent of American children are not overweight.
3. Obese adults do not have an increased risk of getting diabetes.
4. All obese children will develop high blood pressure later in life.
5. Only a very small percentage of people in the United States get enough exercise.
38 Unit 2 Health ©Cambridge University Press 2012 Photocopiable Strategic Reading 3

Name:
Date:
Quiz • Unit 3
Read the text.
Is talent something innate, a gift you are born with? Or is it the result of hard 1
work and perseverance? Most people think talent in specific areas, such as music
or sports, is an innate ability that must be developed through practice. Some
researchers, however, question whether innate talent even exists.
Those who study child prodigies explain that factors other than innate ability 2
contribute to their early accomplishments. In other words, these so‑called geniuses
were not born with special skills. Rather, these precocious youths were given ample
early opportunities to develop them. They also spent much more time practicing
their skill than their “non‑gifted” peers.
The fact that certain abilities are rare in one culture but common in others also 3
suggests that talent is learned. For instance, perfect pitch – the ability to hear a
musical note and identify the exact pitch – is common among speakers of tonal
languages such as Chinese or Vietnamese. Among speakers of non‑tonal languages,
however, it is quite rare. In those cultures, having perfect pitch is seen as a
remarkable talent.
Complete the tasks.

A Find the words in italics in the reading. Then circle the meaning of each word.
(40 points)
1. If you have an innate ability to do something, it is very challenging for you /

something you have always been good at / something you have learned to do.
2. Someone who has perseverance does not give up easily / does not learn easily /
does not have a lot of abilities.
3. If you are given ample opportunities to do something, you get just enough /
almost enough / more than enough chances.
4. A precocious child learns to do things sooner / later / slower than his or her peers.
B Check (3) the statements that are true. (60 points)

1. A speaker of a tonal language is likely to be born with perfect pitch.
2. People who speak tonal languages are more sensitive to pitch because it is an
important part of their language.
3. These days, fewer and fewer children are born with talent.
4. Child prodigies usually get more encouragement to practice their skill than
other children do.
5. It is possible that “innate talent” does not exist.
6. Children who have a special talent do not have to work as hard as
other children.
Strategic Reading 3 ©Cambridge University Press 2012 Photocopiable Unit 3 Remarkable Talents 39
Name:
Date:
Quiz • Unit 4
Read the text.
1 Is the perception of beauty based on culture? Or is it biological? Many beauty
researchers believe that biology determines people’s ideas about beauty. These
researchers support their ideas with strong arguments. Undoubtedly, however,
culture plays a significant role as well.
2 To back up their theory, researchers refer to physical attractiveness studies.
In these experiments, participants from different cultures looked at photographs
of men and women. Even those from very different cultures identified the same
features as appealing. This, however, is not proof that biology determines people’s
ideas about physical beauty. Instead, this is more likely evidence of a new
“universal culture” made possible by the Internet, television, and movies. People
in the developed world see images of the same glamorous celebrities and other
beautiful people daily. Certainly these images influence their perceptions of beauty.
3 It is significant that all of the participants in the studies mentioned above came
from developed countries. Participants from developing countries without access to
mass media might have responded quite differently.
Complete the tasks.

A Find the words in italics in the reading. Then match the words that are similar in
meaning. (50 points)
1. determines (par. 1) a. undoubtedly (par. 1)

2. support (par. 1) b. plays a significant role (par. 1)
3. proof (par. 2) c. back up (par. 2)
4. certainly (par. 2) d. evidence (par. 2)
5. perceptions (par. 2) e. ideas (par. 2)
B What do these words refer to? (40 points)
1. it (par. 1, line 1)
2. those (par. 2, line 3)
3. this (par. 2, line 4)
4. their (par. 2, line 8)
C Check (3) the statement that best expresses the writer’s point of view. (10 points)
1. The writer does not express an opinion.

