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Series Editor
From Reading to Writing 2
Teacher’s Manual with Tests

Copyright © 2010 by Pearson Education, Inc.

All rights reserved.

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher.

Pearson Education, 10 Bank Street, White Plains, NY 10606

Tests developed by Lise Minovitz.

Staff credits: The people who made up the From Reading to Writing 2 team, representing editorial,
production, design, and manufacturing, are Eleanor Barnes, Rosa Chapinal, Dave Dickey,
Françoise Leffler, Martha McGaughey, Massimo Rubini, Kim Steiner, Jennifer Stem, Jane Townsend,
Paula Van Ells, Patricia Wosczyk, and Adina Zoltan.

Text composition: ElectraGraphics, Inc.


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ISBN-10: 0-13-612782-7
ISBN-13: 978-0-13-612782-6

Model Lesson Plan ............................................... 1

Student Book Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

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

Tests Answer Key ................................................ 49

Scoring Rubric for Writing ....................................... 52

Class Scoring Sheet .............................................. 53

Scope and Sequence
Reading Verb Tense Writing Writing
Unit Reading Skills Used Skills Assignment
1 All in the Chapter 1 Identifying Simple present Writing complete Write sentences
Family Good Things main ideas sentences about families.
Come in Fours
Chapter 2 • Using correct Write a paragraph
Stay-at-Home paragraph about an
Dads format interesting
• Writing relative or friend.
2 Time to Eat Chapter 3 Identifying • Simple Writing topic Write a paragraph
Pizza around supporting present sentences about your
the World sentences • Simple past of favorite food or a
be popular food in
your country.
Chapter 4 • Simple Developing a Write a paragraph
Rachael Ray: present paragraph with about the best
Celebrity Chef • Simple past supporting cook you know or
sentences about your
favorite celebrity.
3 Overcoming Chapter 5 Recognizing Simple past • Using examples Write a paragraph
Difficulties Ray Charles examples • Writing a about something
concluding you are good at or
sentence something that is
difficult for you.
Chapter 6 Simple past Using main and Write a paragraph
Whoopi dependent about a person
Goldberg clauses you admire or the
kind of work that
person does.

iv Scope and Sequence

Reading Verb Tense Writing Writing
Unit Reading Skills Used Skills Assignment
4 Places Near Chapter 7 Recognizing Simple past • Using Write a narrative
and Far An time order in a description in a paragraph about
Anniversary to narrative narrative a trip or a
Remember • Using the memorable
simple past
Chapter 8 Using time Write a
Seattle: A clauses with descriptive
Great Place to before and after paragraph about
Live your hometown
or favorite city.
5 Keeping Up Chapter 9 Understanding • Simple • Writing a Write a paragraph
with Sorry, You’ve pronoun present unified about the
Technology Got Mail references • Simple past paragraph advantages or
• Using commas disadvantages of
a kind of
Chapter 10 Multiple • Organizing by Write a paragraph
Using YouTube order of about the
importance advantages of a
• Using kind of technology
or of using the
6 In Business Chapter 11 Skimming • Simple past Using examples Write a paragraph
and at Work The Success • Past as supporting about a successful
of Starbucks continuous details business or one
you want to start.
Chapter 12 • Avoiding Write a paragraph
Happiness at sentence about a job you
Work fragments enjoy doing now
• Avoiding run-on or a job you want
to have someday.


Scope and Sequence v

Reading Verb Tense Writing Writing
Unit Reading Skills Used Skills Assignment
7 Music Chapter 13 Making Simple past Using adverbs to Write a paragraph
A Gift of Music inferences show time about a kind of
music or a hobby
you became
interested in.
Chapter 14 • Simple Taking notes for Write a summary
Music and present a summary of a reading.
Language • Simple past

8 Education Chapter 15 Recognizing • Simple Using in order to Write an opinion

From a facts and present and so that paragraph about
Distance opinions • Modals education.

Chapter 16 Simple present • Writing a cause Write a cause or

A Healthy paragraph or an effect paragraph
Education effect about students
paragraph missing class.
• Using logical
connectors to
show cause and

vi Scope and Sequence


Overview of Unit Format

Each unit of From Reading to Writing 2 consists of two thematically related chapters.
Each chapter is organized into two main sections—Reading and Writing—bridged by
a brief From Reading to Writing section.
• Each Reading section consists of pre-reading and post-reading activities, including
a reading skill.
• The From Reading to Writing section has two activities: a reflection on the reading
theme and a vocabulary practice designed for use in writing.
• Each Writing section begins with a model composition, teaches writing skill(s),
and ends with a writing assignment based on steps in the writing process.

Suggested Methods of Instruction

This lesson plan can serve as a generic guide for any chapter in the student book.
• Suggested methods for delivering instruction for each section or activity in a
chapter are presented.
• Alternative ways to handle each activity are provided under the heading
Variations. These options allow instructors to vary the way they treat the same
activity from chapter to chapter and in so doing to identify the methods that work
best for a specific class or individual students.

The activities in this section are designed to prepare students for the topics, themes,
and key vocabulary in the readings.

Discussion (approximately 15–20 minutes)

1. Give students a few minutes to read the discussion questions. Answer any questions.
2. Have students form pairs or small groups to discuss their answers. Tell them they
will report at least one of their answers to the class.
3. After 10–15 minutes, ask several students to share their answers.

• Use the opening art/photograph for the unit or chapter as a discussion opener for
the discussion exercise. Have students discuss or freewrite.

2 Model Lesson Plan

• After students have discussed the questions, ask them to write for 1–3 minutes in
answer to the questions. Have students exchange their writing with a partner or
group member and compare their ideas.
• Ask students to answer the discussion questions in writing at home. Have them
read their partner’s or group members’ answers in class and discuss their answers.
• Assign one discussion question per pair or small group. Have each pair or group
discuss the question and report their ideas to the class.
• Choose one discussion question and have each student do a one-minute freewrite
to expand ideas generated from the discussion. The students’ writing can be passed
around the class or reviewed in small groups to encourage further feedback and
discussion. The activity may also serve as a closure to the discussion.

Vocabulary (approximately 15–20 minutes)

1. Tell students they will be learning new vocabulary that is needed for the readings
in the unit. Tell them that all the vocabulary words targeted in this book are high-
frequency words, so they are very useful for English language learners. These
words occur in high frequency in English—in general English texts and in
academic texts such as textbooks.
2. Choose one or two words from the vocabulary exercise. Write the word(s) on the
board and ask questions related to the word(s) and the chapter theme.
3. Explain that each item gives a context for the target word. Illustrate how to
guess meaning from context. Ask students to identify the target word’s part of
speech, its possible synonyms, and/or clue words in the sentence.
Ari can function well on little sleep. He feels rested and awake after sleeping
only three to four hours.
function: verb (possible synonyms: do, work; clue words: well, feels rested,
4. Have students complete the vocabulary exercise in pairs. Tell them to begin by
answering the questions that they are certain they know. Ask them to explain
unfamiliar words to their partners by using examples.
5. After 5–10 minutes, reassemble the class and help students with any words they
still don’t know.
6. Encourage students to create a system for recording and studying unknown
vocabulary words.

• Have students complete the vocabulary exercise as homework and discuss any
unknown words in class.
• Have students complete the vocabulary exercise as homework. Ask students to be
prepared to explain one word that they know well to the class. Students can use
examples to explain their word.
• In computer classrooms, students can create a PowerPoint presentation about one
or more words. They can present the word(s) to small groups or the entire class.
• Have students make an index card for each unfamiliar vocabulary word from the
exercise. Students should be prepared to present their cards to a partner.

Model Lesson Plan 3

• Establish a class vocabulary bank in a shoe box or a zippered plastic bag. Have
students work in groups to identify 3–5 of the most difficult words in the group
being studied. Groups can take turns creating vocabulary cards to be added to the
class word bank. Tell students who arrive early to class to work in pairs to study
words from the vocabulary bank.

Each unit contains two major readings, one per chapter.
1. Tell students to read every essay or article two to three times. They should also
preview every reading; before reading, they should study the title and any subtitles,
any photograph or art, the footnotes (words and definitions), and the bold-faced
target vocabulary words. Students should not use a dictionary the first time they
read; they should focus on understanding the main ideas of the reading even if
some words are unfamiliar.
2. The second time, they should reread and mark unfamiliar vocabulary words.
3. On the third reading, students can use a dictionary to look up words they don’t know.
4. Encourage students to get into the habit of underlining important ideas and
making marks in the margins to indicate important or unclear ideas.
5. Have students read the essay or article as homework. Tell students to follow the
above system of reading and be prepared to respond to questions about the main
ideas and details of the reading.

• Give students 5–10 minutes to read the essay or article in class, following the
recommended system. Do not allow students to use dictionaries during the first
• Use the timed reading practice to explain the benefits of faster reading. Explain that
research has shown that if readers push themselves to read at a faster than
comfortable rate, they often have a higher comprehension of the reading. Have
students use a large index card or folded white paper to cover up the lines in the
reading, moving the card or paper downwards on the page as they read. Students can
time themselves to increase their reading speed.
• Have students take turns retelling the main points of a reading as a whole or
paragraph-by-paragraph to a partner. Circulate through the room, assisting students
with difficult passages. Especially difficult passages may merit a whole-class
• Have students do a one-minute summary of the introduction (or another section)
of a reading as a type of pop quiz. Teachers may wish to collect the summaries
and grade them, especially with students who are not keeping up with reading
• Assign small groups the task of carefully rereading sections of a reading. One
group member should be prepared to explain the gist of the section to the entire
class, with other group members taking notes on main points and still others using
a dictionary to make vocabulary cards on difficult target vocabulary from the

4 Model Lesson Plan

• Divide students into permanent study groups. Study groups can serve as resources
inside and outside the class to discuss reading texts, help each other with difficult
passages, and check each other’s homework. They can also study together before

Identifying Main Ideas, Identifying Details (approximately 10–15 minutes)

These exercises are intended to check students’ understanding of the reading.
1. Tell students that main ideas typically are found in the introduction, in first
sentences of body paragraphs, and in the conclusion of texts.
2. Have students answer the questions in the first exercise individually. Answer the
first item of this exercise to make sure students understand the exercise. Have
students compare their answers with a partner and discuss any differences. As
they work, circulate and check their answers.
3. Ask students to try to do the second exercise without looking back at the text.
This tests their memory of details in the reading. Again, answer the first item of
each exercise to make sure students understand the exercises.
4. Have students compare their answers with their partners. Circulate and check
their answers.

