Reading Town 3
Part 1
Part 2
Unit 1 Animals : Grazing Cousins
Unit 6 Health: Human Lungs
Lesson 1
Lesson 1 Like Two Big Balloons
Zebra Stripes
Lesson 2 The Biggest Horse
Lesson 2 A Dangerous Choice
Review
Review
Connecting Lesson 1 & Lesson 2
Unit 2 The Origins of Names :
Connecting Lesson 1 & Lesson 2
Unit 7 Environmental Issues:
Consumption & Waste
A Bear and a Toy
Lesson 1 Teddy’s Bear
Lesson 1 Consumer Culture
Lesson 2 A Puzzling Cube
Lesson 2 Solid Waste
Review
Review
Connecting Lesson 1 & Lesson 2
Connecting Lesson 1 & Lesson 2
Unit 3 Technology: Rockets
Unit 8 People and Culture: Polynesia
Lesson 1
Lesson 1 Penrhyn Island
Blasting-off with Rockets
Lesson 2 Rocketing into Space
Lesson 2 Rangi and Papa
Review
Review
Connecting Lesson 1 & Lesson 2
Connecting Lesson 1 & Lesson 2
Unit 4 Sports: Basketball
Unit 9 Our Earth: Waterfalls
Lesson 1 The Invention of Basketball
Lesson 1 The Natural Shower
Lesson 2 The Chinese Superstar
Lesson 2 Victoria Falls
Review
Review
Connecting Lesson 1 & Lesson 2
Unit 5 Arts: Vincent van Gogh
Connecting Lesson 1 & Lesson 2
Unit 10 A “How-to Guide:
Lesson 1 Painted feelings
Speeches & Essays
Lesson 2 Starry Night
Lesson 1 Don’t Panic!
Review
Lesson 2 500 Words?!
Connecting Lesson 1 & Lesson 2
Review
Reading Town 3_ Answer Key_ e-future
Connecting Lesson 1 & Lesson 2
1
Unit 1
Animals: Grazing Cousins
Lesson 1: Zebra Stripes
Warm up
p 11
The answers may vary.
(This section is a teacher-led small group discussion. It is designed to prepare the students for
reading both of the passages in the unit. Please note, the questions are a guide only so the
teacher should feel free to modify them or use them in another way.
1. Pre-Reading
p. 12
A
B
The answers may vary.
1 effective
This section is a teacher-led small group discussion. It is designed to prepare
2 potential
the students for reading the passage.
3 stripe
4 aid
5 disguise
6 predator
7 spot
8 scar
2. During Reading
p. 14~16
A
B
1b
B-1
2c
B-2
1a
2b
3b
Cause
4c
Lions are color-blind so the zebra’s
Zebras
5b
stripes are good camouflage.
green grass and survive.
The
stripes
Effect
disguise
the
zebra’s shape.
Wounds
caused
hide
in
brown
and
The zebras are much less likely
to be bitten by the tsetse fly.
by
fighting
change the pattern of the stripes.
C
D
1b
1b
2c
2c
E
F
1c
1b
G
1b
Female zebras are able to see
which males are the best fighters.
Reading Town 3_ Answer Key_ e-future
2
3. After Reading
p. 17
A-1
A-2
B
C
1 effective
1 potential
The answers may vary.
The
2 spot
2 spot
(This section is a student-led
may vary.
3 stripes
3 stripes
pair or small group discussion
4 scars
4 aid
that reviews the lesson. It is
5 aid
5 disguise
left to the teacher’s discretion
6 predator
6 effective
to decide how to teach and
7 potential
answers
answer this section.)
8 disguise
Reading Town 3_ Answer Key_ e-future
3
Unit 1
Lesson 2: The Biggest Horse
1. Pre-Reading
p. 18
A
B
The answers may vary.
1 muscular
This section is a teacher-led small group discussion. It is designed to
2 transport
prepare the students for reading the passage.
3 broad
4 competition
(For your information: The picture shows a Shire horse. Humans use this
5 average
horse for pulling loads and for draft horse competitions.)
6 dense
7 gunpowder
8 fraction
2. During Reading
p. 20~22
A
B
C
D
1b
B-1
1a
1c
2c
2b
William the Conqueror brought Great horses
E
F
from Europe to England.
