Cover To Cover 1, Teachers Book - Day, Richard - 2007 - (Place of Publication Not Identified) - Oxford University - 0194758133 - Anna's Archive

Reading COMPISHSHEIED and Flaeney
Teacher’s Book
Richard R. Day, Junko Yamanaka, and Genevieve Kocienda

Teacher’s Book
Richard R. Day
Junko Yamanaka
Genevieve Kocienda
OXFORD
UNIVERSITY PRESS
ACKNOWLEDGMENTS
OXFORD The authors would like to thank Fleur Gumus of Kwansei Gakuin
UNIVERSITY PRESS
University for allowing them to adapt an activity she created. It is
198 Madison Avenue included in this Teacher’s Book on page 47 as Extensive Reading
New York, NY 10016 USA Activity #4.
Great Clarendon Street, Oxford ox2 6pp UK
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Contents
Pr enmnOOK-CONTENE Ser I ines rrp srer res vee ee | iv
Hime teacher. . 4.6...4 ser NA xctteed w tact vi
Broravesleach a Writ... uovinsee |. earth, anes! Restl aifun bans &. 2
BeUIA BRON ELIAS, trcARhPa USAT layers. sad aMces on3 a.9 og he ahs ee 8
LD ee Ci is Se ae es ein ee eens ER et 11
Moneta olNET OUIPPCTIAUUNAL CEs baw eee e oe vo PO AND, MEI 14
AA Creams TUITC oe SURG RMN oan Piast nla pec ale NOS a ie 17
Re eM LCT Or nes ee emer a cud tba ee aie ae See 20
CONE MEME: Ak, OR MRS cin ate NTS Ti,i Neral wie eked vonamelncent «uk SLO 23
ep DULVIVOTS mater tet. See. Fa ee pe ona Oe eek 26
Rt ee LOOMIS GOO cae Picts bonis a4 Gone. oh Mn iens Sie Sie PD
Unit 9 , "ELSES
ET a a FR eo TNE EER REA We ABR ES 32
CEERI oNGT EADS ates ae gr eM oc a Ran Poenaeater Bg 3P 35
MOTE REALL
INE CS oa ws fonake oo «oon 9) a who Ou eenee ee aoD 38
Unit 12 Space Re ce css ds NR cesteas eae donee am nectetas anes4]
Optional Extensive REALS SNCUVILLES 0.5 6. ns ie Raia wre cere aa
Rae
a Etele VWWOLKSECIS gee, | tio eo gee sss on pea dG she sues50
ee MPG tee eer ere i Ki aa thos ae sik Pa ar eee ete 54
Reading Text Reading Skill Vocabulary
Finding Main Ideas in Vocabulary in
Unit1 1 To Marry or Not to Marry?
Paragraphs Context
Marriage
Antonyms
page 1 2 The Couple That Loves Weddings Scanning
Extensive Reading 1 Reading Faster and More

The Withered Arm Fluently
page 10
1 Getting Enough Sleep Identifying Meaning from Vocabulary in

Unit 2 Context Context
Sleep
page 15 2 The Experts Are Wrong! Skimming for the Main Idea Word Formation
Extensive Reading 2 : : Reading Faster and More

The President's Murderer Fluently
page 24
Unit 3 1 An Extra Sense? Finding Main Ideas in Vocabulary in

Paragraphs Context
The Supernatural
Prefixes
page 29 2 Unlucky for Some? Predicting the Topic
: Reading Faster and More
Extensive Reading 3 The Phantom of the Opera
page 38 Fluently
Unit 4 1 Not All Fun and Games? Recognizing Points of View Vocabulary in
Context
Online
page 43 2 The Internet: How Secure Is It? Ignoring Unknown Words Phrasal Verbs
Extensive Reading4 The Adventures of Tom Sawyer apeiron Gale

page 52 — Fluently
Unit 5 1 Learning in America Recognizing Reference Words | Vocabulary in

Culture Context
page 57 2 A Team Player Skimming for the Main Idea |Compound Nour
Extensive Reading 5 : Reading Faster and More

Pocahontas
page 66 Fluently
Unit 6 1 The Secret to a Long Life Identifying Meaning from Vocabulary in

Age Context Context
page 71 2 A Cure for Aging? Recognizing Signal Words Antonyms
Extensive Reading 6 ; : Reading Faster and More

page 80 Christmas in Prague Hlucndy
iv / Student Book Contents

Reading Text Reading Skill Vocabulary
Unit 7 1 Survival After Eight Days at Sea Finding Main Ideas in Vocabulary in
Survivors Paragraphs Context
page 85 2 An Unlikely Friendship Predicting the Topic Word Formation

page 94 The Wizard of Oz Pincay
Unit 8 1 The Thin Line Between Beauty Recognizing Points of View | Vocabulary in
Looking Good and Health Context
page 99 2 Just Ask! Scanning Idioms

page 108
The Elephant Man Fluently
Unit 9 1 Understanding Ourselves Recognizing Reference Vocabulary in

Personality Words Context
page 113 2 Happy People Skimming for the Main Idea |Word Formation
Extensive Reading 9 : | Reading Faster and More

Aladdin and the Enchanted Lamp | yy, ently
page 122
Unit 10 1 The Camel Library Identifying Meaning from Vocabulary in

Context Context
Animals
page 127 2 A Living Legend? Predicting the Topic Suffixes
Extensive Reading 10 . Reading Faster and More

page 136
The Coldest Place on Earth Fluently
Unit 11 1 A Lesson Learned Recognizing Points of View | Vocabulary in

Context
Challenges
page 141 2 An Amazing Athlete Ignoring Unknown Words Phrasal Verbs
Extensive Reading 11 A able princess Reading Faster and More

page 150 Fluently
Unit 12 1 UFOs: Are They Out There? Finding Main Ideas in Vocabulary in
Paragraphs Context
Space
page 155 2 A Ticket to Outer Space Recognizing Signal Words | Word Formation
Extensive Reading 12 Under the Moon

Reading Faster and More
Fluently
page 164
Student Book Contents / v

To the Teacher
Cover to Cover is a series of three books designed to help students of
English as a second or foreign language become strategic and fluent readers
and, more importantly, to allow them to become joyful, lifelong readers.
Cover to Cover offers a unique approach to teaching reading—it combines

intensive reading with extensive reading. In Cover to Cover, intensive
reading involves students learning and practicing strategies that will help
them read a passage with greater understanding. Extensive reading in
Cover to Cover involves students reading easy and interesting stories.
Asa result, your students will learn the strategies that are necessary for
academic work and, at the same time, experience the enjoyment and
excitement that happens when they read interesting, enjoyable, and easy
material.
Each of the three books of Cover to Cover has 12 topic-based units. Each
unit is divided into three parts, which thoroughly cover all aspects that
students need to become strategic and lifelong readers.
Within each unit, Parts 1 and 2 involve the development of intensive

reading strategies. Part 1 focuses on learning and practicing
comprehension strategies and building vocabulary knowledge. Part 2
focuses on learning and practicing fluency strategies and expanding
vocabulary knowledge. Both the comprehension and fluency reading
strategies are recycled throughout each book as well as throughout the
series as a whole. This is to ensure that students are not only introduced to
the strategies but also have numerous opportunities to practice and learn
them.
Reading experts recognize that fluency is important in understanding the

meaning of a text. Fluency involves the accurate, rapid, and automatic
recognition of words. Slow readers read word-by-word. By the time slow
readers finish reading a sentence word-by-word, they may have forgotten
the words at the beginning of the sentence.
In contrast, fluent readers quickly, correctly, and automatically recognize

the words in a sentence. They do not pause and think about the meaning
vi / To the Teacher
of each word. The result is that fluent readers have greater comprehension
than slower readers. There is only one way for students to become fluent
readers: read, read, and read some more.
The Extensive Reading section of each unit provides a unique opportunity

for students to read extracts from books that are often used in extensive
reading (ER)—graded readers. In ER, students read a lot of easy and
interesting material for pleasure. Each reading in Part 3 is an extract from
Bookworms, one of Oxford’s series of graded readers. These extracts are
longer than the readings in Parts 1 and 2, and they enable students to
continue their fluency development while reading for enjoyment and
pleasure. This is possible because the level of difficulty of the extracts is
lower than that in Parts 1 and 2. The lower reading levels enable students to
read faster while still maintaining general comprehension.
Engaging in ER provides many benefits. When students read a lot of easy

and interesting books, they:
e Develop greater reading fluency.
¢ Increase their vocabulary knowledge.
¢ Improve their writing skills.
¢ Improve their listening and speaking skills.
¢ Gain a positive attitude toward reading.
¢ - Increase their motivation to learn English.
We hope that reading the extensive extracts will encourage students to

read outside of class, not just to finish the graded reader they begin with
the extract, but other books as well. The more your students read, the
better readers they will become. To help them, we highly recommend
that you have a good supply of appropriate reading material (e.g., Oxford
Bookworms Library) in the school or class library.
Through Cover to Cover, we hope your students will learn many strategies
that are important to becoming good readers. We believe that learning
and practicing vocabulary and reading strategies is not enough. It is very
important that the students enjoy reading so that they will keep on reading
throughout their lives. Reading can be improved only by reading. May your
class be filled with joyful, life-long readers!
To the Teacher / vii

How to Teach a Unit
Under the photo is a preview of the reading topics
Organization and Structure in Parts 1 and 2, and a summary of the Extensive
Cover to Cover 1 is the first in a three-level reading series Reading.
that helps students become skilled, strategic readers who
Teaching This Section
enjoy reading English. Cover to Cover combines intensive
reading with extensive reading to help your students learn 1. Focus students’ attention on the photo and have
the strategies necessary for academic work and becoming them describe what they see. Ask students how the
fluent, confident readers. photo relates to the unit theme.
The Student Book has 12 units, with each unit 2. Give students a few minutes to read and think about
divided into three parts. Part 1 focuses mainly on the preview questions. Circulate and help students
comprehension strategies, and Part 2 focuses on with vocabulary as needed.
developing both fluency and comprehension through 3. Put students in pairs and have them discuss their
activities such as timed reading. The last part of each answers. Have pairs tell their partner’s answers to
unit includes an Extensive Reading section that enables the class. Alternatively, discuss students’ answers as
students to read for enjoyment and pleasure and a class.
continue their fluency development. 4. Have students read the unit preview silently to
The themes of each unit are varied to appeal to themselves. Answer any questions about vocabulary.
students’ tastes and interests, and the Extensive Readings 5. Ask students to predict what kinds of details they
are extracted from popular classics from the Oxford think they will read about in the first two texts. Ask
Bookworms library. them if they think the extract will be a funny story,
Because strategies are recycled throughout the book, a scary story, or something else.
the teacher can pick and choose units in any order. Each
unit’s theme, reading strategies, and vocabulary focus are
Part 1
of the Student Book. Part 1 includes an intensive reading that focuses on
Each unit begins by previewing the unit theme. In building language awareness and comprehension.
Part 1, discussion questions and a focused
The questions and activities in Part 1 develop
comprehension strategy get students ready to read the comprehension strategies such as predicting the topic,
first text. The first text is between 400 and 450 words
skimming for the main idea, scanning, and recognizing
and is followed by comprehension questions, vocabulary
points of view.
exercises, and a follow-up discussion of the text.
Part 2 begins with discussion preview questions
and a fluency strategy exercise. The text is between Before Reading
400 and 450 words and is followed by fluency and Each unit begins with questions for students to
comprehension questions, discussion questions about ‘think about and discuss before reading the text. The
the text, and further fluency practice. questions have specific answers and are designed to
The Extensive Reading section begins with an encourage students to access prior knowledge about
introduction of the text and questions that have the specific topic of the first text.
students predict what will happen in the extract. The
extract is followed by comprehension questions and Teaching This Section
questions that give students an opportunity to give their 1. Give students time to read the questions silently
thoughts and opinions about what they have read. to themselves. Circulate and answer any questions
Finally, students do a timed repeated reading of the about vocabulary. .
extract to practice fluency and comprehension. 2. Put students in pairs and have them discuss the
questions.
Unit Opener Page 3. Have students tell the class their partner’s answers.
This page includes a photo that is related to the unit
theme as well as discussion questions about the photo.
2 / How to Teach a Unit
4. Write any relevant vocabulary on the board and The subject matter covers relevant social and cultural
leave it there throughout the lesson for students’ issues.
reference. If necessary, brainstorm other vocabulary
that students can use to help them understand the Teaching This Section
reading and answer the questions in Part 1. 1. Tell students that they will read the text again.
5. Alternatively, discuss the questions as a class. This time, encourage them to read actively by
underlining, highlighting, or writing notes in the
Comprehension Strategy margins. Allow them to use their dictionaries during
this reading.
Before the text in Part 1, students learn a 2. Circulate and help students as necessary.
comprehension strategy that they will use as they
read the text. These reading strategies are recycled
throughout the Student Book. Students then read Audio Recording
the text, applying the comprehension strategy. Then, The Cover to Cover series includes an audio CD (sold
they use the comprehension strategy to help answer separately). The CD can be used in a variety of ways:
questions about the text.
e Play the appropriate CD track and have students
Teaching This Section read at the same time.
1. Give students time to read the comprehension e Have students read the text first. Then, play the
strategy. Answer any questions. If necessary, use the audio and have students follow along silently. Have
text or another appropriate reading to give a brief them read the text again to themselves.
example of the strategy. e Play the audio sentence by sentence, or paragraph by
2. Focus attention on the photo and the title of the text. paragraph, and have students repeat after the audio
Ask students to describe what they see and how they as they point to the words in the text.
think the photo relates to the text. e Play the audio first and have students try to point to
3. Have students read the directions and sentences the words in the text as they hear them. Then, play
for exercise A silently to themselves. Answer any the audio again and have them read along out loud.
questions about vocabulary. Explain how to do the
activity. Checking Comprehension
4, Tell students to work individually on exercise A.
Give them time to read the entire text. Explain that This section includes questions of different types that
they should rot use their dictionaries during this vary from unit to unit: multiple choice, fact or opinion,
first reading, and that they should focus on the main error correction, fill in the blank, and more. All of the
ideas in each paragraph and guess the meanings of questions check students’ comprehension of the text.
unfamiliar words from context. Tell them that they Teaching This Section
must read the entire text within the time limit.
1. Give students time to read the questions silently to
5. Have students do the activity individually. Answer
themselves. Answer any questions about vocabulary.
the first item together to make sure students
Some of the units have two sections, A and B, for
understand how to do the activity.
checking comprehension. Have students work on B
6. Have students compare their answers with a partner
after A is completed and checked as a class.
and discuss any different answers.
2. Complete the first question as a class to make sure
7. Check answers as a class.
students understand the activity.
8. Alternatively, do exercise A as a class.
3. Have students complete the activity individually. Tell
them that they can go back and find the answers in
Reading Text the text if necessary.
4, Have students compare their answers with a partner
The readings in Part 1 are approximately 400 to 450
words, They are relatively challenging and include
5. Check answers as a class. Have students say or point
unfamiliar language and vocabulary. Each unit's
to where they found the answers in the text.
comprehension strategy will help students to deal with
6. Alternatively, do the exercise as a class.
these issues as they read.
How to Teach a Unit / 3

Looking at Vocabulary in Context What's Your Opinion?
This section helps students understand key vocabulary This section provides students an opportunity to
that is important to understanding the text. Exercise A express their own thoughts and ideas about what they
gives students practice with using context to determine have read.
the meaning of unfamiliar words. Exercise B extends
students’ understanding of the vocabulary by having Teaching This Section
them actively use the words in a new context. 1. Have students read the questions silently to
themselves. Answer any questions.
2. Have students do the activity individually.
1. Have students read the directions and exercise A 3. Put students in pairs and have them discuss their
silently to themselves. Answer any questions. Make answers.
sure students understand that par. x in parentheses 4. Have students tell their partner’s answers to the
next to each word indicates the paragraph in the class. )
text where the word can be found. 5. If time allows, conduct a class poll, a class discussion,
2. Have students do the activity individually. Answer or a class debate about the questions and topics in
the first item together to make sure students part B.
understand how to do the activity.
3. Have students compare their answers with a
partner and discuss any different answers.
wn. Alternatively, do exercise A as a class.
6. Have students read the directions and exercise B

silently to themselves. Answer any questions. Make
sure students understand how exercise B relates
to exercise A (they will use the words from A to
answer B).
7. Answer the first item together to make sure
students understand how to do the activity. Then,
have students do the activity individually.
10. Alternatively, do exercises A and B as a class.
4 / Howto Teach a Unit