• Have students complete the exercises at home and compare their answers with a
partner. Allow a few minutes for partners to check their answers and then go over
each exercise in class.
• Assign individual exercises or parts of exercises to specific pairs or small groups.
Ask a student in each pair or group to report answers to the class.
• Use the two exercises as a quiz to check if students have completed their assigned
reading. Have students answer the questions within 5–10 minutes and then have
partners score each other’s quizzes.
• One way to help students understand difficult sentences is to guide them to
identify the main parts of a sentence and to “unpack” complex phrases and
clauses. Explain that if students can recognize a sentence’s subject and verb, it
will be easier to understand the main point in a sentence. Also, being able to
identify the main noun and surrounding adjectives of a noun phrase/clause or a
main verb and surrounding adverbs of a verb phrase will make it easier for
students to understand ideas in the sentence.
In second-century Rome, speakers and soldiers wore neck scarves called
fascalias to cover their throats from heat, cold, and dust.
• In the example sentence above, first ask students to identify the main subject
(speakers and soldiers) and verb (wore). Then ask students how the introductory
phrase relates to the subject and verb. Explain that In is a preposition and the noun
phrase second-century Rome is its object. Further explain that the noun phrases
and clauses in the sentence are underlined to show distinct groups of related
words. In the first group, Rome is the main noun and second-century functions as
an adjective. Work through sample sentences in this way to show students the
functions of various words and parts of a sentence.

Model Lesson Plan 5

• After you have used sentence parsing analysis to identify main sections in sample
sentences, have students practice analyzing sentences with a partner. Tell students
to explain to their partners the subject and verb of the sentence and identify the
main noun and/or verb of noun phrases/clauses and verb phrases/clauses. Circulate
through the room to ask and answer questions.
• Bring in outside readings, preferably on the topic of the chapter reading, to give
students additional opportunities to read and isolate the main ideas. Outside
readings should be short and easy enough to be read quickly in, for example, the
minutes before class begins or before the end of class. Have students read the text
two times and then ask them to state the main idea.

Reading Skill (approximately 10–15 minutes)

A key reading skill is presented and practiced in the first chapter of each unit.
1. Write the name of the reading skill on the board and explain it by using
2. Explain the individual steps or strategies in the reading skill by using examples
from the reading whenever possible.
3. Ask and answer questions to confirm that students comprehend the skill.

Practice (approximately 5–10 minutes)

1. Have students read the practice questions before they begin to answer the
questions. As students read, circulate and answer questions.
2. Have students work in pairs to answer the questions. Encourage students to refer
to the reading to find the answers.
3. Ask several students to report their answers to the class.
4. Ask students to explain why the reading skill was important in improving their
reading comprehension.

• Have students answer the practice questions as homework. Have them compare
their answers with a partner or group members. Ask several students to report their
• Have students answer the practice questions individually and raise their hands
when they think they have the correct answers. Circulate through the room and
check students’ answers. Then explain any missing answers and ask the students
with correct answers to report their answers to the class.
• Recycle reading skills/strategies from chapter to chapter. Scan each reading to
identify passages that can be used to re-teach the skills and strategies presented in
previous chapters. Be sure to reiterate to students that the class is reviewing a
previously studied skill/strategy.
• As a variation to the previous activity, have students find examples of a feature of
a reading that was previously studied, e.g., time connectors. Ask students to
explain the feature to a classmate in pairs or small groups.

6 Model Lesson Plan

From Reading to Writing

Reflecting on the Reading (approximately 10–15 minutes)

This discussion exercise prepares students for writing about the reading topics.
1. Give students a few minutes to read the discussion questions. Answer any
2. Have students form pairs or small groups to discuss their answers. Tell them they
will report at least one of their answers to the class.
3. After 5–10 minutes, ask several students to share their answers.

• After students have discussed the questions, ask them to write for 1–3 minutes in
answer to the question of their choice. Have students exchange their writing with a
partner or group member and compare their ideas.
• Assign one discussion question per pair or small group. Have each pair or group
discuss the question and report their ideas to the class.
• Ask students to discuss questions such as: What was the most interesting piece of
information that you got from this chapter reading? What part of the reading did
you find boring? What part did you not understand?

Activating Your Vocabulary (approximately 10–15 minutes)

This exercise is intended to give students an opportunity to review the vocabulary
words they learned in the reading section and are likely to use in their writing
1. Give students a few minutes to complete the exercise.
2. Have students form pairs and compare their answers.
3. Have several students explain their answers to the class.

• Have students complete the exercise at home and be prepared to discuss their
answers with a partner. Ask and answer questions that will elicit students’
comprehension of the target vocabulary words.
• Have students use one or more of the vocabulary words to write an original
sentence. Students can do this activity in class or at home and should be
encouraged to share and discuss their sentences in small groups.

Model Lesson Plan 7

This section consists of a model composition, a writing skill or skills, and exercises
to practice the skill(s).

Model (approximately 5 minutes)

A sample paragraph opens the Writing section, providing students with a model for
their own writing.
1. Explain that the topic of the model paragraph is similar to the student writing
assignment. Tell students to pay attention to the organization, content,
development, and language used in the model.
2. Begin by reading the title of the model paragraph. Ask students to explain the
meaning of the title and to predict the content of the paragraph based on its title.
3. Have students read the paragraph silently. After a few minutes, circulate and
answer questions about it.

• Read the paragraph aloud. Ask and answer questions about the main idea and
• Have one student read the paragraph aloud. Ask and answer questions about the
main idea and vocabulary.

Writing Skill (approximately 10–15 minutes)

The writing skill(s) in this section are intended to include the most essential writing
skills for this level.
1. Use the blackboard liberally when presenting the main points of each skill. Use
examples from the reading in the chapter to illustrate the skill.
2. Read aloud sample sentences that illustrate points of the skill. Ask and answer
questions to ensure that students comprehend the skill.
3. Reread the chapter reading that students have already covered to isolate
examples from that text to illustrate the writing skill at hand. Explain this feature
to students.

Practice / Editing (approximately 10–15 minutes)

1. Have students answer the questions or edit the paragraph in pairs or small
groups. As students work, circulate and check their answers.
2. Ask several students to share their answers with the class.

• Have students answer the questions on their own and then compare their answers
with a partner and discuss any differences. As they work, circulate and check their
• When students finish the second exercise, ask individuals to explain their answers.

8 Model Lesson Plan

• Bring in additional readings of an appropriate length to illustrate the writing skill.
Have students read the texts and answer questions similar to those in the writing
skill exercise about this feature of the outside reading.
• Find additional exercises from the Internet or other sources to give students
practice with the skill. One easy way to practice paragraph organization, for
example, is to type up student paragraphs and cut them into strips. Have students
organize the strips into a logical paragraph. They can then compare their
paragraphs to the original ordering of sentences and discuss the logic of the
sentence order and the functions of sentences in the paragraph.

Writing Assignment
This section begins with one or several writing assignment choices. Students are then
walked through steps in the writing process.
1. Stress the importance of reading a writing topic carefully. When there are several
topics, explain that students should choose one of the topics.
2. Explain that writing is a process that involves several important steps. (1) First,
writers need to gather ideas before writing so they often read before they write
(as students did in this chapter). (2) Writers need to organize their ideas in an
outline before they write a rough draft. Explain that writing in English follows
standard organizational patterns. These patterns may differ from those used in
writing in other languages. (3) Now that they have an outline, students can write
a rough draft of their paragraph. (4) Checking their work (revising and editing) is
also essential so that students can then (5) write a final copy. Explain that these
steps are outlined in the Writing Assignment section of each chapter. Students
must do all of the writing steps, and they may sometimes go back to a previous
step if they change their ideas.
3. Step 2 can be done at home, but have students check their topic sentences with a
partner in class. Ask students to suggest ideas for the body and conclusion of
their partner’s paragraph.
4. Step 3—writing a rough draft—can also be done at home, but instructors should
have students write an ample number of rough drafts of compositions in class to
ensure that the students’ writing is their own. When students write outside of
class, emphasize that they will not benefit from having someone else write for
them. The craft of writing in a second language is enhanced through practice.
5. For Step 4—checking your work or your partner’s—have students use the
Writing Checklist at the end of each chapter and the Editing Symbols chart on
page 192. Explain any error types that students do not understand.
Emphasize that when students edit their partner’s paragraph they look for errors
in content and organization before grammatical or mechanical errors. Ask
partners to offer at least one compliment about their partner’s paragraph.

• Students should also understand common directive words that are used in writing
assignments, such as describe, explain, and contrast. If appropriate, choose a
directive word that could be used to express the writing assignment topic in the
chapter. Ask students to define the directive word and explain which ideas they
should include in their writing.
Model Lesson Plan 9
Writing Step 1: Get ideas (approximately 10–15 minutes)
The purpose of this step is to give students the opportunity to gather ideas to use in
their writing.
1. Read the writing assignment topic(s) aloud. Ask and answer questions to ensure
that students understand the topic(s).
2. Give students a few minutes to read the questions. Answer any questions.
3. Have students form pairs or small groups divided by writing topic. Tell students
to discuss their answers and tell them they will report at least one of their
answers to the class. Stress that it’s helpful for students to discuss their writing
topic in groups before they begin writing. (Sometimes this discussion results in
students changing their topic.) Stress that students should take notes during this
4. After 5–10 minutes, ask several students to share their answers.