2. The writer believes that biology does not influence human perceptions
of beauty.
3. The writer disagrees with the theory that only biology influences human
perceptions of beauty.
40 Unit 4 Beauty ©Cambridge University Press 2012 Photocopiable Strategic Reading 3

Name:
Date:
Quiz • Unit 5
Read the text.
Hit Song Science is the name of a music analysis system. This system compares 1
new songs to a massive database of hit songs and predicts their “hit” potential. The
system’s promoters claim that it is adept at recognizing mathematical patterns that
make a song appealing to the human ear. According to those who developed the
technology, it can do for the record industry what X‑rays have done for medicine.
Hit Song Science scans a song into its database and isolates the sound patterns, 2
including tempo, melody, and pitch. It then compares them to the sound patterns of
hit songs that have been downloaded to its 3‑million‑song database.
Most major music companies currently use the technology because they see it 3
as a way to increase profitability. Songwriters, however, take a different view. They
worry that its use will discourage musicians from taking the creative risks that often
lead to the most original forms of artistic expression.
Complete the tasks.

A Find the words in italics in the reading. Then match each word with its meaning.
(60 points)
1. massive (par. 1) a. ability to make money

2. hit (par. 1) b. speed
3. promoters (par. 1) c. very big
4. tempo (par. 2) d. very successful
5. take a different view (par. 3) e. people who support something
6. profitability (par. 3) f. disagree
B Mark each statement M (music company’s opinion) or S (songwriter’s opinion).

(20 points)
1. This technology can save a lot of time and money.

2. With the use of this technology, songs will all start to sound the same.
C Number the sentences from 1 (first step) to 5 (last step). (20 points)
a. The computer isolates the song patterns.

b. A new song is scanned into a computer.
c. The computer compares the song patterns to those of hit songs.
d. Record industry executives decide if the new song will be a hit.
e. Hit songs are downloaded into a computer’s database.
Strategic Reading 3 ©Cambridge University Press 2012 Photocopiable Unit 5 Technology 41

Name:
Date:
Quiz • Unit 6
Read the text.
1 In 2003, Sammy Sosa was suspended from playing professional baseball for
using a corked bat, that is, a hollow bat filled with cork. Corked bats are banned
in professional baseball because they purportedly hit balls farther than standard
aluminum or wooden bats. At the time of his suspension, Sosa was one of the
strongest hitters in the game, with a record of 505 home runs.
2 When confronted with the evidence of his transgression, Sosa explained that
he normally only used the corked bat during practice to entertain the children who
watch him. His use of the bat during an official game was an honest mistake. Before
deciding on a penalty, baseball officials examined 76 other bats Sosa used. None of
them contained cork.
3 Although baseball officials believed Sosa’s explanation, they still gave him a
seven‑game suspension for using illegal equipment. The public, however, may not
be as willing to believe or forgive Sosa. There is no doubt that his reputation was
hurt by the corked bat incident.
Complete the tasks.

(40 points)
1. If equipment is banned from an official game, players can’t buy / sell / use it.
2. Something purportedly true is certainly / certainly not / believed to be true.
3. If Sosa hits a home run, his team will win points / lose points / get a penalty.
4. If you commit a transgression, you do something that follows / breaks / makes a rule.
B Number the sentences from 1 (first step) to 5 (last step). (50 points)
a. Officials discovered Sosa had used a corked bat.

b. Officials examined Sosa’s other bats.
c. Sosa received a seven‑game suspension.
d. Sosa explained that he had used the corked bat by mistake.
e. Officials believed Sosa’s explanation.
C Check (3) the statement that you can infer from the text. (10 points)
1. The children loved to see Sammy Sosa hit home runs.

