Reading Advantage 2 TG (4TH)

2
THIRD EDITION
Teacher’s Guide
CASEY MALARCHER
Nancy Hubley
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2 Reading Advantage 2 Teacher’s Guide

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

are versatile, objective, and easy to mark. They are
used in Reading Advantage for a range of question
types, in the Reading Comprehension and Vocabulary
Reinforcement sections, as well as Review Units and
Quizzes. Here are some varieties of multiple-choice
questions:
Main Ideas
Specific Details Multiple-choice questions are often used to test
The simplest type asks for specific information from comprehension of main ideas either at the paragraph
the reading passage, for example, “Who or what was or whole text level. A common approach to main idea
the first Nobel Peace Prize winner?” questions is that the correct option is at just the right
level of specificity whereas the distractors are too
Negative Statements specific, too general, or off topic. Main idea questions
A question frequently found in the Reading are sometimes worded as “Choose the best title.”
Comprehension section is “Which of these sentences
Inference
is NOT true?” Sometimes the best way to answer this
The most difficult type of multiple-choice question
is to eliminate the answers that ARE true. In other
in Reading Advantage is inference questions, which
words, if students can find support for the true answers
require students to go beyond what is literally given
in the reading passage, then they know that those
and draw conclusions, for example, “What is the
options are not the answer. Note that students need
writer’s opinion of text messaging?”
to occasionally watch out for double negatives—where
there is a negative in both the question stem and the All, every, and none: Sometimes the answer options
option, for example, “Which statement about the will include all of the above or none of the above. When
Nobel Prizes is NOT true? . . . b. They can’t be given to this happens, all or none of the other three options
the same winner more than once.” (Unit 10) would work in order for the option to be selected.
True, False, or Unknown
This format, used in unit quizzes and tests, is used to help students clarify what is actually stated in the paragraph,
what is paraphrased or implied, and what is not given or provided. This format is especially useful for discerning
fact from opinion. Here are some simple guidelines to using this format:
True information is given in the passage but it is often paraphrased, or said in other words. Train students to look
for similar meaning, not exact words. In Reading Advantage, vocabulary is often recycled by using synonyms to
stretch the students’ active vocabulary.
If the statement is false, students can find the correct information in the passage and fix the statement. When you
give back quizzes, encourage students to do this.
Unknown means the information is not found in the passage. When students bring background knowledge to
reading a passage, sometimes they think they’ve read something that isn’t actually included.

Matching
Every unit in Reading Advantage has several matching

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

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

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

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

silently at the same time. To time the readings, prepare
time cards to hold up for the class. Cards can be marked
with five-second intervals, as five seconds, ten seconds,
fifteen seconds, up to one minute forty seconds, one
minute forty-five seconds, etc. When students have
finished reading, they can simply look up to see their
times. Have students record their reading times in the
space in the book below the reading, and then in the
chart at the back of the book. Note that the readings
in Book 2 of Reading Advantage are around 325 words
long. The rates on the chart at the back of the book are
based on the average passage length of 326 words.
(The actual word count for each passage is noted
under each reading.)
You may wish to set a class reading rate goal, for
example, by taking the average reading rate at
the beginning of the course and adding a certain
percentage to it. For comparison, the average reading
speed for U.S. college students is 200–250 words per
minute, but it would be unrealistic to expect your
students to achieve this speed.
Variations
Have students read more than once. Reading fluency can be developed through repeated reading of the same
text. A good time for repeated reading is after finding idioms in the unit’s reading passage, before moving on to
the Vocabulary Reinforcement. At this point in the lesson, have students look back at the unit from the previous
class. For example, on the day the class is doing Unit 14, have them look back at Unit 13 for repeated reading.
This will help to reinforce the vocabulary for the previous unit.
Do a timed reading of the repeated text. Use the time cards to show how long students take to read the passage,
and have students record their new reading time below their old time. Alternatively, set a time for the class to read
(i.e., one minute or two minutes). Have students mark the place in the text they reach by the time limit. Setting a
time limit for reading works well when students read a text three or four times, marking each time the point they
reach by the time limit. Students will be able to see for themselves how their reading fluency is progressing.
For more background information on developing reading rate, you may wish to read Exploring Second
Language Reading: Issues and Strategies (Neil Anderson 1999, Heinle/Cengage Learning).

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

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

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

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

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

Vocabulary Learning Tips
The best thing you can do to improve your English is to increase your vocabulary. Here are
some suggestions:
Keep a Vocabulary Notebook
Buy a notebook and write down new words and idioms that you want to remember. There are different ways of
organizing your notebook. Here are some suggestions:
a) Label pictures
b) Word maps
c) List words with definitions and examples
d) Note words that go together—collocations
16 Reading Advantage 2 Teacher’s Guide This page may be photocopied. Cengage Learning © 2012
Flashcards are a great way to learn new vocabulary. Make them on thick paper by cutting the paper into cards of
the same size. Here is an example of a flashcard:
Your flashcards might look the same as this, or they might have more information. Other things you can
write on the back of your flashcards are: pictures, translations in your own language, opposites, words
that mean the same, and memory aids (see Other Tips).
Remember: Carry your flashcards around with you and when you have free time, look at them and test
yourself. You can use them alone, or with a friend. Exchange flashcards with a friend and test each other!
Other Tips
Read, read, read One of the best ways to enlarge your English vocabulary is to read for fun. Read (easy) magazines
and books in English outside class. The best place to start is with Graded Readers. Ask your teacher for some
suggestions.
Use an English/English dictionary To learn more about new words in your notebook, use a dictionary. Try to find
an English/English dictionary that’s written for learners. One example is Heinle’s Basic Newbury House Dictionary
of American English. In addition to the meaning of the word, a good dictionary for learners should show you other
information such as the pronunciation, the part of speech, and example sentences.
Keep a list of prefixes and suffixes In your notebook, keep lists of prefixes and suffixes and their meanings (see
page 19). Make lists of words that contain the same prefix or suffix.
Label things Put small signs or labels on common, everyday things around your home.
Use memory aids A memory aid (also called a mnemonic) is a way of remembering a word by making a connection
in your brain. For example, if you want to learn the idiom keep an eye on someone, meaning “to watch someone
carefully,” you might picture someone holding an eye and putting it on someone’s shoulder, so they can watch
them carefully. The stranger the picture is, the more you will remember it!
Another memory aid is to find a word in your own language that sounds like the new English word and make a
connection. For example: a Japanese student learning the English word knee, meaning the joint in your leg, might
think that knee sounds like the Japanese word ni, meaning two. She could then picture someone with two large
knees. Remember to make the picture unusual to make it easier to remember. Picture two really, really big knees!
Try to find English words that sound like words in your own language.
This page may be photocopied.

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

Here are some more examples:
This new glass is unbreakable.
(It can’t be broken.)
The bus was full of preschoolers.

(Pre- means “before,” -er means “someone or someone who is or does something,” -s makes the plural of most
nouns. Preschoolers are young children who don’t go to school yet.)
Here is a list of prefixes and suffixes that appear in the reading passages of Reading Advantage Book 2.
Prefixes
Prefix Meaning Examples
anti- against or in disagreement with anti-nuclear, anti-war
astro- related to stars or space astronaut, astrology
ex- related to outside, or away export, explosive
im-, in- related to inside, or inward import, include
inter- happening between two or more international, Internet
places or groups
mid- referring to the middle midnight, mid-year
Suffixes
Prefix Meaning Examples
-ary used to make an adjective imaginary
-ent used to make an adjective from a verb excellent, different
-free without pain-free, sugar-free
-less without useless, careless
-ment used to make a noun from a verb announcement, achievement
-ness used to make a noun from an adjective carelessness, happiness
-ship used to show a condition or state relationship, leadership
Note: Some of the prefixes may have alternative meanings in different words. For example, ex- may refer to an
ex-wife (where the meaning is “before, but not now”) or to an export (where the meaning is related to
“outside,” or “away”).
The following prefixes and suffixes were previously introduced in Book 1. An explanation of these prefixes and
suffixes can be found on page 19 of Teacher’s Guide 1.
Prefixes:
centi-; co-; dis-; kilo-; milli-; un-; vice-
Suffixes:
-al; -an/-ian; -ence/-ance; -er; -er/-or; -est; -ful; -ion/-sion/-ition; -ist; -ity; -ize/-ise; -ly; -ous

INTRODUCTION TO UNIT NOTES
For each of the 20 units in Reading Advantage, there is a page of notes.
The Unit Summary lists the target The Writing Extension gives
vocabulary and idioms for that suggestions for writing
unit. The number of the line on activities linked to the theme
which each idiom first occurs is of the unit. These activities
provided in parentheses after can be done in class or may
the idiom. be assigned for homework.
Answers to the
Target Vocabulary,
Reading
Comprehension, The Listening and
and Vocabulary Speaking Extension
Reinforcement provides an activity
questions. related to the
theme of the unit
to provide in-class
speaking practice.
If you don’t want to
practice speaking
with your class,
many of these
activities could
be modified for
homework writing
tasks.
Language Notes
give further
information about
vocabulary found in
the units. These
notes include points
such as synonyms
and antonyms, Background Information gives Internet
points of potential references for further reading on the topic.
confusion, recycling Interested students may be able to use these
of earlier vocabulary, references for further reading practice on the
and alternative topic. However, these sites are not aimed
definitions of specifically at students of English as a Foreign
previously taught Language, and many students may find the
vocabulary. ungraded language difficult.
There is also a page of notes for each of the four review units (pages 26, 32, 38, 44). Each review unit notes page
contains the answers for the review activities, as well as a suggested extension activity.

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

For suggestions on ways to present and practice vocabulary and idioms, see pages 13 to 19.
Unit Summary Writing Extension
Target Vocabulary Idioms Ask students to write about how they would like to
volunteer to help others. Ask these questions: What
billion, challenge, in need (9), when it comes would you enjoy doing as a volunteer? Would you help
donation, item, survey, to (13), by contrast (4) others by giving your time, money, or things? Where
volunteer, wealthy, could you go in order to help others?
worldwide
Suggested approach:
If I were to volunteer, I would enjoy . . . I think that my . . .
Answers would help others the most, so I would . . . In order to do this,
I could go to . . .
Target Vocabulary: 1. a; 2. e; 3. c; 4. b; 5. h; 6. g;
7. f; 8. d
Reading Comprehension: 1. b; 2. d; 3. b; 4. a; 5. a Listening & Speaking Extension
Vocabulary Reinforcement: A) 1. d; 2. a; 3. b; 4. c;
5. d; 6. c B) 1. in need; 2. volunteered; 3. items; The class will work in small groups to discuss volunteering
4. comes to; 5. donated opportunities.
1. As a class, brainstorm organizations and places where
young people can do volunteer work. Make a list of
Language Notes these places or organizations on the board.
2. D
ivide the class into four or five groups and ask
• Although wealthy is defined as rich in the Target each group to look at the list. Has anyone in the
Vocabulary activity, it might be helpful to discuss group had experience volunteering with one of the
some distinction between these two words. Native organizations or places? If so, the group should write
speakers typically understand wealthy people as down the experiences they have had. Do members
those who have assets beyond just a lot of money. of the group know information related to one of the
Rich people are thought of as having a lot of money, groups or places? If so, as a group write down the
and if they lost that money, they would not be rich any information.
longer. Wealthy people may lose a lot of money but
still have financial security. 3. N
ext, each group should talk about the information
• Students may need to review numbers starting from the group wrote down. After sharing, see if other
billion (1,000,000,000). See if students can numerically groups or other members of the class, can add
identify these other words, either by writing them experiences they have had or information they
on the board or by saying them aloud and having know.
students write the number: million (1,000,000),
hundred thousand (100,000), ten thousand (10,000),
and thousand (1,000).
Background Information
•V olunteer appears in the unit as both a verb (in the
passage) and a noun (Reading Comprehension Both Forbes and Fortune magazines publish annual
question 2). It is interesting to note that the verb lists of the world’s wealthiest people. Find the Forbes
volunteer is not changed to a noun/person by adding list for 2003 at http://www.forbes.com/wealth/
the suffix –er in this case. Compare the verb/noun pair billionaires and see Fortune’s list of rich young people
volunteer/volunteer with such pairs as work/worker at http://money.cnn.com/galleries/2010/fortune/1010/
and help/helper. gallery.40_under_40.fortune/index.html. Another
list of the world’s wealthiest people can be found at
• Some students might be curious about the grammar http://www.theworldsrichest.com.
associated with the phrase “when it comes to.”
Although this phrase ends with the word “to,” it
is not followed by a verb. It is followed by a noun
(or gerund).

UNIT 2 Yuna Kim

Unit Summary Suggested approach:

Above all, I’d like to become a professional photographer.
I’d like to travel around the world taking great photographs
and have them published in newspapers and magazines.
Target Vocabulary Idioms However, I’m worried that . . .
combined, element, be similar to (8), needless to
except, judge, medal, say (22), set/break a record
perform, skill, spin (2) Listening & Speaking Extension
Elicit from the class, and write on the board, five sports
Answers that are popular in your country. Divide the class into
five groups and assign one sport to each group. Each
Target Vocabulary: 1. f; 2. c; 3. b; 4. h; 5. a; 6. d; group will discuss an athlete in that sport who has been
7. e; 8. g successful despite problems. Others in the class will
Reading Comprehension: 1. a; 2. b; 3. c; 4. d; 5. b have to guess who the person is.
Vocabulary Reinforcement: A) 1. a; 2. b; 3. a; 4. b; 1. A
ssign a sport to each group. Explain that they must
5. a; 6. d B) 1. set; 2. perform; 3. spins; 4. similar to; think about famous players of that sport.
5. combined
2. Each group has about five minutes to discuss famous
players before they settle on one person who has
overcome difficulties to become a success.
Language Notes
3. After each team has chosen a player, they should
think of facts or details about that person’s life and
• The noun skill can be compared to the noun talent, career. They may take notes about these facts.
which students who studied Reading Advantage 1
should already have learned (Unit 19). As defined in 4. Taking turns, each team takes the spotlight to answer
the unit, a skill can be thought of as something that is 20 yes/no questions about the person. Remember,
studied or developed through training. A talent may the team may only answer “yes” or “no” and should
be something that a person is naturally gifted with not give further information. (See page 15 for more
from birth. instructions for Twenty Questions.)
• The verb perform can be linked to the noun performer, Yuna Kim has her own website at http://www.
which students who studied Reading Advantage 1 yunakim.com/. This website provides photos of
should already have learned (Unit 19). the skating star and links to articles in English.
• It might be useful for students to take some time to
study the homophones medal and metal. Background Information
• Students may note the suffix -less in the expression
“needless to say.” Review other words that students Check http://www.looktothestars.org/celebrity/
may be familiar with and show how this suffix can be 2562-yuna-kim for information about the charity work
used on words such as careless, endless, spotless, that Yuna Kim supports. Other celebrities can also be
weightless, noiseless, ownerless, roofless, and researched through the above website. Information
scoreless. about other sports-related world records can be
found through the Guinness World Records website at
http://www.guinnessworldrecords.com/.
Writing Extension
Ask students to write about something they’d really

like to do in their lives, but something that may be
difficult to achieve. Ask these questions: If you could do
anything, what would you dream of doing? Why might
this be difficult? Can you overcome the problems with
enough determination and hard work?