Part 2 4. Tell students to work individually on exercise A.
Explain that they should not use their dictionaries
Part 2 includes an intensive reading that focuses on
during this first reading, and that they should focus
building language awareness and comprehension. on using the fluency strategy to help them complete
The questions and activities in Part 2 develop fluency
the exercise.
strategies that help students read faster, for example,
5. Have students do the activity individually. If
timed reading, reading rate charts, and more. necessary, answer the first item together to make
sure students understand how to do the activity.
Before Reading 6. Have students compare their answers with a partner
Part 2 of each unit begins with questions for students
to think about and discuss before reading the text. The
8. Alternatively, do exercise A as a class.
questions have specific answers and are designed to
encourage students to access prior knowledge about the
specific topic of the text. Reading Text
Teaching This Section The readings in Part 2 are approximately 400 to 450
words. They are relatively challenging texts and include
1. Give students time to read the questions silently
unfamiliar language and vocabulary. The fluency strategy
to themselves. Circulate and answer any questions
will help students to deal with these issues as they read.
about vocabulary.
2. Put students in pairs and have them discuss the The subject matter covers relevant social and cultural
questions. issues.
3. Have students tell the class their partner’s answers. Teaching This Section
4, Write any relevant vocabulary on the board and
leave it there throughout the lesson for students’ 1. Tell students that they will read the text. Focus
reference. If necessary, brainstorm other vocabulary attention on the time box at the top right corner of
that students can use to help them understand the the text. Make sure students understand that they
reading atid answer the questions in Part 2. will record the time they begin and the time they
5. Alternatively, discuss the questions as a class. finish and calculate how long it took them to read.
2. Review the information they already know from
exercise A.
Fluency Strategy 3. Have students read the text silently to themselves.
Before reading the text in Part 2, students learn a
fluency strategy that they will use to read the text.
These reading strategies are recycled throughout the Audio Recording
Student Book. Students then apply the fluency strategy See suggestions for using the audio recording on page 3.
as they read the text. Then, they use the fluency In Part 2, the audio activities should be done after the
strategy as they answer questions about the text. timed reading activity.
Checking Fluency and Comprehension
1. Give students time to read the fluency strategy.
Answer any questions. If necessary, use the text or This section includes questions of different types that
another appropriate reading to give a brief example check students’ comprehension of the text. Students
of the strategy. cannot look back at the text to answer the questions,
2. Focus attention on the photo and the title of the text. because the aim of the questions is to assess how much
Ask students to describe what they see and how they information students can retain after reading one time.
think the photo relates to the text. Students will use the Reading Rate Chart on page 169
3. Have students read the directions and sentences to keep track of their comprehension scores from
for exercise A silently to themselves. Answer any exercise A.
questions about vocabulary. Explain how to do the
activity.
How to Teach a Unit / 5

Teaching This Section What's Your Opinion?
1. Give students time to read the questions silently to This section provides students an opportunity to
themselves. Answer any questions about vocabulary. express their own thoughts and ideas about what they
2. Have students complete the activity individually. have read.
3. Have students compare their answers with a partner
and discuss any different answers. Teaching This Section
4, Check answers as a class. Have students say or point 1. Have students read the questions silently to
to where they found the answers in the text. themselves. Answer any questions.
5. Have students fill out the Reading Rate Chart on . Have students do the activity individually.
page 169. 3. Put students in pairs and have them discuss their
answers.
Expandi ng Vocabula ry 4, Have students tell their partner’s answers to the
class.
This section helps students expand their understanding . If time allows, conduct a class poll, a class discussion,
of key vocabulary from the text. Exercise A practices or a class debate about the questions and topics in
particular vocabulary skills such as identifying part A.
antonyms, word formation, and suffixes. Exercise B
extends students’ understanding of the vocabulary by
having them actively use the words in a new context. Increasing Fluency
Teaching This Section This section is a timed scanning exercise that practices
fluency.
1. Have students read the directions and exercise A
silently to themselves. Answer any questions. Make Teaching This Section
sure students understand that par. x in parentheses Le Read the directions to students. Tell them not to look
next to each word indicates the paragraph in the at the exercise yet. Make sure they understand that
text where the word can be found. they will try to complete the activity in 15 seconds
. Use a clock to time students and have them do the
students understand how to do the activity. Then, activity.
have students do the activity individually. . Check answers as a class.
. Alternatively, have students time themselves to see
how long it takes for them to complete the activity
4, Check answers as a class.
correctly.
m2). Alternatively, do exercise A as a class.
6. Have students read the directions and exercise B

silently to themselves. Answer any questions. Make
sure students understand how exercise B relates
to exercise A (they will use the words from A to
answer B).
students understand how to do the activity. Then,
have students do the activity individually.
10. Alternatively, do exercises A and B as a class.
6 / Howto Teach a Unit

Extensive Reading 2. Circulate and help students as necessary.
The extensive reading focuses on fluency and reading After Reading

for pleasure. The texts in this section are within
students’ linguistic competence to motivate them to This section includes questions that check students’
read more and faster on their own. This section can comprehension of the extract.
be assigned for homework or done in class. Students Teaching This Section
should be encouraged to read the whole Oxford
Bookworms reader on their own. 1. Give students time to read the questions.
2. Have students do the activity individually.
3. Put students in pairs and have them discuss their
Introduction answers.
This section is a brief synopsis of the extract. 4. Check answers as a class.
5. Alternatively, do the activity as a class.
1. Have students read the introduction silently to Thinking About the Story —
themselves. Answer any questions about vocabulary. This section gives students an opportunity to talk about
Alternatively, read the introduction together as a class. their opinions of the extract.
2. Ask students simple comprehension questions
about what characters are mentioned, what their Teaching This Section
relationship is, where the story takes place, and so on. 1. Give students time to read and think about the
3. Have a few students summarize the introductory questions.
information in their own words. 2. Put students in pairs or small groups and have them
discuss their answers.
Before Reading 3. Have students tell the class about their partner’s
answers.
This section includes statements about the story that 4. If time allows, conduct a class poll, a class
may be true, Or not. Students think about what they discussion, or a class debate about the questions.
have learned in the introduction and predict which
statements are true.
Timed Repeated Reading
This section enables students to practice reading faster
1. Have students read the statements silently to and with greater comprehension.
themselves. Answer any questions.
2. Focus students’ attention on the photo and have Teaching This Section
them describe what they see. Ask students how the 1. Give students time to read the instructions. Answer
photo relates to the unit theme. any questions about the procedure. If necessary,
3. Have students do the activity individually. model the procedure for students.
4, Put students in pairs and have them discuss their 2. Make sure students record their time on the Timed
answers. Repeated Reading Chart on page 169.
Reading Text
The extensive reading is an extract from Stage 1
of Oxford’s Bookworms graded readers series. It is
approximately 660-800 words.
1. If doing the reading in class, give students time to
read the entire extract. Encourage them to read
actively by underlining, highlighting, or writing
notes in the margins. Allow them to use their
dictionaries.
How to Teacha Unit / 7

Unit 1 Marriage
opening paragraphs, the main idea is at the end of the
Part 1 To Marry or Not paragraph. Sometimes, the main idea ism’ explicity
stated. Instead, the paragraph might just contain
to Marry? examples or evidence to support the writer's main idea.
Task A: Read each of the main ideas with the class.
Available on CD: CD1 Track 2.
Point out that words and phrases such as many, these
days, and a number of indicate a general statement,
BACKGROUND INFORMATION rather than a specific detail. Point out the difference
AND CULTURE NOTES between the main idea, which is a general statement,
The passage is about the declining marriage rate in and the specific details given in the paragraph itself.
Japan and the increase in the percentage of happily Have students do the activity.
single women. Traditionally, women in Japan .
looked for financial security from their husbands. Answer Key
Now more and more women have their own
full-time careers and they want husbands who will Unit Title Page
help with the children and housework.
1. Possible answer: The man and woman are getting
Christmas cake (par. 1): In Japan, a special cake is married.
eaten on Christmas Eve, December 24. After that 2. Answers will vary.
day, no one buys the cake anymore.
Before Reading
traditional role (par.5): The expected tasks and
responsibilities of aman or woman in a particular 1. Answers will vary.
culture. 2. Answers will vary.
Further Information Comprehension Strategy
In 1930, 70 percent of marriages in Japan were Ms OQ 2 d.6
arranged by a third party. Marriages were not b. 1 e. 4
expected to be “love matches,’ but practical Cao ‘mn Ss
arrangements between a man and woman—the
man would work to provide for the family, and Checking Comprehension
the woman would raise children and take care of ea AMG
the house. Now, only 10 percent of marriages are 23 b 5.6
arranged, and women expect to be in love and SG 6. b
make their own choices.
In many studies of single and married people of Looking at Vocabulary in Context
both sexes, single women and married men rate A. 1. heights 4. modern
themselves the happiest, and married women and 2. decrease 5. answers
single men are the unhappiest. = stop 6. keep on
quit
Comprehension Strategy: Finding increase
. attitude
main ideas in paragraphs . responsibilities
Box: Read the information in the box with the class. Ask . traditional
questions to check understanding, for example, Where 6. continue
can you often find the main idea? Note that although the
What’s Your Opinion?
main idea is often at the beginning of the paragraph,
this is not always the case. Sometimes, especially with Answers will vary.
8 / Unit 1 Marriage
Part 2 The Couple That Loves students have raised their hands, ask one to read out the
rest of the sentence in which they found the number
Weddings 4 and to say the paragraph number where it appears
(paragraphs 6 and 9). Then, have the students read
Available on CD: CD1 Track 3. through the four matching options and elicit the correct
answer. Then have them do the rest of the activity.
BACKGROUND INFORMATION
AND CULTURE NOTES . Answer Key
The passage is about a married couple, Maria and
Antonio, who first got married in 1954, Every year Before Reading
on their wedding anniversary they have another 1. Possible answer: I think they are married.
wedding at the same restaurant where they had 2. Possible answer: I think they have known each other
their very first wedding party. for a long time.
17 years old (par. 4): In the United States, the legal
age of marriage without parental consent is 18 Fluency Strategy
except in Nebraska (19) and Mississippi (21). The A. a. 2 c. 4
laws for men and women under the age of 18 vary b. 1 d. 3
from state to state. In some states, no one under
16 can marry, even with parental consent. In some Checking Fluency and Comprehension
states, that age is 14. Many states allow marriage AL € 4. a
at age 16 or 17 if both parents sign a legal consent 22A0, 5. a
form. ee a
high school (par. 4): In the United States, people are Expanding Vocabulary
usually 18 years old when they graduate.
A. 1. unable 4. possible
priest (par. 9: In some Christian religions, the priest 2. unhappy 5. usual
performs the wedding ceremony. He or she usually 3. impatient 6. unlike
makes some general comments about marriage in B. 1. happy 4. like
general, and, if he or she knows the couple, talks 2. impossible 5. impatient
about the good things in their relationship. 3. unable 6. unusual

Fluency Strategy: Scanning Answers will vary.
Box: Read the information in the box with the class.
Ask questions to check understanding, for example, Increasing Fluency
Should you read every word when you scan? Stress 1; bya 5a bre
that students should have a specific word or question 2. Gre 6. be
in mind before they start scanning. One way to scan aa 7. base
is to move your finger slowly in a vertical line down 4.e Swend
the center of the page, from the top of the page to the
bottom, looking at the words to the right and left of Additional Activities
your finger. (Note that scanning is not the same as 1. Have students use reference books or the Internet
skimming. Scanning is looking for a specific detail or a to research wedding ceremonies in another
piece of information. Skimming is reading certain key country. Suggest they use the search terms wedding
parts of the text to understand the main ideas.)
ceremony (country), traditional wedding (country),
Task A: Tell students to focus on the first number they contemporary wedding (country). Have them present
must scan for—4. Stress that they should not read the their information to the class.
whole text. Tell students to scan the text quickly and circle 2. Have a class discussion about students’ own weddings,
the number 4 every time it appears. Ask students to raise or what they would like their ceremonies to be like.
their hands as soon as they find it. When two or three
Unit 1 Marriage / 9
One day, Rhoda hears that the farmer has married.
Extensive Reading 1: The From her son’s description, she builds up a picture of
her lover’s wife, the pretty and delicate Gertrude Lodge.
Withered Arm Rhoda dreams about Gertrude one night: the young
woman is sitting on her, laughing cruelly and showing
Available on CD: CD1 Track 4. off her wedding ring. Terrified, Rhoda grasps the
phantom’ arm and pulls violently.
ABOUT THE EXTRACT The next day, Rhoda reluctantly meets Gertrude
The extract is from Chapter 2 of The Withered when the young woman comes to her house with new
Arm, Oxford Bookworms Library, Stage 1. It was shoes for the boy. Rhoda soon realizes that her rival is
written in 1888 by the famous English writer good and kind. On another visit, Gertrude mentions
Thomas Hardy (1840-1948). For most of his life, some strange marks on her left arm. Rhoda realizes,
Hardy lived in Dorset, in the English countryside. with horror, that the marks date back to the night of
Hardy used many old stories of country life in his her dream.
writing. He said The Withered Arm was inspired by Gertrude’s arm gets thinner, and she becomes
stories he had been told as a boy. His best known unhappy because she knows that it makes her
novels include Far from the Madding Crowd, Tess of unattractive. She hears that Rhoda knows of a Wise
the d Urbervilles, and Jude the Obscure. Man with strange powers and asks Rhoda to take her
to him. The man, Mr. Trendle, tells Gertrude that the
This version of the story was written by Jennifer
withered arm is the work of an enemy and reveals the
Bassett, who has worked in English Language
enemy’s face. Soon afterward, Rhoda leaves for the hills
Teaching since 1972. She has been a teacher,
with her son.
teacher trainer, editor, and materials writer,
Over the years, Gertrude’s arm gets worse. She also
and she has taught in England, Greece, Spain,
and Portugal. She currently lives and works in finds out the story of Rhoda and the boy. Her husband
Devonshire in the southwest of England. becomes distant and starts to think about his son, who
has never lived with him. Gertrude returns to Mr.
Trendle, who tells her that the only cure is to put the
Answer Key arm on a hanged man’s neck. She finds the jail where
executions take place and arranges with the hangman
Before Reading to come to the jail immediately after a hanging. The
Students check what they think will happen. After they man due to die is an 18-year-old who was convicted,
read, they will see the answer is: 2, 4 on dubious evidence, of arson.
Gertrude arrives at the appointed time and Davies,
After Reading the hangman, lets her into the jail. A few minutes later,
The wording to the answers may vary slightly. the corpse is brought in. Gertrude is afraid to touch it,
1. She pulled the phantom’s arm. but Davies forces her arm onto the dead man’s neck.
2. He heard a noise. OR He heard something fall. She screams in terror. Another scream comes from
3. She brought him new shoes and a new shirt. behind her. It is Rhoda, and behind her is Farmer
4. There were marks on it. Lodge. The hanged man is their son, and they have
come to take his body away. Overcome with shock,
Thinking About the Story Gertrude collapses. Three days later, she is dead.
Answers will vary. Farmer Lodge sells his farm and lives as a recluse. He
dies two years later, leaving money to a children’s home
and to Rhoda. Later, Rhoda comes back to her old
Summary of the full story house, but she does not accept the money, carrying on
with her old job at the dairy.
Rhoda Brook is a milkmaid. Many years ago, she had a
love affair with Mr. Lodge, a farmer, and she had a son
by him. Her son is now 12 years old. Rhoda and the
farmer never see one another. She lives with her son in
a dilapidated house.
10 / Unit 1 Marriage
Unit 2 Sleep
Part 1 Getting Enough Sleep seem to be finding it hard to stay awake. Write it on the
board and ask, Are students finding it easy to stay awake?
Available on CD: CD1 Track 5. What do you think they are doing? and other questions
to check understanding. Write the next sentence It could
be..., on the board. Ask, What do you do when you are
BACKGROUND INFORMATION bored? and other questions to check understanding. Go
AND CULTURE NOTES back to question 1 and elicit the correct answer. Do the
The passage is about people not getting enough same for numbers 2 and 3.
sleep. Most teenagers need nine hours of sleep
a night, but surveys show that they only get
about six. This makes staying awake during the Answer Key
day difficult. In many cultures, adults do not get Unit Title Page
enough sleep, either. Sleep deprivation can have
serious effects. It can negatively affect decision- 1. Answers will vary. 2. Answers will vary.
making, work, studies, driving ability, and general Before Reading
health. The only thing that helps is going to bed
earlier and getting more sleep. 1. Answers will vary. 2. Answers will vary.
infant (par. 2): A baby less than a year old Comprehension Strategy
disorder (par. 6): An abnormal physical condition A. 1. the opposite
2. a similar
Further.Information 3. a similar
In the Unifed States, lack of sleep causes more than
100,000 accidents a year, and half of these accidents Checking Comprehension
are caused by young drivers (in many states in the A. 1. less sleep than teenagers.
United States, 16 is the legal driving age). Lack 2. nine hours a night.
of sleep is also‘directly linked to poor grades and . more sleep than adults.
behavior problems in school. Many sleep experts . they are sleep deprived OR they need more sleep.
think that school start times should be later, and . thousands of traffic accidents each year.
many school districts in the United States are taking . doesn't help people with sleep problems.
this advice by starting classes about one hour later.
. seven 4. impair
. sixteen 5. nod off
Comprehension Strategy: W . cause
AMP
wWwnNne 6. Caffeine
Identifying meaning from Looking at Vocabulary in Context

context A. 1. with special knowledge or skills
2. more on some nights and less on other nights
3. not having enough of something
Ask questions to check understanding, for example,
4. signs
When you don't know a word in a reading text, should 5. something you must pay back
you look it up in a dictionary immediately? 6. illnesses
Task A: Tell students to put away their dictionaries. Do
B. 1. debts 4. disorders
the first item with the class. Ask students to find the 2. expert 5. deprivation
phrase nodded off in paragraph 1. Have a student read 3. average 6. symptoms
the rest of the sentence and then write it on the board.
Draw attention to the -ed ending of the word nodded and What’s Your Opinion?
have students guess what part of speech it is (Answer: Answers will vary.
verb, past participle). Then have a student read the
previous sentence, It is 9 oclock... but some of the students
Unit 2 Sleep / 11
and ignore everything else. Give students a short time
Part 2 The Experts Are to skim the text. Make sure they read only the parts
they underlined. Elicit the correct main idea from the
Wrong! three options.