2. Sosa is the only baseball player who ever used a corked bat.
42 Unit 6 Punishment ©Cambridge University Press 2012 Photocopiable Strategic Reading 3

Name:
Date:
Quiz • Unit 7
Read the text.
Alzheimer’s disease affects an estimated 10 percent of people over the age of 65 1
and nearly 50 percent of those over 85. One of the first signs of Alzheimer’s disease
is memory loss. It is normal for memory to diminish with age, but Alzheimer’s
involves more than just simple memory lapses.
One sign of Alzheimer’s disease is the inability to retain recently learned 2
information. We all forget names or telephone numbers from time to time but are
usually able to recall them eventually. People with Alzheimer’s not only are much
more likely to forget things but also completely unable to retrieve them later.
Another telltale sign of Alzheimer’s is forgetting how to perform tasks that 3
we usually perform unconsciously, such as opening a door with a key. While
many of us might forget to take the keys when we leave the house, a person with
Alzheimer’s may have no idea what to do with their house keys. And although we
all misplace things, people with Alzheimer’s misplace things in unusual places. For
example, someone suffering from Alzheimer’s could easily put a shoe in the freezer
by mistake.
Complete the tasks.

A Find the words in italics in the reading. Then circle the meaning of each word or
phrase. (30 points)
1. eventually (par. 2) 2. telltale sign (par. 3) 3. unconsciously (par. 3)

a. normally a. important indication a. almost every day
b. finally b. significant problem b. without thinking
B Check (3) the statements that you can infer from the text. (60 points)
1. Many people over the age of 85 have some memory loss.

2. People who are younger than 65 never get Alzheimer’s.
3. It is normal for people who are 70 years of age to occasionally forget names.
4. If you forget names frequently, you probably have Alzheimer’s.
5. Someone with Alzheimer’s might forget what you use a toothbrush for.
C Check (3) the writer’s main purpose in this text. (10 points)
1. to show what a terrible disease Alzheimer’s is

2. to explain the difference between normal memory loss and memory loss due
to Alzheimer’s
Strategic Reading 3 ©Cambridge University Press 2012 Photocopiable Unit 7 Memory 43

Name:
Date:
Quiz • Unit 8
Read the text.
1 Do you lack self‑assurance in social situations? Are you shy and withdrawn, but
your brother is a boisterous extrovert? Research suggests that a tendency toward
shyness might be something you are born with.
2 In an attempt to learn more about shyness, scientists conducted a 20‑year
study. In the first phase of the study, the researchers observed the behavior of
two‑year‑olds. Then they divided them into two groups: inhibited and outgoing.
In the second phase – 20 years later – these children, now adults, were put into
the same two groups and shown a series of pictures of people. After the subjects
had become accustomed to the faces in the pictures, the researchers showed
them pictures of new faces and measured their brain activity. When looking at an
unfamiliar face, the subjects in the shy group showed much more activity in the
amygdala, the part of the brain that controls fear.
3 Interestingly, this increased brain activity showed up in all of the adults who
had been shy as children, despite the fact that many of them no longer suffered
from shyness.
Complete the tasks.

(50 points)
1. The first phase of a research study refers to the first researcher / step /
group of participants.
2. An inhibited person is angry / sad / shy.
3. The subjects in a study are its topics / participants / researchers.
4. If you become accustomed to something, you become afraid of / used to /
happy about it.
5. When the activity showed up on the brain scan, it hid / appeared / disappeared.
B Mark each statement T (true) or F (false). (50 points)

1. The study showed that shy people are probably born with that tendency.
2. Researchers measured the brain activity of two‑year‑old children.
3. The adults who participated in the study were 20 years old.
4. The amygdala is a part of the brain that only shy people have.
5. Only some participants showed increased brain activity when they saw
unfamiliar faces.
44 Unit 8 Personality ©Cambridge University Press 2012 Photocopiable Strategic Reading 3

Name:
Date:
Quiz • Unit 9
Read the text.
In The Tipping Point, author Malcolm Gladwell presents an interesting theory to 1
explain how new ideas or new ways of doing something become popular. Gladwell
argues that social changes always begin with a very small group of exceptional
people. Gladwell calls this “the law of the few.”
The law of the few is based on the belief that there is always a small group of 2
individuals in any community who have many more social connections than most of
their peers. If these individuals endorse a new fashion style, for example, it almost
guarantees that the style will permeate their communities.
Gladwell thinks these “trendsetters” have a gift for bringing the world together. 3
According to Gladwell, people with this gift are typically outgoing and have great
personal charm and energy. Most important, however, is the fact that people like
this have a social circle four times the size of that of their peers. Thus, when they
give their endorsement to something new, it is very likely to become popular.
Complete the tasks.