UNIT 3 Movie Directors

Ask students to make a journal entry on their movie

Target Vocabulary Idioms viewing habits. Do you watch the same kind of movies
animated, award, be hard to find (3), name you did five years ago? Write about what you liked then
career, comedy, someone as (5), succeed in and what you watch now.
decade, horror, major, (11)
romantic
Suggested approach:
My taste in movies has really changed. Five years ago, I always
watched animated movies. Now I watch mostly comedies with
real people in them.
Answers
Target Vocabulary: 1. h; 2. a; 3. g; 4. e; 5. f; 6. c;
7. b; 8. d
Listening & Speaking Extension
Reading Comprehension: 1. a; 2. c; 3. d; 4. a; 5. c
Vocabulary Reinforcement: A) 1. c; 2. b; 3. b; 4. d; The listening and speaking extension for this unit is to
5. a; 6. a B) 1. major; 2. named as; 3. hard to find; make a movie poster for a movie they make up.
4. decades; 5. awards
1. Divide the class into work teams of no more than five
students.
Language Notes 2. Each group has about five minutes to discuss the
kind of movie about which they want to make a
• As mentioned in the reading, films can be animated. poster. They should agree on the kind of movie and
That means they look like cartoons. If a person is the movie’s title.
animated, that means he or she is moving around a lot.
3. Each team should then decide on the director and
People who use their hands or body while speaking
can be described as being animated while they talk. stars of their movie. They should also consider what
kind of image they want to show on their poster.
• This unit introduces the word award, which can be
They should use a large piece of paper to create
linked with the word prize from Reading Advantage
1 Unit 11. Although these words are very similar in their poster.
meaning, it might help students to think of an award 4. Taking turns, each team presents their poster and
as something a person receives for doing something talks about the basic story of the movie, the director,
very well, whereas a prize is something given to and the actors. When all teams have presented their
the winner of a competition. Hence, there may be plans, the class should vote for the most interesting
occasions when a person receives an award without movie.
actually competing against anyone.
• Several of the words presented in this unit refer to kinds
of movies. It might be helpful for students to compare Background Information
word forms used to describe movies in different ways.
For example, see the following sentences: The movie
is a comedy/romance/horror movie. The director is A website that presents comprehensive lists of movie
known for making comic/romantic/horror movies. directors sorted into various categories (by era, by
• The use of succeed may confuse some students who awards, by last name, etc.) can be found at http://www.
have come across the word used with no pronoun filmdirectorssite.com/. For students who want listening
or with with. The following sentences may be as well as reading practice, suggest the following NPR
presented in class to highlight the usage of succeed, article related to female movie directors: http://www.npr.
with or without pronouns. They wanted to climb the org/templates/story/story.php?storyId=106402458,
mountain, and they succeeded. The team succeeded websites for the three international film festivals
in getting to the top. (Notice the use of the gerund
mentioned in the reading are http://www.festival-
after succeed in.) The climbers want to climb a taller
mountain; they can only succeed with the help of a cannes.com, http://www.berlinale.de/en/HomePage.
professional climber. html, and http://oscar.go.com.

UNIT 4 Coffee Culture

Target Vocabulary Idioms Ask students to work in pairs to create word maps of
all the drinks they know. A word map is a diagram used
atmosphere, casual, catch one’s eye (17), on the to show the relationships between a word and idea
create, downtown, other hand (3), as a matter and other related words or ideas. See page 16 for an
hire, location, roast, run of fact (22) example of a word map. Draw this map on the board to
(something) familiarize students with the concept. Elicit other words
to place around the map.
In this extension, the word drinks would go in the
Answers center, and words related to the topic would radiate
outward from there—other subheadings might be hot
Target Vocabulary: 1. g; 2. h; 3. d; 4. f; 5. b; 6. e; drinks, cold drinks, alcoholic drinks, breakfast drinks,
7. a; 8. c etc. However, there are many other ways to organize
the words, so let your students show creativity. After the
Reading Comprehension: 1. a; 2. c; 3. c; 4. d; 5. d maps are completed, have the students walk around
Vocabulary Reinforcement: A) 1. a; 2. b; 3. c; 4. c; the classroom and compare their word maps.
5. d; 6. b B) 1. downtown; 2. hired; 3. atmosphere;
4. As a matter of fact; 5. locations
Language Notes The listening and speaking extension for this unit is to
design a new campus or school coffee shop or café.
•A
tmosphere in this passage refers to a feeling or 1. Divide the class into work teams of no more than five
impression about a place. It also has another meaning, students.
referring to the gases surrounding the earth. Ask the 2. Each group has 10 minutes to discuss what kind of
class if they can see any connections between the two coffee shop they would like to have on campus.
uses of the word. 3. The team should decide on where the café would
• Extend the word location to the verb to be located, be located, when it would be open, what it would
meaning “is found” or “is situated.” This form is serve, and what other features it might have (Internet
access, for example).
frequently used in descriptions of places. Check
students’ understanding of this by giving them a list 4. Someone in each team should take notes on what
is agreed upon. This person should check the notes
of capital cities or famous buildings, and asking them
with the others for accuracy.
to say where they are located. You can turn this into a
5. Taking turns, each team presents the plan for their
competition.
coffee shop. If your campus already has a coffee
• Associate words with their opposites. Ask the class shop, discuss how it could be improved. If it doesn’t,
what casual clothes mean to them. What would how could the students get a coffee shop?
formal clothes be? What kinds of places would they
wear these things? If they saw a sign that said “Smart
casual attire only,” what would they have to wear?
• Note that run is used informally to mean “manage.” If
See http://www.starbucks.com for more information
you were writing a CV or a résumé, you would use the
about Starbucks. For the history of coffee, see
word manage instead.
http://inventors.about.com/od/cstartinventions/a/
• Talk about the differences between downtown, the coffee.htm. Students will also find information through
outer city, the suburbs, and the countryside. Ask other links on this page to various ways of brewing
students to give examples from cities they know. Ask coffee, history, facts related to other beverages, and
them which of these areas they prefer, and why. lists comparing prices of coffee.

UNIT 5 Around the World

Unit Summary Something interesting has happened in their country

or local community and they have to write a short
article (about two or three paragraphs) to tell about
Target Vocabulary Idioms it. They are writing for international readers who are
not familiar with the place or the situation. Explain
article, author, even though (10), wear out to students that their story doesn’t have to be about
eventually, explorer, (28), these days (1) nationally or internationally important events; it can be
journalist, novel, about something that has recently happened in their
theory, trip own neighborhoods.
Answers Listening & Speaking Extension
Target Vocabulary: 1. h; 2. e; 3. c; 4. a; 5. g; 6. f; The listening and speaking extension for this unit builds
7. d; 8. b on the writing task above, so this should be done first (it
Reading Comprehension: 1. d; 2. d; 3. b; 4. c; 5. a can be done orally if you prefer).
Vocabulary Reinforcement: A) 1. a; 2. c; 3. b; 4. d; 1. Divide the class into work teams of about 10 students
5. a; 6. c B) 1. These days; 2. explorer; 3. Even though; each. Each team is a television channel.
4. eventually; 5. wore out 2. Each team should elect two people to be the
presenters or the “anchors” who will introduce the
reports of the journalists. These two survey the other
Language Notes members of the team to find out what their articles
were about. If students have trouble coming up with
• An article is usually a short piece of writing in a ideas for articles, they can use topics from Reading
newspaper or magazine. It often has pictures. Advantage.
• Since the word voyage is used in the reading passage, 3. T he team then organizes their space so that it looks
introduce it as a synonym for trip, along with journey. like a television news studio with a desk for the
Voyage is often used for trips at sea or into space. presenters. The presenters then call on other
members of the team for their brief reports.
• Journalist can mean someone who works for radio or
4. T he journalists can look at what they’ve written, but
television as well as for print media. Ask your class to
they should try to present the information while
name journalists they know.
looking at the “viewers” of the program. The
• An explorer has traditionally referred to someone presenters can ask questions and the journalists
who goes to a place that has not been visited before. should try to answer them, even if they have to make
Since the earth has few of these places left, the term up answers.
is now used more generally to mean someone who is 5. Y ou should circulate amongst the groups and listen
going on a scientific trip called an expedition to learn to the presenters and the journalists. If time permits,
new information. you may want to have some news teams present to
• In science, a theory is an explanation for something the entire class.
that has not been fully proven or established yet.
Scientists gather data to support theories or to prove
them wrong. Background Information
• Note that even though, although, and despite are all
signals to readers that there is a change or contrast of See http://adventure.nationalgeographic.com/
ideas in the passage. adventure/?source=NavAdvHome for more infor-
mation about explorers and expeditions. For information
about Emma Richards, the yacht racer referred to in the
Writing Extension
quiz, see http://www.solarnavigator.net/around_alone_
yacht_race_and_emma_richards.htm or http://www.
For this task, students become journalists writing in helensburgh-heritage.co.uk/index.php?option=com_
their notebooks. Ask each person to pretend that they content&view=article&id=524:round-the-world-yachts
are working for a newspaper or magazine. woman&catid=38:sport&Itemid=496.

REVIEW UNITs 1 - 5
Answers
A. 1. medal; 2. element; 3. donation; 4. decade; 5. comedy; 6. create; 7. location; 8. theory; 9. author;

10. survey
B. 1. trip; 2. hard to find; 3. in need; 4. hire; 5. volunteered; 6. wealthy; 7. eventually; 8. succeeded; 9. journalist;
10. award
C. 1. h; 2. c; 3. b; 4. a; 5. i; 6. f; 7. g; 8. e; 9. d; 10. j
D. Across: 1. major; 5. item; 6. skating; 7. coffee; 9. explorer; 11. combined; 13. sail; 14. romantic; 15. charity;
16. run Down: 2. article; 3. perform; 4. novel; 6. skill; 8. spin; 10. roast; 12. billion
Extension Activity: Word Maps
In this review of Units 1 through 5, pairs of students will each group, so there should be a line or blank where the
review vocabulary items then make original sentences key item should be. There are only two things students
that will be used to test another pair of students. Students should keep in mind when writing these sentences.
will compare their answers and discuss any places where First, all the items must be used, but there can be more
they disagree. You’ll need your Reading Advantage than one item in a sentence if they want. Second, the
book to do the activity. meaning of the word must be clear from how it is used
To start off, divide the class into groups of about four in the sentence. As long as they follow these rules,
students. If the number of students in your class doesn’t students can do anything they want with the sentences
evenly divide by four, it doesn’t matter if you have five or including making them funny. Sometimes students learn
six students in a group. The group will sometimes work words better when they have fun with them! Encourage
all together, but sometimes they’ll be working in smaller students not to copy the sentences from the book, but
groups of two or three people. rather make up new ones themselves.
If your students have been making vocabulary flash cards As they write the sentences with the blanks, have each
for each new vocabulary item as you learn them, this is a pair put the word cards they’ve used off to one side.
great time to use those flash cards. If they haven’t, then When they’ve finished writing the sentences, have
they’ll need to make flash cards now to do the review them shuffle all the word cards again to mix them up.
activity. Index cards work best, but paper will work if you Now have them write the words for the blanks at the
don’t have any cards. Cut about 60 pieces all of the same bottom of the page of sentences and draw a box around
size. It helps if each group uses a different color. Write the words.
each vocabulary word or idiom on one side of the card. At this point, have the two pairs in each group swap
Leave the other side empty for now if you’re making new quizzes. Each pair can do the new quiz together and
cards. Have students be sure to write the work neatly discuss their answers. If students are not sure about an
with correct spelling. There are 55 vocabulary items in answer, have them look it up in their Reading Advantage
the first five units of Reading Advantage 2. book.
Next, groups should shuffle or mix up their cards and When both groups have finished, have them compare
divide them into two even piles. One pair takes each quiz results. Ask questions like: Are there any places
pile. Before they do anything else with the words, have where the other pair meant a different word than the
each pair go through them and see if they can remember one you wrote? Why do you think this happened? Are
what the words mean and how they are used. If they can’t the words similar in meaning? Could you use either
remember, point them to pages 94 and 95 in Reading word in that place without changing the meaning?
Advantage. The Vocabulary Index will indicate the unit Finally, have students write down any words that they
where the vocabulary item is written for the first time. had to look up or words they didn’t remember. These
Now pairs are ready to write sentences using the words. are the words they should study before going on to the
These sentences will be used as a quiz for the other pair in next group of units.

UNIT 6 The Puffer Fish

Unit Summary might introduce the word fatal (introduced in Reading

Advantage Book 4), which means something that
results in death. Fugu poisoning is often fatal.
Target Vocabulary Idioms
breathe, export, as a rule (10), try one’s hand Writing Extension
identify, import, at something (21), a close
license, poison, call (11)
remove, symptom Students should make a journal entry about the most
unusual thing they have ever eaten. Food tastes and
acceptance of what is “normal” vary enormously from
culture to culture, so what may seem strange to one
Answers person could be perfectly ordinary to another. Ask the
students to write about what they thought of the food
Target Vocabulary: 1. b; 2. d; 3. g; 4. c; 5. f; 6. a; before they ate it and how they reacted afterward.
7. h; 8. e
Reading Comprehension: 1. b; 2. b; 3. d; 4. d; 5. b Listening & Speaking Extension
Vocabulary Reinforcement: A) 1. b; 2. d; 3. a; 4. d;
5. c; 6. a B) 1. poison; 2. symptoms; 3. breathe; 4. try
The listening and speaking extension for this unit builds
their hand at; 5. license
on the vocabulary for parts of the body and symptoms
of illness.
Language Notes 1. Divide the class into work teams of about five
students each.
2. Each team thinks of common ailments and symptoms.
• This unit contains important words related to health They should prepare to act them out and talk about
and illnesses. See if students know the names of parts them in English. What would a doctor, nurse, or
of the body, functions (breathe), and symptoms in pharmacist recommend for that condition? Have
English. Mime basic symptoms such as hurt, pain, them practice giving advice and making
toothache, fever, and dizzy. Most English—English suggestions.
student dictionaries have helpful labeled illustrations.
Go through these before trying the speaking/listening 3. Each team then visits another team, acts out
activity. symptoms, and gets advice.
• Students confuse identify, identity, and identification. 4. Then the two teams switch roles, and the “medical”
Point out parts of speech—identify is a verb, while staff become “patients.”
identity and identification are nouns—and use the
words in everyday sentences. For example: Can you
identify which book is yours? (Can you tell which one
is yours?) We don’t know the identity of the contest
winner. (We don’t know which person won.) Do you The Japanese poet Yosano Buson (1716–1784) is said to
have your student identification card with you? (You have written a poem about fugu that you might like to
need an official card that says that you are legally a share with your students:
student here.) I cannot see her tonight
• Import and export are useful opposites in describing I have to give her up
a nation’s economy. What products does your country So I will eat fugu
import? What does it export? See http://www.youtube.com/watch?v=WBc8e7fkc6E
•T ry one’s hand at something is colloquial English. for a video demonstration of how a chef prepares fugu.
Another informal synonym is have a go at . . . For For an in-depth look at fugu as sushi, visit http://www.
example: I tried my hand at pottery, but I wasn’t any sushifaq.com/sushi-items/sushi-items-fugu.php.
good at it; or, I had a go at pottery, but I wasn’t any A news article on a related topic of scientists in Japan
good at it. breeding non-toxic fugu can be found at http://www.
•C lose call is an idiom meaning that you had a narrow abc.net.au/news/2004-05-30/scientists-breed-non-
escape from disaster. In discussing this idiom, you poisonous-blowfish/1984140

UNIT 7 Technology in the Classroom

Target Vocabulary Idioms Ask students to make a journal entry about a time they
used technology in school (a computer, a laptop, a
access, afford, cheap, come a long way (13), tend handheld device, a film projector, a DVD player, etc.).
development, model, to (19), turn out (24) When did you use this technology? What did you do?
organized, program, How easy or difficult was it to use? What did you learn
technology from this experience?
Suggested approach:
Answers One time I had to use technology in the classroom was… At
that time, the teacher asked us to… I thought this was easy/
difficult because… From this experience, I learned…
Target Vocabulary: 1. c; 2. a; 3. f; 4. b; 5. h; 6. g;
7. d; 8. e
Reading Comprehension: 1. c; 2. c; 3. a; 4. d; 5. b
Vocabulary Reinforcement: A) 1. b; 2. c; 3. c; 4. a; Listening & Speaking Extension
5. c; 6. b B) 1. afford; 2. access; 3. organized; 4. turning
out; 5. technology The listening and speaking extension for this unit is to
debate the role of technology in schools.
1. Divide the class into two teams.
Language Notes
2. One side takes the position that schools need to
invest more time and effort in bringing technology
• The words afford and cheap both refer to buying into classrooms and students.
something. The verb afford can be changed into
an adjective (like cheap) by adding the suffix -able 3.The other side argues that focusing on traditional ways
to make the word affordable. There is a difference of teaching and learning is better than wasting time
between the adjectives cheap and affordable. Cheap and effort on bringing technology into classrooms.
can have a negative meaning of “not costing much 4. Each group has about five minutes to discuss their
but not well made.” On the other hand, affordable position and come up with ideas and examples to
does not imply anything negative about a product. support it.
• To help students grasp the meaning of model, have 5. Then the two sides debate each other, tossing a coin
them think of products that come in different models. to see who goes first. Each team has two turns.
Have the class brainstorm differences between the
6. In the end, the class votes to decide which position
models that they think of. For example, they might
is best.
think of models of cell phones. Students may even
have models in class to look at. After listing a few
models, try to find differences between them.
• Technology can be a rather abstract concept for
students. Take some time to discuss technology in
different eras of history. What kind of machines or A useful website for instructors related to technology
devices made life easier in ancient times? What about in the classroom is http://www.educationworld.com/a_
machines or devices that made life easier 200 years tech/. On this website, there are links to articles that
ago? 50 years ago? 10 years ago? are both pro and con various aspects of introducing
• The word access appears as a noun and a verb without technology in schools. For those interested in benefits
any change in form. Compare the following sentences: of technology in classrooms and approaches to using
Access to the website is limited to members only. I technology, useful articles can be found at the website
can access my email account from any computer with for “Technology Rich Classrooms,” http://www.
an Internet connection. kansastrc.org.