Answer Key
BACKGROUND INFORMATION Before Reading
AND CULTURE NOTES 1. Answers will vary.
The passage is a web posting from a young man 2. Answers will vary.
who only sleeps three or four hours a night. He
attends classes, participates in club activities, Fluency Strategy
studies, and then works in his parents’ store. He A. 1
claims that he has a lot of energy and almost never
gets sick. He says the experts are wrong and that to Checking Fluency and Comprehension
be successful you need to sleep less, not more. As 1.
hagwon (par. 3): A private cram school in
South Korea. If a family can afford it, students
usually start before elementary school. Korean
schoolchildren often attend more than one hagwon sd
ee
SAT
sail ca
coe
after their regular school day, one for each subject
area. Expanding Vocabulary
push yourself (par.5): To make yourself do more A. = 1. recommend
than you or someone else would normally do. . attend
. participate
Further Information . healthy
The student in the article is very typical of Korean . successful
students, who are known for having high-pressure famous
daily schedules. The competition for college
Ke healthy
admission is usually fierce, and hagwons assign an
successful
enormous amount of homework.
participate
fame
Fluency Strategy: Skimming for . recommendation
. attendance
ANBRWH
AnPWNeH
the main idea
Ask questions to check understanding, for example, Answers will vary.
When you skim, should you read the whole text? Which
Increasing Fluency
parts should you read? Note that skimming is not the
same as scanning. Skimming is reading certain key 1Sec Shc Hie
parts of the text to understand the main ideas. Scanning 2. a,e 6. b,c
is looking for a specific detail or a piece of information. 3. b 70
4. d 8. a
Task A: Read the title of the passage with the class
and tell students to underline it. Ask for some initial
guesses, based on the title, about which of the answer Additional Activities
options (1-3) is correct. Tell students to underline the
Have students use the Internet to research tips on how
key parts of the text. Have them underline the entire
to get a good night's sleep. Suggest they use the search
first paragraph and the entire last paragraph, and just
terms sleep disorder and a good night’s sleep. Have them
the first sentences of all the other paragraphs. Tell them
present their information to the class.
to read only the parts of the text that they underlined
12 / Unit 2 Sleep
Extensive Reading 2: The Thinking About the Story
Answers will vary.
President's Murderer
Available on CD: CD1 Track 7. Summary of the full story
The story takes place over six days.
ABOUT THE EXTRACT Day 1: Alex Dinon has escaped from prison, where
The extract is from Chapters 1 and 2 of The he was being held for the murder of the old president.
Presidents Murderer, Oxford Bookworms Library, The chief of police, Eva Hine, tells Felix, a young
Stage 1. The President’s Murderer does not have inspector, that the new president wants Dinon back in
a “background” in the normal sense because the prison at once.
setting is deliberately neutral: there is nothing in Day 2: An old woman, Marta, gives Alex food,
the names or the places to tell us where the story is clothing, and shelter for the night: Meanwhile, the
happening. The story is about right and wrong and president phones Eva Hine. Eva tells Felix that she
the abuse of power, and it involves adventure and wants Dinon dead or alive, but she will not let him talk
the combat between good and evil. to people in the prison about how he escaped. Felix
The story was written by Jennifer Bassett, who has begins to ask himself questions that he cannot answer.
worked in English Language Teaching since 1972. Day 3: Alex has been seen, so he has to leave Marta's
She has been a teacher, teacher trainer, editor, and house. When Felix and his colleague Adam arrive,
materials writer, and she has taught in England, Marta tells him that Alex Dinon does not have a
murderer’s face but the new president does.
Greece, Spain, and Portugal. She currently lives
and works in Devonshire, in the southwest of Day 4: Local people help Alex to escape from a food
England. shop with the police outside. Then, a truck driver
hides him in the back of his truck. When Felix arrives
at the shop, the people tell him that Dinon is not the
Answer Key murderer. Felix doesn't understand why the people are
helping Dinon. Adam is not interested in this kind of
Before Reading question.
Students check what they think will happen. After they Day 5: Alex joins his wife, Olivia, at a friend’s house.
read, they will seethe answer is: 2 He says he knows who murdered the old president but
that this is very dangerous information. The police
After Reading find out where he is. Eva tells Felix that three hundred
The wording to the answers may vary slightly. soldiers are going to the house. Alex is angry.
Day 6: Alex is shot and killed leaving the house.
1. The police inspector couldn't find Dinon. Felix had wanted to talk to Dinon. He asks the chief of
2. photographs police who killed the president. She tells him not to ask
3. in a quiet field under some trees questions, but he says he is going to find the answer
4. She gives him food, clothes, and coffee, and she says and leaves her office for the last time.
he can sleep at her house.
Unit 2 Sleep / 13
Unit3 The Supernatural
Part1 An Extra Sense? Where can you often find the main idea? Note that
sometimes the main idea is not explicitly stated.
Instead, the paragraph might just contain examples or
evidence to support the writer’s main idea.
Task A: Have students read the first paragraph in the
passage. Ask students, What is the paragraph mainly
AND CULTURE NOTES about? (Answer: Naomi.) What is the most important
The passage is about how some people say they thing we learn about Naomi? (Answer: She's a psychic.)
have extrasensory perception, or a “sixth sense,’ Read through the answer options a—f. The answer
that allows them to know what will happen before for paragraph 1 is given as the example. Point out the
it happens. Naomi is a psychic who gives people difference between the main idea, which is a general
advice about their lives. Carla is Naomi’s client statement, and the specific details given in the paragraph
and believes that Naomi can see the future. She itself. Students do the same for the remaining main ideas.
took Naomi’s advice and started a new career path.
Researchers have studied extrasensory perception
(ESP) and think some people may have special Answer Key
abilities. Many people are still skeptical and think
that psychics just make good guesses. Unit Title Page
sixth sense (par. 1): The power to perceive things 1. No, I haven't. OR Yes, I have.
without using the traditional five senses of sight, 2. Yes, lam. OR No, I’m not. AND Yes, I do. OR No,
smell, touch, hearing, and taste. I dont.
engaged (par. 2): Promised to be married in the future. Before Reading

graphic design (par. 2): The art of using images and 1. Possible answer: It’s when people have psychic
color to give information. abilities or can predict the future.
hotline (par. 3): A direct phone line to a specific 2. Yes, they do. OR No, they don't.
service or information.
Comprehension Strategy
a pack of cards (par. 4): ESP studies use cards with a
Avance d.5
circle, a square, wavy lines, a cross, and a star. The
“sender” looks at a random series of cards and the b. 6 ipo
“receiver” guesses the symbols. (HS f. 4
Further Information Checking Comprehension

The many psychics in New York City use different ia 4.c
methods to “read” a client’s future and advise Dec 5a
them about their lives. Some use tarot, or picture, ehike 6.b
cards; some read the lines on palms; some use
psychometry (touching the client’s personal Looking at Vocabulary in Context
objects); some are even pet psychics and tell clients ASL. 4. a
what their cat or dog is feeling. 2 age:
on 0 6. e
Comprehension Strategy: Finding B. 1. psychic 4. skeptical
2. predict 5. clients
main ideas in paragraphs 3. unique 6. creative
Box: Read the information in the box with the class,
Answers will vary.
14 / Unit 3 The Supernatural

Part 2 Unlucky for Some? Fluency Strategy
A.3
Aso
AND CULTURE NOTES
The passage gives examples of several popular
superstitions around the world. Even though we ie
anaes
aye
Kel
live in the age of modern science, superstitions
continue to affect people’s behavior. One research Expanding Vocabulary
study showed that people actually behave A. 1. uncomfortable
differently when they believe in superstitions and 2. unlucky
may bring “bad luck” on themselves. unaffected
skipped (par. 3): Not used unexplained
unavoidable
Further Information uneven
A superstition is a belief that is not based on “e comfortable
science. Some good luck superstitions are sneezing lucky
three times before breakfast, a bird flying into the uneven
house, spilling wine while making a toast, and unexplained
picking up a pin. Some New Year’s superstitions ok avoidable
Seta
Ses
Eee
around the world are in Iran, banging pots and aX unaffected
pans; in Spain, eating 12 grapes at midnight; in
the southern United States, eating anything that What’s Your Opinion?
is a circle such as beans or donuts; in Ireland and Answers will vary.
Scotland, lighting candles in each window.
Increasing Fluency
Fluency Strategy: Predicting In ase
the topic -
Box: Read the information in the box with the class. Ask
©
questions to check understanding, for example, What is
a topic? What should you look at? Note that predicting
means to guess before you have all the information.
at
aR
Ma
nd
ad
I
Task A: Have students read the title of the passage.
Read through each of the answer options (1-3) with
the class. Ask for some initial guesses, based on the title,
Additional Activities
about the topic. Tell students to look at the pictures Have students use the Internet to research superstitions
and read the captions. Ask students if they still think connected with the New Year. Suggest they use the
their first prediction is correct. Have students use the search terms superstitions and New Year. Have them
skimming technique they learned in Unit 2, Part 2 to present their information to the class.
check their answers. Then elicit which topic is correct.
Answer Key
Before Reading
Answers will vary.
Unit 3 The Supernatural / 15

3. He left flowers in the box.
Extensive Reading 3: The 4. He thought it was an accident or that Joseph killed
himself.
Phantom of the Opera Thinking About the Story

Available on CD: CD1 Track 10. Answers will vary.
ABOUT THE EXTRACT

The extract is from Chapter 1 of The Phantom of
Summary of the full story
the Opera, Oxford Bookworms Library, Stage 1. In 1880 in the famous Opera House in Paris there is
The book of The Phantom of the Opera, by Gaston a phantom. He watches the operas from Box 5, wears
Leroux, was first published in English in 1911. dark clothes, and has a yellow face with no nose. The
It was hugely successful and has continued to famous singer La Carlotta is ill and cannot sing, so the
be so to this day. It has been filmed four times: young, unknown Christine Daae replaces her. Everyone
a silent version in 1925, two more versions in loves her, especially Raoul, Vicomte de Chagny, who
1943 and 1962, and a rock version in 1974. More met her four years ago and fell in love with her then.
recently it has appeared as a musical with music But when he goes to her dressing room, she sends him
by Andrew Lloyd Webber. Its Beauty and the Beast away. Outside, he hears a man’s voice in her dressing
theme is one of the reasons for its popularity. room—but nobody is there.
The theme of the beautiful young heroine who The Phantom is becoming angry with the directors,
transforms the ugly beast or monster through her who wont give him money or leave Box 5 for him.
love has been the basis for many fairy stories and Christine meets Raoul outside the Opera House. She
tales. The tale does not end with a conventional explains that the voice he hears belongs to her music
happy ending. The fate of Christine and Raoul is teacher. She never sees him, but he sees everything.
unresolved: do they flee from the Opera House And he has made her famous. When La Carlotta
and find happiness together far away, or do they returns to sing at the Opera House, the angry phantom
meet a somber end somewhere beneath the Opera makes the chandelier crash down from the ceiling. La
House? The answer remains a mystery. Carlotta never sings again.
This version of the story was written by Jennifer Christine disappears for several days. She meets
Bassett, who has worked in English Language Raoul high up in the Opera House and tells him that
Teaching since 1972. She has been a teacher, the Phantom took her to his house on a lake below the
teacher trainer, editor, and materials writer, Opera House. The Phantom, her music teacher, showed
and she has taught in England, Greece, Spain, her his face, which is terribly ugly. He told her that he
and Portugal. She currently lives and works in loved her and that he was going to kill Raoul. As they
Devonshire in the southwest of England. leave, a man called the Persian appears and sends them
out by a different way. Raoul decides to take Christine
away from the opera house after the opera on Saturday
Answer Key and marry her. In the middle of the opera, however, the
lights suddenly go out and Christine disappears from
Before Reading ‘the stage. Raoul and the Persian go in search of her, but
Students check what they think will happen. After they they become trapped in the Phantom’s house, where the
read, they will see the answer is: 3 Phantom has taken Christine. She takes pity on the
Phantom and kisses him lovingly. He releases her to
After Reading
marry Raoul. Some weeks later, the Persian reveals
The wording to the answers may vary slightly. that the Phantom is now dead. Raoul and Christine are
1. She saw a ghost. never seen again.
2. He doesn't like people talking to him.
16 / Unit 3 The Supernatural

Unit4 Online
Part 1 NotAll Fun and Games? of an issue, and sometimes they will only give a few
examples of the same viewpoint when they are trying
Available on CD: CD1 Track 11. to persuade the reader to agree with one side of an
issue.
BACKGROUND INFORMATION Task A: Read about each of the people with the class.
Ask students to find the name Jane Abbot (par. 2). Have
AND CULTURE NOTES students read the paragraph and look for words that
The passage is about the increase in the number indicate point of view (I think...). Ask students to say
of people playing online games. Many people are what Jane Abbot’s point of view is. (Answer: Playing
concerned with the impact of this trend and that online games is dangerous.) Have students complete
these games are having a dangerous effect on a the rest of the activity. Make sure students understand
whole generation of young people. Studies of this that there is one extra person.
issue show that young people become addicted
to games because playing the games gives them a
sense of achievement and creates a kind of world Answer Key
where they are the center. It is harder to feel these
things in the real world. Other people think that Unit Title Page
playing games is just a harmless way to relax and 1. Answers will vary. 2. Answers will vary.
have fun.
Before Reading
grounding (par. 2): A way to punish children and
young people that restricts activities that they like Answers will vary.
todo _ Comprehension Strategy
virtual (par. 5): Artificial and unreal; not really living Anand Ca
Further Information b. 1 d.X
The Sims is thé most popular computer game Checking Comprehension
in history, selling 54 million units worldwide by
February 2005. Released in 2000, The Sims is a A. 1. could soon be playing online games.
game that simulates (thus the name Sims) everyday sneak out to play online games.
activities of a group of virtual people in a suburban passed her university exams.
household near the fictional SimCity. Unlike other Paragraphs 5 and 6.
computer games, there is no goal in The Sims. she was tired of him playing online games.
Players make choices and engage in an interactive AVP
whprove themselves.
environment. Looking at Vocabulary in Context
A. 1. hopes 4. praising
Comprehension Strategy: 2. tradition 5. stay around
3. permitted 6. bored
Recognizing points of view
B. 1. ban 4, concerns
Box: Read the information in the box with the class. 2. addicted 5. grounded
Ask questions to check understanding, for example, 3. sneak out 6. trends
What is a point of view? What words indicate a point
of view? Note that sometimes authors will give a few What’s Your Opinion?
different viewpoints when they want to show all sides Answers will vary.
Unit 4 Online / 17
Task A: Tell students to put away their dictionaries. Do
Part 2. The Internet: How the first statement with the class. Have students read
the rest of the statements. Then have them read the text
Secure Is It? without stopping at words they don't know. For the first
statement, ask students, Is the statement true or false?
Available on CD: CD1 Track 12. (Answer: false.) What information do you remember
about the text that helped you to get the correct answer?
BACKGROUND INFORMATION Then have students read through the three remaining
AND CULTURE NOTES statements and elicit the correct answers. Have several
students say which words they had to ignore in the
The passage is about four different people's
text. Write those words on the board. Have other
experiences with Internet security. The first person
students define the words if they can. Then have
was almost the victim of an identity-theft scam. students do the rest of the activity.
The next person accidentally sent a personal email
to the wrong person at work. The next person
buys things online all the time and has never had a Answer Key
security problem. The last person bought a camera
on an auction site. He sent the money to the seller Before Reading
but never received the camera. Answers will vary.
identity thief (par. 2): A person who uses someone
else’s personal bank and credit card information to Fluency Strategy
steal items or money ASE on 5
scam (par.2): An illegal plan, that seems legal, to Zeieke 4. T
steal money Checking Fluency and Comprehension
download (par. 4): To take information from a
A. Nb S46B
computer and put it on another electronic device
aaa Eas)
auction (par. 4): A way to buy items; the person who 3.00
offers the highest price gets the item
Expanding Vocabulary
cheated (par. 5): Took something from someone by
the use of deceit A. 1. d 4.a
2 one 5 .f
Further Information 3 =D 6 re
On an American online auction and shopping
website called eBay, people sell goods and B. 1. showed up 4. watch out for
services worldwide. The first item sold on eBay 2 . find out 5 . look over
was a broken laser pointer for $14.83. The most 3. look up 6. figured out
expensive item sold on eBay was a private business What’s Your Opinion?
jet for $4.9 million. Approximately 1.3 million
sellers around the world use eBay as their primary Answers will vary.
or secondary source of income. Increasing Fluency
1. b,d 5. RG
Fluency Strategy: Ignoring 22a).C 6. b,e
unknown words Sode