• After students have discussed their answers, take one example and write it on the
blackboard. Have students discuss ideas the writer might include if they write on
this topic.
• Freewriting can also be used to gather ideas. Have students write without stopping
for five minutes on a chosen topic and then reread their writing to isolate (by
underlining or circling) the best ideas to use in their writing for this assignment.

Writing Step 2: Organize Your Ideas (approximately 10–15 minutes)

The purpose of this step is to help students focus their writing on one main idea and
organize their ideas logically.
1. Have students read the questions. After they read, ask and answer questions to
ensure that they understand the task(s).
2. Have students work on the task(s) individually. Circulate and answer questions
while checking their work.

• Have students work on the task(s) individually, and then compare their work with
a partner’s or in a small group.
• Step 2 can be done at home, but have students check their topic sentences with a
partner in class. Ask students to suggest ideas for the body and conclusion of their
partner’s paragraph. Circulate throughout the class to ask and answer questions.
• Have students prepare a very rough “outline” of ideas. The outline may consist of
a sentence or phrase representing the main idea of the paragraph followed by
numbered points written in phrases to be included within the paragraph. Next,
have students explain their rough outline to a classmate. Their partner should
respond by asking questions about any unclear ideas and making suggestions
about organizing the paragraph.
• This step presents another opportunity for students to return to their reading texts
to recognize how texts are typically organized. For example, find a well-organized
paragraph from a reading in the book, and have students identify its main and
supporting ideas.

10 Model Lesson Plan

Writing Step 3: Write your paragraph (approximately 10–15 minutes)
The purpose of this step is for students to produce a rough draft of their paragraph
based on the outline they came up with in Step 2.
1. Tell students that they will write more than one draft of their papers. Also point
out that they may write more than one rough draft before they are satisfied that
they have expressed their ideas in a clear and effective way.
2. Explain that good tools and atmosphere for writing are essential. From the
beginning of the term, students should find a quiet place and time to concentrate
on their writing. They should use the tool(s) that are most comfortable, e.g.,
pencil versus pen, computer versus paper.

Writing Step 4: Check your work (approximately 10–15 minutes)

The purpose of this step is to give students the tools to evaluate their own (or a
partner’s) writing and to edit it for grammatical errors.
1. Before students do this step, tell them to read the items in the Writing Checklist.
As they read, circulate and answer questions about each item on the checklist.
2. Tell students to evaluate their own writing in terms of each item. They should
put a checkmark if the feature is present in their composition. If it’s not present,
the student should revise the paragraph accordingly.
3. Direct students to the Editing Symbols chart on page 192. Go over the symbols
and example sentences. Make sure that students understand each symbol so that
they can use them to mark a partner’s writing as well as understand their
instructor’s comments.
4. Have students focus their self-editing on the specific grammatical point named in
each chapter. As students read their own compositions, circulate and check their

• Have students use the Writing Checklist to evaluate a partner’s paragraph. Ask
students to be prepared to explain why the composition does or does not include
each feature in the list.
• Or, simply have students read a partner’s paragraph and concentrate first on the
“big” ideas: the overall organization and content of the paragraph. Next, students
can comment on more detailed points, e.g., grammar, word choice. Student readers
should be prepared to explain their comments. These may be made in pencil
directly on their partners’ paragraphs or in another format, e.g., on a separate piece
of paper.
• Have students edit a partner’s paragraph for the specific grammatical point of the
chapter. As students read each other’s paragraphs, circulate and check their
• Ask students to practice their editing skills on sample paragraphs from students in
another class or from the instructor’s archives of student writing. Students can also
practice editing by revising sample sentences taken from student writing.

Model Lesson Plan 11

Writing Step 5: Write a final copy (approximately 10–15 minutes)
The purpose of this step is for students to write a final draft of their paragraph, using
the revisions from previous steps.
1. Emphasize that the final draft of a paragraph should be as clean of errors as
2. Have students review the Writing Checklist for the chapter as they make the
final refinements to their writing.

• Have students type their final draft on a computer and use the computer’s spelling
and grammar checks as editing tools. Be sure that students observe the
conventions of a typed paper, e.g., spaces after the ends of sentences, paragraph
indentation, name/date/class headings format, and appropriate font and size.
• If students use a computer, ensure that they know how to submit writing
assignments by e-mail attachment.

12 Model Lesson Plan

CHAPTER 1 Practice (page 10)

Vocabulary (page 3)
S (sentence): 2, 3, 6
NS (not a sentence): 1, 4, 5
She works
1. Works very hard.
A. Feeding four takes
1. c 2. b 3. a 4. d 4. Four babies a lot of time!
am ^
5. I hungry.
B. ^
1. b 2. a 3. d 4. c B.
1. have 4. has
Identifying Main Ideas (page 5) 2. feeds 5. work
1. c 2. c 3. b 3. lives 6. is

Identifying Details (page 5) Editing (page 10)

1. The Greens’ quadruplets were born in My husband and I both from large families.
May H
March. he has four brothers, and I have two older
2. Melissa and her husband named their new sisters and two younger brothers. We all live in
Matthew 0.
sons Jason, David, Mark, and Martin. the same city, so we get together often Last
All we
3. Some of the babies were healthy. Sunday, had a big family dinner. It was for
^ is
4. The Greens already had twin sons. my sister’s birthday. Her birthday are on July
5. Quadruplets happen only once in every 16. Everyone came, and we had a wonderful
9,000 ?
7,000 births. time! Do you come from a big family, too
an hour and a half
6. It takes about three hours to feed the four
a few
7. The Green quadruplets sleep for ten hours.
next door
8. Melissa’s best friend lives in a nearby city.

1. b
(page 6 )

2. a 3. c
Vocabulary (page 13)

Activating Your Vocabulary (page 8) A.

1. quit 3. adjust
A. 2. temporary 4. expensive
1. rare 5. challenge
2. advice 6. cooperate B.
3. relatives 7. couple 1. increase 3. rewarding
4. expect 8. alone 2. practical 4. financial

Identifying Main Ideas (page 15)
1. couple 3. relatives 5. cooperate 1. a 2. a 3. c
2. alone 4. challenge

14 Student Book Answer Key

Identifying Details (page 15) B.

True: 4 1. Don likes to take his children to the park,

False: 1, 2, 3, 5 and he enjoys taking them to the library,
1. When Matt’s first child was born, he
2. Maria wants to spend more time with her
thought it was easy to be a stay-at-home sisters, but she is usually too busy.
dad. 3. Eric wanted to get in touch with his friend,
over 159,000 so he sent him an instant message.
2. Today there are about 98,000 stay-at-home 4. Min calls her brother every Saturday, and
dads in the United States. she sends him an e-mail almost every day.
two other 5. Ana and Joe want to go out to the movies,
3. Matt knows a lot of stay-at-home dads. but they can’t find a babysitter to watch
5. There are only a few websites for their daughter.
stay-at-home fathers. 6. Elsa might wear a dress to the meeting, or
she might wear a suit.
Activating Your Vocabulary
(page 16)
Editing (page 20)
1. rewarding 5. expensive i grew up in a traditional family. My father
2. temporary 6. practical went to work every day^, and my mother stayed
3. adjust 7. increases at home to take care of the kids. Every night
4. financial 8. quit my parents, my sister Ellen, and I had dinner
together On Sunday afternoons, we went to
Practice (page 17) ^
M 0.
my grandmother’s house for a big lunch. My
1. my brother Jim is a stay-at-home dad aunt Mary, her husband, Tom, and their
^ A
2. he stays at home to take care of his twin children came, too. after lunch I played games
0. W
daughters with my cousins, we all had fun together. I
^ 0. 0.
^ so
3. they are three years old realize the value of family, but I’m raising my
4. he is a great father, and he loves his role as children the same way.
a stay-at-home dad
5. jim reads about being a stay-at-home dad

on the internet
6. jim is happy to stay home, but he is busy
from morning to night
^ Vocabulary (page 25)

Practice (page 18) 1. c 3. a 5. a 7. a

2. b 4. b 6. c 8. b
1. and 4. and Identifying Main Ideas (page 27)
2. so 5. but 1. b 2. b 3. c
3. but 6. or
Identifying Details (page 27)

1. c 3. a 5. b
2. e 4. f 6. d

Student Book Answer Key 15

Practice (page 28) UNIT
A pizza usually has three main parts.

Vocabulary (page 36)

1. c 2. b and d 3. b A.
1. b 2. a 3. d 4. c
Activating Your Vocabulary
(page 30) B.
1. percent 5. poisonous 1. b 2. c 3. d 4. a
2. gradually 6. strange
3. delicious 7. international Identifying Main Ideas (page 38)
4. ingredient 8. approximately
1. c 2. c 3. b
Practice (page 31)
Identifying Details (page 38)
A. 1. Today cooking shows are more popular
1. Gusto’s Pizzeria serves the best pizza in than ever.
town. 2. Rachael Ray wasn’t always a celebrity
2. Rice is the most important food in my chef, but she always loved food and
country. cooking.
3. The food at my college is terrible. 3. Rachael Ray wasn’t always a celebrity
4. Carrots are a healthy snack. chef, but she always loved food and
5. People in Turkey drink a lot of tea. cooking.
6. My grandmother is the best cook in our 4. Rachael Ray’s most famous show is also
family. called 30-Minute Meals.
7. Breakfast is the most important meal of the 5. Rachael Ray now has several shows.
day. 6. Today many young people are interested in
8. Chocolate has a long and interesting becoming chefs, and celebrity chefs like
history. Rachael Ray often influence their decision.