UNIT 8 Interesting Buildings

Unit Summary suggest a few types of buildings to get students

thinking in the right direction. Types of buildings might
include houses, skyscrapers, museums, stadiums, office
Target Vocabulary Idioms buildings, restaurants, airports, and shopping malls.
concert, design, giant, look (just) like (6), next door After a list of several types of buildings is generated,
imagination, recognize, (12), make it clear (14) have students choose one of the categories and think
remind, stadium, tool of one particular building in that category. Students
should then write three-four sentences describing the
building they have in mind. However, they should not
Answers write the name of the building. Students should focus
on only describing the building.
Target Vocabulary: 1. a; 2. c; 3. f; 4. h; 5. d; 6. b; This activity follows on from the previous writing
7. e; 8. g extension. The students will read another student’s
Reading Comprehension: 1. b; 2. d; 3. c; 4. d; 5. d writing out loud and try to guess what kind of building
Vocabulary Reinforcement: A) 1. a; 2. b; 3. d; 4. is being described.
c; 5. c; 6. a B) 1. stadium; 2. remind; 3. designed;
4. recognize; 5. giant
Suggested approach:
This building is next to a subway station. It has lots of fancy
Language Notes stores in it. A hotel is also part of this building. In the basement
of the building is an ice rink...
• Several of the target words in this unit are related

to thinking or the mind: recognize, remind, and Listening & Speaking Extension
imagination. One way to help students understand
the difference between these words is to have them
do activities related to each word. Draw pictures 1. Distribute the writing papers. Students cannot read
or write words from different languages on the their own papers. If they get their own, they should
board. Ask students if they recognize the picture return it and take another.
or language. Brainstorm ways that students use to
2. Go around the room, asking each student to read
remind themselves of important things. Ask students
to list situations in which they need to use their what is written on their paper.
imaginations. 3. The other students try to identify the type of building.
• The word stadium is defined as a place for sports. First, they should look for hints in the writing itself.
However, large concerts can also be held in stadiums. They should discuss what clues are given about the
You can review these two words and make them type of building.
more concrete for students by talking about concerts 4. After the class makes a guess about the type of
students have seen or heard about held in stadiums. building, the student who wrote the paper should
• The target word giant is used as an adjective in this tell the class which building he or she had in mind.
unit. Students might also be familiar with this word
used as a noun. Ask student if they know any stories
or fairy tales that include giants, such as David and
Goliath, Jack and the Beanstalk, The Selfish Giant (by
Oscar Wilde), and Paul Bunyan. Photos of the “78 Strangest Buildings Around the
• There are a number of phrasal verbs that can be World” can be found at http://www.coolmags.net/
created with look. In addition to the target idiom look featured-cool-posts/78-strangest-buildings-around-
like presented in this unit, check to see which of the the-world.html. Students can look at the photos and
following phrasal verbs students already know: look try to think of ways to describe how the buildings
for, look over, look around, and look out. look. Another website with photos and descriptions of
“10 Buildings Shaped Like What They Sell” is http://
Writing Extension www.mentalfloss.com/blogs/archives/74157. Several
uniquely shaped buildings that look like animals can
Ask students to brainstorm different kinds of buildings. be viewed at http://www.dailynewsbrief.net/2011/05/
If the class seems to have trouble with this, you can unique-animal-shaped-buildings.html.

UNIT 9 Bollywood

Target Vocabulary Idioms Ask students to write in their journals about a foreign
film that they saw. What was the film? Where was it
adventure, compare, for one thing (6), by hand made? What language was it in? Was the film subtitled
costume, industry, (15), in high demand (16) (words written in another language than the one used
mystery, scenery, script, for the film) or dubbed (with actors speaking another
shoot (a movie) language over the film)? How was the film different
from films made in your country?
Answers Suggested approach:

I’ll never forget the Egyptian film I saw on television. There
was such a lot of variety in one film. There were lots of scenes
Target Vocabulary: 1. g; 2. b; 3. c; 4. a; 5. f; 6. d; of families arguing but there were also big musical scenes
7. e; 8. h with a full orchestra.
Reading Comprehension: 1. b; 2. c; 3. d; 4. d; 5. c
Vocabulary Reinforcement: A) 1. c; 2. d; 3. a; 4. b;
5. c; 6. a B) 1. industry; 2. shoot; 3. compare; Listening & Speaking Extension
4. For one thing; 5. costumes
Divide the class into groups of five and ask each group
to plan a film. They then describe the film in a fluency-
Language Notes building exercise.
1. T he group should discuss what kind of film they’d
• Students are frequently asked to compare and like to shoot, who the stars will be, and where it will
contrast two or more things. Compare means look for take place. For vocabulary, they should see Unit 9
things that are the same, while contrast emphasizes and also Unit 3, which is also about movies.
differences. The Reading Passage provides an 2. After five minutes of discussion, have the group
excellent example of this type of writing. talk to another group. Each member of the group
• The word film and the word movie are largely explains the film to a person from the other group in
interchangeable. three minutes or less. Then they listen as the other
•M ystery can also refer to a type of crime novel where group talks about their film.
there is a problem that is gradually solved by the end 3. G roup members move so they are with a new group.
of the book. One famous mystery writer was Agatha This time, people only have two minutes to describe
Christie. their film.
• In this unit, scenery means a setting for a film. The 4. Time permitting, the groups change again and try to
word can be used generally to refer to landscape. The describe the film in only one minute.
best part of our trip to Switzerland was the beautiful
mountain scenery.
• The idiom for one thing is used when you are giving a Background Information
specific example to support an opinion.
For a general site about Bollywood with many links, see
http://www.bollywoodworld.com. More information
comparing the movie industries of Bollywood and
Hollywood is posted at http://recomparison.com/
comparisons/100156/bollywood-vs-hollywood .
See http://www.guardian.co.uk/film/2001/sep/14/
bollywood.artsfeatures for information about Mira Nair
(featured in the quiz reading) and her film, Monsoon
Wedding.

UNIT 10 The Nobel Prize

Ask students to write in their journals about a person

they think should receive a Nobel Prize.
aim, announcement, stand out (3), set up (10), Who is the person and what is the person known for?
annual, category, carry on (15) What category of Nobel Prize is he/she eligible for?
explosive, (to) found What is special about this person’s work?
(something),
individual, interest
Suggested approach:
I think that ___________ should get a Nobel Peace Prize because
of the work he/she has done to stop the fighting in _________.
Answers Other people have tried hard, too, but ______ has the trust of
both sides.
Target Vocabulary: 1. h; 2. g; 3. c; 4. d; 5. f; 6. b;
7. a; 8. e
Reading Comprehension: 1. b; 2. b; 3. b; 4. b; 5. c Listening & Speaking Extension
Vocabulary Reinforcement: A) 1. c; 2. a; 3. c; 4. d;
5. a; 6. b B) 1. set up; 2. explosive; 3. interest; Have students go through all the Target Vocabulary
4. aim; 5. categories words in the first half of Reading Advantage and try to
put them into categories. They should work in small
groups of three or four. It’s up to them to decide on
Language Notes categories, but they should be broad enough so that
each category has several words in it. Give groups
about 10-15 minutes to discuss how they would like
• Aim and goal refer to things that people intend to to sort the words, then go around the class and find
accomplish. The words can also be used to explain out what categories were used. Examples are parts of
the reason or purpose of someone starting or speech, types of topics (entertainment, jobs), number
founding something. In founding the awards, Nobel’s of syllables, or even by alphabetical order.
aim was to recognize outstanding people in certain
categories. Aim can also be used as a verb (to aim to
do something); goal is used only in noun form. Background Information
• An announcement is usually information given to a
group of people. The Ministry of Education made an
announcement that all students would have two days See http://nobelprize.org for the Nobel “e-museum”
extra holiday. with lots of links to other sites, a history of the awards,
and information about prize winners. See http://
•C ategory is a very useful word. It’s a way of organizing nobelprize.org/nobel_prizes/lists/women.html for
information. See the listening and speaking extension information about women award winners. The Nobel
for an application. Prize website also includes interactive learning links at
•E xplosive can literally refer to materials such as http://nobelprize.org/educational/all_productions.
dynamite. It also has a metaphorical meaning in html. The Encyclopedia Britannica site at http://www.
the sense of something that really takes people by britannica.com/nobel describes winners who have
surprise. Everyone thought the two film stars had a written for Britannica.
happy marriage until their explosive announcement
that they were getting a divorce.
• Students are probably already familiar with the word
interest in the sense of interesting. For example, Bob
is interested in skateboarding, but he’s not very good
at it yet. Explain that, in this unit, interest is used in
regard to money earned on an investment, and has
nothing to do with the other meaning.

REVIEW UNITs 6 - 10
Answers The Simulation
A. 1. poison; 2. recognize; 3. import; 4. compare; At this time, you are ready to play the simulation game.
5. symptom; 6. costume; 7. cheap; 8. interest; 9. tool; Draw a picture of a hot air balloon on the board. Explain
10. explosive to the class that each group is going to pretend that
B. 1. annual; 2. founded; 3. categories; 4. novels; they are together in a hot-air balloon. That sounds like
5. as a rule; 6. aimed; 7. individuals; 8. industry; fun, but there’s a problem. The balloon is running out
9. announcements; 10. identified of fuel and will sink into the ocean soon because it’s too
C. 1. d; 2. k; 3. i; 4. e; 5. g; 6. c; 7. b; 8. j; 9. f; 10. a heavy. The balloon is not far from land and could make
D. Across: 3. scenery; 6. giant; 8. adventure; 10. shoot; it safely if one person jumps off the balloon into the
11. stand; 13. organized; 14. access; 15. stadium water. Then the balloon would be lighter and the other
Down: 1. mystery; 2. next; 4. remind; 5. concert; passengers would land safely.
7. breathe; 9. program; 11. script; 12. model
Of course, no one wants to be the one to have to jump
overboard into the sea (you can see sharks down there
Extension Activity: Student-designed Tests . . .), so each person has one minute to explain to the
rest of the group why he or she is special and shouldn’t
In this review of Units 6 through 10, students will sort be the one to go. The other members of your group will
vocabulary items and then participate in small groups in listen and finally vote on who should be the one to jump.
a simulation. They’ll need to actively use vocabulary to However, students have to use the review vocabulary in
talk with other students in their group and understand telling their stories. Each person takes turns choosing
what they say. It will be helpful to have their Reading one word from each of the four categories of words.
Advantage book to refer to. Check to see that nobody has more words than anyone
else. After that students have one minute to trade
words with other people in your group. You can only
Make the Flash Cards trade words in the same category. For example, if a
student has a noun he or she can’t use, they have to
Divide the class into four or five groups. Make sure you swap for another noun. Give students a few minutes to
don’t have more than five or six students in a group. think up their story. They may want to make short notes,
That way, everyone will have an equal chance to review but don’t let them write whole sentences.
the vocabulary. At last, students get a chance to explain why they should
Make flash cards for the vocabulary in Units 6–10. (See stay on the balloon. They must use the word cards in
Review: Units 1–5 for details.) telling their story and can only talk for one minute.
People will tell their stories in alphabetical order, so Ali
goes before Amy. When everyone has finished, each
Sort the Flash Cards into Categories person will write the name of the person who has to
jump on a small piece of paper. Have students compare
Next, your students will work together to sort the the papers and discuss the results. Fortunately, just as
cards into four categories by how the words function in the jump should happen, a great wind comes along
sentences. Here are the four categories: nouns, verbs and blows your balloon safely to shore.
and phrasal verbs, adjectives and adverbs, idioms and
Now that students are safe, have them think about
phrases.
words they didn’t know or remember. Write them down
Write the group names on the board and elicit a few and review them soon.
examples of words in each category from the class.
Have students talk together about which category they
think the vocabulary item belongs to. Encourage them
to use the Vocabulary Index on pages 94 and 95 if they
need to find the item in Reading Advantage.

UNIT 11 A Funny Cure

Why was it funny? Did you laugh or did all the people
Unit Summary
around you? Ask writers to swap journals and read each
other’s stories.
Suggested approach:
amusing, cure, get back (9), get over (11), The funniest thing that ever happened to me was the
disease, editor, check in(to)/out (of) (19) first time I visited _______. I asked for directions to the
_________ and everyone around me started to laugh loudly.
experiment, health,
issue, painful
Answers
Divide the class into groups of four or five and have
Target Vocabulary: 1. d; 2. g; 3. c; 4. h; 5. f; 6. a; each student tell a joke to the rest of the group. After
7. b; 8. e the group hears the joke, they should discuss what
Reading Comprehension: 1. b; 2. c; 3. b; 4. a; 5. b makes it funny. What joke categories (computer jokes,
Vocabulary Reinforcement: A) 1. c; 2. b; 3. a; 4. b; light bulb jokes) can the group identify? Remind the
5. c; 6. a B) 1. disease; 2. painful; 3. cure; 4. get over; class that jokes should not be hurtful or insulting to
5. experiment other people in the group. If you think that this activity
will be difficult for your students, you might find a few
jokes on the Internet and ask students to rank them in
Language Notes order of “funniness.”
• Cure is used as both a verb and a noun. In the Before Background Information
You Read and the Reading Passage sections, cure
is a verb meaning make better while in the Target
Vocabulary, it is used as a noun. Cure usually refers A study by scientists in Britain, who told jokes to people
to health, but the word can be used in a more around the world, claims that this is the funniest joke in
general sense to mean improve a situation or solve the world. If appropriate, see what your students think
a problem. Most of the Reading Comprehension of it?
questions depend on knowing this word. Two hunters are out in the woods when one of them
• Rare is a key term in the third paragraph of Reading collapses. He doesn’t seem to be breathing and his
Passage. Check that students understand that it eyes are glazed. The other guy takes out his phone
means very unusual or uncommon. It may be helpful and calls the emergency services.
to express it mathematically: a rare disease occurs in
one out of thousands of cases. He gasps: “My friend is dead! What can I do?” The
operator says: “Calm down, I can help. First, let’s
• Ask the class about the word amazing, used in the
make sure he’s dead.” There is a silence, then a
first Reading Comprehension question. It means
surprising or unexpected in an unusual way. Have gunshot is heard. Back on the phone, the guy says:
them identify some people who have had amazing “OK, now what?”
lives or experiences. (http://www.cnn.com/2002/TECH/science/10/03/
• Get over means to recover from an illness or an joke.funniest/ and www.laughlab.co.uk)
experience: It was amazing that she ran the race so In recent years, there has been a lot of research on the
soon after getting over pneumonia.
connection between humor and health. Although the
• Draw attention to the prefix anti- and the suffix -free linkage is still not clear, many hospitals provide special
in the notes at the bottom of page 50. What other programs for their patients such as clowns, funny films,
words can students think of with these affixes? Some
and humorous reading. Go to http://healthpsych.psy.
examples are antibiotics and sugar-free.
vanderbilt.edu/laughter.htm for information related to
what may or may not be true about the health benefits of
Writing Extension laughter. For a website related to humor therapy as a form
of alternative medicine, visit http://www.altmeds.com/
Ask students to write in their journals about the funniest humor-therapy. To understand what really happens when
thing that ever happened to them or someone they know we laugh, visit http://health.howstuffworks.com/mental-
well. What happened? What were the circumstances? health/human-nature/other-emotions/laughter.htm.

UNIT 12 Palm Reading

Target Vocabulary Idioms Ask students to write in their journals about what they
think life will be like for them 10 years from now. What
emotion, fate, believe in (1), quite a lot (of) job will they have? Will they be wealthy? Where will they
intelligent, leadership, (15), be related to (20) live? Will they be married with a family?
minor, palm,
relationship, represent
Suggested approach:
Ten years from now, I expect to be a manager for an
international company. I will not be wealthy, but I will earn
a good salary and travel all over the world. I hope to be
Answers married and have two children, a boy and a girl.
Target Vocabulary: 1. b; 2. d; 3. g; 4. f; 5. c; 6. a; 7.
e; 8. h
Reading Comprehension: 1. a; 2. c; 3. a; 4. b; 5. c Listening & Speaking Extension
Vocabulary Reinforcement: A) 1. a; 2. c; 3. d; 4. a;
5. b; 6. a B) 1. palms; 2. fate; 3. minor; 4. are related Have the students work with a partner and read
to; 5. health each other’s palms using the information in Reading
Passage. Each person should tell about both good and
bad things that they see in the lines. Remind the class
Language Notes that they are predicting the future and review the verb
constructions they will use.
•F ortune is a key word for the unit, so introduce it during
the Before You Read section. It’s a good opportunity Background Information
to activate background knowledge that students have
about fortune-telling in different cultures. Do they
know about tarot cards, crystal balls, fortune cookies, If you have a multicultural class, they may be the
or reading tea leaves? best source of information on fortune-telling. See
http://www.lclark.edu/~krauss/culturecapsules2002/
•Point out that fate and fortune are very similar. Both
leefukuweb/leefuku.html for examples from Japanese
refer to things that may happen to you in the future.
and Korean students. Suggestions for using fortune-
However, fortune has a slightly more positive meaning
telling in teaching can be found at EFL Classroom
and, in fact, can mean a lot of money. Example: May
2.0 at http://community.eflclassroom.com/resources/
inherited a fortune from her grandfather, but she
topics/90-fortune-teller-or-cootie. One famous skeptic,
spent it all in three years. By contrast, fate often refers
James Randi, has offered a million dollars to any person
to an abstract controlling force and can be used
who can prove in a controlled experiment that they
negatively. Example: It was fate that made Charles
have supernatural powers (see http://www.randi.org/
change his flight plans and miss being on the same
site/index.php/1m-challenge.html).
plane as Yuna Kim.
• In item 3 of the Reading Comprehension questions,
students will have to use the “process of elimination”
strategy to answer the question.
• Ensure that students understand the meaning of
manager since the term appears in both Reading
Comprehension and Vocabulary Reinforcement. A
manager is in charge of other people at a place of
work and so should have good leadership qualities.
• Since both relationship and be related to appear in
this lesson, ask students for other words built on the
same root such as relatives, relatively, and relative
pronouns (who, what, which, etc.).