4.c
Veen
8. a,e
al

Do you need to know the meaning of every word in
a passage? Tell students that they could move their Have students use the Internet to research Internet
finger under the words as they read to help them keep security. Suggest they use the search terms Internet
reading. They can also quickly underline words they security, online auctions, shopping online, identity theft.
don't know and check their meanings in a dictionary Have them present their information to the class.
later, if they need to.
18 / Unit 4 Online
Extensive Reading 4: The In the first chapter, Aunt Polly makes Tom spend
his Saturday painting the fence outside their house.
Tom's friends come past and laugh when they see him
Adventures of Tom Sawyer at work. But Tom persuades them that it is great fun
to paint a fence, and in the end the boys “pay” him to
be allowed to help. Tom ends up with a painted fence
and also an apple, three balls, and a number of other
ABOUT THE EXTRACT presents from his friends.
The extract is from Chapter 1 of The Adventures The following Monday morning, Tom is late for
of Tom Sawyer, Oxford Bookworms Library, school again because he’s been talking with Huckleberry
Stage 1. It was written by Mark Twain in 1876. Finn, the son of the town drunkard. When Tom arrives
Mark Twain's real name was Samuel Clemens. at school, he is beaten and then sent to sit with the girls
From 1857 to 1861, he was a river pilot, guiding as further punishment. He sits next to a beautiful new
riverboats on the Mississippi River. The river pilots girl, Becky Thatcher, and makes friends with her.
called out “mark twain!” when there were two That night, Tom and Huck go to the graveyard with a
fathoms of water under the boat (a safe amount). dead cat—they believe that at midnight a dead cat can
He started to write books in 1867 and became call ghosts out of their graves. In the graveyard, they
famous for making people laugh. Huckleberry witness a murder. They see Injun Joe killing Doctor
Finn (1884) is another of his most famous books. Robinson. Then they see Injun Joe persuade a third
Many of the people and places in these stories are man, Muff Potter, that he is the murderer. Muff Potter
from the years when Mark Twain was a boy in is so drunk that he believes that he has killed the doctor
Hannibal, Missouri. The evocation of childhood in a drunken rage. Muff Potter is arrested the next day.
in The Adventures of Tom Sawyer has delighted Tom and Huck know that the real killer is Injun Joe, but
readers both young and old ever since it was they are too frightened of him to tell anyone.
published in the late nineteenth century. Later in the summer, Tom, Huck, and a third friend,
Joe, decide to run away from home and go to live on
Jackson's Island in the middle of the Mississippi. After
Answer Key a few days, their families think they must be dead,
perhaps drowned in the river. The three boys return to
Before Reading the village just in time to interrupt their own funerals.
Students check what they think will happen. After they Muff Potter comes to trial for the murder, and Tom
read, they will see the answer is: 3 decides he has to tell the truth—that Injun Joe is the
killer—to the court. Muff Potter goes free, but Injun Joe
After Reading escapes and Tom now has a dangerous enemy.
The wording to the answers may vary slightly. One evening, Tom and Huck see Injun Joe again. He
and an accomplice have thousands of dollars, and the
1. No, he didn't. boys cannot find out where the men are going to hide
2. No, he didnt. the money.
3. No, he didn't. On Becky Thatcher’s birthday, a lot of the children go
4, She was happy the fence was painted. OR She on an excursion to some caves. Tom and Becky go too
thought he had painted the fence. far into the caves and get lost. For a time, they think
Thinking About the Story they will die in the caves, but by chance they discover
both a way out of the caves and the place where Injun
Answers will vary. Joe has hidden the money. Later, Tom and Huck go
back to the caves and return with $12,000.
Tom Sawyer lives in a small town on the Mississippi
River in the first half of the nineteenth century, with
his Aunt Polly and his brother Sid. Tom and Sid are
orphans.
Unit 4 Online / 19
Unit5 Culture
reference words? Remind students that sometimes
Part 1 Learning in America the reference and what it refers to are in the same
sentence, but sometimes the referent comes earlier in
the paragraph.
Task A: Do the first item with the class. Ask them to
find himself in paragraph 1. Ask a student to read the
AND CULTURE NOTES rest of the sentence and write it on the board. Underline
The passage is about a Korean student's himself and ask students what word it refers to in .
experiences in an American university classroom. the sentence (Answer: he). Then have them read the
The student took a psychology class and was previous sentences and find the other references until
surprised by the behavior of the professor and the they find the original reference (Answer: the professor).
other students in the class. In Korea, students don't Explain to students that sometimes the reference
interrupt the teacher to ask questions very often, and what it refers to are in the same sentence, but
and if they do, no one would ask the same question sometimes the referent comes earlier in the paragraph.
twice. They seem to listen to the lecture more Then have students do the same with numbers 2-6.
carefully. In the United States, professors are more
casual in their manner, and there is more freedom
of interaction between students and professors. Answer Key
Students interrupt a lecture more often. The
Korean student learned to appreciate both cultures. Unit Title Page
professor (par): In the United States, a teacher 1. Answers will vary. 2. Answers will vary.
with a Ph.D. who teaches at the university level is
commonly called Professor (Smith). In high school, Before Reading
the teacher is called Mr., Mrs., or Ms. 1. Answers will vary. 2. Answers will vary.
degree (par.7): An award that indicates that a
Comprehension Strategy
student has successfully completed a course of
study. Though times vary, an associate's degree is A. 1. the professor
often after two years of study; bachelor’s is often 2. the professor’s dress and behavior
after four years; master’s is often two more years a question
of study in a specific discipline; and Ph.D., or what a Korean professor would say
doctorate, is often after an additional two to five Korean students
years of study, depending on the specific discipline. Pry one’s classmates
Vine.

In 2006, the “Academic Ranking of World ic 3. a < eS
Universities” by Shanghai Jiao Tong University, 2 4. a 6. c
said the first, second, and third ranked universities
worldwide were Harvard University (Massachusetts, Looking at Vocabulary in Context
US.), Cambridge University (Cambridge, U.K.) and A. 1. F Ko =
eal
Stanford University (California, U.S.). 2 Sed 4. T 6. F
1. impressed 4. interrupted
Comprehension Strategy: 2. casually 5. frustrated
3. influenced
Recognizing reference words 6. interactive
Box: Read the information in the box with the class. What’s Your Opinion?
Ask questions to check understanding, for example, Answers will vary.
When do we use reference words? What are some
20 / Unit5 Culture
Part 2 A Team Player Task A: Read the title of the passage with the class
and tell students to underline it. Ask for some initial
Available on CD: CD1 Track 15. guesses, based on the title, about which of the answer
options (1-3) is correct. Tell students to underline the
key parts of the text. Have them underline the entire
BACKGROUND INFORMATION first paragraph, the entire last paragraph, and just the
AND CULTURE NOTES first sentences of all the other paragraphs. Tell them to
The passage is about an Australian teacher's read only the parts of the text that they underlined and
experiences teaching English as a second language ignore everything else. Give students a short time to
in Australia and in Japan. The teacher thought skim the text. Make sure they read only the parts that
a successful lesson was when all students were they underlined. Then elicit which main idea is correct.
speaking in English and giving individual
opinions, which was what often happens in
Australia. However, in Japan the teacher was Answer Key
surprised that the students talked very briefly and
Before Reading
quietly and then came to a group decision. The
teacher realized that this team-player attitude was 1. Answers will vary.
a very important part of all aspects of Japanese 2. Answers will vary.
culture, and that cultures are different but one is Fluency Strategy
not better than another.
A.3
viewpoint (par. 3): An opinion based on a person's
perspective; comes from their culture and/or life Checking Fluency and Comprehension
experiences
Avslec 4.¢
spokesperson (par. 3): One person who says the pas) 5.8
opinions of a group 3.ab
colleagues (par 4): People in the same profession Expanding Vocabulary
culturé (par.6): The set of shared opinions, values, A. 1. b, high 4, d, team
and behaviors of a group of people 2. a, black 5. f, team
Further Information 3. e, points 6. c, mates
cultural differences: Seventy-two percent of B. 1. teammates 4. team player
Japanese students think hard work is the most 2. blackboard 5. classmates
important factor in success in school. So do 59 3. high school 6. viewpoints
percent of Chinese students. Only 27 percent of
American students say the same. Among teachers, What’s Your Opinion?
in Japan 93 percent believe that studying hard is Answers will vary.
the most important factor, but only 26 percent of
American teachers agree. (Chinese teachers are Increasing Fluency
between the two extremes.) 1. b 5. d
DMA 6. d
3 eFave Tage
Fluency Strategy: Skimming 4. c,e Siac
for the main ideas

Ask questions to check understanding, for example, Have students use the Internet to research schools
When you skim, should you read the whole text? Which in different countries. Suggest they use the search
parts should you read? Note that skimming is not the terms school (country), university (country), cultural
same as scanning. Skimming is reading certain key differences. Have them present their information to the
parts of the text to understand the main ideas. Scanning class.
is looking for a specific detail or a piece of information.
Unit 5 Culture / 21
Extensive Reading 9:
Thinking About the Story
Answers will vary.
Pocahontas
In 1607, a group of English colonists arrive in Virginia,
ABOUT THE EXTRACT where they meet the Algonquin Indians and build a
town that they call Jamestown. Most of the Indians
The extract is from Chapter 1 of Pocahontas,
cooperate with the colonists and trade with them. In
Oxford Bookworms Library, Stage 1. This true
particular the colonists need food, which they get from
story looks at the problems that occur when two
the Indians in exchange for things they have brought
cultures meet. Similar stories must have taken
from England.
place, at different times in history, in different parts
John Smith leads a party of men who want to
of the world, but the Pocahontas story is one of
buy food. There is a fight with a group of Indians,
the better known—probably because John Smith
and Smith is taken prisoner and brought before the
himself was able to write it down several years after
Algonquin king, Powhatan. Some of the Indians want
it happened.
to kill Smith, but Powhatan’s 13-year-old daughter,
All the characters in this story about Pocahontas Pocahontas, manages to save his life. Smith stays in
were real people. Tim Vicary, the author, used John the Algonquin village for some time and learns their
Smith’s own book, A General History of Virginia, language before being allowed to return to Jamestown.
which John Smith wrote in 1626, some years after Later, Pocahontas comes to Jamestown, where she
Pocahontas died. The story of Pocahontas was also . spends a lot of time with John Smith, learning about
told in a Disney film, but it is a very different story England and the English. She wants to marry Smith,
from the one in John Smith’s book. but, partly because she is so young, Smith refuses.
Tim Vicary is an experienced teacher and writer, She returns to her village, and relations between the
and has written several stories for the Oxford colonists and the Indians begin to deteriorate.
Bookworms Library. Many of these are in the Several years later, when Pocahontas is 19, a group
Thriller & Adventure series. He has also published of Englishmen take her prisoner. They want to use
two long novels, The Blood upon the Rose and Cat her to put pressure on her father. John Smith has left
and Mouse. Jamestown, and, thinking that he is dead, Pocahontas
becomes friendly with and marries another man, John
Rolfe.
Answer Key In 1616, Rolfe, Pocahontas, and their son make the
Before Reading voyage to England. They visit London, and Pocahontas
meets John Smith again—but it is too late. She is
Students check what they think will happen. After they married and she has a son. Six months later, she
read, they will see the answer is: 2 becomes very ill and dies in England before she can
After Reading return to Virginia. John Smith never married.
The wording to the answers may vary slightly.

1. He called it Jamestown because the King of England
was called James.
2. He said they must always carry their guns.
3. The Indians likes Smith because he learned their
language, wanted to talk to and understand them,
and gave them things from England.
4. They needed more food.
22 / Unit5 Culture
Unit6 Age
Part1 The Secret to a on the board This figure... and ask, What does figure
mean? How do you think it relates to life expectancy?
Long Life Go back to number 1 and elicit the correct answer.

Do the same for numbers 2 and 3.
Answer Key
Unit Title Page
AND CULTURE NOTES
The passage is about how some people live long 1. Answers will vary.
lives. One French woman lived to the age of 122 2. Answers will vary.
even though she smoked for 100 years. Generally, Before Reading
developed countries have higher life expectancy
Answers will vary.
because they have better health care and education.
Poorer countries have lower life expectancy Comprehension Strategy
because of factors such as war and bad diet.
A. 1. age
Women live longer than men, and married men
2. men and women
live longer than single men.
3. marriage
developed countries (par. 3): Countries with a
relatively high standard of living for most of the Checking Comprehension
people wh¢ live there Ay ial
risky (par. 4): Dangerous or hazardous to one’s health 2. F, Life expectancy varies widely for people
around the world.
Further Information 3. FE, The food people eat does affect how long
The top ten countries with the highest life expectancy they live.
are Andorra, San Marino, Japan, Singapore, Australia, 4. T
Sweden, Switzerland, Canada, Iceland, and Italy. a
The countries with the lowest life expectancy are Din
. EF, Jeanne Calment doesn't prove the theory that a
Botswana, Mozambique, and Swaziland. risky lifestyle lowers life expectancy.
. smoking: yes; fencing: no
Comprehension Strategy: . smoking: yes; fencing: yes
. smoking: yes; riding a bicycle: yes
Identifying meaning from context . smoking: no
mem
=
WN
Box: Read the information in the box with the class. Looking at Vocabulary in Context
When you don't know a word in a reading text, what A. 1. false
should you try to work out? 2. number of people in a particular area
3. an advanced level of technology
Task A: Do the first item with the class. Tell students to 4. parts of a cell in humans, animals, and plants
put away their dictionaries. Ask them to find the first 5. unsafe
phrase—life expectancy—in paragraph 2. Have a student 6. the way you live
read the rest of the sentence and write it on the board.
Focus on the word expectancy and ask students to guess B. 1. developed countries 4. lifestyle
what part of speech it is (Answer: noun). Then, have 2. disproved 5. population
a student read the previous sentence, She believed her 3. genes 6. risky
long life... Write it on the board and ask, What kind of What’s Your Opinion?
life did she have? If necessary, write the next sentence
Answers will vary.
Unit 6 Age / 23
Part 2 A Cure for Aging?
sentence. Ask them to choose which answer is correct.
Then have them do numbers 2-4.

Answer Key
Before Reading
AND CULTURE NOTES
1. Answers will vary.
The passage is about Dr. Aubrey de Grey, who
believes that someday it will be possible for
humans to live to be 1,000 years old. His theory is Fluency Strategy
that aging is caused by cell damage, and that cell
AGS Le o..a
damage can be fixed. He also believes that 1,000-
year-old people will be strong, and that they will
2.iduay4ab
be able to complete more of their life goals. Many Checking Fluency and Comprehension
people disagree with Dr. de Grey’s ideas. They
argue that if people lived so long, the world would AT, D420
have too many people, and only rich people would 2. a Se!
be able to afford to live so long. Also, most people 3. b
would not want to live that long. Expanding Vocabulary
theory (par. 1): An idea that is scientifically possible A. lie G. reject
but not yet proved to be true 2. a, damage
Further Information d, weak
life extension: Much of the field of anti-aging b, natural
medicine concerns research about antioxidant f, poor
supplements such as vitamins C and E. These kinds e, losing
of supplements seem to slow the aging of cells in strong
the body. Scientists also have studied the reduction damage
of calories and its relationship to aging. Some gain
studies with rats show that a 50 percent reduction poor
of calories (while still maintaining a healthy diet) stand by
causes a 50 percent increase in lifespan. a natural
NA
le
eR
ah
Hisad
yD
AM
diet and aging: The inhabitants of the Ryukyu
Islands, of which Okinawa is the largest, have the
highest rate of centenarians in the world, with Answers will vary.
almost 600 out of 1.3 million inhabitants older
Increasing Fluency
than 100. Many researchers think it is the islanders’
diet, which is low in fat, sodium, and calories, and ce
high in fiber and vitamin E. b
a,c
bec
Fluency Strategy: Recognizing a
Signal words Qu
Box: Read the information in the box with the class. eo
AY
SNA
Seo
What do the words main, also, and however show?
Task A: Do the first matching item together as a class.
Read through the two columns with the class. Have Have students use the Internet to research aging. Suggest
students scan the text and underline the signal words. they use the search terms aging, longevity, lifespan. Have
Have them point to in addition and read the rest of the them present their information to the class.
24 / Unité Age
Extensive Reading 6: Thinking About the Story
Answers will vary.
Christmas in Prague
Jan and Carol Vlach live in Oxford, UK, where Jan
ABOUT THE EXTRACT teaches Czech at the university. They live with Jan’s
The extract is from Chapter 1 of Christmas in father, Josef, who is 68. Jan and Josef came to England
Prague, Oxford Bookworms Library, Stage 1. The from Czechoslovakia in 1957, when Jan was a baby, and
story is about Europe before and after the fall of Josef has never gone back. One day, in 1995, Carol, who
the Iron Curtain, which separated Eastern and is a harpist, receives an invitation to play in a concert
Western Europe until the early 1990s. Josef and his in Prague that Christmas. She would like to go, and she
wife have to choose between staying in Prague— persuades Han and Josef to go with her.
fighting for democracy within their country, at the Carol arrives in Prague before Jan and Josef. One day
cost of almost certain arrest and imprisonment— after rehearsal, she goes shopping in the old town—she
or making a highly dangerous escape. The escape wants to buy some Christmas presents. Walking back
from Czechoslovakia into Austria, and eventually to her hotel, she sees Jan across the street. She shouts to
to England, mirrors similar exiles by families and him, but he doesn’t react. She runs across the street to
individuals from all the Eastern countries—and him but is knocked down by a bus.
many of the people exiled in this way have only The next morning, the orchestra discovers that
recently been able to return to the countries of Carol is in the hospital. They phone Jan and Josef, who
their birth. Note that Jan and Josef escaped from immediately make plans to fly to Prague early. The
Czechoslovakia, which is now divided into the conductor of the orchestra visits Carol in the hospital
and tells her this, but she can’t understand. Jan is
Czech and Slovak Republics. Prague, which was
once the capital of Czechoslovakia, is now the already in Prague—she saw him yesterday. Shortly after
capital of the Czech Republic. the conductor's visit, another man comes to visit her
in the hospital. It is Pavel Brychta, the man Carol saw
The author, Joyce Hannam, is an experienced in the street. He feels that in some way he caused the
teacher and lecturer. She has taught English in accident and wants to see how she is. Again, Carol can’t
several countries, including Greece, Spain, Turkey, understand—he looks exactly like Jan. As Pavel leaves
and the CzechRepublic. her room, he meets Jan and Josef, who have just arrived
in Prague. Josef brings both men into her room—he
thinks he has the explanation.
Answer Key *
Pavel is Jan’s twin brother. Jan and Josef escaped from
Before Reading Czechoslovakia at Christmas 1957, crossing the border
in the snow—he and his wife were wanted by the police.
Students check what they think will happen. After they The next night, Josef’s wife tried to cross with Pavel,
read, they will see the answer is: 3 but she was shot and killed by border guards. Josef
After Reading was told that his wife and Pavel had been killed, but
Pavel was actually safe and had been brought up by his
The wording to the answers may vary slightly. grandmother. There is a happy reunion in the hospital.
1. She's a harpist. Carol recovers to play her harp at the concert, which
2. He lives with them because he can't see very well. is attended by Jan, Josef, and Pavel, her newly found
3. He's always said no before. Jan thinks it’s because of brother-in-law.
his mother.
4, He takes out a photo of his dead wife.
Unit 6 Age / 25
Unit 7 Survivors
paragraph 4 and say which details support the main
Part1 Survival After Eight idea. Students complete the activity.
Days at Sea Answer Key