B. Activating Your Vocabulary

(page 39)
1. c 2. a
1. celebrity 4. profession
Editing (page 32)
2. hit 5. audience
3. recipe
My Favorite Food
pizza is my favorite food. I eat it three or
four times a week. I often eat pizza for lunch or
dinner^, and sometimes I eat cold pizza for
breakfast. I like to try different combinations of
toppings, or my favorite kind of pizza is
mushroom and double cheese. when I go to a
new city, one of the first things i do is try the
pizza there. I’ve had lots of great pizzas all
around the country, so my favorite is still from
the pizzeria right in my own neighborhood.
16 Student Book Answer Key
Practice (page 40) B.
1. c 2. b 3. d 4. a
1. My mother cooks a big dinner for our Identifying Main Ideas (page 49)
family every Saturday night, and every 1. b 2. a 3. b
month she invites all of our relatives for a
big Sunday dinner.
2. Her specialty is Italian food.
Identifying Details (page 49)

3. Many of my mother’s best recipes came 1. b 3. e 5. a

from my grandmother. My mother also 2. c 4. f 6. d
enjoys watching cooking shows on
television and trying the new recipes she Practice (page 50)
sees on her favorite shows.
Answers may vary. Possible answers include:
4. She learned to cook as a young girl by
helping my grandmother in the kitchen. 1. For example, he won 12 Grammy Awards
5. She learned to cook as a young girl by because other musicians respected his
helping my grandmother in the kitchen. work.
2. Ray’s family was especially poor.
B. 3. For example, she taught him how to
become independent by finding things and
1. c 2. b 3. c
doing things for himself.
4. For instance, he often asked people to pay
Editing (page 42) him in one-dollar bills.
My Favorite Chef
Masaharu Morimoto is my favorite celebrity Activating Your Vocabulary
and H (page 51)
chef^, or I watch him on TV often. he was born
1. a 3. a 5. b 7. b
in Hiroshima, Japan, where he learned how to
2. a 4. b 6. a 8. a
make sushi and other Japanese dishes. When he
was 30 years old, Morimoto moved to New
Practice (page 52)
York City? In New York, Morimoto learned
0. A.
many other kinds of cooking. Today he still
For example, I like to give speeches in class.
uses traditional Japanese flavors in his dishes,
and For instance, in sixth grade, I was Dorothy in
so he also uses Chinese spices and simple The Wizard of Oz.
Italian ingredients. finally, he is also influenced
by French cooking. Morimoto is truly a chef
with an international flavor. 1. Ray’s mother helped him. For example,
she taught him to be independent.
2. Ray won many awards. For instance, he
won 12 Grammy Awards.
3. Bad things happened to Ray. For example,
CHAPTER 5 his brother drowned.

Vocabulary (page 47)
4. As a boy, for instance, Ray loved listening
to music on the radio.
5. Ray learned to play several instruments.
For example, he played the piano and the
6. Ray had many hit songs in his career. One
song, for example, was “Georgia on My
1. d 2. b 3. c 4. a Mind.”

Student Book Answer Key 17

Practice (page 54) UNIT
Topic sentence: I am good at public speaking .
Concluding sentence: I really enjoy public
Vocabulary (page 58)
speaking , and I want to learn more about it.
1. a 3. a 5. b 7. b
2. b 4. c 6. a 8. a
1. I enjoy the time I spend making clothes. Identifying Main Ideas (page 60)
2. However, I am still bad at reading maps.
1. b 2. c 3. a
Editing (page 54)
Identifying Details (page 60)
My Problem stupid
It is difficult for me to understand English. 1. Whoopi always knew she wasn’t smart.
W did not finish
when people speak to me, I usually do not 2. Whoopi finished high school.
A friend
understand. For example: I don’t understand 3. Her teachers said Whoopi might have
^, dyslexia.
salespeople in stores. In my country, I learned a listening to a recording
is 4. Tom Cruise learns his lines by reading
lot of grammar, but listening to English very them over and over again.
difficult. became aware of this problem when 5. About one percent of people in the United
^ 0. States have dyslexia.
I came to the United States I did not
^ 6. Whoopi Goldberg works with other actors
understand the people in the airport. This
problem is very hard for me^, and sometimes I
to help people without jobs.
feel like a child. Now I am trying hard to
I am
improve my listening ability. For example, Activating Your Vocabulary
taking classes and listening to the radio and TV. (page 61)
I hope I will understand more because I need 1. make sense 5. confused
English to survive. 2. struggle 6. encourage
3. upset 7. lazy
4. overcome 8. brain

Practice (page 62)

Answers may vary. Possible answers include:
• I admire Temple Grandin because she
overcame a disability.
• Because autism affects the brain, people with
this problem usually struggle to

18 Student Book Answer Key

1. Reading is hard for Whoopi Goldberg
because she has dyslexia.
Because she has dyslexia, reading is hard
for Whoopi Goldberg.
2. Whoopi felt confused in school because
Vocabulary (page 69)

she could not read.

Because she could not read, Whoopi felt
confused in school. 1. c 2. d 3. a 4. b
3. She moved to Los Angeles because she
wanted to be in movies. B.
Because she wanted to be in movies, she 1. d 2. a 3. c 4. b
moved to Los Angeles.
4. She worked at a variety of jobs because it
Identifying Main Ideas (page 71)
was hard to get work in movies.
Because it was hard to get work in movies, 1. b 2. c 3. b
she worked at a variety of jobs.
5. She talks about her disability because she Identifying Details (page 71)
wants to encourage other people with three
problems. 1. Romance by Rail is a six-day trip across
Because she wants to encourage other Canada on a luxurious train.
people with problems, she talks about her
2. The train left Union Station on Monday
C. Answers will vary. 3. After the train left Toronto, it traveled
north past lakes, rivers, and forests.
Editing (page 64)
4. The Parkers met Hector and Cecilia
My Father dining car
f b Gómez in the Park Car.
I admire my Father. Because he is small town
responsible and hard-working. He works the 5. Jasper is a big city in the mountains.
second shift in a mattress factory. it was a 6. Mount Robson is the highest peak in the
but Canadian Rockies
temporary job, so they asked him to stay, Cascade Mountains.
because he a good worker. Now he has a Practice (page 72)
regular job with benefits. My father always
works when he’s at home, too. He is not lazy. A.
He’s good at fixing things. For example: when at 2:30; At first; Then; at about 3:15;
a friend has a problem with his car, he asks my for a half hour; After that
father for help. I admire my father because B.
works hard and helps people.
1. 4 3. 1 5. 3 7. 2
2. 6 4. 5 6. 7

Student Book Answer Key 19

C. B.
Last year, I spent a week working for the visited; walked; took; saw; shopped; bought;
Wheelchair Project in Siem Reap, Cambodia. explored
The Wheelchair Project is an example of
voluntourism, a new kind of vacation Editing (page 77)
experience. Voluntourism combines traditional d
travel with volunteer work. Volunteer work is Last year, Carola and Aaron celebrate their
work without pay. I arrived in Siem Reap in the 20th wedding anniversary with a two-month
morning. First, I went to a welcome lunch O flew
trip around the world. on June 20, they fly from
where I met the other volunteers in my group.
their home in Mexico City to Washington, D.C.
After that, we visited the famous Angkor Wat Then / Next
Temple, one of the most beautiful buildings in They spent three days in Washington. Before
the world. Our work started the next day. We ed
learned how to make special wheelchairs for they flew to London, where they enjoy a week
moving on Cambodian country roads and rice
fields. Later, we spent three days making the of sightseeing. After that, they take the Chunnel
wheelchairs. On Thursday night, we had a party train to Paris. They stayed in Europe for a few
and presented the wheelchairs to the people weeks. Next, they took the train to Istanbul and
who needed them. Finally, on my last day, I visited many places in Asia. Their last stop in
was 0.
took a bike ride around the beautiful Asia is Tokyo, where they spent five days ^
countryside of Siem Reap. My week with the Finally, they flew back home to Mexico City. It
Wheelchair Project was one of the best was an anniversary they will never forget.
experiences I’ve ever had.

Activating Your Vocabulary

(page 74)

1. boarded 5. magnificent
2. scenery 6. luxurious
3. explore 7. anniversary
4. keep in touch 8. elegant
Vocabulary (page 81)
Practice (page 75)

Next I walked all around the seashore until I A.

came to Baker Beach. From there I saw the 1. c 2. d 3. b 4. a
Golden Gate Bridge. It was a rusty color. The
sun was slowly coming down, so the bridge B.
glowed. Along the beach were bits of green and 1. d 2. c 3. a 4. b
grey seaweed. A hawk hovered over the beach.
It moved very slowly in the wind. At last the C.
sun came down and the sunset was beautiful .
1. multicultural 3. opportunity
Practice (page 76)
2. location 4. diversity

A. Identifying Main Ideas (page 83)

1. walked 6. came; decided 1. c 2. a 3. b

2. was 7. went; stopped
3. rode 8. waited Identifying Details (page 83)
4. sat; rested 9. passed; arrived 1. west 4. Asia
5. started; stayed 2. 70s, 50s 5. Emerald
3. 100 6. four

20 Student Book Answer Key

Activating Your Vocabulary Editing (page 87)
(page 84) Visiting Taos
1. b Taos, New Mexico, is one of my favorite
2. a places to visit. Taos is located at the bottom of
3. b Y
4. c the Sangre de Cristo Mountains. you can enjoy
5. c Taos any time of the year. In the winter, you
6. a 0.
7. b can go skiing and snowboarding In the
8. a summer, you can go hiking and enjoy the
beautiful scenery. There are things to do
Practice (page 86) indoors, too? Before you leave Taos^, you
should visit some of the wonderful art galleries
1. I washed all my clothes before I packed and museums. My favorite is the Harwood
my suitcase. Museum of Art. The paintings in the museum
Before I packed my suitcase, I washed all After
my clothes. show the multicultural history of Taos. Before
2. Julia read a book about Turkey before she
you visit Taos. You will understand why it is
went to Istanbul. ^,
Before she went to Istanbul, Julia read a famous for its beauty and its diversity.
book about Turkey.
3. After I spent the morning at the museum, I
had lunch at a Thai restaurant. UNIT