UNIT 13 Amazing Memory

Unit Summary words, associating a word with a picture, and using

review techniques such as flash-cards. Any student
can add ideas to a list as long as the idea doesn’t
Target Vocabulary Idioms repeat something already there. Leave the lists on the
board while the class does the listening and speaking
associate (something give (something) a try (1), by extension.
with something), heart (13), make up (18)
constant, forever,
memorize, order, Listening & Speaking Extension
random, repeat,
unfortunately
The purpose of this exercise is to have members of
the class share information about how they memorize
information. Choose two memory games, such as
Answers looking at a picture for a short time and then describing
where things are or pelmanism, where students match
up pairs of cards by remembering their location (see
Target Vocabulary: 1. d; 2. g; 3. f; 4. a; 5. c; 6. e;
Memory Test on page 14).
7. h; 8. b
Reading Comprehension: 1. b; 2. c; 3. c; 4. a; 5. d 1. D
ivide the class into groups of four students. Make
copies of the games for each group.
Vocabulary Reinforcement: A) 1. d; 2. a; 3. b; 4. c;
5. b; 6. b B) 1. random; 2. by heart; 3. constant; 2. Then have two students be the “active players”
by saying out loud everything they think of while
4. associated; 5. made up
solving the problem. The other two students listen
and observe. They can question the active players if
Language Notes they feel that they are leaving out steps or thinking
quietly.
3. R
everse the roles for the second game.
• Make the most out of the Before You Read section by
following up on question 3. Have students explain how 4. At the end, each group should identify strategies
they remembered words. Did the position or printed that work with reference to the lists on the board.
font make a difference? What other techniques did Elicit these strategies from the class and write them
they use? Why do students think that some words are on the board.
easier to remember than others?
•Make the connection between memorize and learn
by heart. The idiom is more informal but the terms
share a similar meaning.
• Reading Advantage 1 has several units about contests. The official site for the World Memory Championships
Use the information in this unit related to breaking is http://www.worldmemorychampionships.com. One
records and beating others to revisit the vocabulary of the most important aspects of language learning
for sports events, and reality TV. is to develop effective strategies for learning and
• Ask your class about memorization contests in their remembering new information. Studies show that rote
country. What do people memorize? Who takes part memorization itself is not sufficient for embedding
in these contests? For example, in the Middle East, words in long-term memory. Go to http://www.
children as young as seven memorize the Koran. mindtools.com/forlangu.html for useful techniques
for language learning. Some suggestions, such as the
Town Language mnemonic, are similar to “the method
Writing Extension of loci” described in the Did You Know? box. For
background information about the memory study used
in the Quiz for this unit, go to http://news.bbc.co.uk/1/
Ask students to think about how they remember new hi/health/3095807.stm or visit http://www.livescience.
vocabulary when they learn English. Make lists on the com/5327-music-memory-connection-brain.html
board under the following categories: memorizing to read about another study linking music study to
words and meanings, making connections between memory development.

UNIT 14 Incredible Dogs

Unit Summary recognize good behavior or actions such as finding

and returning a lost wallet. Both words can be used
as verbs too, but you usually award a prize and reward
Target Vocabulary Idioms a person.
blanket, bravery, com- pass away (5), in

panion, documentary, comparison (9), back and Writing Extension
recover, remarkable, forth (20)
reward, wheelchair Ask students to write in their journals about their ideal
pet. They should describe both the advantages (good
points) of having such a pet and the disadvantages
Answers (drawbacks). Advantages might include companionship,
safety, and sports (horses). Disadvantages might include
the initial cost of the pet, its care and feeding, and
Target Vocabulary: 1. b; 2. c; 3. a; 4. g; 5. d; 6. e; restrictions (some apartments don’t allow pets). Elicit
7. h; 8. f some suggestions from the class before students start
Reading Comprehension: 1. a; 2. d; 3. c; 4. b; 5. b to write.
Vocabulary Reinforcement: A) 1. b; 2. c; 3. a;
4. d; 5. b; 6. a B) 1. remarkable; 2. in comparison; Listening & Speaking Extension
3. bravery; 4. companion; 5. wheelchair
Ask students what they know about working animals

Language Notes and how they are trained. Working in pairs, they should
find information about a working animal. Examples
• The concept of keeping a pet differs from culture are dogs used to detect drugs at customs or to help
to culture, as does the idea of what animals are blind people; elephants used for heavy lifting in some
considered “good” pets. For example, in the Middle Asian countries; or the African Pouched Rat (used to
East, where dogs are viewed negatively, the idea of detect landmines). Partners should make a small poster
a dog as a companion who shares your house might with a picture of the animal and a few facts. In the
appear strange. In comparison, taking caged pet following lesson, each pair has two minutes to present
birds for a walk in the park—common in some parts of information about “their” animal and one minute to
Asia—might be unusual to students in other places. answer questions.
• A companion can be a friend, but not necessarily.
Some elderly people hire a companion to live with Background Information
them and help them with daily chores so that they
can remain independent. In another case, two
Endal, the companion of Allen Parton, has his own
people may choose to travel together as traveling
website: http://www.milleniumdog.freeserve.co.uk.
companions. The companion relationship is based
There is a wealth of information on websites for English
more on spending a lot of time together and sharing
language learners and in encyclopedias on working
daily life than friendship.
animals such as herding dogs, sled dogs and logging
• The term documentary presents a good opportunity elephants. For particular information about guide dogs
to review vocabulary associated with television, films, for the blind, the topic of the Quiz reading, see http://
and videos from both Reading Advantage 1 and www.seeingeye.org and http://animals.howstuffworks.
Reading Advantage 2. Documentaries present facts com/animal-facts/guide-dog.htm. For information
and information about real-life situations. about the African Pouched Rat, see http://maic.jmu.
• Discuss the subtle differences between the nouns edu/journal/14.1/R_D/poling.htm. To read about the
award and reward. An award is an official prize or U.S. Navy’s marine mammal program, see http://www.
money given to recognize achievement such as the public.navy.mil/spawar/Pacific/71500/Pages/default.
Nobel Prize. In comparison, a reward is given to aspx.

UNIT 15 Megacities

Ask students to write about the advantages and

disadvantages of living in a huge city. Try to get students
border, consider, as the name suggests (4), to imagine living in a city with 10 million people or more.
definition, economic, be harder than one thinks Then have students list advantages and disadvantages
expert, huge, (5), be limited to (17) to living outside a city, in a small suburb, or in the
population, region country.
Answers Listening & Speaking Extension
Target Vocabulary: 1. d; 2. h; 3. e; 4. g; 5. a; 6. b; The listening and speaking extension for this unit is to
7. c; 8. f debate the advantages and disadvantages of living in
Reading Comprehension: 1. c; 2. a; 3. a; 4. a; 5. b a megacity.
Vocabulary Reinforcement: A) 1. c; 2. a; 3. d; 4. c; 1.Divide the class into two teams.
5. a; 6. a B) 1. the name suggests; 2. population; 3. is 2.O ne side takes the position that people can have a
harder; 4. experts; 5. regions better life living and working in a megacity.
3.T he other side argues that people can have a
better life living in a smaller community outside of
Language Notes a megacity.
4. E ach group has five minutes to discuss their position
• Two of the target vocabulary items from this unit and come up with ideas and examples to support it.
have the suffix -tion: definition and population. See 5. T hen the two sides debate each other, tossing a coin
if students can recognize the verbs that are roots to see who goes first. Each team has two turns to
for each word (define and populate). Review other present ideas and argue against points made by the
target vocabulary items from previous units with this other side.
same suffix and see if students can guess the verbs
that are the roots of these words. Previous target 6. In the end, the class votes to decide which side
vocabulary items to list include donation, location, presented the better reasons.
and imagination.
• In order to help students associate the new words Background Information
border and region with information they already
know, ask them to name countries that border their
own country. Then ask them to describe their home A summary of the United Nations report on megacities
countries by telling the class about different regions and mega-regions can be found at http://www.
within their countries. guardian.co.uk/world/2010/mar/22/un-cities-mega-
regions. Forbes and National Geographic also have
• Often, people are required to get a license (Reading articles discussing megacities of the future at http://
Advantage 2 Unit 6) in order to prove that they are an www.forbes.com/2007/06/11/megacities-population-
expert at something or to prove they are an expert in urbanization-biz-cx_21cities_ml_0611megacities.html
a certain field. Ask students to talk about people who and http://ngm.nationalgeographic.com/ngm/0211/
they consider experts. Do they hold a special license? feature. A list of the world’s most populated cities is
If so, how did they get the license? provided by One World at http://www.nationsonline.
• The prefix mega- is sometimes used by itself as an org/oneworld/index.html.
adjective in the same way as huge and giant. All three
adjectives basically mean “very large.” Compare the
following examples. All of the students in the class
worked together on a mega project. All of the students
in the class worked together on a huge project. All of
the students in the class worked together on a giant
project.

REVIEW UNITs 11 - 15
Answers
A. 1. experiment; 2. unfortunately; 3. represent; 4. companion; 5. constant; 6. reward; 7. expert;

8. blanket; 9. associate; 10. consider
B. 1. aim; 2. matter of fact; 3. succeeded in; 4. identified; 5. related to; 6. forever; 7. recovered;
8. passed away; 9. remarkable; 10. documentaries
C. 1. e; 2. g; 3. j; 4. b; 5. d; 6. i; 7. f; 8. a; 9. c; 10. h
D. Across: 1. border; 5. fate; 8. emotion; 9. health; 11. region; 12. disease; 14. minor; 15. wheelchair; 17. repeat;
18. definition Down: 2. random; 3. amusing; 4. painful; 6. editor; 7. palm; 8. economic; 9. huge; 10. quite;
13. issue; 16. harder
Extension Activity: Writing and Acting Dialogs
In this review, students will actively use vocabulary and 2. T

he story writing starts with brainstorming ideas in
themes from Units 11 through 15 to write funny stories each small group. Someone in the group should
in groups. The story that uses the most vocabulary write the ideas down on scrap paper. Each person
items and is voted the funniest will be the winner. It contributes ideas based on the unit they reviewed.
will be helpful if everyone has the Reading Advantage
3. N
ext, the ideas are organized in a story line or plot.
book to refer to.
Some ideas might be joined together. Other ideas
Students will also need: scrap paper to plan their will be expanded into separate items. Encourage
stories, large sheets of paper for them to eventually students to make their stories unusual or quite
write their stories (you could tape four sheets of plain different from the readings in the textbook.
paper together), tape or pins to put stories up on the
When the stories are more or less in order, have each
wall around the room, highlighters to highlight the
group choose one person to write the story on the
vocabulary items, and idioms used in each story.
large paper. The others should monitor for grammar
Divide the class into groups of five students. If there is and spelling. Remember, the goal is to use as many
an uneven number, three or four could form a group, vocabulary items as possible.
but if there are just one or two extra, add them to an
After the story is written, each group should highlight
additional group. That way, everyone will have an equal
the vocabulary words and idioms in their story. Highlight
chance to review the vocabulary from the units.
them only the first time they are used. Write the total
Each small group is going to write a funny story about number of highlighted items at the bottom. There will
one of four topics or any combination of them: be a maximum of 55 points for this.
1. a fortune-teller The next step is for someone from each group to read
the story out loud. After all stories have been read, take
2. someone with an amazing memory
a vote for the funniest story. Each person can vote for
3. an incredible dog or other animal only one story and students are not allowed to vote for
4. an interesting city (real or imaginary) their own!
The story is meant to be very amusing and even silly. It Add the number of votes for the funniest story and the
can be outrageous, but it must be funny! number of vocabulary items used to find the winner.
1. In preparation for writing the story, and as a way to

get ideas, have each person in each group quickly
review the vocabulary for a particular unit. That
person becomes responsible for making suggestions
using words or ideas from that unit.

UNIT 16 Space Explorers

Unit Summary • Predict has a more scientific sense than fortune-telling

although both make statements about the future.
Scientists predict that something will take place on
Target Vocabulary Idioms the basis of data and their experience.
aboard, astronaut, (to) for the time being (4), so far
conduct, launch, (20), in the long run (26)
Writing Extension
mission, planet,
predict, satellite
Ask students to pretend that they are 15 years into the
future and aboard a space station for three months.
Answers Have them write a letter to their family in which they
describe what it’s like to live and work in space.
Target Vocabulary: 1. g; 2. d; 3. e; 4. b; 5. h; 6. a;
7. c; 8. f Listening & Speaking Extension
Reading Comprehension: 1. b; 2. d; 3. c; 4. b; 5. d
Vocabulary Reinforcement: A) 1. b; 2. d; 3. d; 4. c; The purpose of this exercise is to have students work
5. a; 6. c B) 1. planets; 2. astronauts; 3. conduct; in small groups to design a space station. In doing
4. launched; 5. aboard so, students will begin to understand the complexity
of space exploration. Start by dividing the class into
groups of five or six students. Ask students to discuss
Language Notes the kinds of facilities that their space station would need
to support people in the group for six months in space.
• If students’ background knowledge about space travel Each group should draw a sketch of their space station.
is limited, take advantage of the unit to ask students The next step is that groups take turns in presenting
to do some research. Several of the vocabulary terms their design to other groups who then ask questions
(astronaut, launch, space mission, planet, satellite) about it. They in turn present their plan.
will be useful key words for encyclopedia or online
searches. Use the reading passage to identify other
key words and collocations such as space shuttle, Background Information
NASA, manned flights, space stations, Mir, and ISS.
• Note that aboard has a general meaning of actually For a summary of some of the benefits derived from
being on a means of travel such as a ship, train, or 50 years of space exploration by NASA, see NASA’s
plane. In the past, when train travel was more common 50th Magazine at http://www.nasa.gov/50th/50th_
in the United States, conductors would shout “All magazine/benefits.html. Many websites and electronic
aboard” as a final warning that the train was ready encyclopedias such as Encarta provide accessible
to leave. Now, related words such as boarding pass articles on space exploration as well as “virtual
are more common for air travel. A boarding pass is a spacecraft” that students can explore. See NASA’s site
permit that allows you to go aboard the aircraft. at http://www.nasa.gov/audience/forkids/kidsclub/
• Teach collocations with the word conduct such as flash/index.html for space education with a teacher’s
conduct experiments, conduct research, or even corner. At http://www.russianspaceweb.com/mir.htm,
conduct a symphony orchestra. The important point you can find information about Mir. More information
is that the word is not used alone. related to the Quiz reading on psychological issues
in space exploration can be found at http://science.
• Launch is another transitive verb that has a general nasa.gov/science-news/science-at-nasa/2002/21oct_
meaning of “starting something.” You can certainly getalong.
launch a satellite into orbit (from a launch pad), but
you can also launch an attack, launch a project, or
even launch a new product. Next week, they’ll launch
the new line of sports cars.

UNIT 17 Happy New Year!