1a
1b
2a
3a
1066
4c
5a
th
16
century
After the arrival of gunpowder, soldiers needed
lighter, faster horses.
17th century
From the English Great Horse came the Old
English Black Horse.
1878
The name was changed to English Cart Horse.
1884
The name was changed again to Shire horse.
20th century
The number of Shires declined.
Today
The number of Shire horses is growing.
B-2
1. Used to carry knights
1. Often pulled carts
2. Used for
2. Used for breeding heavy hunting
farming and
transporting heavy loads
horses
3. Seen in draft horse competitions
Reading Town 3_ Answer Key_ e-future
4
3. After Reading
p. 23
A-1
A-2
B
C
1 muscular
1 broad
The answers may vary.
The
2 transporting
2 dense
(This section is a student-led
may vary.
3 average
3 fraction
pair or small group discussion
4 fraction
4 competition
that reviews the lesson. It is
5 gunpowder
5 transporting
left to the teacher’s discretion
6 dense
to decide how to teach and
7 competition
answer this section.)
answers
8 broad
Reading Town 3_ Answer Key_ e-future
5
Unit 1
Review: Connecting Lesson 1 and Lesson 2
1. Summary and Discussion
A. Main Ideas and Supporting Details
p. 24 (Note, the main ideas can be in any order)
Lesson 1 Summary: Zebra Stripes
Main Ideas
6. Zoologists think that the zebra’s stripes act as camouflage.
1. The zebra’s stripes seem to be an effective means of confusing the
tsetse fly.
4. The zebra’s stripes are also believed to play a role in attracting
female zebras.
Supporting
2. Lions see everything as black, white, or grey because they are
color-blind.
Detail
Lesson 2 Summary: The Biggest Horse
Main Ideas
8. Shire horses are draft horses so they are heavy, strong and
powerful.
5. The Shire horse is descended from the Great horse.
3. The number of Shire horses declined in the 20th century but it’s on
the rise again.
Supporting
7. English Cart Horses were not always black.
Detail
B. Discussion
The answers may vary. (This section is a student-led pair or small group discussion that
reviews the unit. It is left to the teacher’s discretion to decide how to teach and answer this
section.)
2. Vocabulary Review
p. 25
A Word Definition
B Crossword Puzzle
1a
5a
Down
Across
2c
6b
1. average
5. stripes
3b
7b
2. scars
6. predator
4c
8a
3. potential
7. transporting
4. gunpowder
8. muscular
Reading Town 3_ Answer Key_ e-future
6
Unit 2
The Origins of Names: A Bear and a Toy
Lesson 1: Teddy’s Bear
Warm up
p 27
The answers may vary.
(This section is a teacher-led small group discussion. It is designed to prepare the students for
reading both of the passages in the unit. Please note, the questions are a guide only so the
teacher should feel free to modify them or use them in another way.
1. Pre-Reading
p. 28
A
B
The answers may vary.
1 cartoon
This section is a teacher-led small group discussion. It is designed to prepare
2 cuddly
the students for reading the passage.
3 version
4 arrange
5 instant
6 plump
7 sweep
8 election
2. During Reading
p. 30~32
A
B
C
D
1b
B-1
1c
1b
2c
The President didn’t shoot an
A bear was captured and tied
2b
2c
3b
animal.
to a tree so the President
could shoot it.
4b
5b
The bear was tied to a tree. It
The President was very sad.
couldn’t run away.
He felt it was unfair so he
refused to shoot it.
Morris Michtom was inspired
by the cartoon and the story
He made a small, soft bear.
Reading Town 3_ Answer Key_ e-future
7
behind the President’s hunting
E
trip.
1b
Theodore Roosevelt made a
There
are
millions
of
soft,
famous decision on a hunting
stuffed bears in homes across
trip in 1902.
the world.
2a
B-2: 4, 2, 3, 7, 1, 6, 5
3. After Reading
p. 33
A-1
A-2
B
C
1 instant
1 cuddly
The answers may vary.
The
2 swept
2 plump
(This section is a student-led
may vary.
3 election
3 arranged
pair or small group discussion
4 arranged
4 version
that reviews the lesson. It is
5 cuddly
5 instant
left to the teacher’s discretion
6 version
6 cartoon
to decide how to teach and
7 cartoon
answers
answer this section.)