A Find the words in the reading that match these definitions. Write one word on each
line. (50 points)
1. : unusual (par. 1)
2. : people of the same age or community (par. 2)
3. : support, approve of (par. 2)
4. : spread throughout (par. 2)
5. : a special power or ability (par. 3)
B Compare the meanings of the sentences in each pair. Write S (same meaning)
or D (different meaning). (30 points)
1. a. The law of the few is based on the belief that a small number of individuals
have more social connections than most of their peers.
b. Individuals within a community always have many social connections.
2. a. The endorsement of a new fashion style by a trendsetter almost guarantees
that it will permeate his or her community.
b. A new fashion style that is endorsed by a trendsetter usually
becomes popular.
3. a. When trendsetters endorse a new restaurant, it is likely to become popular.
b. Restaurants that people with many social connections like will be
very successful.
C Mark each statement T (true) or F (false). (20 points)
1. Half the people in any community will become trendsetters.

2. In any community, there are only a few people with a gift for bringing the
world together.
Strategic Reading 3 ©Cambridge University Press 2012 Photocopiable Unit 9 Fashion 45

Name:
Date:
Quiz • Unit 10
Read the text.
1 Reality TV has taken the public by storm. There are many different types of
reality television shows, but they all share two characteristics. First, the people you
see on your screen are not professional actors. Second, although the film or video
footage is carefully edited before it is aired, the shows are largely unscripted.
2 These reality TV shows are enormously popular with the public, much to the
delight of the television industry. Although opinions differ on why the public is so
engrossed in watching ordinary people misbehaving, doing extraordinarily stupid
things, or simply interacting, there is no disagreement about why the television
industry is so enamored of the trend. Compared to other types of television shows,
reality TV is cheap to produce. You don’t need to hire actors, as most people are
eager for the publicity and willing to participate in the shows without pay. Nor is
it necessary to hire scriptwriters or pay for fancy costumes and sets. For television
executives, reality TV is a dream come true.
Complete the tasks.

(40 points)
1. taken the public by storm (par. 1) a. happy about

2. largely (par. 1) b. suddenly become popular
3. engrossed (par. 2) c. extremely interested
4. enamored of (par. 2) d. mostly
B Underline the sentences in the reading with the same meaning as the statements
below. Write the number of each statement next to the sentence you underline. (30 points)
1. Reality television shows do not have a written script, but they are edited.
2. People who work in television are glad that reality TV shows are so popular.
3. There are many theories that explain the reasons for reality TV’s popularity with the
public, but there is only one theory about its popularity with the television industry.
C Check (3) the statement that best expresses the writer’s point of view about reality TV.
(30 points)
1. The writer thinks reality TV is the best type of television show.

2. The writer thinks it is bad that so many people enjoy watching other people do
stupid things on reality TV shows.
3. The writer doesn’t express an opinion.
46 Unit 10 The Media ©Cambridge University Press 2012 Photocopiable Strategic Reading 3
Name:
Date:
Quiz • Unit 11
Read the text.
David Hockney is a painter and a writer. In his book, Secret Knowledge: 1
Rediscovering the Lost Techniques of the Old Masters, Hockney introduces a theory
that has shaken up art historians and directors of museums and galleries. Hockney
closely examined the canvases of some of the most respected European masters.
Then he tried to prove that painters such as Johannes Vermeer, Jan van Eyck, and
Caravaggio used optical tools to aid them in their work.
As one piece of evidence for his theory, Hockney points to the extremely 2
realistic way that fabrics look in early Baroque paintings. He argues that without
using optical tools, even artistic geniuses would not have been able to paint the
elaborate patterns on these fabrics with near‑photographic accuracy. Without a
camera, how did the artists of antiquity do it? Hockney suggests that they used
lenses, prisms, and mirrors to project images of their subject onto a blank wall.
Then they could trace the image and, finally, transfer it onto a canvas.
Complete the tasks.