Unit Title Page
1. Indonesia, Malaysia, Thailand, Sri Lanka, India,
BACKGROUND INFORMATION Bangladesh
The passage is about a man, Rizal Shah Putra, who
miraculously survived floating at sea for eight days Before Reading
after the 2004 Indian Ocean tsunami. Rizal survived 1. Answers will vary.
by hanging onto a tree, drinking rainwater, and 2. Possible answer: A person could use rainwater
eating coconuts. The tsunami was caused by a huge if it rains.
earthquake under the Indian Ocean, which created
an enormous wave that moved with the speed of a Comprehension Strategy
jet plane. The tsunami caused the deaths of more A. a. 4 d.6
than 250,000 people, 3 million people lost their jobs, b. 3 e. 2
and millions more became homeless. Coal fo
mosque (par. 2): A place of worship for followers of Checking Comprehension
the Islamic faith.
A. a. 8 e. 5
Indonesia (par. 2): A nation of 17,508 islands with a bl £33
population of more than 200 million. c.6 ge2
Further Information d. 4 he7
There is often no advance warning of an approaching B. Wording of answers may vary slightly.
tsunami, which is why they can be so deadly. The time 1. He was almost 160 kilometers from land.
between the first sign—water receding dramatically 2. No, he didnt.
from the shore—and the crest of the wave is typically 3. Indonesia, Malaysia, Thailand, Sri Lanka, India,
seconds. However, scientists speculate that animals Bangladesh, and others
may have the ability to sense sound waves that 4. More than 3 million people lost their jobs.
humans cannot detect. At the time of the 2004 5. A huge earthquake under the ocean caused the
tsunami, many animals fled to higher ground before tsunami.
the tsunami struck, and almost no animals died. 6. Whole towns and villages were destroyed.
Looking at Vocabulary in Context
Comprehension Strategy: Finding A. 1. moving with no control or direction
main ideas in paragraphs place of religious worship
. crashed into
Box: Read the information in the box with the class. Ask . damaged very badly
questions to check understanding, for example, What is . died in water
the main idea? Where can you often find the main idea? broken so it can't be used
Note that sometimes the main idea is not explicitly
struck 4. drifted
stated. Instead, the paragraph might just contain
examples or evidence to support the writer’s main idea. AWRY
Yrdrowned 5. devastated
3. destroyed 6. mosque
Task A: Read each of the main ideas with the class.
Do the first example with students. Have students read What’s Your Opinion?
Answers will vary.
26 / Unit 7 Survivors
Part 2 An Unlikely Friendship look at the picture and read the caption. Ask students
if they still think their first prediction is correct. Have
Available on CD: CD2 Track 3. students use the skimming technique they learned in
Unit 2, Part 2 to check their answers. Then elicit which
topic is correct.
AND CULTURE NOTES
The passage is about the friendship between a Answer Key
baby hippo named Owen and a 130-year-old
Before Reading
tortoise named Mzee. In Kenya at the time of the
2004 tsunami, Owen had become separated from 1. Answers will vary.
his family. He was found and rescued by a group 2. Answers will vary.
of people who gave him his name. He was taken
Fluency Strategy
to a wildlife park, where he immediately ran to
a tortoise for protection. At first Mzee moved A. 2
away from Owen, but eventually he acted like Checking Fluency and Comprehension
Owen's parent, and they were often in each other's A. 1,
company. As Owen gets older, park officials plan to
put him with a young female hippo; hopefully they
will start a family.
tortoise (par. 1): A slow-moving land reptile that eats Seek
See6oS
oo
plants. They typically live to 130-150 years old and
are relatively shy and reclusive. Expanding Vocabulary
hippo (par. 1): Short for hippopotamus, a large plant- A. 1. suddenly
eating African mammal. They typically live 40-50 2. immediately
years. They are very social and live in large groups. . probably
. frequently
Further Information . Closely
Owen and Mzee: Mzee’s parenting behavior . eventually
included teaching Owen what to eat and where oo sudden
to sleep. Scientists believe these two animals truly . immediately
have a bond. They even have developed their own . probably
unique vocal communication. As of February . frequent
2007, park officials have moved a female hippo, ae
wW
V_WnN
ANB
. close
Cleo, into the enclosure with Owen and Mzee. All ON. eventually
three animals get along very well, eating, sleeping,
and even playing together. What’s Your Opinion?
Answers will vary.
Fluency Strategy: Predicting Increasing Fluency

the topic ja ogres 5. a,d
De ei 6. b,e
3. de Ws
4.¢ 8. a,c
What is a topic? What should you look at to predict
the topic? Note that predicting means to guess what
something is before you have all the information. Additional Activities
Task A: Read through each of the possible topics with Have students use the Internet to research either the
the class. Then read the title of the passage with the tsunami or Owen and Mzee. Suggest they use the
class and tell students to underline it. Ask for some search terms Owen and Mzee, 2004 Indian Ocean
initial guesses, based on the title, about which of the tsunami, tsunami. Have them present their information
three answer options is correct. Then tell students to to the class.
Unit 7 Survivors / 27
Extensive Reading 7: The Answers will vary.
Wizard of 0z
Dorothy lives in Kansas with her uncle and aunt. One
ABOUT THE EXTRACT day there is a cyclone. Everyone runs to hide in the
cellar, but Dorothy tries to find her dog, Toto. Before
The extract is from Chapter 1 of The Wizard of Oz,
she can get to the cellar, the house blows away with
Oxford Bookworms Library, Stage 1. A cyclone is
Dorothy and Toto in it.
an intense, often devastating storm that occurs as a
When the house lands, they find themselves in the
whirlpool of air set in motion by the rotation of the
country of Oz. They are met by the good Witch of the
earth. A cyclone is what brings Dorothy, the main
North who tells Dorothy that her house has landed on
character, to a magical land called Oz. In Oz, she
and killed the bad Witch of the East. Dorothy wants
meets many scary characters, but she also meets
to go back home, and the witch tells her to visit the
friends who help her get back home.
Wizard of Oz, who will help her. So off she goes, on
The author, Lyman Frank Baum, was born in the yellow brick road toward the Emerald City, where
Chittenago, New York, in 1856. He came from a the wizard lives. Before she leaves, she puts on the bad
rich family; his father made his money in the oil witch’s magic shoes.
business and also had a theater. Baum could not On the way, she meets three strange characters: a
play games when he was a child because he had a Scarecrow with no brains, a Tin Man with no heart, and
bad heart, so he read a lot of storybooks. a cowardly Lion. They all want to ask the wizard for
Baum had four sons, and he liked to tell them help-and agree to go with Dorothy to the Emerald City.
stories. Therefore, in 1897 he wrote his first When they get there, the Wizard agrees to help them
children’s book. He was soon very successful, and but only if they kill the bad Witch of the West. However,
in 1900 The Wonderful Wizard of Oz came out. Oz as they leave the Emerald City, the Witch of the West
was the first really good magic world in books for sends her magic monkeys to attack them. The monkeys
American children. capture Dorothy and take her back to the witch’s house.
Baum wrote many more Oz books, and a very One day when the witch tries to steal Dorothy’s
famous movie was made in 1939, with Judy magic shoes, Dorothy throws a bucket of water over her
Garland as Dorothy. and kills her. Dorothy then rescues her three friends
and returns to the Emerald City. But when they get
there, they discover the Wizard of Oz isn’t a wizard
Answer Key after all. He's just a little, old man from Kansas.
He tells them that he cannot do magic and they do
Before Reading not really need it anyway because they have what they
Students check what they think will happen. After they want already. He says the scarecrow does not need
read, they will see the answer is: 2 brains because he is already clever, the Tin Man does
not need a heart because he already feels love, and the
After Reading Lion is already very brave. Dorothy, however, still wants
The wording to the answers may vary slightly, to go back to Kansas. The good Witch of the South tells
1. It fell on the Witch of the East. her that if she closes her eyes, the magic shoes will take
2. The good witches are the Witch of the North and the her there. So she closes her eyes and when she opens
Witch of the South. them again, she and Toto are back home with her uncle
3. She put them on. and aunt.
4. He lives in Emerald City.
28 / Unit 7 Survivors
Unit 8 Looking Good
Part1 The Thin Line Between of an issue, and sometimes they will only give a few
examples of the same viewpoint when they are trying to
Beauty and Health

persuade the reader to agree with one side of an issue.
Task A: Read each item with the class. Have students
Available on CD: CD2 Track 5. scan the text and find where doctors are mentioned
(par. 4). Have students read the paragraph and look for
words that indicate point of view (They say...). Ask
BACKGROUND INFORMATION students to say what doctors’ point of view is. Have
AND CULTURE NOTES students complete the rest of the activity. Make sure
The passage is about the idea that to be thin is to be students understand that there is one extra person/
beautiful. In the West, fashion models are thinner group of people.
than ever before. In Asia, this trend is also becoming
more apparent. Even though this ideal of beauty has
usually been connected to wealthy Western societies, Answer Key
images of super-thin models are affecting the way
Unit Title Page
women around the world see themselves. Doctors
worry that too many women are dieting, even 1. Answers will vary.
though they are at a healthy weight. In Africa and 2. Answers will vary.
some other areas of the world, many cultures seem
Before Reading
to still prefer plump women.
Answers will vary.
plump (par): Having a full, round body shape
impact (par. 3): A strong effect on someone or Comprehension Strategy
something Ageaye2 cy
altered (par. 4): Changed b. X d.3

fashion models: In 2006 organizers of Madrid's 1. 4,
largest fashion shows decided to ban too-thin 25 D
models from the runways. They required models 3. eo
oa 6. EO
SO
to have a certain body mass index (BMI). For

example, a 5’9” model needed to be at least Looking at Vocabulary in Context
125 pounds. Thirty percent of the models planning A. 1. ideas
—_
to be in the shows were too thin and were banned. . clothes

impact on young girls: Twenty-one studies that . general
slim
looked at the media’s effect on more than 6,000 girls,
ages 10 and older, found that girls who were happy
unchanged
exposed to the most fashion magazines were more
likely to suffer from poor body images. depressed
image
alter
Comprehension Strategy: cosmetics
Recognizing points of view ANA
AP
WH
YNEplump
a particular
Ask questions to check understanding, for example, What’s Your Opinion?
What is a point of view? What words indicate a point Answers will vary.
of view? Note that sometimes authors will give a few
different viewpoints when they want to show all sides
Unit 8 Looking Good / 29
Why do you scan a text? Should you read every word
Part 2 Just Ask! when you scan? Note that skimming is not the same as
scanning. Skimming is reading certain key parts of the
Available on CD: CD2 Track 6. text to understand the main ideas of the whole text or a
paragraph. Scanning is looking for a specific detail or a
BACKGROUND INFORMATION piece of information.
AND CULTURE NOTES Task A: Read through each of the statements with the
The passage is a question-and-answer advice class. Ask for some initial guesses about who said the
column. Jon is worried about introducing his first statement. Then give students 10 seconds to scan
girlfriend to his best friend because his friend is the text to check their answers. Ask students if their
very good-looking and outgoing, and he’s afraid first guess was correct and why.
she'll like his friend better than him. Ms. Hope
tells Jon that it sounds like they have a great
relationship, and he shouldn't worry. Looks aren't
Answer Key
the most important thing, and his girlfriend might
Before Reading
not want someone who talks all the time.
Answers will vary.
going out with (par. 1): Dating
crazy about (par. 1): Like very much Fluency Strategy
to catch his eye (par. 2): To get him to notice them Aw lal oe
Zann 4.H
break up with (par. 4): To stop dating someone
Further Information Checking Fluency and Comprehension
Dear Abby is the most popular and widely Aes ea
syndicated advice column in the world. It was 22D
started in the United States in 1956 by Pauline Bi Bl
Esther Friedman Phillips. Born in 1918 in Sioux 4. b
City, Iowa, Pauline Esther was an identical twin of ea!
Russian Jewish immigrant parents. Her twin sister,
Esther Pauline, wrote another very popular advice Expanding Vocabulary
column under the pen name Ann Landers. INS he SE 4.e
Today, the Dear Abby column is written by Pauline 2 Ae) 5

Esther's daughter, Jeanne Phillips. Dear Abby appears 3 9 EC. 62 a
in about 1,400 newspapers worldwide and has a daily B. 1. caught/eye 4. crazy about
readership of more than 110 million people. 2 . got in touch 5 . made for
Abby receives more than 10,000 letters and emails 3. going out 6. break up
per week. More than 80 percent of the questions
she receives come from readers between the ages
of 18 and 49. The majority of the other questions Answers will vary.
comes from people under 18.
Increasing Fluency
Abby is one of only three laypersons ever to be
ks %e 5.di
granted a prestigious Life Consultant membership
2tard 6.a
in the Group for Advancement of Psychiatry
3. b Tease
(GAP), an organization of nationally respected
4. ce Sac
psychiatrists dedicated to shaping psychiatric
thinking, public programs, and clinical practice in
mental health. Additional Activities
Have students use the Internet to research issues about
Fluency Strategy: Scanning weight and appearance. Suggest they use the search
terms fashion industry, fashion models, beauty, beauty
Box: Read the information in the box with the class. ideal, weight. Have them present their information to
Ask questions to check understanding, for example, the class.
30 / Unit 8 Looking Good