8 plump
Reading Town 3_ Answer Key_ e-future
8
Unit 2
Lesson 2: A Puzzling Cube
1. Pre-Reading
p. 34
A
B
The answers may vary.
1 independently
This section is a teacher-led small group discussion. It is
3 distribute
4 cube
designed to prepare the students for reading the passage.
5 architecture
6 eventually
7 private
8 career
2 apply
2. During Reading
p. 36~38
A
B
C
D
1b
B-1
1c
1a
2c
1c
2a
2c
3a
B-2
E
F
4c
1944
Erno Rubik was born in Budapest.
1a
1b
5a
1974
He created a cube-shaped puzzle game.
1980
Magic Cube was named “Rubik’s Cube”.
2008
A competition was held to see how fast the
2a
puzzle can be solved .
The new record was 7.08 seconds .
3. After Reading
p. 39
A-1
A-2
B
C
1 career
1 private
The answers may vary.
The answers
2 eventually
2 apply
(This section is a student-led
may vary.
3 cubes
3 architecture
pair or small group discussion
4 private
4 eventually
that reviews the lesson. It is
5 apply
5 independently
left to the teacher’s discretion
6 independently
to decide how to teach and
7 architecture
answer this section.)
8 distributed
Reading Town 3_ Answer Key_ e-future
9
Unit 2
Review: Connecting Lesson 1 and Lesson 2
1. Summary and Discussion
A. Main Ideas and Supporting Details
p. 40 (Note, the main ideas can be in any order)
Lesson 1 Summary: Teddy’s Bear
Main Ideas
1. The story about the President inspired Morris Michtom to make a
new toy.
6. The new toy, the teddy bear, has been popular since its creation.
8. President Roosevelt decided not to shoot the bear captured and tied
to a tree.
Supporting
4. The President even used them in his campaign for re-election.
Detail
Lesson 2 Summary: A Puzzling Cube
Main Ideas
2. The Rubik’s Cube was an instant success and more than 300 million
were sold.
5. Erno Rubik is proud of his invention, but he has remained a very
private person.
7. Erno Rubik created a cube-shaped puzzle game in 1974.
Supporting
3. He was a shy boy who was fascinated by shapes.
Detail
B. Discussion
The answers may vary. (This section is a student-led pair or small group discussion that
reviews the unit. It is left to the teacher’s discretion to decide how to teach and answer this
section.)
2. Vocabulary Review
p. 41
A Word Definition
B Crossword Puzzle
1c
5b
Down
Across
2a
6a
1. career
5. cube
3a
7c
2. eventually
6. architecture
4a
8b
3. cartoon
7. election
4. swept
8. plump
Reading Town 3_ Answer Key_ e-future
10
Unit 3
Technology: Rockets
Lesson 1: Blasting-off with Rockets
Warm up
p 43
The answers may vary.
(This section is a teacher-led small group discussion. It is designed to prepare the students for
reading both of the passages in the unit. Please note, the questions are a guide only so the
teacher should feel free to modify them or use them in another way.
1. Pre-Reading
p. 44
A
B
The answers may vary.
1 military
This section is a teacher-led small group discussion. It is designed to
2 reaction
prepare the students for reading the passage.
3 diligent
4 explode
5 determined
6 element
7 community
8 compound
2. During Reading
p. 46~48
A
B
C
D
1c
B-1:
1a
1a
2b
gunpowder: 4,6
2b
3b
rockets: 3, 8
4c
fireworks: 1, 7
5b
hwacha: 2, 5
B-2
800s
Chinese scientists discovered gunpowder.
E
F
1232
Chinese use rockets in their attacks against
1b
1a
the Mongol armies.
Reading Town 3_ Answer Key_ e-future
11
1400s
th
20
century
Korean scientists created the hwacha.
G
Rocket scientists created the long range
1b
military and space rockets that we know
today.
3. After Reading
p. 49
A-1
A-2
B
C
1 compound
1 diligent
The answers may vary.
The answers may
2 determined
2 military
(This section is a student-led
vary.
3 community
3 compound
pair or small group discussion
4 reaction
4 explode
that reviews the lesson. It is
5 diligent
left to the teacher’s discretion
6 explode
to decide how to teach and
7 military
answer this section.)