(50 points)
1. shaken up (par. 1) a. move from one place to another

2. optical (par. 1) b. complicated
3. elaborate (par. 2) c. copy onto a thin piece of paper
4. trace (par. 2) d. upset, troubled
5. transfer (par. 2) e. relating to the eye and to vision
B What do these words refer to? (20 points)
1. them (par. 1, line 6)

2. it (par. 2, line 7)
C Number the sentences from 1 (first step) to 5 (last step). (30 points)
a. The artist copies the image of the fabric onto the tracing paper.
b. The artist puts a piece of tracing paper over the image of the fabric on the wall.
c. The artist wants to paint a pattern that is on a piece of fabric.
d. The artist transfers the image from the tracing paper to a canvas.
e. The artist uses an optical device to project an image of the fabric onto a
blank wall.
Strategic Reading 3 ©Cambridge University Press 2012 Photocopiable Unit 11 Art 47

Name:
Date:
Quiz • Unit 12
Read the text.
1 In English, there is a saying that “Laughter is the best medicine.” Increasingly,
science is proving that laughter is a valuable part of the body’s toolbox.
2 When we laugh, our brains are flooded with chemicals known as endorphins.
Endorphins act as natural painkillers and play a critical role in the regulation of
mood. Another benefit of laughing is that we take in a lot of oxygen. Increased
levels of oxygen in the bloodstream have been proven to increase energy, providing
relief from both fatigue and depression.
3 Sometimes, when an especially good joke makes you crack up, you laugh so
much that you cry. Crying has several benefits. First, tears wash harmful dirt out of
your eyes. Second, if you laugh for long enough, your nose will start running and
this will wash away irritants from the sinuses. Finally, both laughing and crying
allow us to release tension, simultaneously exercising and relaxing many of the
body’s muscles.
Complete the tasks.

A Find the words in italics in the reading. Then match each word to its meaning.
(70 points)
1. painkillers (par. 2) a. tiredness

2. regulation (par. 2) b. at the same time
3. fatigue (par. 2) c. laugh very hard
4. crack up (par. 3) d. something that stops a person from hurting
5. irritants (par. 3) e. things that bother a person
6. sinuses (par. 3) f. control
7. simultaneously (par. 3) g. parts of the nose and throat
B Circle the answer that is not mentioned in the reading. (30 points)
1. What happens in the body when we laugh?

a. More oxygen enters our blood and brain.
b. We feel less tired.
c. Our heart rate decreases.
2. What functions do endorphins have in the brain?
a. They reduce pain.
b. They help us think more clearly.
c. They make us feel happier.
3. What are the benefits of crying?
a. It makes it easier to sleep.
b. It cleans out our eyes.
c. It makes us feel less stressed.
48 Unit 12 Humor ©Cambridge University Press 2012 Photocopiable Strategic Reading 3

Unit Quiz Answers
Unit 1 Quiz Unit 5 Quiz
A A
1. D 2. D 3. S 4. S 5. D 1. c 2. d 3. e 4. b 5. f 6. a
B B
2 1. M 2. S
C C
1. In the Jewish tradition, for example, accepting a gift a. 3 b. 2 c. 4 d. 5 e. 1
of knives is unlucky.
2. Appropriate wedding attire is an area rich
in superstitions. Unit 6 Quiz
A
1. use
Unit 2 Quiz 2. believed to be
A 3. win points
2 4. breaks
B B
1. d 2. c 3. b 4. a a. 1 b. 3 c. 5 d. 2 e. 4
C C
1. T 2. T 3. F 4. F 5. T 1