I had lunch at a Thai restaurant after I
spent the morning at the museum.
4. They went to a kick-boxing match before
they left Bangkok.
Before they left Bangkok, they went to a Vocabulary (page 93)
kick-boxing match.
5. I bought a map before I drove to St. Louis. 1. b 3. a 5. h 7. e
Before I drove to St. Louis, I bought a 2. d 4. c 6. f 8. g
6. After John left his hotel, he went to a Identifying Main Ideas (page 95)
London theater. 1. c 2. c 3. b
John went to a London theater after he left
his hotel. Identifying Details (page 95)

B. Answers will vary. True: 4, 6, 8

False: 1, 2, 3, 5, 7
1. Bill Gates gets 4 thousand e-mail
messages a day. don’t
2. Spam usually comes from someone you
3. People send about 1 million spam
messages every day.
5. Phishing e-mails are messages with
false information
damaged computers around the world.
7. The ILOVEU virus only damaged
computers around the world.
Student Book Answer Key 21
Practice (page 96) Editing (page 101)

Last week when Rafael checked his e-mail, The Disadvantages of My Brother’s
he got a strange message. It said that the e-mail Motorcycle
was from his bank. The e-mail sender wrote My brother has a motorcycle^, and there are
that the bank had lost customers’ personal several disadvantages to it. It is useful only in
information. As a result, it needed their social nice weather. A motorcycle rider can’t see very
security numbers. Rafael deleted the message well in the rain. He gets wet, too. In addition^,
because he knew it was a phishing e-mail. a motorcycle can carry only one or two people.
Activating Your Vocabulary It can carry some small things^, but it not
(page 97) good for grocery shopping for a family, for
example. Most of all, a motorcycle is not safe.
1. b 3. a 5. a 7. b
Nothing protects the rider in an accident^, so I
2. a 4. b 6. a 8. b
worry about my brother. I want him to sell his
Practice (page 98) motorcycle. Because of these disadvantages.
1. That happened to my brother.
2. I usually send them instant messages
instead of e-mail.
3. All e-mail users should have a virus UNIT

protection program.
4. Some disabled people have to depend on

Practice (page 100) Vocabulary (page 104)

1. Afterward 5. entertain
A. 2. process 6. invite
1. It is small, light, and easy to carry. 3. complain 7. look forward to
2. I always have my phone with me, so I 4. last 8. lonely
don’t need to plan to take photos.
3. For all these reasons, I am happy to have a Identifying Main Ideas (page 106)
camera in my cell phone.
1. b 2. a 3. c
Identifying Details (page 106)
Don’t need commas: 3, 7
Need commas: 1, 2, 4, 5, 6, 8 1. 2.5 billion
2. 70,000
1. Phishing e-mails look real^, but they are 3. 1 billion
not. 4. 10
2. E-mail users have to deal with spam^, 5. 10 million
viruses^, and phishing e-mails. 6. 5,000
4. At work^, I receive about 30 e-mails a day.
5. I often receive spam^, and I usually just Activating Your Vocabulary
delete it without reading it. (page 107)
6. Spam often has ads for ways to make
1. process 5. lonely
money^, look younger^, or lose weight.
2. invited 6. last
8. People may worry about viruses^, but they
3. complained 7. look forward to
usually continue to use e-mail and visit
4. entertain 8. Afterward

C. Answers will vary.

22 Student Book Answer Key

Practice (page 108) Editing (page 110)

Using the Internet

I use the Internet in several ways. First^, I use
Least important: You can use it to play video b
games. the Internet to get sports information. Because I
Most important: You can use a TV to watch TV want to read about my favorite teams back
programs such as daily news and weather, Second
current sitcoms and dramas, or sports from home. Third, I use the Internet for e-mail and
around the world. instant messages. For example^, I get e-mail
from my college, and I get instant messages
B. from my brothers and my friends. In addition^, I
use the Internet to go to Facebook. I can read
1. 3 2. 1 3. 2 about my friends, write to them, look at photos,
or find new friends. Finally^, I use the Internet
for music. I go online every day to watch
E-mail is very useful, but it can bring you music videos and download songs. I have
problems, too. First of all, there is a lot of spam thousands of songs on my computer. I cannot
on the Internet, so you may get unwanted imagine life without the Internet.
messages. In addition, phishing e-mails can
fool people, so be careful about giving personal
information. Most important, e-mail messages
carrying viruses can cause very serious UNIT

problems with your computer, so get a virus
protection program. E-mail is great if you use it
with care.

Practice (page 109) Vocabulary (page 115)

A. 1. quality
2. attract
Four connectors: First, Second, Most of all, In 3. improve
conclusion 4. tradition
5. original
B. Answers may vary. Possible answers 6. expert
include: 7. characteristics
1. First, 8. turn out
2. Next,
3. In addition, Practice (page 116)
4. Finally,
The most important factors to the success of a
café are the right location, an attractive design,
speed and efficiency, marketing, and taste.

1. ¶4 3. ¶2 5. ¶5
2. ¶1 4. ¶3

Student Book Answer Key 23

Identifying Main Ideas (page 118) B.

1. keeping customers happy Aiea Bowl in Hawaii is a unique business

2. providing a good product for several reasons. First, it has an exciting
3. keeping employees happy bowling alley. For example, it was voted
4. making your business original Hawaii’s best bowling alley in 2009. Second,
the bowling alley has an amazing restaurant
Identifying Details (page 119) with a big menu. For example, you can get
Mahi-Mahi, pork, or a mushroom burger. Last,
A. Aiea Bowl is a great place to meet up with
friends. For instance, Aiea Bowl has DJs
1. b 2. b 3. c 4. c playing music, dancing, and a lounge. I love
going to Aiea Bowl.
True: 1, 3, 6 C. Answers will vary.
False: 2, 4, 5
buys its coffee beans from various countries. Editing (page 123)
2. Starbucks grows its own coffee beans.
4. Part-time employees at Starbucks do not Sugar Bowl Bakery
receive benefits. Sugar Bowl Bakery is a successful business
5. The Starbucks drive-through gives people are
for faster service. for several reasons. First of all, the owners
coffee to go, but it has slow service.
hard workers. When the Ly brothers come from
Activating Your Vocabulary Vietnam in 1979, they don’t have much money,
(page 120) but they were ready to work. In 1984, they
A. open a bakery in San Francisco and worked
long hours. Now they have several stores.
1. original 5. characteristics
Second, the Ly brothers went out and looked
2. attract 6. experts
for customers. For example, they took their
3. improve 7. turn out
cakes and cookies to hospitals, hotels,
4. quality 8. tradition
restaurants, and supermarkets around the city.
B. they found new customers instead of waiting
1. original 3. attract for the customers to find them. Third^, they
2. characteristics 4. tradition
have original product . Their bakers try new
Practice (page 122) recipes all the time. For instance, their
blueberry chip cookies. Finally, the brothers
care about their employees. Andrew Ly says,
1. It serves European-style coffee. “Our employees are like family members.” As
2. Starbucks chooses only the best quality a result, the employees feel special. My cousin
coffee beans. is proud to work in one of the bakeries. Today,
3. They are able to stay as long as they want, the success of the Ly brothers encourages other
and they get fast service. new business owners.
4. Starbucks gives the same benefits to part-
time employees that it gives to full-time

24 Student Book Answer Key


Vocabulary (page 127)
Correct: 2, 4, 8
Run-on: 1, 3, 5, 6, 7
1. I like working with children, I want to
teach in a daycare center.
1. h 3. g 5. b 7. d 3. I enjoy working in construction the pay
2. f 4. e 6. a 8. c ^
is good.
Identifying Main Ideas (page 129) 5. I will get my degree in two years, then
after, I will return to work in our family
1. a 2. a 3. c business.
Identifying Details (page 129) 6. I like my job at the Student Center, it is
fun to meet other students.
1. f 3. e 5. a
7. Some day, I hope to be a college professor,
2. b 4. c 0.
Activating Your Vocabulary I would like to teach economics and do
(page 130)

1. b Editing (page 134)

2. a
3. a My Career Plans
4. b I hope to become a businessman in the
5. a futureO. I would like to work for a large
6. a ^
7. b company with a good history. A job at a
8. a company like this bring me respect and other
benefits. People will know the company and
Practice (page 133) trust its products. They will respect me.
A. Because I work for a company with a famous
Complete: 2, 4, 6 name. Like Toyota or Sony. I also might have
Fragment: 1, 3, 5, 7, 8 t
the chance to travel. To other countries to
B. represent the company. When I get this job,
after, I will have a good salary and job security.
Engineering will be a good job for me for I hope to have a long and successful career as a
it’s a good choice
several reasons. First, because I am good at businessman.
math and science. I am also good at working as
part of a team, and engineers often work in
teams. In addition, an important part of
It’s i UNIT

engineering is solving problems. Interesting
work, in my opinion. Because I like
challenges. Also, engineers can make a lot of
It’s important t Vocabulary (page 139)
money. To support my family. For all these
1. g 3. b 5. a 7. h
reasons, I look forward to a career in
2. d 4. c 6. f 8. e

Student Book Answer Key 25

Identifying Main Ideas (page 140) Practice (page 145)

1. Chopin showed talent when he was a child.

A. b
After a while, people compared him to
Mozart and Beethoven.
2. Chopin was in love with a few women.
1. 4 6. 10 Then he met George Sand, who became a
2. 1 7. 7 famous woman author.
3. 3 8. 8 3. Chopin met George Sand at a party. At
4. 5 9. 2 first, he did not like her.
5. 6 10. 9 4. Chopin and George Sand had a love affair.
At that time, he was becoming very ill.
Identifying Details (page 142) 5. Chopin and George Sand’s love affair
lasted ten years. Then they went their
True: 2, 3, 8
separate ways.
False: 1, 4, 5, 6, 7
didn’t go
6. Chopin produced many great works of
1. When Tony was hit by lightning, he went music. Finally, he died after many years of
to the hospital. sickness.
didn’t know
4. Tony already knew how to read and write Practice (page 146)
music when he was hit by lightning.
5. Tony had dreams about being hit by
lightning. 1. When Frederick Chopin was seven months
4½ old, his family moved to Warsaw, Poland.
6. Tony practiced playing the piano for 8 Frederick Chopin was seven months old
hours every day. when his family moved to Warsaw, Poland.
2. When Chopin was seven years old, he
7. Tony’s wife was happy about her
composed music and gave concerts.
husband’s sudden interest in music.
Chopin composed music and gave concerts
when he was seven years old.
Practice (page 143)
3. When Chopin was eleven years old, he
1. a 2. b 3. a 4. a performed for Alexander I, the Russian
Activating Your Vocabulary Chopin performed for Alexander I, the
(page 144) Russian Tsar, when he was eleven years
1. b 3. b 5. b 7. a 4. Before Chopin died, he wrote over 230
2. a 4. b 6. b 8. b musical works.
Chopin wrote over 230 musical works
before he died.
5. As soon as I heard Chopin’s music, I
wanted to read his biography.
I wanted to read Chopin’s biography as
soon as I heard his music.