Unit Summary •C alendar can mean a system of dividing time into

smaller units or an actual set of printed pages that
shows this division. European countries use the
Target Vocabulary Idioms Gregorian calendar to divide the year. Did you buy a
new calendar to hang on the wall? In North America,
calendar, evening, forget rid of (13), start afresh a written calendar is often used for planning. In British
mal, gown, habit, prefer, (16), keep away (17) English, the term diary is more commonly used.
promise, widespread
• Widespread means that a custom or tradition is
common or found all over. Opposites are unusual,
rare, or uncommon. Draw attention to the prefix
Answers un-and how it changes the meanings of the words
usual or common.
Target Vocabulary: 1. a; 2. e; 3. d; 4. f; 5. g; 6. b;
7. c; 8. h
Reading Comprehension: 1. c; 2. d; 3. c; 4. b; 5. b
Writing Extension
Vocabulary Reinforcement: A) 1. b; 2. a; 3. d; 4. a;
5. d; 6. c B) 1. evening; 2. gowns; 3. prefer; 4. get rid Ask students to write a letter to an imaginary
of; 5. start afresh pen-friend in another part of the world about how
New Year is celebrated in their country. Be sure to say
when the celebration occurs and what traditions are
Language Notes associated with it.
• The Before You Read section contains two previously Listening & Speaking Extension
introduced words. Celebrate appeared in Reading
Advantage 1, Unit 6, in the context of Valentine’s
Day as a festival. Customs was also introduced in the Ask students to work in pairs to present information
comprehension questions of the same unit. In eliciting about holiday celebrations in other parts of the world
what students already know about New Year festivals, that are different from those they observe. Each pair
ask when the New Year is celebrated in their country of students, after spending some time preparing their
and how that date is decided. For example, Chinese presentation, should give a one-minute report on a
New Year depends on the phase of the moon within particular holiday without giving its name. The report
January and February. should include when and where the celebration occurs
•C ustom presents a good contrast with habit and and the main traditions. The rest of the class tries to
tradition. A habit is something that individuals do so guess the name of the holiday within the time limit.
often that they don’t even think about it. In comparison,
a custom is something that a large number of people
do on a regular basis. A tradition is a particular way Background Information
of doing something that has gone on in a culture for
a long time and is done by many people. Make three Web sites for English language learners such as
columns on the board and ask students for examples http://www.eslcafe.com/search/Holidays have a wealth
of each. Habits include having a coffee break every of information on holidays. Holidays on the Net at
day at ten o’clock or taking a walk every evening as http://www.holidays.net is especially comprehensive
part of a daily routine. Customs include bringing a gift
and includes a teacher’s section with useful class
when you visit someone or bowing when you meet
someone for the first time. Burning paper money and suggestions.
going to a temple on New Year’s Day are examples of
traditions. All three use the present tense for habitual
actions.

UNIT 18 Rain

Unit Summary • The target idiom managed to is an example of a

verb followed by an infinitive. Other examples of
verbs commonly followed by infinitives that appear in
Target Vocabulary Idioms this unit are want to, try to (possible to follow with a
gerund), start to (possible to follow with a gerund),
album, brand, drama, break up (5), manage to and hope to.
producer, release, (15), be hard to imagine (19)
role, series, star
Writing Extension
Answers Ask students to work in groups of four or five and

brainstorm entertainers who are famous in more than
one industry (music, film, television, art, writing, etc.).
Target Vocabulary: 1. c; 2. e; 3. g; 4. h; 5. f; 6. d; From the lists that each group makes, the group
7. a; 8. b should choose one entertainer from the list and write a
Reading Comprehension: 1. a; 2. c; 3. c; 4. a; 5. a paragraph to describe what that entertainer has done
Vocabulary Reinforcement: A) 1. a; 2. d; 3. c; 4. b; over his/her career. The groups should NOT write the
5. b; 6. d B) 1. broke up; 2. managed to; 3. album; entertainers’ names. After all of the groups have written
4. role; 5. hard to imagine a paragraph, they can read their paragraph aloud to
the class to see if the other groups recognize the
entertainer described.
Language Notes
• The original meaning of the word album came from
the time when vinyl records were the most popular way
for people to buy music. A record with many songs on This exercise builds on the old game of Telephone
it was called an album. Over time, as cassette tapes, or Chinese Whispers. Divide the class into teams of
about eight students. Prepare some messages of
CDs, and now digital files have replaced vinyl records,
about three sentences each with the names of at least
the use of the word album has come to mean the
two entertainers in each message. Give the message
collection of songs packaged together in whatever
out loud to the first person in each team. They must
format is currently popular.
transmit it face to face with the next person in line and
• The word producer presented in this unit refers so on. The student who is telling the message to the
to a specific job in the entertainment industry. next student should make sure that no one else can hear
Producers may work in various industries, such as the the message. The last person has to write the message
television, film, music, or theater industry. In a wider they received on the board. How does it compare with
sense, producers are anything that make something the first message?
(noise producers, greenhouse gas producers, heat
producers, etc.).
• Students will no doubt be familiar with many famous Background Information
brands of clothing, shoes, packaged foods, etc. A
related meaning for this word comes from ranching. The best place to begin looking for more information
Ranchers put brands on their animals to mark the about Rain (Jung Ji-Hoon) is on his website http://www.
animals as owned by a particular ranch. In the past, rainjihoon.com/rain_en_biography.htm. Interviews
brands were burned onto animals. with Rain and some of his music videos are accessible
• Within the arts and entertainment industry, new through MTV’s Rain link at http://www.mtv.com/music/
products are released for sale. Other meanings for artist/rain_korea/artist.jhtml. The website http://www.
this word that students might be familiar with is “to kpopmusic.com/artists.html provides an extensive list
set free” (release an animal or a prisoner) or “to allow of K-Pop artists (including Rain) with links to information
out” (release one’s breath after holding it). about each artist or group.

UNIT 19 Urban Legends

Unit Summary • Something obvious is so clear that it doesn’t require

explanation. The opposite, subtle, refers to something
that is not easy to see. In pronouncing subtle, the “b”
Target Vocabulary Idioms is silent.
• An important reading skill is separating fact from
bizarre, legend, hear about (1), have (some-
fiction. Use the terms version and hear about to
obvious, shrink, thing) in common (with) (4),
explore this difference with your students. Facts can
threaten, urban, keep an eye out for (14)
be proven true and the source of the information is
version, victim
clear. A version you hear about may contain material
that is not true. Many urban legends are passed by
word of mouth from person to person.
Answers
Target Vocabulary: 1. b; 2. f; 3. a; 4. c; 5. d; 6. e; Writing Extension

7. h; 8. g
Reading Comprehension: 1. d; 2. a; 3. c; 4. d; 5. d Ask students to work in pairs and think of urban legends
Vocabulary Reinforcement: A) 1. c; 2. a; 3. b; 4. d; they have heard. Have them choose one and write it
5. a; 6. b B) 1. heard about; 2. legend; 3. in common; up. Then post all the written legends on the classroom
4. versions; 5. bizarre walls.
Language Notes
• Be sure to contrast the word story with the new
vocabulary word legend. Stories can describe things Now have pairs of students circulate through the room
that actually happened or are completely imaginary. and read the other urban legends. Are any of them
They can be old or new, spoken out loud or written versions of the same story? If so, group them together.
down. Their main purpose is to entertain people. By Have students read their legends, followed by questions
contrast, a legend is usually an old story that many from the rest of the class. Focus on points such as How
people in a culture know. It is based on facts about did you hear about this? and Do you think this story is
something that happened so long ago that many true? Why or why not?
details have been forgotten or are not true. I love to
hear the legends about King Arthur and the Knights
of the Round Table. King Arthur may have been a real
British king, but some stories about him are certainly
not true. Background Information
• The opposite of urban is rural (introduced in Reading
Advantage 4), which refers to the countryside. The Internet is not only a resource for finding out about
Suburban applies to an area where people live urban legends at reputable sites such as http://www.
outside a city. Until about 100 years ago, many more howstuffworks.com/urban-legend.htm or http://www.
people lived in rural areas. Throughout the world, snopes.com, it is also a source of urban legends. Many
people from rural areas have moved into cities, often stories are spread through chat groups and bulletin
creating social problems. As a result, some people boards. Others, particularly computer virus hoaxes, are
feel worried or threatened about living in the city. spread via e-mail. Be especially careful about sources
•U rban legends contain a mix of facts and fiction. They of online stories and critically question whether they
play on fears that people living in the city have. are true.

UNIT 20 Extreme Sports

Unit Summary • Most of the new vocabulary words have related

forms. How many can your class come up with?
Some examples are convincing, demonstration,
Target Vocabulary Idioms encouragement, extremely, and touring. What parts
of speech are the words?
convince, show promise (7), result in
• The target word especially from this unit may give
demonstrate, (14), stir up (20)
trouble to students who are also familiar with the word
encourage,
specially. Both of these words are adverbs. However,
especially, extreme,
they have slightly different usages. Especially is used
junior, rename, tour
to show special emphasis. He is especially interested
in BMX racing. On the other hand, specially is used
to indicate that something was done in a special
Answers way or done to a greater degree. The wheels on this
skateboard are specially made for use on concrete.
Target Vocabulary: 1. g; 2. d; 3. h; 4. a; 5. b; 6. c; 7.
f; 8. e
Writing Extension
Reading Comprehension: 1. d; 2. b; 3. a; 4. d; 5. b
Vocabulary Reinforcement: A) 1. a; 2. d; 3. d; 4. b;
Ask students to collect pictures of people doing
5. a; 6. c B) 1. extreme; 2. junior; 3. stir up;
extreme sports. Advertisements and calendars are
4. show promise; 5. result in good sources. Have each student select one extreme
sport and make a poster using a picture. The poster
should give the main features of the sport and tell what
Language Notes equipment and training are needed. Are some sports
restricted by location or expense? Explain.
• Use the picture of skiing behind a motorbike on page
87 to check students’ background knowledge of
extreme sports. Follow the questions in this section Listening & Speaking Extension
to elicit a list of all the sports they can name and write
them on the board. Then ask which ones are done Now divide the students into groups of five. Whenever
individually and which in teams. Which ones are possible, see that different extreme sports are
Olympic sports? Which ones are considered extreme represented in each group. Students should take turns
sports? Why? Extreme sports include skateboarding, in presenting their sport, using the poster as “notes”
snowboarding, supercross motorcycle riding, bungee for talking about it. When everyone has had a chance
jumping, rock climbing, cave diving, and hang to present, each group should discuss all the sports.
gliding. What are the advantages and disadvantages of each
• Extreme has a sense of being at the limits of sport? Are some very dangerous? Why?
something. Use weather words on a continuum line as
an example and get students to assign temperatures
to the words. Cool and warm would be close to the Background Information
center. Further out from the center would be cold and
hot. Freezing or boiling would be at extreme points. Internet sites for English language learners offer a lot of
Temperatures at those points are dangerous to life. information on extreme sports. For general coverage of
By analogy, extreme sports are those that require sports, see http://iteslj.org/questions/sports.html, which
great risk and can be dangerous. has good suggestions for sports questions. A student-
• In presenting the word junior, point out that in America friendly online guide to a variety of extreme sports
fathers and sons sometimes share the same name. can be found at http://news.bbc.co.uk/cbbcnews/hi/
The older one has senior at the end while the younger newsid_2150000/newsid_2159700/2159723.stm. For
one is noted with junior. For example, George Bush more information about the Pentecost Island divers,
Jr. and George Bush Sr. see http://adventure.howstuffworks.com/land-diving.htm.

REVIEW UNITs 16 - 20
should meet separately from the other groups to plan

Answers the program and decide on interview questions. They
won’t know what the unit groups are planning until the
A. 1. predict; 2. release; 3. promise; 4. obvious; “live interview.”
5. widespread; 6. victim; 7. album; 8. version; 9. brand; Each unit group is going to make up a story on the
10. convince theme of their unit. The story should be bizarre, almost
B. 1. planet; 2. the time being; 3. limited to; 4. trip; unbelievable, but the members of the group should
5. so far; 6. missions; 7. launched; 8. conduct; insist that it’s really true. Students will clearly have to
9. consider; 10. technology walk a fine line between using their imaginations and
C. 1. b; 2. j; 3. g; 4. c; 5. e; 6. k; 7. d; 8. h; 9. f; 10. i convincing the listeners that their story really happened!
D. Across: 1. series; 3. evening; 6. prefer; 7. urban; The unit group should review the vocabulary and the
8. aboard; 9. star; 11. producer; 14. threaten; reading passage for ideas, but the story can be different
17. calendar; 18. tour; 19. planet; 20. bizarre; from the material in the book. However, students should
Down: 2. stir; 4. imagine; 5. demonstrate; 9. shrink; try to actively use the vocabulary in describing their
10. extreme; 12. drama; 13. habit; 15. start; story. Allow each group about 10 minutes for review
16. rename and development of their story.
Extension Activity: Television Interviews The Television Program
In this review, students will actively use vocabulary and If you are able to move the chairs in your class, arrange
themes from Units 16 through 20 to role-play interviews the classroom so that the unit groups are located
for a television program. It will be helpful if everyone around the edge facing inward toward the “television
has the Reading Advantage book for reference. studio,” which can be a desk at which the anchor sits.
The anchor introduces the show and then hands over
to one of the reporters who interviews the unit group
Setup at their “remote” location. The rest of the class listens
to the interview. Each interview should be limited to
about three minutes and the anchor can control the
The goal of this activity is to present a mock television
time. After one interview, the anchor thanks the report-
show called “Bizarre But True.” The program consists
er and then goes on to the next reporter and group.
of interviews with people who have highly unusual true
At the end, people get to vote for the most bizarre but
stories to tell. At the end of the program, the “studio
true story. Groups can vote for their own story, but each
audience” (all the people in the class except for the
person is only allowed one vote.
anchor) votes on which story is the strangest.
The “television station” will need six staff members:
a news anchor who coordinates the stories and five Variations
reporters, one to correspond to each of the Reading
Advantage units to be reviewed. The rest of the class It can be fun to do the “television program” part of
will be divided into five groups, one group for each this activity with another class as the studio audience. If
unit. there are two classes running in parallel using Reading
Advantage, this provides more opportunity for review
in an entertaining setting and the voting then gives
Procedure useful feedback to the unit groups. Another possibil-
ity is videotaping the interviews so that students can
Start by explaining the setup and asking for volunteers later have a chance to review them as a simulation of a
for the television station staff. If no one volunteers, television program.
choose six “volunteers” for these roles yourself. Then If you would like classes to review the entire book, have
divide the remaining students into equal-sized groups, unit groups choose which unit they’d like to present,
depending on the size of your class. Assign a unit to but avoid duplications to ensure greater coverage of
each group and to each reporter. The television staff the material. The key factor is to make the activity fun!

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

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

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

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

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

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

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

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

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

UNIT 1 Quiz
Name: Score: / 10 = %
Part 1: Complete the passage
Use the words or phrases from the box to complete the passage. One is extra.
challenge donated items survey volunteered worldwide
Our class at school did a survey last month to find out how people (1) to help in our community.
The results of the (2) showed that kids at our school usually donate toys and clothes to help the
poor. That gave our class an idea. We decided to collect donations for poor kids in Africa! We wanted to send
them (3) like paper, pencils, books, and other school supplies. Lots of kids at our school wanted to
help. In fact, we collected twenty boxes of items! Now we have a new (4) . We have to find a way
to send all of these (5) items to Africa.
Part 2: Read and answer
Read the passage and answer the questions. Circle the letter of the best answer.
The list of billionaires who have taken the Giving Pledge continues to grow. The Cummings are a
couple who recently joined the group of wealthy people who want to make big donations to charities.
They live in Boston in the United States. Bill Cummings did not start off with a fortune. He earned his
wealth through commercial real estate.
People who have known the Cummings for a long time say that the couple has always been generous.
Even before taking the Giving Pledge, Mr. and Mrs. Cummings donated to universities and community
projects that they supported. As Mr. Cummings told one reporter during an interview, “It’s very
satisfying to do good things with what you have.”
Along with other billionaires who have taken the Giving Pledge, the Cummings went to a special
meeting of the group in April in Arizona. At the meeting, members of the group shared new ideas for
giving and their experiences from giving donations in the past. The group hopes that their work goes
beyond just the money they can give. They hope other people will hear about their work and pledge
to give what they can, even just a little, as well.
1. What is the best title for the whole passage?

a. A Good Experience Giving Real Estate c. A Way to Help People in Arizona
b. People Who Don’t Need the Giving Pledge d. The Cummings Take the Pledge
2. According to other people, the Cummings are .
a. generous b. satisfying c. special d. well supported
3. Where did the Cummings get their money?
a. buying and selling property c. from Bill’s father
b. from community donations d. working at a university
4. When do the group of billionaires get together for a meeting?
a. in the fall b. in the winter c. in the spring d. in the summer
5. What is true about the group of billionaires?
a. It has little experience giving donations. c. It plans to build something in Arizona.
b. It wants people to know about their work. d. It hopes the Cummings will lead the group.
UNIT 2 Quiz
Part 1: Complete the sentences
Decide which word or phrase is best for each space. Circle the letter of your choice.
1. The chemicals made lots of bubbles when they were .

a. combined b. challenged c. spun d. donated
2. The never smiled during my performance, so I thought I would get a low score.
a. element b. skill c. medal d. judge
3. Everyone was amazed by the tricks that his cat .
a. spun b. required c. performed d. surveyed
4. Because of the way the Earth , the sun looks like it rises in the east and sets in the west.
a. beats b. spins c. volunteers d. combines
5. My brother hopes to by walking on his hands. I don’t think he can do it.
a. except that b. set a record c. be in need d. put together
Read the passage and decide if the statement is true or false. Circle your answer.
The Olympics are not the only place to watch great ice skating. Since 2006, television viewers in the
UK have been able to watch ice dancing weekly with the hit series Dancing on Ice. On the show,
celebrities are paired with professional skaters. The kinds of celebrities who have appeared on the
show include athletes like football players, pop singers, actors, professional dancers, models, and
even journalists.
The pairs have to dance on the ice in front of judges. The highest combined score that skaters can
receive is 30 points per show. Over all of the years that the show has been on, only three celebrities
have received perfect scores: Suzanne Shaw, Ray Quinn, and Hayley Tamaddon. All of these celebri-
ties are actors or entertainers.
Over each season of the show, one pair is finally chosen on the last show as the winners. The
winning celebrity does not get a medal, like an Olympic ice skater. Instead, the winner of Dancing on
Ice gets a crown.
1 true false unknown Professional ice skaters compete for medals on the show Dancing on Ice.
2. true false unknown A pop singer won Dancing on Ice in 2006.
3. true false unknown Professional skaters dance with celebrities on the show.
4. true false unknown Shaw, Quinn, and Tamaddon are perfect judges for the show.
5. true false unknown The celebrity who wins the show gets to wear a crown.

