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FROM
READING
TO
WRITING
2
K AR EN B LANC HAR D
LY NN B ONESTEEL
Series Editor
LINDA ROBINSON FELLAG
From Reading to Writing 2
Teacher’s Manual with Tests
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.
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.
ISBN-10: 0-13-612782-7
ISBN-13: 978-0-13-612782-6
CONTENTS
(continued)
Pre-Reading
The activities in this section are designed to prepare students for the topics, themes,
and key vocabulary in the readings.
Variations
• Use the opening art/photograph for the unit or chapter as a discussion opener for
the discussion exercise. Have students discuss or freewrite.
Variations
• 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.
Reading
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.
Variations
• 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
reading.
• 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
discussion.
• 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
assignments.
• 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
passage.
Variations
• 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.
EXAMPLE:
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.
Variations
• 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
answers.
• 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.
Variations
• 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?
Variations
• 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.
Variations
• Read the paragraph aloud. Ask and answer questions about the main idea and
vocabulary.
• Have one student read the paragraph aloud. Ask and answer questions about the
main idea and vocabulary.
Variations
• 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
answers.
• When students finish the second exercise, ask individuals to explain their answers.
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.
Variations
• 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
discussion.
4. After 5–10 minutes, ask several students to share their answers.
Variations
• 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.
Variations
• 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.
Variations
• 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
editing.
• 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.
Variations
• 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.
1
Vocabulary (page 3)
A.
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
Practice
1. b
(page 6 )
2. a 3. c
1
Vocabulary (page 13)
B.
Identifying Main Ideas (page 15)
1. couple 3. relatives 5. cooperate 1. a 2. a 3. c
2. alone 4. challenge
2
on the internet
J
^
6. jim is happy to stay home, but he is busy
0.
from morning to night
^ Vocabulary (page 25)
1. c 3. a 5. b
2. e 4. f 6. d
B.
2
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.
3
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
clarinet.
6. Ray had many hit songs in his career. One
A.
song, for example, was “Georgia on My
1. d 2. b 3. c 4. a Mind.”
A.
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
communicate.
4
1. boarded 5. magnificent
2. scenery 6. luxurious
3. explore 7. anniversary
4. keep in touch 8. elegant
Vocabulary (page 81)
Practice (page 75)
5
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
map.
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)
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.
is
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
b
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
CHAPTER 10
5
protection program.
4. Some disabled people have to depend on
elevators.
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
B.
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
websites.
6
problems with your computer, so get a virus
protection program. E-mail is great if you use it
with care.
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,
A.
The most important factors to the success of a
café are the right location, an attractive design,
speed and efficiency, marketing, and taste.
B.
1. ¶4 3. ¶2 5. ¶5
2. ¶1 4. ¶3
6
Vocabulary (page 127)
Correct: 2, 4, 8
Run-on: 1, 3, 5, 6, 7
so
1. I like working with children, I want to
teach in a daycare center.
^
because
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.
and
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.
because
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
research.
(page 130)
7
engineering is solving problems. Interesting
^
b
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
engineering.
B.
1. After that,
2. The next morning,
3. When
4. As soon as
5. Over the next few days,
6. At night,
Parts of a Whole
When Monday night finally arrived . I was
^,
the first person at rehearsal. I was ready to sing,
E
as soon as I heard the first note, everyone
0.
^
around me started to sing. Then, something
didn’t
strange happened. The music doesn’t sound the
same as it sounded at home. At that moment^, I
understood that the composition was actually
D
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.
UNIT
CHAPTER 14
7
Vocabulary (page 151)
1. among 5. compare
2. produce 6. After all
3. immediately 7. sight
4. include 8. depend on
A. c
B.
1. ¶4 3. ¶7 5. ¶3
2. ¶2 4. ¶5 6. ¶6
4 to 5 60% 14%
6 to 7 55% 6%
8 to 9 42% 0%
1. among 5. produces
2. immediately 6. depends on
3. sight 7. compare
4. including 8. after all
B.
Copies sentences 4
from the reading
C. 1
8
Vocabulary (page 163)
Benefits of a Small College
There are important benefits of going to a
c
small College. Small colleges usually has
there are
have
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
years
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.
C.
1. c
2. d
3. e
4. a
5. b
UNIT
1 TEST
Part 1
Vocabulary
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
works.
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.
Reading
Are these statements true or false? Write T or F.
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
kids.
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
Writing
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
NAME DATE SCORE / 30
UNIT
2 TEST
Part 1
Vocabulary
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
Reading
Complete each sentence. Write the letter of the correct word or words on the line.
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
Total: _____ / 12
Part 3
Writing
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.
Total: _____ / 10
Unit Tests 35
NAME DATE SCORE / 30
UNIT
3 TEST
Part 1
Vocabulary
Circle the best word to complete each sentence.
1. To be a musician, you have to be very aware / confused / uncomfortable of
sounds.
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
Depression.
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
Reading
Are these statements true or false? Write T or F.
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
dyslexia.
Total: ____ / 12
Part 3
Writing
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
NAME DATE SCORE / 30
UNIT
4 TEST
Part 1
Vocabulary
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
place
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
Reading
Complete each sentence. Write the letter of the correct word or words on the line.
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
Total: ____ / 12
Part 3
Writing
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
NAME DATE SCORE / 30
UNIT
5 TEST
Part 1
Vocabulary
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
YouTube.
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
Reading
Are these statements true or false? Write T or F.
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
MTV.
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
Writing
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
importance.
Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Total: _____ / 10
Unit Tests 41
NAME DATE SCORE / 30
UNIT
6 TEST
Part 1
Vocabulary
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
Reading
Complete each sentence. Write the letter of the correct word or words on the line.
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
Total: ____ / 12
Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Part 3
Writing
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
NAME DATE SCORE / 30
UNIT
7 TEST
Part 1
Vocabulary
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
Sonata.
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
concerts.
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
Reading
Are these statements true or false? Write T or F.
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
Writing
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
hospital.
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.
1
surgeon: a doctor who cuts open someone’s body to fix or replace something inside
2
payphone: a telephone you can use by putting coins or a card into it
3
receiver: the part of a telephone that you hold next to your mouth and ear
4
crack: a loud, short, sudden noise
5
perform CPR: to do a set of actions (Cardio Pulmonary Resuscitation) to help someone who has stopped breathing or
whose heart has stopped beating
6
neurologist: a doctor who studies the nervous system and the diseases that are related to it
7
lightning: a bright flash of light in the sky that happens during a storm
(continued)
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.
8
obsessed: thinking only of one thing and unable to think about anything else
9
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.
10
concert hall: the place where musicians play music for an audience
11
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
NAME DATE SCORE / 30
UNIT
8 TEST
Part 1
Vocabulary
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 /
Total: ____ / 8
Part 2
Reading
Complete each sentence. Write the letter of the correct word or words on the line.
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
Total: ____ / 12
Part 3
Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Writing
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
TESTS
ANSWER KEY
UNIT
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
TEST
4
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
UNIT
TEST
2
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
TEST
5
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
UNIT
TEST
3
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
UNIT
TEST UNIT
TEST
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.
UNIT
TEST
Part 1
7
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.
FEATURES SCORE
Content and Ideas 3
Follows assigned topic
Interesting content
Supporting ideas, specific details, and examples
Language Use 3
Appropriate vocabulary
Sentence structure and patterns
Grammar
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
TOTAL 10
Copyright © 2010 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
52
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
53