1. After that,
2. The next morning,
3. When
4. As soon as
5. Over the next few days,
6. At night,

26 Student Book Answer Key

Editing (page 147)

Parts of a Whole
When Monday night finally arrived . I was
the first person at rehearsal. I was ready to sing,
as soon as I heard the first note, everyone
around me started to sing. Then, something
strange happened. The music doesn’t sound the
same as it sounded at home. At that moment^, I
understood that the composition was actually
many different parts. different people in the
chorus were singing different parts. After that^,
I understood my own part in the total sound of
the chorus.


Vocabulary (page 151)

1. among 5. compare
2. produce 6. After all
3. immediately 7. sight
4. include 8. depend on

Identifying Main Ideas (page 153)

A. c

1. ¶4 3. ¶7 5. ¶3
2. ¶2 4. ¶5 6. ¶6

Identifying Details (page 153)

Age at Start of Musical Training Percentage with Perfect Pitch

Tonal Language Non-Tonal Language

4 to 5 60% 14%
6 to 7 55% 6%
8 to 9 42% 0%

Student Book Answer Key 27

Activating Your Vocabulary (page 154)

1. among 5. produces
2. immediately 6. depends on
3. sight 7. compare
4. including 8. after all

Practice (page 156)

Who? What? Where? When? How? Why?

YoYo Ma perfect pitch The U.S. [no Tested 1st- Pitch

information] year music important in
native perfect pitch China students for tonal
speakers of more perfect pitch: languages, so
tonal and common in University of native native
non-tonal tonal Southern speakers of speakers
languages languages California, tonal and good at it
San Diego non-tonal
language language (researchers) languages
researchers ability

Practice (page 158)


Summary 1 Summary 2 Summary 3

States the title 4 4

Includes the main 4 4


Includes the most 4

important information

Gives too many 4 4


Copies sentences 4
from the reading

C. 1

28 Student Book Answer Key

CHAPTER 15 Editing (page 171)

Vocabulary (page 163)
Benefits of a Small College
There are important benefits of going to a
small College. Small colleges usually has
there are

1. reduce 5. flexible smaller classes. For example, 20 to 30

^ is
2. typical 6. sign
3. option 7. exist students in a class. Therefore, it was easier to
4. in order to 8. benefit talk to the professor. Also^, you get to know
your classmates better. Second, small colleges
are easier to walk around^, and you can get
Identifying Main Ideas (page 165)
to the library or the cafeteria in minutes.
1. c 2. b 3. c 4. b Another benefit is that they make you
Identifying Details (page 166) comfortable.Because you feel like you are part
True: 2, 5, 6, 7 of a big family. These are the reason why I go
False: 1, 3, 4, 8 to a small college.
1. It is hard to find a computer for less than
3. More than two-thirds of US colleges offer UNIT
online degrees.
4. If you don’t live near a university, DE
classes are not very helpful.
8. When you take a DE class, you do not
communicate with the other students.
Vocabulary (page 174)

1. c 3. a 5. e 7. f
Practice (page 167) 2. g 4. h 6. d 8. b
Fact: 1, 3, 6
Opinion: 2, 4, 5 Identifying Main Ideas (page 176)

1. b 4. c
Activating Your Vocabulary 2. a 5. d
(page 167) 3. e
1. in order to 5. typical
2. benefit 6. sign Identifying Details (page 177)
3. exist 7. flexible True: 3
4. option 8. reduce False: 1, 2, 4, 5
Practice (page 169)
1. High school graduates live nine months
longer than high school dropouts.
Answers will vary.
2. In the United States, 34 percent of smokers
high school
Practice (page 170) do not have a college degree.
1. in order to 4. Dr. Coffey discovered that “educated
2. so that memory loss
3. in order to brains” fight depression better.
4. so that education
5. Adriana Lleras-Muney found that income
5. so that income
6. in order to affects health more than education does.

Student Book Answer Key 29

Activating Your Vocabulary Practice (page 182)
(page 178) 1. consequently
2. As a result of
A. 3. As a result
1. earn 5. factor 4. because of
2. enhance 6. risk 5. therefore
3. income 7. Consequently
4. discover 8. are likely to Editing (page 182)

Why Students Drop Out of College

B. s
1. are likely to 4. risk Student drop out of college for different
^ s
2. factor 5. Consequently
reasons. One factor is money. College cost a
3. earn are
lot. Books and tuition is expensive, as a result^,
Practice (page 180) ^;
some students can’t afford to stay in school. In
A. addition^, some students find it difficult to study
and work at the same time. Because they need
Box 1: Student clubs have positive effects on t
students. money to pay for school. They sometimes have
Box 2: effect 1: Students become better ^,
leaders. to work more. Therefore,^ they might miss
classes, get behind, and want to stop. Luckily,
Box 3: effect 2: Students feel closer to their college will always be there if you have to
school community. leave. You can go back whenever you want.

B. Answers will vary.

1. c
2. d
3. e
4. a
5. b

30 Student Book Answer Key




Part 1
Circle the best word to complete each sentence.
1. Are you ready to meet the challenge / client / relative of parenting?
2. If we all increase / cooperate / grow up, we can get everything done.
3. The dinner costs $50 for each couple / advice / population.
4. You might have a healthy / rewarding / financial problem if only one parent
5. Right now, Bernadette is living with her parents. This is only rare / neutral /
temporary because she wants to get her own apartment.
6. Sometimes it’s hard to adjust / quit / limit to new situations.
7. If you don’t want to be efficient / alone / expensive, you can come with us to
the movies.
8. This advice about feeding babies is very expect / practical / proud.

Total: _____ / 8

Part 2

Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Are these statements true or false? Write T or F.

READING A: Good Things Come in Fours

1. Melissa and Christopher have both joys and challenges with their large family.
2. Melissa and Christopher already had two children when the quadruplets were
3. Quadruplets are common in the United States.
4. The four babies sleep after they eat, then they wake up and start over again.
5. The Greens get help from the government to take care of their babies.
6. The babies’ grandparents live very far away.

32 Unit Tests
READING B: Stay-at-Home Dads
7. Matt Brock does not like to stay at home and take care of his children.
8. The decision to not work was an emotional one.
9. Andrea’s job paid more money than Matt’s job.
10. More and more, fathers in many countries are staying home to take care of their
11. Stay-at-home dads can feel lonely because most stay-at-home parents are mothers.
12. More and more books give practical advice to help stay-at-home dads.

Total: _____ / 12

Part 3
Write a paragraph about a stay-at-home mom or dad.
• Begin each sentence with a capital letter.
• Make sure that every sentence has a subject and a verb.
• Join compound sentences with and, but, and so.
• End each sentence with a period, a question mark, or an exclamation point.
• Use correct paragraph format.
Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

Total: _____ / 10

Unit Tests 33



Part 1
Match the boldfaced words with the definitions. Write the letter of the definition
on the line.
1. Approximately 18 people in the class a. from more than one country
like pizza. b. about
2. Many people of my generation don’t c. slowly
like to cook.
d. a job that you need special training or
3. What percent of Americans eat fish education for
once a month?
e. a member of your family
4. My taste for spicy dishes developed
gradually over the last five years. f. a number out of a hundred
5. I like restaurants that serve g. people of about the same age
international foods. h. to have an effect on what someone
6. Maria’s tamales were a bit hit at the does or think
party. i. something that is very successful
7. What influenced your choice of fish
instead of beef for dinner tonight?
8. I would enjoy a profession in the
cooking business.

Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Total: _____ / 8

Part 2
Complete each sentence. Write the letter of the correct word or words on the line.

READING A: Pizza around the World

1. Around the world, pizza is one of the foods.
a. least popular b. most popular c. most expensive
2. You can find pizza at many types of restaurants and at stores.
a. electronics b. candy c. grocery
3. The bottom part of a pizza is the .
a. dough b. toppings c. tomato sauce and cheese
4. Italians put on top of their pizza.
a. squid b. olive oil and spices c. green peas

34 Unit Tests
5. Raffaele Esposito named his red, white, and green pizza .
a. “the Flambé” b. “the Double Dutch” c. “the Margherita”
6. The favorite pizza topping in the United States is .
a. pepperoni b. shrimp c. bacon

READING B: Rachael Ray: Celebrity Chef

7. Celebrity chefs make cooking .
a. difficult and messy b. fun and easy c. hot and greasy
8. Many chefs have cooking shows .
a. in their homes b. at local high schools c. on TV
9. Approximately half of the people who watch cooking shows are .
a. men b. children c. students
10. Rachael Ray mostly teaches how to make meals .
a. on camping trips b. quickly c. for weddings
11. Rachael Ray likes to use ingredients in her cooking.
a. everyday b. rare c. green
12. Today, young people to learn how to become chefs.
a. stay with their grandparents b. go to cooking school c. practice on their own

Total: _____ / 12

Part 3
Write a paragraph about a memorable meal.
• Begin your paragraph with a topic sentence.
Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

• Include a controlling idea in the topic sentence.