Extensive Reading 8: The Thinking about the Story
Answers will vary.
Elephant Man
One day, outside a shop near the hospital he works in,
ABOUT THE EXTRACT Dr. Frederick Treves sees an advertisement about an
The extract is from Chapter 2 of TheElephant Man, ugly man who looks like an elephant. He pays to go into
Oxford Bookworms Library, Stage 1. There is still a dark, dirty room where a man with a very misshapen
some debate about which disease affected Joseph body sits. The shopkeeper, Mr. Silcock, makes money
Carey Merrick, but it is now thought most likely by charging people to see Joseph Merrick. The show has
that he suffered from Proteus syndrome. In this to travel around Britain because the police try to stop
strange disorder there are growths over the skin them.
and bones of the body. As a medical man interested in research, Dr. Treves
takes Joseph Merrick to his hospital to examine him.
Freak shows were common at the time of the story, Joseph cannot walk to the hospital, so he is dressed in
and the West End of London, famous now for a very big hat and cloak and taken in a cab. When Dr.
its theaters, was the site of many exhibition halls Treves goes back to see Joseph the next day, Mr. Silcock
where the wealthy could go to look at “exhibits” and Joseph have gone.
like Joseph Merrick. Two years later, the police find Joseph—tired, dirty,
Joseph Merrick joined a freak show when he was and hungry—and bring him to Dr. Treves because
17 because that was the only way he could earn Joseph has the business card that Dr. Treves gave him.
money. Although it is unusual nowadays to see Joseph is not ill, but he doesn’t have anywhere to live.
human freak shows, many people still have a Therefore, the hospital chairman, Mr. Carr Gomm,
fascination with physical extremes. The Guinness writes to the Times newspaper and appeals for money.
Book of Rgcords has lists and photographs of people The readers of the Times give £50,000, enough to look
with extraordinary characteristics, such as being after Joseph Merrick all his life.
the tallest or fattest or fastest person in the world. The hospital gives him two rooms where he can live.
He is able to live normally now and has a social life.
Tim Vicary is an experienced teacher and writer,
The nurses are a little frightened of him at first and
and he has wriften several stories for the Oxford
do not talk to him, but one day Dr. Treves introduces
Bookworms Library. He has also published two long
Joseph to a beautiful woman who becomes his friend.
novels, The Blood upon the Rose and Cat and Mouse.
She often visits him and brings other friends with her
for a cup of tea and to talk about books.
Answer Key Joseph is very childlike. He particularly enjoys plays
for children and loves going to the theater, where he
Before Reading must be taken in secret. One day, he asks to spend time
Students check what they think will happen. After they in the country and has a six-week stay in a quiet house,
read, they will see the answer is: 1, 4 where he makes friends with many animals.
Six months after the visit, Dr. Treves finds Joseph
After Reading dead. He usually sleeps with his arms around his legs
The wording to the answers may vary slightly. and his head on his knees because it is dangerous to
sleep on his back. But on this particular night, Joseph
1. Merrick was wearing a hat with a gray cloth, a long tried to sleep normally. His head slipped off the bed,
black coat, and big shoes. and his neck broke under the weight.
2. Merrick asked Dr. Treves to help him up the stairs.
Go. Dr. Treves gave Merrick his card in the cab.
4, Dr. Treves and a nurse checked Merrick carefully.
Unit 8 Looking Good / 31

reference words? Remind students that sometimes the
Unit9 Personality reference and what it refers to are in the same sentence,
but sometimes the referent comes earlier in the
paragraph.
Part 1 Understanding Task A: Do the first item with the class. Ask them to
find their in paragraph 5. Ask a student to read the rest
of the sentence and write it on the board. Underline
Ourselves their. Then have them read the previous sentences and
find the other references until they find the original
reference (Fei, Meilan, and Lihua Lin).
AND CULTURE NOTES Answer Key
The passage is about where a person's personality Unit Title Page
and behavior come from. Even though Fei, Meilan,
and Lihua Lin are sisters, their personalities are 1. Answers will vary.
very different. There are many theories about why 2. Answers will vary.
this is so. Most scientists agree that personality is Before Reading
influenced by both genes and environment, but
they cannot agree as to which is more important. Answers will vary.
There are other popular theories. One theory is Comprehension Strategy
that blood type determines personality. Another is
that birth order in a family influences personality. A. 1. Fei, Meilan, and Lihua Lin
personality
genes (par. 6): A hereditary unit passed on from
other scientists
parent to child
a theory
get along with (par. 9): Have friendly relations with Wop
wbone’s position in the family
Most psychologists agree that there are five main
A. 1
personality traits: openness, conscientiousness,
extroversion, agreeableness, and neuroticism.
Many people believe that birth order has a
profound effect on how these traits manifest
themselves in an individual’s personality. People
Oe
OeoaRO
oc¢e
who believe this theory believe that first-born
children are serious, conscientious, goal-oriented, Looking at Vocabulary
conservative, high achieving, and anxious. Middle-
A-l.a
—_ 4b
born children have diverse traits, but their habits
b ce el
are formed by the fact that they have never been in
b 6.a
the spotlight. They tend to avoid conflict and are
good at mediating. Youngest children are generally environment
outgoing, charming, and entertainers. They also rebellious
are not afraid of testing boundaries. outgoing
reserved
inherited
Comprehension Strategy: Shipdependable
gelled
Recognizing reference words What’s Your Opinion?
Box: Read the information in the box with the class. Answers will vary.
When do we use reference words? What are some
32 / Unit 9 Personality
Part 2 Happy People and tell students to underline it. Ask for some initial
guesses, based on the title, about which of the three
Available on CD: CD2 Track 9. answer options is correct. Tell students to underline
the key parts of the text. Have them underline the
entire first paragraph, the entire last paragraph, and
BACKGROUND INFORMATION just the first sentences of all the other paragraphs. Tell
AND CULTURE NOTES them that to read only the parts of the text that they
The passage is about why some people are happier underlined and ignore everything else. Give students a
than others. One factor is a person's attitude short time to skim the text. Make sure they read only
toward life, and not what things they have or don’t the parts that they underlined. Then elicit which main
have. Another factor is what kinds of activities we idea is correct.
do, Enjoying hobbies is important for happiness.
Unhappy people judge themselves against what
other people have, but happy people set their own Answer Key
goals. Happy people are sociable and have good
Before Reading
relationships with their life partners.
Answers will vary.
more likely (par. 5): To have a greater possibility of
happening or being true Fluency Strategy
Further Information 1 We
The Happy Planet Index: An index of human
well-being introduced in 2006. It was designed
to measure a country’s development. It’s based on Ag iscc
the principle that most people want to live long Zap
and fulfilling lives, and the country that is doing Sab
the best is the one that allows its citizens to do so, 4. a
without keeping future people and people in other >. €
countries from doing the same. Expanding Vocabulary
lottery winners: Many lottery winners end up A. 1. expect 4. judge
losing their money because of poor management. 2. satisfied 5. decide
For example, Ewelyn Adams didn't just win the 3, enjoy 6. predicting
New Jersey lottery, she won it twice (in 1985
and 1986)! She won a total of $5.4 million. B. 1. decision 4. expect
Unbelievably, though, the money is now all gone, 2. satisfied 5. enjoyed
and Adams lives in a trailer. Bud Post won $16.2 3. predictions 6. judgments
million, but when he died in 2006, he was living on What’s Your Opinion?
$450 a month and food stamps. They both say that
winning the lottery made their lives worse. Answers will vary.
Increasing Fluency
Fluency Strategy: Skimming Li bye 5. a,b
Pd, \oh © 6. a,e
for the main idea Seance Tee
Box: Read the information in the box with the class. A, Ge Stara
When you skim, should you read the whole text? Which Additional Activities
parts should you read? Note that skimming is not the
same as scanning. Skimming is reading certain key Have students use the Internet to research personality
parts of the text to understand the main ideas. Scanning and happiness. Suggest they use the search terms
is looking for a specific detail or a piece of information. nature vs. nurture, happiness, birth order, blood type and
personality, lottery winners, happy planet index. Have
Task A: Read through each of the main ideas with the them present their information to the class.
class. Then read the title of the passage with the class
Unit 9 Personality / 33
Extensive Reading 9: Aladdin
to be Aladdin's uncle. Abanazar wants to gain the trust
of Aladdin so that the boy will help him find a magic
lamp. He gives Aladdin and his mother presents of
and the Enchanted Lamp clothes and money to make them like and believe him.
Eventually Abanazar takes Aladdin far away from
Available on CD: CD2 Track 10. the city to a place in the hills. He gives Aladdin a magic
ring to protect him and tells him to go into a cave and
ABOUT THE EXTRACT find an old lamp for him. Aladdin finds the lamp but
The extract is from Chapter 2 of Aladdin and the does not know that it has magic powers. Abanazar
Enchanted Lamp, Oxford Bookworms Library, gets impatient with Aladdin, and Aladdin refuses to
Stage 1. “Aladdin and the Enchanted Lamp’ is a give him the lamp. Abanazar closes the cave, leaving
story that comes from a famous book called Tales Aladdin trapped inside. Only when Aladdin rubs the
from the Arabian Nights, or The Thousand and One magic ring and a jinnee appears does he manage to
Nights. The stories in this book are more than a escape from the cave.
thousand years old. They come from the Middle When he gets home, his mother rubs the lamp by
East and India, and first came to Europe three mistake and another jinnee appears, bringing them
hundred years ago. Other famous stories in the meat and rice on gold plates. They sell the plates for
book are “Ali Baba” and “Sindbad the Sailor” The money and soon become very rich. Aladdin now has
book is a collection of stories told by Sheherazade, a shop in the market and three market-sellers to work
the beautiful wife of a mad Sultan who believes all for him.
women to be unfaithful. Each night he takes a new One day Aladdin sees the Sultan’s daughter, Princess
wife, only to execute her the next day. Sheherazade Badr-al-Budur, and falls in love with her. The Vizier,
tells a story to her husband every night and : however, wants his son to marry the Princess.
always breaks off her story before the morning by When Aladdin hears that the Vizier’s son is going to
claiming that there is not enough time to finish. marry the Princess, he makes the jinnee of the lamp
The Sultan spares her life in order to hear the end bring her to him. Aladdin tells her that he loves her,
of the story. This pattern continues until he is and the next day the Princess tells the Sultan that she
cured of his madness and falls in love with his wife. wants to marry Aladdin. The Vizier asks Aladdin to
prove how rich he is by bringing more jewels and gold.
Aladdin uses his magic lamp and takes his riches to the
Answer Key Sultan.
The Princess and Aladdin marry. But Abanazar
Before Reading
discovers that Aladdin is alive and using the lamp. The
Students check what they think will happen. After they magician pretends to be a lamp seller who exchanges
read, they will see the answer is: 2, 3 old lamps for new, and the Princess unknowingly gives
him Aladdin's old lamp. Abanazar tells the jinnee of the
After Reading
lamp to take her and the palace away to Morocco.
The wording to the answers may vary slightly, The Sultan gives Aladdin 40 days to find his daughter
1. He is a magician from Morocco. or be killed. Luckily, Aladdin still has the magic ring.
2. He put powder on the fire. The jinnee of the ring takes Aladdin to Morocco
3. He saw trees with beautiful fruit and the lamp. and the Princess's palace. The Princess gives sleeping
4. No, he didnt. powder to the magician, and Aladdin kills him.
Then the jinnee of the lamp takes Aladdin, the
Thinking About the Story Princess, and their palace back to Arabia.
Answers will vary.

Aladdin’s father is dead and his mother is very poor,
but Aladdin is no help to his mother. He is lazy and
spends his time paying with his friends. One day
Abanazar, a wicked magician from Morocco, pretends
34 / Unit 9 Personality
Unit10 Animals
Part1 The Camel Library traditional... and ask What is different about the library?
How do you think these sentences relate to the word like?
Available on CD: CD2 Track 11. Go back to question 1 and elicit the correct answer.
Students do the rest of the activity in the same way.
AND CULTURE NOTES Answer Key
The passage is about an unusual mobile library in
Unit Title Page
Kenya. In northern Kenya, camels are the most
efficient way to travel, so two hundred books 1. Possible answers: People use animals to carry things/
are loaded onto three camels and taken to ten to farm/for food.
villages. The books are spread out on the ground, 2. Answers will vary.
and people choose the ones they want. The camel
Before Reading
library comes every two weeks, and people return
their books and take new ones. The books are in ie Be
English because there aren't many books written in pe 4. F
Swahili, the native language of Kenya. Comprehension Strategy
remote (par. 2): Difficult to travel to A. 1. similar to (prep)
mobile (par. 3): Moving from place to place 2. something that moves (adj)
3. to be in a bad condition (adj)
break down (par. 3): To stop working properly 4. the earth (n)
|
Heifer International provides gifts of livestock, such
as llamas, chickens, and cattle to families in poor Acted
communities. Itteaches them how to care for the “li
. KE Camels are used because the roads are poor.
animals so that they have a sustainable source of
food, fertilizer, offspring, and income. . FE, The Camel Library stays in each village for
eS
one day.
5s LT
Comprehension Strategy: 6. EF The books in the Camel Library are in English.
Identifying meaning from B. The wording to the answers may vary slightly.
1. Villagers don't have enough money to buy books.
context 2. The library is far away from many villages.
Box: Read the information in the box with the class. 3. Camels transport the books.
Ask questions to check understanding, for example, 4. One person guards the books.
When you don't know a word in a reading text, what
Looking at Vocabulary in Context
should you try to work out? What should you try to find
in the sentences before and after? A. 1. nearby 4. quietly
2. expensive 5. transport
Task A: Tell students to put away their dictionaries. Do 3. start working 6. pack
the first item with the class. Ask students to find the first B. 1. unload 4. eagerly
word, like, in paragraph 1. Have a student read the rest 2. remote 5. efficient
of the sentence and write it on the board. Draw attention 3. broke down 6. material
to the word like and have students guess what part of
speech it is (Answer: preposition). Then have a student What’s Your Opinion?
read the previous sentence, It is unique... Write it on the Answer will vary for students’ own countries. The
board and ask, Is the library the same as other libraries? If answers for Northern Kenya are: 3, 4, 5.
necessary, write the next sentence on the board— Unlike
Unit 10 Animals / 35
think their first prediction is correct. Have students
Part 2 A Living Legend? use the skimming technique they learned in Unit 2,
Part 2 to check their answers. Then elicit which topic is
correct.
Answer Key
AND CULTURE NOTES
The passage is about a legendary giant turtle that Before Reading
lives in a lake in Vietnam. There is a famous legend 1. Answers will vary.
in Vietnam from the fifteenth century that the gods
gave a magic sword to the ruler of Vietnam so that
he could defeat the Chinese. Then, a giant turtle Fluency Strategy
took the sword back. Many scientists believe that a
A. 2
unique species of giant turtle really does live in the
lake. One scientist believes the original turtle from Checking Fluency and Comprehension
the legend still lives in the lake, which would make A. 1. b 4.a
it at least 550 years old. He believes it is the only Ze 5.b
one left in the world, and he wants to clean up the Sec
lake so that the turtle can continue to survive.
Expanding Vocabulary
oasis (par. 1): A place that provides a pleasant
contrast to the surrounding area A.
legend (par. 2): A famous story from the distant past

that may or may not be true tourist ruler Emperor
scientist researcher professor
Further Information Answers will | Answers will | Answers will
Cryptozoology is the search for animals that vary. vary. vary.
are rumored to exist but for which there is no
conclusive proof. Some animals that were found
to really exist are the Coelacanth, a fish believed to B. 1. A ruler 4. A professor
be extinct for 65 million years, but found in 1938; 2. An emperor 5. A researcher
3. A scientist 6. A tourist
the megamouth shark, not believed to exist at all,
but found in 1976; and the okapi, a relative of the What’s Your Opinion?
giraffe unknown to Western scientists before 1901.
Answers will vary.
Increasing Fluency
Fluency Strategy: Predicting Lease SGiutk
the topic 2. Dye 6. be
3. de 7. ae
AS ac 8. ¢c
What is a topic? What should you look at? Note that
predicting means to guess what something is before you Additional Activities
have all the information.
Have students use the Internet to research animals
Task A: Read through each of the topics with the class. and animal legends. Suggest they use the search terms
Then read the title of the passage with the class and tell animal legends, zoos, unusual animals, Have them
students to underline it. Ask for some initial guesses, present their information to the class.
based on the title, about which of the three answer
options is correct. Then tell students to look at the
picture and read the caption. Ask students if they still
36 / Unit 10 Animals
Extensive Reading 10: The Answer Key
Coldest Place on Earth Before Reading

Students check what they think will happen. After they
Available on CD: CD2 Track 13. read, they will see the answer is: 1, 4
After Reading
ABOUT THE EXTRACT
The extract is from Chapters 1 and 2 of The Coldest
Place on Earth, Oxford Bookworms Library, 1. They think they’re going to the North Pole.
Stage 1. The story describes one of the great journeys 2. The US. flag is already at the North Pole.
of discovery. Most parts of the world had finally been 3. He is good at skiing.
visited by Europeans during the nineteenth century, 4. He is an Englishman who is going to the South Pole.
but both the North and South Poles remained Thinking About the Story
unvisited into the twentieth century.
Answers will vary.
Roald Amundsen (1872-1928) wanted to be the
first man to the North Pole. He spent much of his
life exploring the North, and he made the first sea Summary of the full story
journey across the north of Canada from 1903 to
1906. During this journey, Amundsen met Eskimos The Coldest Place on Earth is the true story of the race
and learned a lot from them about how to live and across the Antarctic to the South Pole in the years
travel in the Arctic. He was about to leave on a 1910-1912. Two groups of men started in the summer
journey to the North Pole, taking a group of eight of 1910. The first was led by the Englishman Robert
men (all excellent skiers) and teams of dogs, when Scott, the second by the Norwegian Roald Amundsen.
news arrived that an American, Robert Peary, had Both teams sailed south and arrived in Antarctica in
reached itbefore him. Amundsen set out from January 1911, at the end of the Antarctic summer.
Norway and then secretly sailed for Antarctica They spent the winter waiting on the ice and preparing
instead (this secrecy was partly because he had for the journey. Both teams made a number of trips
borrowed money for the trip, and he was afraid he south to leave food depots that they needed for their
would have to repay the money if he didn't follow his journey to the Pole. Their journeys started in October
original plan).’Robert Scott (1868-1912), another (Amundsen) and November (Scott). Scott’s team
used horses to pull their sledges (they also tried using
explorer, had been to Antarctica before. His party
was much larger than Amundsen’, and they had motor sledges, but they lost one into the sea and the
other broke down after a few kilometers), whereas
spent more money on equipment.
Amundsen’s men used dogs and traveled on skis.
Amundsen was successful probably because his men Amundsen’s men found the journey easier than
and their dogs were well prepared for the journey. Scott’s men did. They were better skiers and their dogs
Although Scott had a lot of food and equipment, moved more easily in the snow than the horses did.
his men were not excellent skiers, and horses were Five of Amundsen’s men reached the South Pole on
much less useful than dogs. Also, Amundsen was December 14, 1911. They left a tent and a letter there,
more careful about providing the right food for the which Scott and four other men found when they
journey, and Scott’s men died not only from cold reached the Pole on January 17, 1912.
and hunger, but because they had not taken the right The Norwegian team returned safely to their camp
food with them. on the Antarctic coast, but Scott’s men did not. They
Amundsen never returned to Antarctica, but he managed to get most of the way to the coast, but then
did make several more journeys into the Arctic. they died of cold and hunger before reaching safety.
He died in 1928 when he flew over the Arctic in Their tent and their bodies were discovered by a rescue
an attempt to rescue a friend, the Italian explorer party a few months later.
Umberto Nobile, whose airship had disappeared.
Amundsen’s plane was lost and has never been
found.
Unit 10 Animals / 37
Unit 11 Challenges
Task A: Read each name with the class. Have students
Part1 A Lesson Learned read the text and pay special attention to whose
opinion is being expressed. Then they do the activity.
BACKGROUND INFORMATION Answer Key