8 elements
Reading Town 3_ Answer Key_ e-future
12
Unit 3
Lesson 2: Rocketing into Space
1. Pre-Reading
p. 50
A
B
The answers may vary.
1 physical
This section is a teacher-led small group discussion. It is designed to prepare
2 vehicle
the students for reading the passage.
3 exhaust
4 nuclear
(For your information, the “space race” was a technological battle between
5 gravity
the United States and the U.S.S.R to achieve space flight)
6 launch
7 achievement
8 devastating
2. During Reading
p. 52~54
A
B
C
D
1b
B-1
1c
1a
2c
A battle of technology was
Rocket technology advanced
3a
being fought between the Axis
rapidly.
4b
and
5c
World War II.
Allied
powers
2a
during
E
Many German rocket scientists
Their
knowledge
were captured and taken to
fueled
work in the U.S.A and the
between the two countries
the
of
“space
rockets
1a
race”
2a
3c
U.S.S.R.
The
Russians
succeeded
in
Americans
were
scared,
so
putting the first satellite and
they pushed forward with their
the first man into space.
own space program.
B-2
Before the 20th century
Using rockets for space travel
was not seriously considered.
1912
Robert
Goddard
began
working with rockets.
Reading Town 3_ Answer Key_ e-future
13
During World War II
Rocket technology advanced
rapidly.
There was a “Space Race”
After the war
between the U.S.A. and the
U.S.S.R.
The Americans landed the first
1969
man on the moon.
Rockets remain the vehicle of
Today
choice for reaching space.
3. After Reading
p. 55
A-1
A-2
B
C
1 devastating
1 devastating
The answers may vary.
The answers
2 exhaust
2 launched
(This section is a student-led
may vary.
3 nuclear
3 exhaust
pair or small group discussion
4 vehicle
4 achievement
that reviews the lesson. It is
5 launched
left to the teacher’s discretion
6 physical
to decide how to teach and
7 achievement
answer this section.)
8 gravity
Reading Town 3_ Answer Key_ e-future
14
Unit 3
Review: Connecting Lesson 1 and Lesson 2
1. Summary and Discussion
A. Main Ideas and Supporting Details
p. 56 (Note, the main ideas can be in any order)
Lesson 1 Summary: Blasting-off with Rockets
Main Ideas
6. Rockets and gunpowder were used to create fireworks.
8. Chinese scientists discovered gunpowder.
2. Rockets were also used to develop weapons for attacking enemies.
Supporting
1. Fireworks were made to create a beautiful sight.
Detail
Lesson 2 Summary: Rocketing into Space
Main Ideas
7. After the war, there was a “Space Race” between the U.S.A. and the
U.S.S.R.
4. The Russians succeeded in launching the first satellite.
5. Rocket technology advanced rapidly during World War II.
Supporting
3. World War II was fought between the Axis and Allied powers.
Detail
B. Discussion
The answers may vary. (This section is a student-led pair or small group discussion that
reviews the unit. It is left to the teacher’s discretion to decide how to teach and answer this
section.)
2. Vocabulary Review
p. 57
A Word Definition
B Crossword Puzzle
1a
5a
Down
Across
2b
6b
1. physical
5. elements
3b
7c
2. military
6. gravity
4c
8a
3. nuclear
7. reaction
4. determined
8. vehicles
Reading Town 3_ Answer Key_ e-future
15
Unit 4
Sports: Basketball
Lesson 1: The Invention of Basketball
Warm up
p 59
The answers may vary.
(This section is a teacher-led small group discussion. It is designed to prepare the students for
reading both of the passages in the unit. Please note, the questions are a guide only so the
teacher should feel free to modify them or use them in another way.
1. Pre-Reading
p. 60
A
B
The answers may vary.
1 rank
This section is a teacher-led small group discussion. It is designed to prepare
2 intend
the students for reading the passage.
3 retrieve
4 participant
5 at will
6 worldwide
7 referee
8 drill
2. During Reading
p. 62~64
A
B
C
D
1c
B-1
1c
1b
2b
The peach basket was mounted
3b
3.05 meters from the floor.
4c
The peach basket didn’t have
After a point was scored, the
5c
it’s bottom cut out.
referee had to climb up to
Scoring a point was difficult.
retrieve the ball.