UNIT 3 Quiz
Part 1: Find the same meaning
Decide word or phrase means the same as the underlined word or phrase. Circle your choice.
1. The envelope had perfume on it, so he guessed it was a love letter.

a. animated b. wealthy c. romantic d. combined
2. My father does not like his job, but he thinks he is too old to start a new kind of work.
a. survey b. award c. element d. career
3. Lots of people want to be actors, but very few of them have any luck at becoming major stars.
a. succeed in b. set a record c. named as d. by contrast
4. Why is it so difficult to find shoes that are the right size for me?
a. major b. hard c. needless d. romantic
5. I need a good laugh. Let’s watch a funny show tonight.
a. comedy b. skill c. decade d. challenge
Read the passage and answer the questions. Write short answers in the spaces.
Bella Vista International

Animation Festival
September 21–25 Click on a box to…
EMAIL : _____________ see last enter your get more read about
year’s
LOGIN : _____________ winners movie information the judges
Awards
Best Movie Best Director Best Voice Actor Best Art Best Music And more…
1. What kind of movies can be seen at the festival?

2. When will the festival take place?
3. How can you find a map to the place where the festival will be?
4. Which button should you click on to put your movie in the festival?
5. Will the festival give an award to one of the directors?
UNIT 4 Quiz
Part 1: Find the different words
One of the four words or phrases is different from the other three. Circle the letter of your choice.
1. a. attract attention b. catch one’s eye c. catch on d. make you look
2. a. strike it rich b. make money c. inherit wealth d. become worthless
3. a. create an atmosphere b. hire someone c. create a career d. run a company
4. a. gain understanding b. learn c. forget d. get to know
5. a. casual b. animated c. romantic d. horror
Part 2: Organize the paragraph
Number the sentences 2, 3, 4, 6, and 7 in the correct order to make a paragraph.
8 Finally, you can add sugar, cinnamon, or chocolate to flavor your cappuccino. Drink it and
enjoy this coffee treat.

First, organize all the things you will need.
5 The next step is to warm the milk and make it frothy (give it lots of bubbles). You can warm the milk
on the stove, but watch it carefully to be sure that it doesn’t boil over. An easier way is to heat it in a
microwave for about 1 minute and 30 seconds.
1 If you enjoy drinking cappuccino at coffee shops, you can also make it at home.
You’ll need some freshly brewed coffee, some skim milk, and a big cup to put your
cappuccino in. You might also want some sugar, cinnamon, or chocolate to put on top.
Have these things ready before you do anything else.
The second step is to keep the coffee hot while you make the milk. If you made the coffee
in an electric coffeepot, keep it turned on. Otherwise, you might want to put the coffee in a
thermos to keep it hot.
After you have warmed the milk, you need to beat it until it is frothy. You can do this by
hand with a whisk or a beater, or you could pour the warm milk into a blender and run it on
high (give it lots of bubbles) for about 30 seconds.
Now that you have made the milk frothy, you are ready to combine it with the hot coffee.
Pour the coffee into cups and pour the milk on top of it.

UNIT 5 Quiz
London, May 5, 2003 Emma Richards of Britain has become the first woman and the youngest person
to finish the Around Alone round-the-world sailing race. The (1) journey started in New York last
September and went east around South Africa to New Zealand. It crossed the Pacific and went around
South America, ending up yesterday in Rhode Island, the smallest state in America. (2) In the end, the
trip covered over 46,000 kilometers. The race was on the same sea route taken in the past by many
famous (3) travelers who wanted to learn about the world.
Emma, a 1996 graduate of the University of Glasgow, finished the race at age 28. The race requires
competitors to sail alone. Emma said that, (4) actually, it was very difficult to be all by herself for such
a long period even though she’s really into sailing. Her worst moment was when she had to climb an
80-foot mast in a bad storm to fix some broken (5) parts of the boat. By that time, she was hundreds
of kilometers from land and the wind was blowing very hard. Only her strong willpower kept her going
to make it all the way. These days, Emma is happy to be home with her parents and sleep in a bed
that stays still.
1. The first paragraph is mostly about . . .

a. the smallest state in America. c. the Around Alone race.
b. the start of the journey. d. a terrible wind storm.
2. Which one is NOT true?
a. Emma is the youngest person to finish the race. c. Emma is the first woman to finish Around Alone.
b. Emma created a new route for sea travel. d. Emma sailed alone around the world.
3. The second paragraph is mostly about . . .
a. how to repair a broken boat. c. understanding Emma’s experience.
b. the University of Glasgow. d. Emma’s parents.
4. How long did the trip take?
a. four months b. six months c. eighth months d. twelve months
5. What is the best way to explain Emma’s victory?
a. The other racers had many problems. c. She needed an alternative to finishing university.
b. She wanted to prove her parents wrong. d. She had determination to make it to the end.
Decide which words or phrases in the box mean the same as the underlined words in or phrases in the
passage. Three are extra.
explorers eventually at first trip in fact equipment make a comeback locations
1. 4.
2. 5.
3.
UNIT 6 Quiz
1. Difficulty breathing is a of fugu poisoning.

a. symptom b. close call c. victory d. material
2. I’d like to get an license so I can sell things made here abroad.
a. import b. alternative c. atmosphere d. export
3. On his last holiday, Paul his hand at hang gliding.

a. wore out b. tried c. caught d. ruled out
4. As soon as the police the owner of this car, they’ll take it away.
a. license b. roast c. identify d. hire
5. To cure Phil’s toothache, the dentist will have to his tooth.

a. breathe b. remove c. poison d. create
Use words or phrases from the box to complete the passage. Two are extra.
As a rule These days matter of fact Off and on For example As for despite
There have always been foods like puffer fish and poisonous mushrooms that have caused problems for some
people. (1) , we are more aware of problems than people in the past because of television and
the Internet. As a (2) , governments work hard to keep people safe from harmful foods. (3)
, when people have symptoms of food poisoning, governments quickly try to find the cause and
stop it. However, (4) their best efforts, some people still get sick. (5) , you should
only eat food that you know is clean and good for you. Don’t take chances with your health!

UNIT 7 Quiz
Think of words to fill the spaces. The first letter of each word is given to you. Try to spell the words
correctly.
Kids today have more access to all kinds of (1) t than kids in the past. One reason for this is that
computers and other devices are (2) c now. Families and schools can easily (3) a
to buy simple models of computers or electronic devices. These devices might not be the “top of the line”
(4) m , but kids can still learn with them and enjoy using them. The development of cheaper ways
to build computers and other electronic devices will increase (5) a for even the poorest schools
and children.
Read the passage and decide if the statement is true, false, or unknown. Circle your answer.
Armstrong Parents Association

Please join us for this year’s first APA meeting
Wednesday, Sept. 10 at 7:00 p.m.
in the library media center
Purpose: To discuss fund-raising ideas to benefit the school through new models of computers,
programs, and other technology. Our school has needs at all grade levels, so our fund-raising goals
for this year will be challenging.
We will also elect this year’s officers for the APA at our first meeting.
For questions or additional information, contact Billy Preston at bpres0110@allmail.com or post a
question on the APA website at www.Armstrongschool/APA.org.
1. true false unknown The meeting on Wednesday night is for teachers at the school.
2. true false unknown The school needs money to buy computers and computer programs.
3. true false unknown At the meeting, people will elect a new president for the association.
4. true false unknown Billy Preston is the president of APA.
5. true false unknown The association does not have a website.
UNIT 8 Quiz
1. a. author b. visitor c. journalist d. writer
2. a. museum b. stadium c. tool d. concert hall
3. a. feather b. nest c. wing d. design
4. a. build b. identify c. imagine d. recognize
5. a. look like b. make clear c. be just like d. be similar to
In June of 2007, the Sydney Opera House joined the list of World Heritage Sites. This list is put
together by UNESCO and includes other famous places around the world, such as the Taj Mahal, the
giant pyramids of Egypt, Australia’s Great Barrier Reef, and the Great Wall of China. The Opera House
opened in 1973, which makes it the youngest site on UNESCO’s list of World Heritage Sites.
UNESCO added the Sydney Opera House to its list of World Heritage Sites because of the building’s
imaginative design and great architectural structure. However, the Opera House is more than just a
building. It also does not take much imagination to see the building as a giant sculpture. Looking
at the roof of the building as it rises above Sydney Harbor, most people are reminded of the sails of
great ships.
Today, the Sydney Opera House is recognized around the world as a symbol of the city where the
building stands.
1. true false unknown The list of World Heritage Sites now includes the Sydney Opera House.
2. true false unknown The Opera House was added to UNESCO’s list in 1973.
3. true false unknown A sculpture of a sailing ship is on the roof of the Opera House.
4. true false unknown The man who designed the Opera House loved to visit Sydney Harbor.
5. true false unknown People around the world recognize the Opera House as a symbol of Sydney.

UNIT 9 Quiz
Decide which words or phrases in the box mean the same as the underlined words or phrases in the
scenery costumes achievement scripts for one thing industry as a rule locations
1. 4.
2. 5.
3.
American films from Hollywood are shown all over the world, but, (1) usually, most people know less
about the movies that are shot in India’s film capital, Bollywood. Mira Nair is a female Indian film director
who works between both centers of the film (2) business. Nair was born in India and studied sociology
and theater at the University of New Delhi. She graduated from Harvard University in the United States
with a degree in sociology in 1977 and started to make documentary films. These films show viewers
scenes from real life, not fiction. Later, Nair began making full-length feature films. While these are not
true stories, the (3) words the actors say and the scenes seem very close to real life.
Mira Nair’s first important film was Salaam Bombay, about poor children who live on the streets of that
large Indian city. Film critics thought that the film was such a(n) (4) personal success that it won a prize
at the Cannes Film Festival in 1988 and was nominated for Best Foreign Film at the Academy Awards. In
1991, Mira Nair directed Mississippi Masala, a film about social problems between Indians and Blacks in
the American South. Unlike adventure films, the actors in Mississippi Masala didn’t have to wear special
(5) clothes because the scenes in the film were very much like everyday life.
Nair’s 2001 film is Monsoon Wedding, shot in Mumbai during the heavy rains that happen each year.
Because of this film, Nair became the first female to win the Golden Lion award at the Venice Film Festival.
Recently, Nair directed a film about the life of Amelia Earhart. Amelia has not been a big hit with critics
compared to Nair’s earlier films.
1. Where does Mira Nair work?
a. Hollywood b. Bollywood c. Harvard d. both a. and b.
2. Documentary films show . . .
a. mysteries. b. real life. c. novels. d. adventure.
3. Salaam Bombay won a prize at a film festival in . . .
a. Cannes. b. Mumbai. c. Venice. d. New Delhi.
4. In which year was Mississippi Masala shot?
a. 1977 b. 1988 c. 1991 d. 2001
5. What is the best title for this passage?
a. Life in Bollywood b. A Famous Female Director c. Indian Film Awards d. Monsoon Rain
UNIT 10 Quiz
Use words and phrases from the box to complete the passage. One is extra.
category carried aim individuals achievements founded
You can’t argue with the fact that the Curie family stands out in the Nobel Prize history. When Alfred Nobel
(1) the awards, his (2) was to recognize outstanding (3) for their
good work. As a matter of fact, the prizes showed the (4) of a whole intelligent family. Marie Curie
won the annual award twice and her husband, daughter, and son-in-law (5) on the family’s winning
tradition.
Number the sentences 2–6 in the correct order to make a paragraph.
7 The first awards were announced on December 10, 1901.
During the 1880s and 1890s, dynamite became in high demand and Nobel made a lot of
money from his invention.
They were founded by Alfred Nobel, a Swedish man who invented the explosive dynamite
in the 1870s.
Nobel died on December 10, 1896, so he didn’t live to see the first awards.
1 These days, the Nobel Prizes are well known by people all over the world.
In order to meet his aim, Nobel set up a special bank account so that interest on his wealth
could be handed out as prizes in physics, medicine, chemistry, literature, and peace.
In 1895, Nobel decided that his wealth and property should serve a good purpose.

UNIT 11 Quiz
1. After an author finishes writing a newspaper article, an is in charge of checking his or

her work.
a. explorer b. editor c. industry d. atmosphere
2. The main was that the film’s director did not like the script.
a. issue b. channel c. viewer d. adventure
3. You must of that hotel by 1.00 p.m. or you get charged for an additional day.
a. run out b. hand out c. check out d. wear out
4. If you want good you should eat well, exercise, and get enough rest.
a. wealth b. achievement c. mystery d. health
5. I’ll give Stephen the message as soon as I to the office.

a. get back b. remove c. carry on d. stand out
Use words and phrases from the box to complete the passage. Two are extra.
painful experiments amusing health announcements diseases editors
Several studies have shown that humor seems to help sick people get back their (1) faster. The
idea is not new. About 250 years ago, the famous French writer Voltaire said, “The art of medicine consists of
(2) the patient while Nature cures the disease. “Today, doctors are still trying to figure out exactly
how this works. In some hospitals, doctors do scientific (3) with laughter. They show funny films
like Mr. Bean to patients who have (4) to make them laugh. Clowns dress up in silly costumes
and tell funny jokes. Smiles and laughter seem to make illnesses less (5) . In addition, the hospital
atmosphere is more cheerful for everyone.
UNIT 12 Quiz
Think of words to fill the spaces. The first letter of each word is given to you. Try to spell the words
correctly.
There are many ways to do fortune-telling. One popular way is to read the (1) p of your hands.
Three large or (2) m lines are called the head, heart, and life lines. The six smaller or minor lines
(3) r your wealth, health, and relationships such as marriage. Other people who (4) b
in fortune-telling look into crystal balls or read cards and tea leaves. In some countries, (5) q a lot
of people have their horoscopes done to see what fate has in store for them.
Number the sentences in the correct order to make a paragraph. Sentences 1, 5, and 7 are done for you.
7 In the third year of her marriage, Anna will have twin sons.
After graduation, she will work for a major computer company.
She will marry one year later.
In her next job, Anna will find work with an international bank.
1 Anna will do well in her university courses and graduate with honors.
When Anna’s boys are two years old, she will become a manager at the bank.
However, the computer company will not be successful and will go out of business.
5 In her first month at the bank, Anna will meet an intelligent and handsome man.