• Include supporting sentences.
• Write compound sentences with and, but, and so.
• Use correct paragraph format.

Total: _____ / 10

Unit Tests 35



Part 1
Circle the best word to complete each sentence.
1. To be a musician, you have to be very aware / confused / uncomfortable of
2. Many musicians like to prevent / create / overcome their own kind of music.
3. Does this paragraph encourage / make sense / share to you?
4. Ray Charles survived / cooperated / admired hard times during the Great
5. My cousin makes sure / in spite of / takes advantage of her music lessons
every week.
6. If you have a reading problem, it’s easy to feel upset / lazy / expensive
about it.
7. He would like a career / brain / celebrity in the movie industry.
8. For some people, it’s a disability / profession / struggle to write letters and
numbers correctly.

Total: _____ / 8

Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Part 2
Are these statements true or false? Write T or F.

READING A: Ray Charles

1. Ray Charles had problems in his life, but he had a great career in dance.
2. Ray’s father was not with the family most of the time.
3. By age seven, Ray was blind.
4. Ray’s mother encouraged him to depend on her for all his needs.
5. People paid Ray in dollar bills so he could count them easily.
6. Quincy Jones taught Ray how to read Braille.

READING B: Whoopi Goldberg

7. Whoopi Goldberg has dyslexia, but she overcame it with hard work.

36 Unit Tests
8. School was easy for Whoopi while she was growing up.
9. Whoopi read by matching the letters in a book to the alphabet.
10. In Los Angeles, Whoopi got a job as a model.
11. Tom Cruise listens to a recording to learn his lines.
12. Whoopi thinks you should not use the words dumb and stupid about people with

Total: ____ / 12

Part 3
Write a paragraph about something a friend or a family member is good at.
• Write complete sentences, with subjects and verbs.
• Begin your paragraph with a topic sentence.
• Include an example or give a reason using because.
• End with a concluding sentence.
• Use correct paragraph format.

Total: _____ / 10
Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

Unit Tests 37



Part 1
Match the boldfaced words with the definitions. Write the letter of the definition
on the line.
1. I always keep in touch with people I a. showing grace and beauty
meet while traveling. b. to continue to speak or write to
2. My brother thinks Chicago is a great someone who does not live near you
location for my new cooking school. c. to travel around an area to find out
3. There is a lot of diversity in the what it is like
population of New York City. d. buying and selling
4. The couple liked Denver for its e. having something go all around
scenery, especially the mountains and
forests. f. the natural things you can see in a
5. My parents explored the coast of
Virginia on their last vacation. g. different people and things
6. This company does a lot of trade h. good to do
with China and India. i. place
7. Painting my apartment was a lot of
hard work, but it was worth it. Now,
it’s beautiful!

Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
8. My sister’s dorm room is not elegant;
it’s messy and the furniture is old.

Total: ____ / 8

Part 2
Complete each sentence. Write the letter of the correct word or words on the line.

READING A: An Anniversary to Remember

1. Ian and Beth Parker planned a train trip across Canada.
a. quick b. romantic c. fair
2. In Toronto, they the train at Union Station.
a. boarded b. missed c. surrounded
3. In their room, they found on the bed pillows.
a. money b. chocolates c. menus

38 Unit Tests
4. Hector and Cecilia Gómez were from Mexico.
a. doctors b. students c. teachers
5. In Jasper, Ian saw four standing in the train station.
a. foxes b. elk c. mountain lions
6. The Parkers and the travelers they met exchanged at the end of the trip.
a. e-mail addresses b. photos c. phone numbers

READING B: Seattle: A Great Place to Live

7. The best places to live have good , weather, jobs, and things to do.
a. buildings b. music c. location
8. Mount Rainier near Seattle is .
a. a famous market b. an active volcano c. a hotel
9. The Ocean is close to Seattle.
a. Indian b. Pacific c. Atlantic
10. You can buy at the Pike Place Market.
a. food b. cars c. pets
11. Seattle is a center for trade because it is city.
a. a port b. an old c. a crowded
12. One of Seattle’s nicknames is .
a. “Ocean City” b. “Music City” c. “Emerald City”

Total: ____ / 12

Part 3
Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

Imagine you took a trip to an ideal place. Write a paragraph about a your trip.
• Include a topic sentence and supporting sentences.
• Use correct past tense verb forms.
• Use time order words, such as first, next, in the evening, at 2:00.
• Use time clauses with before and after.
• Use correct paragraph format.

Total: _____ / 10

Unit Tests 39



Part 1
Circle the best word to complete each sentence.
1. My cell phone is my favorite piece of technology / advertisement / trade.
2. Fast program / communication / career is important in the business world.
3. How do you spread / deal with / encourage so many e-mails every day?
4. The process / message / percent of finding information on the Web is usually
not difficult.
5. My friend invited / complained / admired me to help him make a video for
6. If you feel afterward / rewarding / lonely, you can go to Twitter and
communicate with people.
7. I look forward to / familiar / make sure using my new e-mail address with
my friends.
8. My video is longer than yours because it entertains / explores / lasts about
eight minutes.

Total: ____ / 8

Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Part 2
Are these statements true or false? Write T or F.

READING A: Sorry, You’ve Got Mail

1. E-mail such as spam and messages with viruses cause problems.
2. Most spam e-mails contain advertisements.
3. There is no way to block spam with computer programs.
4. Phishing e-mails look like they are from an unknown bank or company.
5. People who send phishing e-mails often want your credit card or bank account
6. Computer viruses make computers work better.

40 Unit Tests
READING B: Using YouTube
7. A group of friends created YouTube to share books online.
8. Most filmmakers on YouTube are professionals.
9. Videos on YouTube can be for entertainment or business.
10. One group that showed a video about dancing on treadmills later appeared on
11. Ryan Fitzgerald used his video to invite lonely people to call him.
12. YouTube is never used to present news and information.

Total: ____ / 12

Part 3
Write a paragraph about the advantages or disadvantages of YouTube.
• Describe advantages or disadvantages, not both.
• Make your paragraph unified, with the supporting sentences all relating to
the topic sentence.
• Use subject and object pronouns correctly.
• Use commas correctly.
• Use connectors, such as first, in addition, most of all, to show order of
Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

Total: _____ / 10

Unit Tests 41



Part 1
A. Match the boldfaced words with the definitions. Write the letter of the
definition on the line.
1. Researchers estimate that about 70 a. to understand
percent of American workers like b. something people have done for a long
their jobs. time and continue to do
2. We can figure out the budget for the c. what you say or write as an answer to
project tomorrow. something
3. The responses to the new cafeteria d. new and different
menu were not positive.
e. to make a reasonable guess
4. In my family, it’s a tradition to take
a day off for your birthday.
B. Circle the best words or phrases to complete the paragraph.

Successful businesses have some of the same (5) expert / characteristics / scenery.

For example, they often use (6) original / satisfied / lonely ideas. And if they sell a

product, the (7) health / program / quality has to be good. Business owners do

Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
(8) trade / research / challenge to make sure they know what their customers want.

Total: ____ / 8

Part 2
Complete each sentence. Write the letter of the correct word or words on the line.

READING A: The Success of Starbucks

1. Howard Schultz wanted to go into the business in the United States.
a. tea b. restaurant c. café
2. Most Americans drank instant coffee .
a. at home b. at night c. in cafés
3. Many customers came back to Schultz’s café and brought .
a. their own coffee b. their friends c. their lunch
4. Starbucks’s company experts buy the best quality .
a. machines b. chairs c. coffee beans

42 Unit Tests
5. Sometimes Starbucks cafés are close to each other so customers can get .
a. more variety b. two coffees c. fast service
6. Starbucks _____ often make suggestions about ways to improve the company.
a. customers b. employees c. lawyers

READING B: Happiness at Work

7. Joanne Gordon believes that people can be doing many different kinds of
a. satisfied b. rich c. lazy
8. Gordon wrote a book called .
a. Be Happy at Work b. Find a Job c. How to Stay in a
Bad Job
9. At age 16, Tony Hawk was the best in the world.
a. skier b. snowboarder c. skateboarder
10. According to the reading, many people who are happy at work enjoy .
a. the people they work with b. the lights in their building c. the parking spaces
11. Caroline Baron’s organization at refugee camps in many parts of the
a. makes paintings b. shows movies c. takes care of
12. A movie about how to taught refugees about better health.
a. come to the United States b. get clean water c. go back home

Total: ____ / 12
Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

Part 3
Write a paragraph about a job you would not like to have.
• Include three characteristics of the job.
• Write a topic sentence and concluding sentence.
• Use examples as supporting details.
• Check for sentence fragments and run-ons.
• Use correct punctuation.

Total: ____ / 10
Unit Tests 43



Part 1
Circle the best word to complete each sentence.
1. You can find music everywhere in the world. Immediately / After all / In spite
of, most everyone enjoys some kind of music.
2. The audience / composition / program enjoyed Tony Cicoria’s Lightning
3. Don’t compare / produce / improve yourself with a musician like Yo-Yo Ma.
4. Was there peace / damage / communication to the piano after you moved it?
5. Michael includes / has trouble / finds out reading music with his old glasses.
6. I can’t see the road sign because my sight / flash / expert is not as good as it
used to be.
7. Amanda went away / gets to / depends on her music teacher to take her to
8. Most people have an emotional / among / original reaction to his music—they
love it or they hate it.

Total: ____ / 8

Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Part 2
Are these statements true or false? Write T or F.