AND CULTURE NOTES Unit Title Page
The passage is about a young man who gets a
summer job at a residence for disabled people. At 1. Answers will vary.
first he was uncomfortable because he wasn't used 2. Answers will vary.
to dealing with the disabled, and he thought the Before Reading
job was too challenging. After a while, he realized
that none of the residents ever complained about 1. Answers will vary.
their problems with doing simple daily tasks. He 2. Answers will vary.
learned that he should be grateful for the good Comprehension Strategy
things he has in his life.
A. 1. b
disabled people (par. 1): People who have any 2. a
condition that interferes with their abilities to
perform everyday tasks Checking Comprehension
Further Information Awe] > 4.c
The World Health Organization (WHO) estimates DG 5.b
that as many as 600 million people worldwide live Bab 6.a
with disabilities. In the United States, people with Looking at Vocabulary in Context
disabilities constitute the third-largest minority
(after people of Hispanic origin and African A. — a place where people live
Americans). The 2000 U.S. Census reports that . not able to use part of their body properly
49.7 million people have some sort of long-lasting . worried and uncomfortable
condition or disability. lied
. unhappy about it
. important and worth a lot
Comprehension Strategy: . embarrassed
Recognizing points of view . residence
. valuable
. complain
wWhd
AMP . pretended
APwWNeE
What is a point of view? What words indicate a point
ON. disabled
of view? Note that sometimes authors will give a few
different viewpoints when they want to show all sides What’s Your Opinion?
of an issue, and sometimes they will only give a few
Answers will vary.
examples of the same viewpoint when they are trying to
persuade the reader to agree with one side of an issue.
38 / Unit 11 Challenges
PART 2 An Amazing Athlete Task A: Have students look at what information they
are going to find in the text. Then have them read the
Available on CD: CD2 Track 15. text without stopping at words they don't know. Do
the first item as a class. Have students say where they
found the information. Have several students say which
BACKGROUND INFORMATION words they had to ignore. Have other students define
AND CULTURE NOTES the words if they can. Students do the remainder of the
The passage is about an amazing athlete, Canadian activity in the same way.
Chantal Petitclerc. When she was 13, she lost the
use of both her legs in an accident. She decided she
wanted to stay in shape, so she started swimming Answer Key
and then wheelchair racing. She has participated
Before Reading
in the Paralympics four times, won eleven medals,
and set three world records. Chantal has a very 1. Answers will vary.
normal life. She reads, goes to movies, and has 2. Answers will vary.
dinner with friends. She lives in an apartment with
Fluency Strategy
her boyfriend and shares all the chores. One day
she would like to finish her history degree. A. 1. Chantal Petitclerc
2. wheelchair racing specialist
Paralympics (par. 3): The Paralympics Games are a
3. Canadian
mulitisports event for elite athletes who also have 4. three
physical disabilities such as mobility disabilities,
amputations, visual disabilities, and cerebral Checking Fluency and Comprehension
palsy. The Games are held every four years. Since A.l.b 4a
1988 the Summer Paralympics have been held in 2. a Sed
conjunction with the Olympic Games in the same 3. b
host city, and since 1992 they've been held along
with the Winter Olympic Games. Expanding Vocabulary
Further Information vn ae 4. d
The following are the Summer Paralympic Games 2 5D
events: archery, boccia, cycling, equestrian, football 3. a 6. f
(5 and 7 a side), goalball, judo, powerlifting, B. 1. take place 4. took on
rowing, sailing, shooting, swimming, table 2. take up 5. take out
tennis, wheelchair basketball, wheelchair fencing, 3. take over 6. take part in
wheelchair rugby, wheelchair tennis, and volleyball
(sitting). Winter Paraplympic events are alpine What’s Your Opinion?
skiing, ice sledge hockey, nordic skiing (biathlon, Answers will vary.
cross-country skiing), and wheelchair curling.
Increasing Fluency
ie; € 5: Dae
Fluency Strategy: Ignoring 2 ae 6. a,d
unknown words 3. ad
4. a,d
7 aC
8. d,e
Ask questions to check understanding, for example, Additional Activities
Do you need to know the meaning of every word in a
Have students use the Internet to research disabilities
passage? Tell students that they can move their fingers
or the Paralympics. Suggest they use the search
under the words as they read to help them keep
terms disability, disabled/activism, physical disability,
reading. They can also quickly underline words they
Paralympics. Have them present their information to
don’t know and check their meanings in a dictionary
later, if they need to. the class.
Unit11 Challenges / 39
Extensive Reading 11: A Little Summary of the full story
Seven-year-old Sara Crewe comes to England from
Princess India with her rich father, Ralph. Ralph takes Sara to
Miss Minchin’s School for Girls in London and returns
Available on CD: CD2 Track 16. to India to continue his work. Miss Minchin is pleased
at the arrival of such a rich girl because it is good for
ABOUT THE EXTRACT the school’s reputation.
The extract is from Chapter 2 of A Little Princess, Sara is very kind and friendly. She helps her best
Oxford Bookworms Library, Stage 1. For people friend, Ermengarde, with her lessons by telling her
like Sara Crewe, poor and orphaned, life in stories about kings and queens. Sara is popular at
nineteenth-century Britain was very hard. If Sarah school but one girl, Lavinia, is very jealous of her.
had not been given work and shelter at the school, Three years pass at the school. One day Sara receives
her only alternatives would have been begging a letter from her father; he has put all his money into
in the streets, or entering the local Workhouse. some diamond mines in northern India, and he is
Here she would have been put to work by the local going to be very rich. Sara is excited about the mines
authorities and in return given shelter and food. and tells her friends. Lavinia laughs at Sara and calls
Workhouses were cold and uncomfortable places, her “princess.” Sara becomes friendly with Becky, the
and the diet was repetitive and dull. Nowadays, poor servant girl at the school. Their friendship is a
Britain provides a modern welfare system for the secret because the schoolgirls are not allowed to talk to
poor. the servants.
Frances Eliza Hodgson Burnett was born in On Sara’s eleventh birthday, she has a big party.
Manchester, England, in 1849. In 1886 she wrote But.at the same time, a lawyer arrives to see
Little Lord Fauntleroy, which made her famous. Miss Minchin—Sara’s father is dead, and he lost all his
Her next famous book was A Little Princess in money because there were no diamonds in the mines.
1905. It was made into a film in 1939, with Shirley Cruel Miss Minchin wants to put Sara onto the streets
Temple as Sara, and another successful film came because she is penniless, but then she decides to keep
out in 1995. There has also been a television film of the poor girl as a servant.
the story. Sara lives in a cold room in the attic and cannot
speak to her old friends. Her only friends are the
servant Becky and Ermengarde, who visits her secretly.
Answer Key One day a monkey appears in Sara’s room. An Indian
servant, Ram Dass, climbs through the window to fetch
Before Reading the monkey. He sees that Sara leads a cold, hungry
Students check what they think will happen. After they life. He tells his employer Mr. Carrisford, the friend of
read, they will see the answer is: 2 Sara’s father who started the diamond mines in India.
After the death of Sara’s father, the mines made a lot of
After Reading
money, and Mr. Carrisford has been searching for Sara.
The wording to the answers may vary slightly. The problem is that he does not know Sara’s name or
1. A diamond mine will make them rich. which country she is in. Sara, of course, does not know
2. Becky is a servant at the school. anything about Mr. Carrisford.
3. The school had a party for Sara’s birthday. Mr. Carrisford decides to help the poor servant in
4, Mr. Crewe lost all his money because his friend took the attic next door without knowing that she is really
Sara Crewe.
it. He wont get rich because there were no diamonds
in the mine. The monkey appears again and Sara takes him next
door and meets Mr. Carrisford, who realizes that she is
Thinking About the Story the girl he is looking for. Sara leaves the school and is
Answers will vary. looked after by the kind, rich Mr. Carrisford.
40 / Unit11 Challenges
Unit 12 Space
Part 1 UFOs: Are They Out Answer Key
There? Unit Title Page

Available on CD: CD2 Track 17. 2. Answers will vary.
Before Reading
The passage is about Unidentified Flying Objects,
or UFOs. At the end of the twentieth century, there Comprehension Strategy
were many reports of UFOs, especially from China. Ayan d.3
In October 1998, 140 people saw a small starlike b. 4 e.1
object in the sky. A Chinese military plane tried to C2
catch it, but couldn't. Fifty percent of Chinese people
believe in UFOs, and one in seven Americans say Checking Comprehension
they, or someone they know, have seen an UFO. Ay it
Skeptics say there are rational explanations for UFOs, 2. FE, The plane returned because it ran out of fuel.
such as ordinary things like airplane lights or hoaxes. Sues
intercept (par. 2): To catch something and stop it 4. F, One in seven people believe that they, or
from movipg someone they know, have seen a UFO.
5. FE, They say that witnesses don’t understand what
hoax (par. 4): A trick to make people believe they see.
something that is false 6a
Further Information B. The wording to the answers may vary slightly.
UFO sightings ‘g0back very far in history: in People who believe in UFOs say...
1450 B.C. in Egypt; in 99 B.C. in Rome; in 1235
1. How could all these people be wrong?
in Kyoto, Japan; in 1561 in Nuremberg, Germany.
2. Photos of strange objects in the sky prove they
These sightings were thought to be of angels or
exist.
religious omens.
3. Many people report seeing the same thing.
The first reported modern sighting was in July 1868,
People who don't believe in UFOs say...
in Chile. Ten years later, a farmer in Texas reported
seeing a large circular object flying at great speed. 1. Witnesses don’t understand what they see.
2. It’s easy to create fake photographs.
3. People are describing things they saw in movies.
Comprehension Strategy: Finding Looking at Vocabulary in Context
main ideas in paragraphs ACoLeaL Aare
Box: Read the information in the box with the class. Ask Dh, Np) 5. b
questions to check understanding, for example, What is 35 6. a
the main idea? Where can you often find the main idea?
B. 1. witness 4. hoax
Note that sometimes the main idea is not explicitly stated.
2. evidence 5. dramatic
Instead, the paragraph might just contain examples or
3. intercept 6. rational
evidence to support the writer’s main idea.
Task A: Read each of the main ideas with the class. What’s Your Opinion?
Do the first example with students. Have students read Answers will vary.
paragraph 5 and say which details support the main idea.
Unit 12 Space / 41
Task A: Do the first matching item together as a class.
Part 2 A Ticket to Outer Read through the two columns with the class. Have
students scan the text and underline the signal words.
Space Have them point to First of all and read the rest of the
sentence. Ask them to choose which answer is correct.
Available on CD: CD2 Track 18. They do numbers 2-4 in the same way.
BACKGROUND INFORMATION Answer Key

AND CULTURE NOTES
The passage is about “space tours,’ or trips into Before Reading
space for tourists who can pay a very high price 1. Answers will vary.
for a ticket. Since the first moonwalk in 1969, 2. Answers will vary.
many people have dreamed of traveling into space.
Some space tourists have already spent time on Fluency Strategy
the International Space Station (ISS). There are
A: led ay
other types of space tours planned for the future.
220 4.a
One tour plans to take travelers around the far side
of the moon and back to Earth. The cost for this Checking Fluency and Comprehension
trip will be about $100 million. Travelers will have
1. b 4.a
to train for six months and pass a medical exam
2. a 5.0
before the trip. Once in space, they will have to
325
endure headaches as well as exercise several hours .
a day to combat muscle weakness. Expanding Vocabulary
International Space Station (par. 2): A research A. 1. rotates 4. preparation
facility currently being built by space agencies 2. consider 5. examinations
from the United States, Canada, Russia, Japan, and 3. float 6. exploration
Europe. The Brazilian and Italian space agencies
are also involved. ; B. 1. float 4. rotations
2. examination 5. prepare
Further Information 3. consider 6. explorations
The International Space Station has been inhabited
since 2000. As of September 11, 2006, there had What’s Your Opinion?
been 159 visitors. Scientists on the ISS conduct Answers will vary.
various experiments to find out how people can
live in space or on other planets such as Mars. For Increasing Fluency
example, the ISS has greenhouses that grow plants Lane 5a
in a controlled environment. Scientists use the data py ea 3 6. b,d
collected to develop techniques for growing plants 3. b Trace
in space. Avage 8.d
Fluency Strategy: Recognizing
Have students use the Internet to research space
signal words travel, space tourism, and the International Space
Box: Read the information in the box with the class. Station. Suggest they use the search terms Neil
Ask questions to check understanding, for example, Armstrong, NASA, Apollo Space Program, space tourism,
Why does a writer use signal words? What do the words International Space Station. Have them present their
First of all, thirdly, and finally show? information to the class.
42 / Unit 12 Space
Extensive Reading 12: Under After Reading
the Moon 1. Zadak is leaving on a train in three minutes.
2. He drove a taxi in front of the train.
3. in ten years
4, rain
ABOUT THE EXTRACT
The extract is from Chapter 2 of Under the Moon,
Oxford Bookworms Library, Stage 1. This story Answers will vary.
is set in the future, in the year 2522. People wear
different clothes and live in very modern buildings.
Even the cars and trains look different! Everyone Summary of the full story
is interested in space and other planets, and many In 2222, three hundred years before this story starts,
people work with satellites and in spaceships. the people of the planet Earth realized that the ozone
There are no longer countries, kings, presidents, layer was breaking up. So they made the Artificial
or parliaments. There is just one person, Earth Ozone Layer (AOL) and put it between Earth and the
Commander, in charge of the whole of the sun to protect them from the sun’s heat for the next
planet Earth. There are other people in charge of thousand years. But when this story begins in 2522,
large areas, like Australia, or colonies on other Kiah, a young man working on a spaceship, discovers
planets, like the Moon colony, who obey Earth there are serious problems with the AOL, which means
Commander's orders. that in ten years’ time Earth will die. He and his friend
We know today that the ozone layer protects Earth Rilla tell their captain, Seru, but she is nervous about
from the heat of the sun, and we also know that speaking to the Earth Commander, Gog, about it.
the ozone layer has holes in it. This story looks into Instead, Kiah and Rilla tell Zadak, Commander of
the future, to see what could happen if the ozone Australia, a friend of Rilla’s father, but he is not very
layer broke up completely. Scientists could make helpful. Almost everyone is afraid of Gog, because he
an artificial (i.e., made by people) ozone layer has his own fixed ideas and punishes people who do
to protect us from the sun. If that also broke up not agree with him. When Kiah and Rilla go to see
(which happens in this story), there would be no Gog to give him the information, he is very angry with
rain or water oh Earth, and trees, plants, animals, them, saying that the AOL is good for another hundred
and people would die. years, and he sends them to prison. Zadak discovers
where they are and visits them. He explains he has
Rowena Akinyemi is British, and after many years tried to warn Gog about Earth’s problems, but Gog is
in Africa, she now lives and works in Cambridge. only interested in the planet Mars. Zadak tries to kill
She has worked in English Language Teaching Gog, but Gog’s wife Bel protects her husband and is
for 20 years, in Africa and England, and has been shot by mistake. Gog orders his guards to kill Zadak,
writing ELT fiction for ten years. She has also and plans to leave Earth to live on Mars.
written books for children.
Captain Seru and her brother come to prison to talk
to Kiah and Rilla. Seru has phoned Adai, commander
Answer Key of the Moon colony, for help. That night they all escape
from the prison and are rescued by Adai (Kiah's elder
Before Reading brother) in his plane. On their way to the beautiful
Students check what they think will happen. After they colony under the Moon, they see fires burning all over
read, they will see the answer is: 2 Earth. Some day, they are going to return to help Earth.
Unit 12 Space / 43
Optional Extensive Reading Activities
by ten tips
In this section, we provide an introduction to extensive reading, followed
and
that teachers can give to their students when they read extensively. Then we present
students read the extracts from Bookwor ms
discuss eight activities that you can use when
in Part 3 of each unit and when they read their own books outside of class.
What exactly is “Extensive Reading"? And what tips

can | give my students to help them get the most
from it?
When reading in a foreign language, most learners read slowly and carefully, trying to
understand every word. After reading, they usually expect to have to answer a set of
comprehension questions or be given a quiz or test. This type of reading is known as
intensive reading. Intensive reading assignments often involve shorter passages with a goal
of perfect or near-perfect comprehension. In contrast, in extensive reading (ER), learners
read a lot of easy material, for the primary purposes of enjoying what they read and
learning new information. And rather than feeling pressure to understand everything,
general understanding of the material is enough—as long as they can read and enjoy
what they are reading, they are succeeding.
ER helps learners improve both their knowledge of English and their ability to use it.
It helps them develop greater reading fluency, expand vocabulary, and deepen their
understanding of words they already knew. ER also has been shown to help learners
improve their writing, listening, and speaking skills. And because it’s fun to read things
that are easy and enjoyable, ER typically results in greatly increased motivation to read in
English!
However, many students are mainly used to intensive reading, so they may need help
getting used to ER. Here are ten useful tips that teachers can pass on to students:
1. Read a lot! The more you read, the better reader you become—faster, more fluent,
and with greater understanding and pleasure. Set a goal to read a lot every month.
2. Read easy material. ER material should be easy for you. So choose material that has
only a few unknown words per page, and fairly easy grammar. If it turns out to be too
difficult, change to an easier book!
3. Choose interesting material. It's much easier to stick with reading if you choose
material that you find interesting. If it’s enjoyable and interesting, you don’t want to
put it down!
4. Reread your favorite materials. It’s always fun to read one of your favorite books
again. But did you know that rereading also helps to build your fluency and
vocabulary?
5. Read for general meaning. For ER, it's not necessary to understand every word and
every detail. If you can follow and generally understand the story, then that’s enough.
6. Ignore difficult words. Sometimes you will come to words that are unknown and
difficult. Try this—just keep reading and don't worry about it. In most cases, you'll
find that you still understand what is happening in the story, even if you don’t know
all the words.
7. Don’t open your dictionary! Constantly using a dictionary is detrimental to ER
for two main reasons. First, relying too much on dictionaries defeats the goals of
44 / Extensive Reading
reading for general meaning and developing confidence in figuring out meaning
from context. Second, it makes reading slow and less fun. In ER, the only time to use
a dictionary is if you feel that you need to look up a key word to maintain general
understanding. And if you feel the need to use your dictionary a lot, then the material
is probably too difficult for ER.
8. Slowly expand your “reading comfort zone.” Tip 2 is to “read easy material,” which
means that the material is in your “reading comfort zone.” However, after a few
months of ER, you might discover that the material is now too easy for you, so
you can expand your comfort zoneby choosing more difficult material. Just make
sure you can have general understanding, and you enjoy it. Teachers can help by
encouraging learners to take a look at books that are at a slightly higher level than the
learners were reading a few months before.
9. Set goals and keep track of your reading. When you set goals for how much reading
you want to do each week, and achieve those goals, it can be a strong motivator and
confidence builder. Teachers can help students to set realistic goals and to create
“reading logs” to mark their progress.
10. And don’t forget the most important part of ER—ENJOY READING! If you dont
enjoy what youre reading, then change books and find something you like!
Eight Extensive Reading Activities