Someone drilled a hole in the
The referee could push the
basket.
ball out with a stick.
Reading Town 3_ Answer Key_ e-future
2b
E
F
1a
1c
2b
16
B-2
peach basket
Rings and nets
3.05 meters
3.05 meters
1-0
Professional teams currently
scoring 100 points or more.
3. After Reading
p. 65
A-1
A-2
B
C
1 intend
1 retrieve
The answers may vary.
The
2 worldwide
2 rank
(This section is a student-led
may vary.
3 referee
3 worldwide
pair or small group discussion
4 rank
4 participants
that reviews the lesson. It is
5 participants
5 referee
left to the teacher’s discretion
6 retrieve
6 intend
to decide how to teach and
7 drill
answers
answer this section.)
8 at will
Reading Town 3_ Answer Key_ e-future
17
Unit 4
Lesson 2: The Chinese Superstar
1. Pre-Reading
p. 66
A
B
The answers may vary.
1 feat
This section is a teacher-led small group discussion. It is designed to
2 athlete
prepare the students for reading the passage.
3 repeat
4 playoff
(For your information: The player in the picture is Yao Ming)
5 national
6 nonetheless
7 whether
8 addition
2. During Reading
p. 68~70
A
B
C
D
1c
B-1
1b
1b
2a
1d
2c
2c
3c
B-2
4c
fact
5c
opinion
E
F
1a
1b
2c
fact
fact
2a
3. After Reading
p. 71
A-1
A-2
B
C
1 repeated
1 whether
The answers may vary.
The answers
2 athletes
2 repeated
(This section is a student-led
may vary.
3 addition
3 feat
pair or small group discussion
4 national
4 national
that reviews the lesson. It is
5 whether
5 nonetheless
left to the teacher’s discretion
6 feat
to decide how to teach and
7 playoffs
answer this section.)
8 Nonetheless
Reading Town 3_ Answer Key_ e-future
18
Unit 4
Review: Connecting Lesson 1 and Lesson 2
1. Summary and Discussion
A. Main Ideas and Supporting Details
p. 72 (Note, the main ideas can be in any order)
Lesson 1 Summary: The Invention of Basketball
Main Ideas
6. Basketball was invented in 1891 in Massachusetts, U.S.A by James
Naismith.
1. Basketball has become a very popular sport all over the world.
7. You can play basketball at a park or school just about anywhere.
Supporting
4. A peach basket was used. Later a hole was made in the bottom of
the basket so the ball could be pushed out.
Detail
Lesson 2 Summary: The Chinese Superstar
Main Ideas
8. Yao is very tall and he’s from China. He plays for the Houston
Rockets.
3. Yao Ming is one of the best basketball players and most famous
people in the world.
2. Yao’s parents were also very tall and were also professional
basketball players.
Supporting
5. Yao’s mother was the captain of the Chinese National Basketball
Team.
Detail
B. Discussion
The answers may vary. (This section is a student-led pair or small group discussion that
reviews the unit. It is left to the teacher’s discretion to decide how to teach and answer this
section.)
2. Vocabulary Review
p. 73
A Word Definition
B Crossword Puzzle
1b
5a
Down
Across
2c
6c
1. at will
5. addition
3a
7b
2. drilled
6. whether
4c
8c
3. national
7. athlete
4. referee
8. playoffs
Reading Town 3_ Answer Key_ e-future
19
Unit 5
Arts: Vincent van Gogh
Lesson 1: Painted Feelings
Warm up
p 75
The answers may vary.
(This section is a teacher-led small group discussion. It is designed to prepare the students for
reading both of the passages in the unit. Please note, the questions are a guide only so the
teacher should feel free to modify them or use them in another way.
1. Pre-Reading
p. 76
A
B
The answers may vary.
1 thoughtful
This section is a teacher-led small group discussion. It is designed to
2 personal
prepare the students for reading the passage.
3 suicide
4 preacher
5 depressed
6 express
7 relationship
8 dedicate
2. During Reading
p. 78~80
A
B
C
D
1c
B-1
1c
1b
2b
March 30th 1853
Van Gogh was born in Holland.
2a
2b
3b
Around age 15
He stopped going to school.