UNIT 13 Quiz
found identify relationship creativity learn by heart eternal invent scientific test
1. 4..
2. 5.
3.
Did your parents make you take music lessons? Recent research has shown that people who studied
music as a child are able to remember words much better than people without musical training.
One (1) experiment was done with 60 female American college students. A similar study was carried
out with 90 boys in Hong Kong. In both cases, students had to (2) memorize words and pictures.
Then they were asked how many they remembered. Scientists found that students who studied music
were better at remembering words, but both groups remembered the pictures equally well. Perhaps
it is easier to use your (3) imagination to associate pictures with things in your life. Also, you can
(4) make up stories for pictures.
Scientists explain the difference by saying that both musical memory and verbal (written or spoken
words) memory are (5) located in the left side of the brain. Visual memory, the kind needed for pictures,
is located in the right half of the brain. Since verbal memory is very important for success at school,
researchers now think that taking music lessons can give you a real academic advantage. In fact, when
the students repeated the tests a year later, even the students who had stopped taking lessons still
had good verbal memory skills. Maybe it’s time to give music lessons a try!
1. true false unknown Both experiments were done with male students.
2. true false unknown Students with musical training had better visual memories.
3. true false unknown The words were given to the students in random order.
4. true false unknown Musical and verbal memories are located on the same side of the brain.
5. true false unknown Although some students stopped music lessons, they continued to have good
verbal memory skills.
UNIT 14 Quiz
1. a. remarkable b. incredible c. amusing d. amazing
2. a. novel b. documentary c. film d. video
3. a. reward b. industry c. prize d. achievement
4. a. in comparison b. as a rule c. however d. on the other hand
5. a. recover b. get better c. get over d. pass away
Guide dogs help blind people who cannot see well enough to get around by themselves. Although
Yorkshire Terriers and poodles are good companion dogs, guide dogs are chosen from larger breeds
such as German shepherds, golden retrievers, and Labrador retrievers. The puppies are raised by
families until they are 18 months old. During this time, they get lots of love and attention, but they
are also taught to obey. Then the dogs go to a special school where, for four months, they work with
a sighted trainer, an individual who can see. The dog forms a close relationship with this person who
teaches it how to follow directions such as right, left, straight ahead, and stop. The young dog also
learns to watch out for dangerous traffic and wait until it is safe to cross a busy street.
When the dog is two years old, it starts training with the blind person it will live with. The dog and its
new owner make many trips downtown where the blind person lives, so the dog becomes familiar with
the normal atmosphere. During training, a sighted trainer always remains with them. A blind person
who is getting a guide dog for the first time will train for about a month. If the individual has had a dog
before, the training takes about three weeks. After training, the blind person depends on the guide
dog for between seven and twelve years. At that point, the working dog becomes a family pet and the
owner needs to train with a younger guide dog.
1. Which breed would NOT be suitable as a guide dog?

a. German shepherd b. golden retriever c. Yorkshire terrier d. Labrador retriever
2. When do puppies start training at a special school? At months.
a. 4 b. 18 c. 22 d. 24
3. Who is constantly with the training team?
a. the school director b. other blind people c. a traffic cop d. a sighted trainer
4. During training, the guide dog learns to .
a. watch out for problems c. have many close calls
b. stay away from busy streets d. associate directions with food
5. How old is the dog when the blind person can take it home?
a. one and a half years old c. seven years old
b. two years old d. twelve years old

UNIT 15 Quiz
Decide which word or phrase means the same as the underlined word or phrase. Circle the letter of your
choice.
1. The artist drew flowers all around the edge of the picture.
a. definition b. expert c. reward d. border
2. I live in a small town with a very small number of people in it.
a. activity b. population c. region d. total
3. After Mary finished her research for her paper, she had to think about how to organize it.
a. count b. expect c. consider d. recover
4. Tom thought of a good idea for the project, but the other team members made it better.
a. developed it b. included it c. repeated it d. memorized it
5. The country had a serious money-related problem after all the rice crops failed.
a. economic b. actual c. connected d. huge
Read the passage and answer the questions. Write short answers in the spaces.
Mexico is the 15th-largest country. Although it is smaller than Greenland, it is larger than Indonesia,
the largest country in Southeast Asia.
Mexico’s capital is a huge city. It sits over the site of Tenochtitlan, the capital of the old Aztec Empire.
This giant megacity is Mexico’s capital in every way. It is the country’s political, economic, and cultural
capital.
In terms of population, only Tokyo has more people today than Mexico City. Today, the city has well
over 20 million people.
Not only is Mexico City one of the largest cities in the world, it is also one of the oldest. This makes
the city a popular tourist destination. For anyone considering a visit to Mexico City, it is a good idea
to book a hotel early. The best ones fill up months in advance.
1. According to the passage, what country is larger than Mexico?

2. What is the capital of Mexico?
3. What was the capital of the Aztec Empire?
4. How many people live in Mexico City today?
5. What does the passage suggest for people considering a trip to Mexico City?
UNIT 16 Quiz
1. Pete had just climbed the train when it pulled out of the station.
a. aboard b. abroad c. back and forth d. beside
2. Scientists a rocket to Mars in July. It will take months to get there.
a. exported b. exploded c. ran out d. launched
3. I can’t get my favorite TV program without the receiver.
a. viewer b. satellite c. documentary d. economic
4. NASA that astronauts will use the International Space Station in 2012.
a. conducts b. proves c. predicts d. associates
5. For the time being, your car payments will be high, but, , you’ll be glad you bought this car.
a. in the long run b. so far c. for one thing d. in high demand
Have you ever shared a room with someone, perhaps a brother, sister, or roommate? How did you
get along with the other person? Did you have frequent arguments or did you work out a way to share
the space without conflict?
Astronauts say that one of the most difficult parts of space exploration is sharing a tiny area with other
people for a long time. Spacecraft are designed to make the best use of every bit of room. There is no
alternative area that you can escape to for a quiet time all alone. Nor can you decide to get away and
go for a walk. It’s even more difficult when you share the small area with astronauts from other cultures
who may have very different lifestyles and customs.
How do astronauts manage to have good relationships with their companions? First, astronauts are
carefully selected for their skills, experience, physical fitness, and ability to get along with other people.
They are determined to make the space mission a success, even if that means giving up some personal
needs for the time being. Each member of the space team conducts research or experiments, so that
takes up a lot of time. Then, there are “spacing” techniques such as listening to music on headphones
or writing that can be done alone. Perhaps some of these will help you with your roommate!
1. true false unknown In the first paragraph, the word conflict means fighting.
2. true false unknown It’s easier to get along with people from other nations.
3. true false unknown Astronauts must know how to use medical equipment.
4. true false unknown The second paragraph explains how astronauts keep physically fit.
5. true false unknown For astronauts, the mission is more important than personal comfort.

UNIT 17 Quiz
1. a. widespread b. common c. unusual d. all over
2. a. prefer b. keep away c. wish for d. like better
3. a. wake up b. get rid of c. throw away d. not keep
4. a. predict b. future c. history d. promise
5. a. annual b. calendar c. yearly d. evening
Use the words and phrases from the box to complete the passage. Three are extra.
gowns associated calendar costumes keep away fall out of fashion start afresh
Chinese New Year happens in January or February, on the second new moon after the winter solstice, the shortest
day of the year. Celebrations that are based on the moon use a lunar (1) to organize when
things happen in a year. People get ready for the holiday by cleaning their houses and buying new clothes.
They want to (2) with luck and wealth in the new year. They hope any kind of bad luck will
(3) . Families gather together for special meals and think of people from long ago. Young people
get lucky money wrapped in red because the color red is (4) with good fortune. In the evening,
some men dress up in lion (5) and dance in the streets. Everyone has fun.
UNIT 18 Quiz
album brand dramas producer released role break up managed to
1. 4.
2. 5.
3.
Subject:
Dear Judy,
I am so excited about the Rain concert this weekend! While I was doing my homework today,
I was listening to the (1) CD that you let me borrow. It is so awesome! Is this a new CD? When
was it (2) put out? I wonder if I can find a copy at the music store in the mall.
I (3) was able to pick up one of the movies that Rain was in last Saturday. I got to watch Speed
Racer last weekend. Rain only had a small (4) part in the movie, but it was still fun to watch
him in it. I would love to watch one of the TV series that he starred in, but we don’t have a
Korean channel on our TV. I know you and your family watch Korean (5) soap operas on your
TV. You’re so lucky.
It’s hard to imagine that, in just two more days, we’ll be seeing Rain live in concert Saturday
night!!! Can you tell I’m excited? I am!!!
See you tomorrow in class,
Hanna
Part 2: Read and Answer
1. When is the concert?
a. last weekend b. after school today c. tomorrow night d. on the weekend
2. Who is the owner of the CD that Hannah listened to?
a. Judy b. Rain c. Hanna d. Judy’s mother
3. Last weekend, Judy watched …
a. a DVD b. a concert c. a movie in a theater d. a TV drama
4. What was Judy’s opinion about Speed Racer?
a. She loved it. b. She doesn’t say. c. She didn’t like it. d. She didn’t see it.
5. Where will Judy see Hanna?
a. at the concert b. on the bus c. on TV d. in school

UNIT 19 Quiz
Think of words to fill the spaces. The first letter of the word is given to you. Try to spell the words
correctly.
When a friend tells you a story about something that happened to another friend, do you believe it? After all, you
have a lot in (1) c with your best friend and you trust him or her. Even if the story is quite strange
or (2) b , you’d like to think that it’s true. Then, not long after hearing the story for the first time,
you (3) h about it again from someone else. This (4) v is a little different. In fact,
this form of the story has a hero instead of a victim. Then, yet another friend emails the story to you. As you think
about the three forms of the story, suddenly it becomes very clear. It’s (5) o that you’ve just heard
an urban legend.
Read the passage and decide if each statement is true, false, or unknown. Circle your answer.
City University Student News Service

Did you hear the story about the girl whose jeans shrank so much she couldn’t breathe? How about
the muggers who threatened their victims with snakes? If you know stories like these, write them
up and bring them to the Newspaper Office. We’re in the Student Center, next to the Journalism
Building, and our office is open daily from 8.00 a.m. to 8.00 p.m.
As a public service, we want to present many versions of popular urban legends, so students
understand they aren’t true. We’ll also report on computer virus hoaxes that falsely threaten people
that something is wrong with their computer when it isn’t. Keep an eye out for scams, too. These are
dishonest plans that sound too good to be true. If you hear about a “strike it rich” scheme, tell us
immediately.
If you hear something too bizarre to be true, stop by or give us a call on 555-4739. You can also e-mail
us at editor@studentnews.cityu.edu.
1. true false unknown The News Service is located in the Journalism Building.
2. true false unknown The office is open until ten most evenings.
3. true false unknown Last week, there were two computer virus hoaxes.
4. true false unknown A scam promises rewards that are not true.
5. true false unknown The news service wants to prove that urban legends, virus hoaxes, and scams are wrong.
UNIT 20 Quiz
Decide which word or phrase means the same as the underlined word or phrase. Circle your choice.
1. At the science fair, the winners showed how their invention worked.
a. conducted b. demonstrated c. convinced d. encouraged
2. The temperatures this month have been far from normal with many freezing days.
a. extreme b. widespread c. random d. obvious
3. The leading players on the soccer team are the younger players who have recently joined.
a. urban b. bizarre c. amusing d. junior
4. Gerry heard his favorite rock group when they made an Asian trip last spring.
a. series b. location c. tour d. brand
5. A good politician really knows how to excite the crowd with his speeches.
a. get rid of b. stir up c. result in d. break into
Use the words and phrases from the box to complete the passage. Two are extra.
resulted threaten encourage stir up organize promise athlete
Did you know that people with disabilities can do extreme sports, too? If you have lost the use of your legs or if
you are in a wheelchair, you need special equipment for off-road bicycling or snowboarding, but you can be a(n)
(1) , too. Often, sports clubs (2) programs to demonstrate special equipment
for extreme sports. These programs give hope to people with handicaps and (3) them to be
successful in sports. The programs have (4) in a blind woman learning to hang glide and a girl with
a wheelchair doing an off-road bicycle tour. A young man with one leg showed (5) as a swimmer.
Sports organizers convinced him he could learn to scuba dive. Now he has a sport in common with his friends.

Unit Quizzes Answer Key
Note that true is abbreviated as T, false as F, and unknown as U in the answer key.
Unit 1 Unit 11
Part 1: 1. volunteered; 2. survey; 3. items; 4. challenge; Part 1: 1. b; 2. a; 3. c; 4. d; 5. a
5. donated Part 2: 1. health; 2. amusing; 3. experiments; 4. diseases;
Part 2: 1. d; 2. a; 3. a; 4. c; 5. b 5. painful
Unit 2 Unit 12
Part 1: 1. a; 2. d; 3. c; 4. b; 5. b Part 1: 1. palms; 2. major; 3. represent; 4. believe; 5. quite
Part 2: 1. F; 2. U; 3. T; 4. F; 5. T Part 2: : 7, 2, 6, 4, 1, 8, 3, 5
Unit 3 Unit 13
Part 1: 1. c; 2. d; 3. a; 4. b; 5. a Part 1:1. scientific test; 2. learn by heart; 3. creativity;
Part 2: 1. animated movies; 2. September 21–25; 4. invent; 5. found
3. click on “get more information”; Part 2: 1. F; 2. F; 3. U; 4. T; 5. T
4. enter your movie; 5. yes, it will.
Unit 4 Unit 14
Part 1: 1. c; 2. d; 3. a; 4. c; 5. a Part 1: 1. c; 2. a; 3. b; 4. b; 5. d
Part 2: 8, 2, 5, 1, 3, 4, 6, 7 Part 2: 1. c; 2. b; 3. d; 4. a; 5. b
Unit 5 Unit 15
Part 1: 1. c; 2. b; 3. c; 4. c; 5. d Part 1: 1. d; 2. b; 3. c; 4. a; 5. a
Part 2: 1. trip; 2. eventually; 3. explorers; 4. in fact; Part 2: 1
. 1. Greenland; 2. Mexico City; 3. Tenochtitlan;
5. equipment 4. more than 20 million; 5. book a hotel early
Unit 6 Unit 16
Part 1: 1. a; 2. d; 3. b; 4. c; 5. b Part 1: 1. a; 2. d; 3. b; 4. c; 5. a

Part 2: 1 . These days; 2. matter of fact; 3. For example; Part 2: 1. T; 2. F; 3. U; 4. F; 5. T
4. despite; 5. As a rule
Unit 7 Unit 17
Part 1: 1. technology; 2. cheap; 3. afford; 4. models; Part 1: 1. c; 2. b; 3. a; 4. c; 5. d
5. access Part 2: 1
. calendar; 2. start afresh; 3. keep away;
Part 2: 1. F; 2. T; 3. T; 4. U; 5. F 4. associated; 5. costumes
Unit 18
Unit 8
Part 1: 1. album; 2. released; 3. managed to; 4. role;
Part 1: 1. b; 2. c; 3. d; 4. a; 5. b 5. dramas
Part 2: 1. T; 2. F; 3. F; 4. U; 5. T Part 2: 1. d; 2. a; 3. a; 4. b; 5. d
Unit 9 Unit 19
Part 1: 1. as a rule; 2. industry; 3. scripts; Part 1: 1. common; 2. bizarre; 3. hear; 4. version;
4. achievement; 5. costumes 5. obvious
Part 2: 1. d; 2. b; 3. a; 4. c; 5. b Part 2: 1. F; 2. F; 3. U; 4. T; 5. T
Unit 10 Unit 20
Part 1: 1. founded; 2. aim; 3. individuals; Part 1: 1. b; 2. a; 3. d; 4. c; 5. b
4. achievements; 5. carried Part 2: 1. athlete; 2. organize; 3. encourage; 4. resulted;
Part 2: 7, 3, 2, 6, 1, 5, 4 5. promise

Introduction to Tests
This section contains two tests—a mid-book test covering Units 1–10 and a final test covering the
whole book. Each test contains 50 questions over four pages and is expected to take about an hour.
The test answer key is provided on page 76, and each question is worth two points, for a total mark
out of a 100.
Tests are divided into four sections.
Part 1: Vocabulary (25 questions) Part 3: Read and answer (10 questions)
These follow the format of the corresponding activity a. Read the passage and decide if the statement is
type in the unit quizzes. (see page 45). true, false, or unknown. (5 questions)
a. Match the words and definitions. (10 questions) b. Circle the letter of the best answer. (5 questions)
b. Find the different words. (5 questions)
c. Find the same meaning. (10 questions)
Part 2: Complete the passage (5 questions) Part 2: Scan for information (10 questions)
This is a cloze passage where students find the words In this part, there are a number of short “classified ad”
or phrases to fill five gaps in a passage. type readings, and students are required to scan these
for information to answer 10 short-answer questions.
For convenience in keeping track of students’
scores on the tests, as well as the unit quizzes, a
photocopiable scoring sheet is provided on page 77.