READING A: A Gift of Music

1. Tony Cicoria’s life changed when he used a payphone during a storm.
2. Tony had a feeling of fright and was in a lot of pain.
3. At first, Tony could not remember people’s names easily.
4. Suddenly, Tony started thinking about surgery all the time.
5. Tony couldn’t read or write music, so he took flute lessons.
6. At Tony’s first concert, he played his own music.

44 Unit Tests
READING B: Music and Language
7. People may have perfect pitch because of their language.
8. If you can hear a musical note and name it, you have perfect pitch.
9. Perfect pitch is common in the United States and Europe.
10. People who speak Mandarin Chinese are more likely to have perfect pitch.
11. The meaning of a word can change with different tones in tonal languages.
12. Researchers studied groups of Chinese and Japanese music students to find out
about tonal language and pitch.

Total: ____ / 12

Part 3
Write a one-paragraph summary of “A Gift of Music.”

A Gift of Music
1 Tony Cicoria is a surgeon.1 He is a very good doctor, and until 1994, his medical career and
his family were the most important things in his life. But all of that changed at a payphone 2
in 1994. He was calling his mother at the time. As Tony explains, “The weather was
pleasant, but I could see storm clouds in the distance. After the call, I was still holding the
receiver 3 when I heard [a] . . . crack 4 and saw a flash of light come out of the phone and hit
me in the face.”
2 Tony remembers looking down at his own body on the floor. There were a lot of people
around him, and a woman was performing CPR.5 He thought that he was dead. Then he
was surrounded by a bluish-white light. He remembers a deep feeling of peace. At the
same time, he felt very excited about where he was going. But then suddenly, he was back
inside his body. The bluish-white light and the peaceful feeling were gone, and his head
Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

and leg hurt, but other than that, he was fine. Believe it or not, he never even went to the
3 However, a few days later, Tony started to feel strange, so he went to see a neurologist.6
Tony told him that he had been hit by lightning.7 The neurologist did some tests, and
everything looked fine. For the next week, Tony had trouble remembering people’s names
and the names of some illnesses, but those problems soon went away. It seemed that his
near-death experience had not done any lasting damage.

surgeon: a doctor who cuts open someone’s body to fix or replace something inside
payphone: a telephone you can use by putting coins or a card into it
receiver: the part of a telephone that you hold next to your mouth and ear
crack: a loud, short, sudden noise
perform CPR: to do a set of actions (Cardio Pulmonary Resuscitation) to help someone who has stopped breathing or
whose heart has stopped beating
neurologist: a doctor who studies the nervous system and the diseases that are related to it
lightning: a bright flash of light in the sky that happens during a storm

Unit Tests 45
4 But two weeks later, something much stranger started to happen to Tony. He suddenly
became completely obsessed 8 with piano music. This was especially strange because Tony
had never been interested in music before. He started listening to Chopin 9 all of the time.
Then, one year after the lightning strike, he started to have dreams about music in which he
was playing piano in a concert hall,10 in front of a large audience. The music was not
Chopin, however; he was playing one of his own musical compositions.
5 When he woke up from the dream, he wanted to write down the music. But there was one
big problem: He could not read or write music. So Tony started taking piano lessons.
Music became the most important thing in his life, and he heard it playing in his head all of
the time, like a radio. He began to get up at 4:00 A.M. and play piano until 6:30 A.M., when
he had to leave for work. When he got home from work, he gave his children a bath, put
them to bed, and played piano from 9:00 P.M. until 11:00 P.M. His wife was not happy about
his musical obsession, but Tony could not stop. He was certain that music was the reason
that he was alive. After a few years, his marriage ended, probably because of his obsession
with music.
6 It is now 15 years after Tony was hit by lightning. In spite of what happened to his
marriage, Tony believes that music is the best thing that ever happened to him. When he
plays his music for other people, he feels wonderful. He says the feeling is like the
peaceful yet exciting feeling he got when he almost died. Recently Tony gave his first
concert where he played one of his own musical compositions, Lightning Sonata.
7 Is there a medical reason for Tony’s sudden love of music? Did something happen to his
brain when he was hit by lightning? Or is his new interest in music an emotional reaction11
to almost dying? Tony does not know, but whatever the reason, he feels lucky to have this
musical gift.
obsessed: thinking only of one thing and unable to think about anything else
Chopin: A pianist and piano composer of the Romantic period (19th century). Chopin is considered to be one of the
greatest composers for the piano.
concert hall: the place where musicians play music for an audience
reaction: something that you feel or do because of something that has happened or something that someone has said

Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
• Use your own words.
• Include main points and the main idea, but not the details.
• Use connecting words from one idea to the next.
• Use commas and periods correctly.
• Use correct paragraph format.

Total: ____ / 10

46 Unit Tests



Part 1
A. Match the boldfaced words with the definitions. Write the letter of the
definition on the line.
1. One benefit of my class is listening a. able to change easily
to lectures online. b. so that something can happen
2. I eat more fruits and vegetables. c. an advantage or useful thing you get
Consequently, I feel better. from something
3. Liam’s job is flexible, so he d. as a result
sometimes works at home.
e. found something hidden or unknown
4. The student stayed up late in order to
finish the assignment.
B. Circle the best words or phrases to complete the paragraph.

There are many (5) risks / signs / options for getting a college education. One of

them is distance education, or education online. People who live far away from a

college or university (6) earn / are likely to / turn out take advantage of distance

education. Some students (7) discover / exist / boost that they like online classrooms
Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

and do well in their assignments. Distance education can help (8) compare / estimate /

reduce problems with schedules, childcare, and the cost of college.

Total: ____ / 8

Part 2
Complete each sentence. Write the letter of the correct word or words on the line.

READING A: From a Distance

1. More and more college students take classes through distance .
a. training b. education c. energy
2. Students who take DE classes don’t have to .
a. watch their children b. drive to school c. buy a computer
3. In the United States, most universities offer courses.
a. online b. free c. weekend

Unit Tests 47
4. DE classes are especially helpful if you don’t a university.
a. know about b. live near c. eat at
5. When you take DE classes, you can make your own .
a. grade b. assignments c. schedule
6. Students in DE classes like to .
a. stay away from people b. learn on computers c. learn more slowly

READING B: A Healthy Education

7. Scientists say that people who can enhance their physical and mental health.
a. go to college b. live in cities c. earn less money
8. For each year of school you complete, you live longer.
a. eight months b. eighteen years c. eighteen months
9. People who have college degrees usually have .
a. more friends b. healthier lifestyles c. newer cars
10. According to the reading, if you have only a high school degree, you are more
likely to .
a. smoke b. get a job c. drink less coffee
11. If your brain is educated, you will have .
a. more activity b. less memory loss c. memory problems
12. People with no health insurance might not .
a. live near you b. have a chronic disease c. go to the doctor

Total: ____ / 12

Part 3

Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Write an opinion paragraph about this topic: A college education is (or is not)
important to success.
• Include three reasons to support your opinions.
• Write a topic sentence and concluding sentence.
• Write complete sentences, with subjects and verbs.
• Check for sentence fragments and run-ons.
• Use correct paragraph format.

Total: ____ / 10

48 Unit Tests
TEST Part 2

Part 1
1 1. F
2. T
3. T

Part 3
4. F
5. T
6. F
7. T
8. F
9. T
10. F
11. T
12. T

1. challenge 5. temporary
2. cooperate 6. adjust Paragraphs will vary.
3. couple 7. alone
4. financial 8. practical

Part 2 UNIT

1. T 4. T 7. F 10. T
2. T 5. F 8. F 11. T
3. F 6. F 9. T 12. T

Part 3 Part 1
Paragraphs will vary. 1. b 3. g 5. c 7. h
2. i 4. f 6. d 8. a

Part 2
1. b 4. c 7. c 10. a

2. a 5. b 8. b 11. a
3. b 6. a 9. b 12. c

Part 3
Part 1
Paragraphs will vary.
1. b 3. f 5. a 7. h
2. g 4. c 6. i 8. d

Part 2 UNIT

1. b 4. b 7. b 10. b
2. c 5. c 8. c 11. a
3. a 6. a 9. a 12. b

Part 3 Part 1
Paragraphs will vary. 1. technology 5. invited
2. communication 6. lonely
3. deal with 7. look forward to
4. process 8. lasts

Part 2
1. T 4. F 7. F 10. T
2. T 5. T 8. F 11. T
3. F 6. F 9. T 12. F
Part 1
1. aware 5. takes advantage of Part 3
2. create 6. upset Paragraphs will vary.
3. make sense 7. career
4. survived 8. struggle
50 Tests Answer Key

Part 1
6 8
Part 1

A. A.
1. e 2. a 3. c 4. b 1. c 2. d 3. a 4. b

B. B.
5. characteristics 7. quality 5. options 7. discover
6. original 8. research 6. are likely to 8. reduce

Part 2 Part 2
1. c 4. c 7. a 10. a 1. b 4. b 7. a 10. a
2. a 5. c 8. a 11. b 2. b 5. c 8. c 11. b
3. b 6. b 9. c 12. b 3. a 6. b 9. b 12. c

Part 3 Part 3
Paragraphs will vary. Paragraphs will vary.


Part 1
1. after all 5. has trouble
2. audience 6. sight
3. compare 7. depends on
4. damage 8. emotional

Part 2
1. T 4. F 7. T 10. T
2. F 5. F 8. T 11. T
3. T 6. T 9. F 12. F

Part 3
Paragraphs will vary.

Tests Answer Key 51

(PART 3)

Content and Ideas 3
Follows assigned topic
Interesting content
Supporting ideas, specific details, and examples

Language Use 3
Appropriate vocabulary
Sentence structure and patterns

Organization 2
Follows assigned organizational pattern
(If appropriate) includes topic sentences, introduction, body
paragraphs, and conclusion

Mechanics 2
Correct spelling, capitalization, and punctuation
Complete sentences and correct paragraph/essay format


Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.


Use this Scoring Sheet to track your students’ scores on the unit tests.

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