A A
1. something you have always been good at 1. b 2. a 3. b
2. does not give up easily
B
3. more than enough
1, 3, 5
4. sooner
C
B
2
2, 4, 5

A
A
1. step
1. b 2. c 3. d 4. a 5. e
2. shy
B 3. participants
1. the perception of beauty 4. used to
2. participants 5. appears
3. identifying the same features as appealing
B
4. people in the developed world
1. T 2. F 3. F 4. F 5. T
C
3
Unit Quiz Answers 49

A A
1. exceptional 1. d 2. e 3. b 4. c 5. a
2. peers
B
3. endorse
1. painters such as Vermeer, van Eyck, and Caravaggio
4. permeate
2. the image (that they had traced)
5. gift
C
B
a. 4 b. 3 c. 1 d. 5 e. 2
1. D 2. S 3. S
C
1. F 2. T Unit 12 Quiz
A
1. d 3. a 5. e 7. b
Unit 10 Quiz 2. f 4. c 6. g
A
B
1. b 2. d 3. c 4. a
1. c 2. b 3. a
B
1. Second, although the film or video footage . . . largely
unscripted. (par. 1, lines 3–5)
2. These reality TV. shows . . . of the television industry.
(par. 2, lines 1–2)
3. Although opinions differ . . . of the trend. (par. 2,
lines 2–5)
C
3
50 Unit Quiz Answers

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Reading Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

Teaching Tips .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii

Unit Quiz Answers .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Student’s Book Organization

D Relating Reading to Personal Experience

Reading is a process that involves interaction between a reader and a text. A

• What is my purpose in reading this text? Am I reading it for

The Strategic Reading series develops fluency and confidence in reading by

Unit Preview Page

Comprehension Check (Post‑Reading Task A)

Vocabulary Study (Post‑Reading Task B)

Reading Strategy (Post‑Reading Task C)

Understanding Pronoun Reference: Students often misunderstand a text if they have

C Making Inferences Page 4

This excerpt from her autobiography is about Gabriella

Scanning Page 2 Reading 2

A Comprehension Check Page 3 Thinking About the Topic Page 5

B Vocabulary Study Page 7

Answers will vary.

Suggested Additional Vocabulary

D Relating Reading to Personal

This page engages students’ interest in the topic of

Suggested Additional Vocabulary

Answers will vary. Answers

Answers Sentence 3 is a main idea. It is supported by details

A Comprehension Check Page 13

Answers will vary.

Answers Skimming Page 18

A Comprehension Check Page 19

C Understanding Pronoun Reference

D Relating Reading to Personal

Pre‑teach any vocabulary on this page that you think

Answers will vary.

This reading is about a child prodigy who grew up to

Answers will vary.

A Comprehension Check Page 23

Unit 3 Remarkable Talents 7

Suggested Additional Vocabulary

8 Unit 3 Remarkable Talents

Unit 3 Remarkable Talents 9

This page engages students’ interest in the topic of

Answers will vary.

Skimming Page 32 Answers

A Comprehension Check Page 33

Thinking About the Topic Page 35 C Understanding Text Organization

D Relating Reading to Personal

Reading 1 C Identifying Main Ideas and

This Internet article looks at modern biometric

B Vocabulary Study Page 47 A Comprehension Check Page 49

Suggested Additional Vocabulary

C Recognizing Purpose Page 47

This page engages students’ interest in the topic

Suggested Additional Vocabulary

In this excerpt from the novel Snow Falling on Cedars,

Possible answer Possible answers

B Vocabulary Study Page 57 D Relating Reading to Personal

A Comprehension Check Page 59

This page engages students’ interest in the topic of

Suggested Additional Vocabulary

D Relating Reading to Personal

D Relating Reading to Personal

• What is my purpose in reading this text? Am I reading it for