Extensive Reading Activity #1:
Pre-reading and Book Selection
Description: This is an ideal activity for students to do prior to starting ER for the first
time, or as a seview. Students will familiarize themselves with graded readers and learn
how to choose reading material that is both easy and interesting for them.
How to:
1. Have a selection of graded readers to pass out to students—1 graded reader per 1 or
2 students. Afternatively, make photocopies of the front and back covers of a graded
reader, plus 1-2 pages of the actual text.
2. Point out key-information provided on the covers—title, pictures, level, genre, and the
short summary on the back.
3. Pre-reading. Write these five questions on the board:
What is the title of the book?
What is the level of the book?
What is kind of story is it? (adventure, mystery, etc.)
What is the story about?
caose
. Would I be interested in reading this book? Why or why not?
4. Using their graded readers, students answer these questions and share with a partner
or in a small group.
5. Choose the right level. Remind students that the purpose of ER is to read easy books.
To test if a book is at an appropriate level for them, ask students to choose any page in
the book and read it. If there are more than five unknown words on a page, then the
book is probably too difficult.
Optional Activities / 45
Options and Extension Ideas:
1. Have students exchange books and repeat this activity.
easy and
2. For homework, have students visit the library and choose a book that is both
interesting to them. At the start of the next class, using the books they’ve selected,
have students answer the five questions above in pairs.
Extensive Reading Activity #2: Keeping a Reading Log

Description: Establishing reading goals is an important way of motivating students to
read more. With ER, students can set goals in several different ways, for example, setting
a certain number pages to read per week, a certain number of hours to read per week, or
even a certain number of books to read per month. Setting goals and recording progress
not only motivates students but also helps them to integrate ER into their busy schedules.
Keeping a reading log is an effective way for students to record and monitor reading goal
progress. Reading logs help teachers monitor students’ ER progress as well.
How to:
1. Consider your particular class and help students establish reasonable ER goals.
2. Photocopy, or adapt and photocopy, the provided reading log for each student.
3. Decide dates when you may check reading logs to monitor students’ progress.
ER is not graded by traditional comprehension testing methods. However, it is often
necessary for ER to be reflected in course grading in some way. The number of pages
read, number of books read, or time spent on ER may be an option for a course grading
component, and reading log records may be one way to incorporate such a grade. As an
example, providing a range of goals for students to meet in order to receive a grade for
the number of books read may help to motivate reluctant readers. For example:
NUMBER OF BOOKS READ by The End of Semester:
0-2 = POOR
3-5 = OK
6-9 = GOOD
10-12 = EXCELLENT
Extensive Reading Activity #3: Keeping a Vocabulary Log

Description: Students will increase their vocabulary knowledge when they read
extensively. This increased vocabulary knowledge is learned incidentally—not by
studying vocabulary directly. However, students can learn even more words if they keep a
vocabulary log. Keeping vocabulary logs helps students focus on new words and on new
meanings of words they already know.
How to:
1. Tell students to keep a vocabulary log either on their computers or in a vocabulary

notebook.
2. When students finish reading either the extract in Part 3 of the unit they’re studying,
or a book they read outside of class, they should make a list in their logs of about four
to ten new words or new meanings of words they already know.
3. For each word, students will write the sentence in which the word is found, the page
number, the name of the extract or book, and the date. Then they can define the word
and provide a synonym or antonym, an example, or a translation.
4, Students should also write their own sentences with the new word.
5. Ask students to review their logs once a week.
You can review or check your students’ vocabulary logs once or twice a month. This will
help motivate the students to keep their logs up-to-date.
For a sample of a reading log, see pages 50-51.
Extensive Reading Activity #4: Designing a New Cover

Description: This is a fun activity that enables students to be creative and share
information about a graded reader they've read. Students will design a new and
interesting front cover for a graded reader. Then, during an in-class poster session,
students will be able to present the new cover and describe the story to other students.
Also, by listening to other presentations, students will be able to learn about and choose
new graded readers they're interested in reading!
How to:
1. Provide each student with a large, white piece of paper to use for the new cover.
2. Students should choose one book they've read—hopefully one they enjoyed so they
can recommend it to other students.
3. To help students to generate ideas for a new cover, have them answer these questions
in pairs:
What kind of story is it? (adventure, mystery, etc.)
Can you describe the main characters?
Who is the most interesting character? Why?
What is the most interesting event in the book?
paose
How does this book make you feel? Why?
4. To design the cover, students can draw, use graphic designs on a computer, make
a collage asing magazine photos, or any other creative idea they can think of. Tell
students that they will present their new covers to their classmates, so they want them
to attract interest.
5. New cover presentation. Have half of the students tape their new graded reader covers
on the walls around the classroom and stand near them. They will be “presenters”
first, and the other half of the students will be “listeners.” For 15-20 minutes, have the
listeners circulate around the room and visit different cover posters. Presenters should
describe the covers and the books while the listeners listen and ask questions. After
the time is up, the presenters become the listeners and vice versa.

1. Students can also design a back cover, on which they need to provide a different,
short summary of the book.
2. Instead of a new cover, this activity could be used to design an advertisement for a
graded reader.
3. Before the poster session, as a class, have students generate questions they can ask
presenters about the graded readers. For example, Why did you choose this book?
Would you recommend this book?
Extensive Reading Activity #5: Talking about Vocabulary
e. Once
Description: This activity will help students increase their vocabulary knowledg
or twice a month, tell your students to bring to class four words from their vocabula ry
with new
logs (see ER Activity #3). Ask them to bring both new words and old words
meanings.
How to:
1. Place students in small groups (three or four).
2. Have them share their words with one another. They should tell their group members
why they selected their words.
3. They should read the sentences in which their words occur and explain the meanings.
Extensive Reading Activity #6: Listening

Description: This activity has the students listen to a recording of the extract they read
in Part 3. You can either buy the CD or record your own voice reading the extract. This
activity helps students learn rhythm, intonation, and stress patterns.
How to:
Play the recording and have the students follow along silently in their books.
1. You can also do this activity with a recording of any book.
2. Pick a short passage, no more than three or four minutes. Usually this can be from
the first chapter.
3. Introduce the book, perhaps by reading the blurb from the back cover. If students
don't have the book, simply have them listen.
4. Often students will want to read the book when they have finished listening to the
recording. Be prepared to answer questions.
Extensive Reading Activity #7: Sharing Books with Partners

Description: This is an oral fluency activity that involves students telling their partners
about a book that they have read.
How to:
1. Place students in pairs so that each student has a partner.
2. Instruct them to tell their partners about the books they have read.
3. You could tell the class that they need to include these elements in their reports:
e The main characters
e What the book is about
e Why they choose that book to talk about
4. Tell the students not to give away the ending!
5. Encourage the “silent” partner to ask questions when the presenter is finished.
1. Usually students will pick a book that they like. You might want to encourage them to
talk about a book that they didn't like.
2. You could set a time limit, for example, three or four minutes for each partner’s
report.
Extensive Reading Activity #8: Monitoring Students’
Reading
Description: Sometimes teachers need to check up on the reading that students do
outside the classroom. They might want to check to see if students understand what they
have read, and they also might want to determine if students are actually reading what
they report in their reading logs (see ER Activity #2).
How to:
1. Tell your students to bring their reading logs to class.
2. Ask everyone to read silently. This can be an ER book or it could be any reading
material.
3. Interview as many students as you can during the silent reading time. Base your
questions on what they have reported in their reading logs.
4. Ask general questions, for example, What was this book about? Did you like it? Why or
why not? Which of the main characters did you like or dislike? How did the book end?
You can quickly tell if a student has not understood the book or if the student has not
read the book.
i. For beginning students, the interview could be in the students’ first language.
Pep If a student is not able to answer the questions, you could ask the student to read the
book again.
1. Extensive Reading Logs
A. Weekly ER Log by Pages
Name: Date:
Instructions: Complete this form every week.
Number of Did You Finish

Date Started | Date Stopped Name and Level of Book Pages Read the Book?
50 / Cover to Cover 1 ©Oxford University Press Photocopiable

B. | Weekly ER Log by Hours
Name: Date:
Instructions: Complete this form every week.
Name and Level of Book Time Spent
©Oxford University Press |Photocopiable Cover to Cover] / 51

2. Vocabulary Log
Date:
Name:
Instructions: After you finish reading a book, write at least five new words (or new meanings
of words you know) on this form.
1. Word
Sentence where the word occurs
From (name of book)
Part of speech
Meaning in English (definition, explanation,
synonym, example, etc.)
Meaning in my language (optional)
My original sentence
2. Word
From (name of book)
Part of speech

From (name of book)
Part of speech
4. Word
From (name of book)
Part of speech
92 / Cover to Cover 1 ©0xford University Press Photoc

5. Word
From (name of book)
Part of speech

6. Word
From (name of book)
Part of speech
7. Word
From (name of book)
Part of speech
8. Word
From (name of book)

Part of speech
©Oxford University Press Photocopiable Cover to Cover] / 53

Vocabulary List
Unit 1 Marriage Unit 3 The Supernatural
attitudes psychic
increase clients
continue creative
traditional predict
responsibilities skeptical
quit unique
unable uncomfortable
unhappy unlucky
impatient unaffected
usual unexplained
unlike unavoidable
uneven
Unit 2 Sleep
expert Unit 4 Online
average concerns
deprivation trend
symptoms banned
debt grounding
disorder sneak out
recommend addicted
attend
watch out for
participate
figure out
healthy look over
successful
look up
fame
showed up
found out
94 / Vocabulary List
Unit 5 Culture Unit 7 Survivors
casually drifting
interrupt mosque
frustrated struck
impressed devastated
interactive drowned
influenced destroyed
high school suddenly
blackboard immediately
viewpoint probably
team player frequently
teammates closely
classmates eventually
Unit 6 Age Unit 8 Looking Good

disprove ~ images
population cosmetics
developed countfies particular
genes plump
risky depressed
lifestyle altered
stands by going out
fix crazy about
strong catch (someone's) eye
unnatural break up
rich made for
gaining get in touch
Vocabulary List / 595

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develops reading skills, builds vocabulary, and makes reading
more enjoyable. The reading passages are taken not only from magazines and
newspapers, but also from popular classic stories such as The Phantom of the Opera
and The Adventures of Tom Sawyer. These extracts, specially adapted for learners of
English, provide a practical way to introduce extensive reading into the classroom.
This Teacher’s Book contains:
* Step-by-step teaching notes on how to teach a unit, including instructions on
how to conduct a timed reading in class
¢ Background information and cultural notes providing background information
on the reading passages
* Ideas on how to focus attention-.on the various reading strategies practiced
¢ Answer keys to all of the activities
¢ Information about the Oxford Bookworms Library extract in each unit, including
a summary of the full story as well as information about the author
¢ Optional Extensive Reading activities that can be used in class or to encourage
students to read more on their own
LICHC (is professor of English as a Second Language and Second Language
Raquel at the University of Hawaii. He is Chair & Co-Founder of the Extensive
Reading Foundation.
is Chief Instructor and Teacher Trainer at Trident College of

eemiees in Nagoya and is Vice-Chair of the Extensive Reading Foundation.
¢ Student Book ¢ Teacher’s Book

_* Audio CDs * Test Generator with customizable tests
3 Cover to Cover
Reading Comprehensionai
‘@) x } ORD BE ee ISBN 978-0-19-475809-3

UN IV 3 R S I TY PpR E S S : ty | 5 Richard. Dey‘andJunko Yamanaka c RichardR.DoyandJunko Yamunake
To order Oxford University Press publications, please see our latest

www.oup.com 4 a
catalog or contact your local Oxford office or sales representative. 9 "780194"758093

Cover To Cover 1, Teachers Book - Day, Richard - 2007 - (Place of Publication Not Identified) - Oxford University - 0194758133 - Anna's Archive

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Cover To Cover 1, Teachers Book - Day, Richard - 2007 - (Place of Publication Not Identified) - Oxford University - 0194758133 - Anna's Archive

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Reading COMPISHSHEIED and Flaeney

Richard R. Day, Junko Yamanaka, and Genevieve Kocienda

All rights reserved. No part of this publication may be reproduced,

ISBN: 978 0 19 475809 3

Printed in Hong Kong.

OR OS see Ope odie 3 22 eT

Extensive Reading 1 Reading Faster and More

1 Getting Enough Sleep Identifying Meaning from Vocabulary in

Extensive Reading 2 : : Reading Faster and More

Unit 3 1 An Extra Sense? Finding Main Ideas in Vocabulary in

Extensive Reading4 The Adventures of Tom Sawyer apeiron Gale

Unit 5 1 Learning in America Recognizing Reference Words | Vocabulary in

Extensive Reading 5 : Reading Faster and More

Unit 6 1 The Secret to a Long Life Identifying Meaning from Vocabulary in

Extensive Reading 6 ; : Reading Faster and More

iv / Student Book Contents

Extensive Reading 7 Reading Faster and More

Extensive Reading 8 Reading Faster and More

Unit 9 1 Understanding Ourselves Recognizing Reference Vocabulary in

Extensive Reading 9 : | Reading Faster and More

Unit 10 1 The Camel Library Identifying Meaning from Vocabulary in

Extensive Reading 10 . Reading Faster and More

Unit 11 1 A Lesson Learned Recognizing Points of View | Vocabulary in

Extensive Reading 11 A able princess Reading Faster and More

Extensive Reading 12 Under the Moon

Student Book Contents / v

Cover to Cover offers a unique approach to teaching reading—it combines

Within each unit, Parts 1 and 2 involve the development of intensive

Reading experts recognize that fluency is important in understanding the

In contrast, fluent readers quickly, correctly, and automatically recognize

The Extensive Reading section of each unit provides a unique opportunity

Engaging in ER provides many benefits. When students read a lot of easy

We hope that reading the extensive extracts will encourage students to

To the Teacher / vii

How to Teach a Unit / 3

6. Have students read the directions and exercise B

4 / Howto Teach a Unit

How to Teach a Unit / 5

6. Have students read the directions and exercise B

6 / Howto Teach a Unit

The extensive reading focuses on fluency and reading After Reading

How to Teacha Unit / 7

What’s Your Opinion?

Identifying meaning from Looking at Vocabulary in Context

Available on CD: CD1 Track 6.

engaged (par. 2): Promised to be married in the future. Before Reading

Further Information Checking Comprehension

14 / Unit 3 The Supernatural

Fluency Strategy: Predicting In ase

Unit 3 The Supernatural / 15

Phantom of the Opera Thinking About the Story

ABOUT THE EXTRACT

16 / Unit 3 The Supernatural

unknown words Sode

Box: Read the information in the box with the class.

Further Information Checking Comprehension

for the main ideas

The wording to the answers may vary slightly.

Long Life Go back to number 1 and elicit the correct answer.