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

Find the word for each definition in the box. Write the word on the line next to the definition. Three words
are extra.
aim atmosphere breathe category compare explorer identify

interest perform remove script spin symptom
1. to see how things are alike or different
2. to turn in a circle many times
3. a sign of illness
4. to find out what or who something or somebody is
5. a person who learns about new places
6. a purpose or goal
7. to take air in or out of the body
8. to take something away
9. words actors say in a film
10. a group of things that are the same
B. Find the different words
The words should be about the topic next to the number. Circle the letter of the item that is different from
the other three.
11. important a. giant b. major c. casual d. standing out
12. movies a. roast b. costume c. scenery d. shoot a film
13. writing a. article b. author c. novel d. stadium
14. volunteer a. donation b. organization c. comedy d. in need
15. award a. recognize b. next door c. medal d. set a record
C. Find the same meaning
Decide which word or phrase means the same as the underlined word or phrase. Circle your choice.
16. She would like to get a new bike, but she can’t pay for one right now.
a. afford b. design c. organize d. recognize
17. The university is quite old. It was first made over 150 years ago.
a. combined b. run c. founded d. removed
18. The changes and improvements in computer technology over the past decade are amazing.
a. announcements b. developments c. elements d. theories
19. Every year, car companies come out with new car designs.
a. challenges b. items c. licenses d. models
20. The theater club finally chose the play they would perform its yearly spring show.
a. annual b. cheap c. horror d. individual
21. The alarm system is easy to put in if you follow the instructions that come with the system.
a. turn out b. set up c. look like d. be named as
22. If you have a lot of imagination, you can make a new hairstyle.
a. create b. hire c. carry on d. wear out
23. The dessert that she made was very much like a dessert you might find in a fancy restaurant.
a. a close call b. hard to find c. kind of d. similar to
24. Although she didn’t get much sleep, Amy got up at 6.00 a.m.
a. By contrast b. In need c. As a rule d. Even though
25. One of the people giving scores in the competition used to be an Olympic skater.
a. concerts b. judges c. locations d. skills
Use the words and phrases from the box to complete the passage. Three are extra.
a long way access by hand except one thing remind skills tend to
The methods that people use to build houses today have come (26) from methods used in the
past. For (27) , houses today are built to help people save energy. Windows and walls can be made
from special materials that keep homes cooler in summer and warmer in winter. These materials are commonly used
in new homes. The only problem is that homes today (28) look similar to each other. People who
want their homes to look different usually have to make changes to their homes (29) . Needless to
say, this often requires (30) many home owners do not have.

When you see flowers for sale, do you ever think of how they got from where they were grown? In most cases, they
were grown in another country and imported to a big market in the Netherlands, which sells 80 percent of the
flowers and plants in the world. After they are traded there, they are exported again by plane all over the world.
Eventually, they come to your town or city.
Since the 1500s the Netherlands has been famous for growing and selling plants. In 1592, the first tulip bulb was
imported to the Netherlands from Turkey and tulips quickly caught on. As a matter of fact, some people struck
it rich with tulips. Just one tulip bulb was worth as much as a house in Amsterdam! These days, the nation is still
famous for its tulips and many other kinds of flowers as well. Many varieties are grown in greenhouses that are
heated and lit so it’s summer all year inside. In addition, millions of flowers arrive by plane every day at Amsterdam
Airport.
The center of the flower industry is the Aalsmeer Flower Auction located near the airport, about 16 kilometers
from downtown Amsterdam. Annually, three billion flowers and 400 million plants are traded here. They come from
8,000 growers in places like Kenya, Ecuador, and Indonesia. In an auction, buyers try to get the best flowers for the
lowest prices so they can make a profit. At Aalsmeer, the prices start high and decrease. You have to watch out
because it happens very quickly. The first person to press a button gets the plants at that price. As a rule, it only takes
seconds to sell bunches of flowers, especially those in high demand. Six hundred groups are sold each hour, so you
have to determine what price you will pay in a hurry. As soon as beautiful roses catch your eye, you must act.
The next time you admire a bunch of roses, think about the adventure that the flowers have had. Where they came
from may remain a mystery, but they almost certainly had a brief stop at Aalsmeer.
A. R
ead the passage and decide if the statement is true, false, or unknown. Circle your answer.
31. true false unknown The Netherlands both imports and exports flowers.
32. true false unknown The Netherlands has been famous for flowers since the 1500s.
33. true false unknown In the 1500s, black tulip bulbs were worth a lot of money.
34. true false unknown At the auction, the prices increase quickly.
35. true false unknown About six groups of flowers are sold every minute at Aalsmeer.
B. Circle the letter of the best answer.

36. The best title for this passage is . . .
a. Historical Tulip Billionaires. c. How the Flower Industry Works
b. Buying Flowers at Amsterdam Airport. d. Popular Flowers from Indonesia.
37. What percentage of flowers and plants don’t get traded in the Netherlands?
a. 20% b. 40% c. 60% d. 80%
38. Which fact is NOT true about greenhouses?
a. People heat and light them. c. Many kinds of flowers are grown in them.
b. They are only used in winter. d. The atmosphere is always the same.
39. What do you have to do to get a good price for flowers at the Aalsmeer Auction?
a. Buy many buttons. c. Try your hand at equipment.
b. Pay attention to beautiful roses. d. Decide the value quickly.
40. After the auction, flowers go to . . .
a. Ecuador. b. the airport. c. growers in Kenya. d. downtown Amsterdam.
Part 4: Scan for information
Read the question and figure out what you need to know. Then quickly look at the advertisements and find
the answer. Write a short answer in the space.
41. Which two shows are only thirty minutes long?
42. How many countries have players in the billionaire game?
43. Where is the Nobel Awards ceremony taking place?
44. What time does the romantic film start?
45. What time is the program about a fish?
46. How many programs start at 8.00 p.m.?
47. How much money is given for the game show prize?
48. How long is the awards ceremony program?
49. On which show can you learn about clothes from the past?
50. What is the name of the animated program?
7:00 p.m. 7:30 p.m. 8:00 p.m. 8:30 p.m.

Who Wants to Be a Wealthy Kids Bollywood
Billionaire? Watch the Favorites:
Players from six explosive new The Journalist
Channel 21 countries compete A romantic musical
animated comedy
Worldwide
Entertainment
on tonight’s show.
The combined prize
about three rich kids
who tend to spend
adventure with three
of Bollywood’s top
→
for the winner is one money. stars.
billion dollars!
The Nobel Prize Designs of the

Awards Decade
Channel 39 Award ceremony Tonight’s show looks
History &
Current Events
for career
achievements.
→ → at the fashions of
the 1980s and the
Live from Europe. people who set the
decade.
Strange Animals: Technology of
The Puffer Fish Tomorrow
Truth or fiction? How Look into the
Channel 44 deadly is its poison? imagination of
Science & Nature Check out this odd
animal.
→ today’s top
researchers to learn
→
about the tools of
tomorrow.

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

Find the item for each definition in the box. Write the item on the line next to the definition. Three items
are extra.
amusing passed away calendar industry learn by heart back and forth
found remove demonstrate intelligent population experiment constant
1. a polite way of saying that someone has died
2. something that remains the same, does not change
3. all the businesses that make a particular product
4. to show
5. to memorize something
6. a way of showing days, weeks, and months in a year
7. from one side to the other, again and again
8. smart; having a lot of knowledge
9. to start a company or an organization
10. a scientific test
B. Find the different words
The words should be about the topic next to the number. Circle the letter of the item that is different from
the other three.
11. health a. cure b. disease c. scenery d. symptom
12. the future a. fate b. explore c. predict d. tell fortune
13. learning a. export b. associate c. memorize d. identify
14. space a. victim b. planet c. astronaut d. satellite
15. television a. drama b. series c. border d. star
C. Find the same meaning
Decide which words mean the same as the underlined words. Circle your choice.
16. The purpose of the contest is to raise money to help the coastal environment.
a. brand b. aim c. promise d. role
17. I hope Ian gets over the flu in time to play in the tennis tournament.
a. repeats b. breathes c. recovers from d. keeps away
18. The people at the Computer Center think that Sandy is a knowledgeable leader on viruses.
a. expert b. disease c. author d. junior
19. It’s fun to invent bedtime stories to tell my sister’s children.

a. rename b. predict c. make up d. stir up
20. The writer has finished only three chapters up to today, so her editor is trying to make her write faster.
a. so far b. as a rule c. in comparison d. extremely
21. It should be perfectly clear that copying directly from the Internet is wrong.
a. in common b. huge c. limited d. obvious
22. The winner of the piano competition will give ten concerts during the European trip.
a. emotion b. habit c. mission d. tour
23. Fortunately, Nathan’s accident was very small and no one was hurt at all.
a. major b. minor c. painful d. random

24. Most of the mountains are located in the southern part of my country.
a. region b. documentary c. location d. widespread
25. The newspaper editor decided to give a job to the journalist after he read several of her articles.
a. hear about b. get rid of c. hire d. keep away from

Use words from the box to complete the passage. Write the words in the spaces. One item is extra.
manage to close call show promise start afresh especially give it a try
When you go on holiday, it’s a chance to (26) and try your hand at a new sport. You don’t really
have to be (27) good at the sport you want to try. Nor do you need to (28) with a
lot of talent and ability. As a matter of fact, the only things you need are determination and a bit of encouragement.
Go ahead, (29) ! As long as you (30) have some fun, you can consider yourself
successful.

The police are looking for robbers who stole valuable diamonds from the jewelry display at the City Center
yesterday evening during the annual Gold Exhibition. The owner reported that a necklace estimated to be worth
$1.5 million was taken by a young couple. Witnesses at the scene said that a couple in their early 20s caught
their eye because they seemed too young to be interested in such expensive jewelry. In his version of the story, a
salesman at the next display said that the pair were dressed in clothing and hairstyles that seemed too casual for
the rather formal atmosphere of the jewelry show. According to a saleswoman who talked with them, the couple
said that they were interested in a special necklace for the woman to wear at their wedding next month. The man
said that he was a nationally known athlete so journalists would be covering the ceremony.
The saleswoman left the couple looking at the necklace when she went to help an elderly man who fell out of
his wheelchair. Unfortunately, when she got back, the couple and the necklace were gone. The police have not
ruled out that the old man was part of the robbery plan. They are convinced he was not really old or disabled.
For one thing, they think he was wearing a white wig as a disguise because it started to slip off his head when he
took his painful fall. They believe he created a fake problem to distract everyone while the couple got away with
the jewels.
The police have a theory that these people may be a gang of thieves who robbed a hotel downtown last month.
At that time, a woman was checking in when two men with guns threatened the hotel clerk. Although the clerk
showed quite a lot of bravery, he had to hand over all the money on hand, about $1,500. Bizarrely, the woman who
was checking in didn’t seem afraid at all and she disappeared before the security force arrived.
The city has put out an announcement for all citizens to keep an eye out for individuals who obviously seem to be
out of place. The police are conducting a complete investigation and plan to offer a reward for information that
results in the arrest of the troublemakers. Contact the police if you know anything related to these robberies. The
police are determined to recover the stolen property quickly.
A. Read the passage and decide if the statement is true, false, or unknown. Circle your answer.
31. true false unknown The Gold Exhibition is held every year.
32. true false unknown The jewelry saleswoman is an expert in first aid.
33. true false unknown The police think that the old man really has white hair.
34. true false unknown The woman at the hotel was crying when the police came.
35. true false unknown The reward will be given only if the thieves are caught.
B. Circle the letter of the best answer.

36. The best title for the whole passage is . . .
a. Famous Athlete Ties the Knot. c. Downtown Hotel Break-in.
b. Watch Out for Urban Thieves. d. Police Strike It Rich with Diamonds.
37. What is believed to be the value of the missing necklace?
a. $150 b. $1,500 c. $150,000 d. $1,500,000
38. Why did the couple attract the salesman’s attention?
a. Their clothes were not formal. c. The woman wore a special necklace.
b. They were arguing out loud. d. They seemed like journalists.
39. According to the future groom, what is his career?
a. journalist b. sportsman c. police officer d. jewelry salesman
40. How many people do the police believe are in the gang?
a. an elderly man b. two men with guns c. a young couple d. three individuals
Read the question and figure out what you need to know. Then quickly look at the advertisements and find
the answer. Write a short answer in the space.
41. Authors’ names are given for books. How many books are there?
42. Who wrote Journeys on Ice?
43. Which magazine has the most issues each year?
44. How much did Fur Companions cost before?
45. Name two places explorers went to:
46. Which book gives information about jobs?
47. What can you learn to make by hand?
48. How long was Diego Ramirez in space?
49. Which magazine will help you gain an understanding of your TV?
50. How much does Urban Legends cost per year?
Fur Companions
Rocket to Space By Kitty Wolfe Crafts for All
by Diego Ramirez
March Issue
- Astronaut’s life aboard With which pet can
the ISS you have the best - Make money with crafts
- Two months from launch to relationship? -C reate baskets from
Compare characteristics wood, feathers, and more
landing and categories of cats
- Learn about careers in space -S ew costumes and
and dogs blankets by hand
Was $39.95 Half price:
Now $19.95 $3.75 each month
now only $15
Journeys on Ice Urban Legends

Technology 4U by Sam McGee 4 issues per year
New issue every 2 weeks
Set your satellite dish and get Explorers’ Arctic for $5 each
more channels adventures in the Alligators in the
Fix electronic equipment South Pole waterworks
Save money in the long run
Remarkable story of Palm readings to make
Subscription 15 brave men you shrink with fear
$100 a year Over 800 pages
just $12.50
Legend of the poisoned
bride’s gown

Tests Answer Key
Mid-book Test
Part 1: Vocabulary
A. 1. compare; 2. spin; 3. symptom; 4. identify; 5. explorer; 6. aim; 7. breathe; 8. remove; 9. script;
10. category
B. 11. c; 12. a; 13. d; 14. c; 15. b
C. 16. a; 17. c; 18. b; 19. d; 20. a; 21. b; 22. a; 23. d; 24. d; 25. b
26. a long way; 27. one thing; 28. tend to; 29. by hand; 30. skills
A. 31. true; 32. true; 33. unknown; 34. false; 35. false
B. 36. c; 37. a; 38. b; 39. d; 40. b
41. Who Wants to Be a Billionaire? and Wealthy Kids; 42. six; 43. Europe; 44. 8 p.m.; 45. 7 p.m.; 46. two;
47. one billion dollars; 48. one and a half hours; 49. Designs of the Decade; 50. Wealthy Kids
Each item counts two points for a score of 100%.
Final Test
Part 1: Vocabulary
A. 1. passed away; 2. constant; 3. industry; 4. demonstrate; 5. learn by heart; 6. calendar; 7. back and forth;
8. intelligent; 9. found; 10. experiment
B. 11. c; 12. b; 13. a; 14. a; 15. c
C. 16. b; 17. c; 18. a; 19. c; 20. a; 21. d; 22. d; 23. b; 24. a; 25. c
26. start afresh; 27. especially; 28. show promise; 29. give it a try; 30. manage to
A. 31. true; 32. unknown; 33. false; 34. false; 35. true
B. 36. b; 37. d; 38. a; 39. b; 40. d
41. three; 42. Sam McGee; 43. Technology 4U; 44. $30; 45. Space (the ISS), the South Pole; 46. Rocket to Space;
47. baskets, costumes, blankets; 48. two months; 49. Technology 4U; 50. $20
Each item counts two points for a score of 100%.
Score Sheet
Name:
Student Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 mid final

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


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Reading Advantage 2 Teacher’s Guide with audio CD

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2 Reading Advantage 2 Teacher’s Guide

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

Using Reading Advantage

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

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

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

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

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

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

Reading Advantage 2 Teacher’s Guide 3

Using Reading Advantage

Scoring Sheet and Glossary

4 Reading Advantage 2 Teacher’s Guide

Before You Read (5–10 minutes)

Each unit begins with three questions for students to

Target Vocabulary (5 minutes)

Reading Advantage 2 Teacher’s Guide 5

Reading Passage (5 minutes)

The reading passage and exercises should typically be

Have students time their first reading of the passage,

Target vocabulary items are set in bold to enable

If students have any questions about the text, ask them

Some of the reading comprehension questions in the

6 Reading Advantage 2 Teacher’s Guide

This section includes five multiple-choice questions

The questions in this section can be completed

Students may refer to the reading when answering the

Reading Advantage 2 Teacher’s Guide 7

This section includes two parts for vocabulary and idiom

What Do You Think? (5 minutes)

Suggestions for Longer Classes

8 Reading Advantage 2 Teacher’s Guide

Multiple-choice questions are popular because they

True, False, or Unknown

Reading Advantage 2 Teacher’s Guide 9

Every unit in Reading Advantage has several matching

Cloze and Gap Fill

In the Vocabulary Reinforcement section, there are

Wrong Word Out

This type of question is found in the quizzes and review

10 Reading Advantage 2 Teacher’s Guide

How to Do Timed Readings in Class

Using a watch or clock, have all students begin reading

Reading Advantage 2 Teacher’s Guide 11

12 Reading Advantage 2 Teacher’s Guide

Reading Advantage 2 Teacher’s Guide 13

This game is sometimes known as Pelmanism.

The Vocabulary Box

14 Reading Advantage 2 Teacher’s Guide

Writing and Acting Scripts

Defining and Guessing in Pairs

Reading Advantage 2 Teacher’s Guide 15

Keep a Vocabulary Notebook

c) List words with definitions and examples

• Several of the target words in this unit are related

1. In preparation for writing the story, and as a way to