3c
4c
He began working for a French
5b
art dealer.
E
After some time
He became a preacher.
1b
Around 1880
He became an artist.
In 10 years, he produced over
2000 works.
Reading Town 3_ Answer Key_ e-future
20
He had sold only one painting.
His time as an artist was not
easy.
At age 37
He committed suicide.
Today
He is world famous.
B-2
Van Gogh couldn’t make enough
He lived in poor conditions.
money.
He had to borrow money from
his brother.
He
failed
at
many
of
his
He spent much of his time
personal relationships.
alone.
He had an ability to express
Now his paintings are sold for
his sadness through his art.
millions of dollars.
3. After Reading
p. 81
A-1
A-2
B
C
1 dedicated
1 express
The answers may vary.
The
2 personal
2 thoughtful
(This section is a student-led
may vary.
3 preacher
3 preacher
pair or small group discussion
4 express
4 personal
that reviews the lesson. It is
5 thoughtful
5 relationship
left to the teacher’s discretion
6 relationship
6 depressed
to decide how to teach and
7 suicide
answers
answer this section.)
8 depressed
Reading Town 3_ Answer Key_ e-future
21
Unit 5
Lesson 2: Starry Night
1. Pre-Reading
p. 82
A
B
The answers may vary.
1 mental
This section is a teacher-led small group discussion. It is designed to
2 mountain range
prepare the students for reading the passage.
3 copy
4 poet
5 starry
6 boredom
7 enhance
8 brush stroke
2. During Reading
p. 84~86
A
B
1c
B-1: 1 b
C
D
1c
1b
2a
2c
E
F
He was sent to a hospital in
1b
1c
2a
2b
2b
3a
B-2
4a
Van
5b
problem.
Saint Remy.
He was bored at the hospital.
He
Gogh
had
a
mental
would
often
sit
at
his
window and stare for hours.
He appreciated the beauty of
He wanted to remember it in a
Saint Remy.
painting.
He wanted to enhance the
He added the mountains, the
painting.
cypress tree, and most of the
stars.
Reading Town 3_ Answer Key_ e-future
22
3. After Reading
p. 87
A-1
A-2
B
C
1 starry
1 enhance
The answers may vary.
The
2 mountain range
2 mental
(This section is a student-led
may vary.
3 mental
3 starry
pair or small group discussion
4 enhance
4 copy
that reviews the lesson. It is
5 copy
5 boredom
left to the teacher’s discretion
6 poet
to decide how to teach and
7 boredom
answer this section.)
answers
8 brush strokes
Reading Town 3_ Answer Key_ e-future
23
Unit 5
Review: Connecting Lesson 1 and Lesson 2
1. Summary and Discussion
A. Main Ideas and Supporting Details
p. 88 (Note, the main ideas can be in any order)
Lesson 1 Summary: Painted Feelings
Main Ideas
5. Vincent van Gogh was born on March 30th 1853, in Holland.
4. Van Gogh produced over 2000 works but he only sold one painting.
2. Van Gogh had a sad, unhappy, and difficult life and he committed
suicide at age 37.
Supporting
8. Van Gogh often had to borrow money from his brother.
Detail
Lesson 2 Summary: Starry Night
Main Ideas
6. The Starry Night was painted in 1889 by van Gogh at a hospital in
Saint-Remy.
7. People are fascinated by The Starry Night because of the way it
looks and the way it makes them feel.
3. The Starry Night has inspired and influenced many people.
Supporting
1. Saint-Remy is in southern France.
Detail
B. Discussion
The answers may vary. (This section is a student-led pair or small group discussion that
reviews the unit. It is left to the teacher’s discretion to decide how to teach and answer this
section.)
2. Vocabulary Review
p. 89
A Word Definition
B Crossword Puzzle
1c
5b
Down
Across
2b
6a
1. copy
5. brush strokes
3a
7c
2. personal
6. boredom
4c
8a
3. preachers
7. mountain range
4. poet
8. depressed
Reading Town 3_ Answer Key_ e-future
24
Unit 6
Health: Human Lungs
Lesson 1: Like Two Big Balloons
Warm up
p 93
The answers may vary.
(This section is a teacher-led small group discussion. It is designed to prepare the students for
reading both of the passages in the unit. Please note, the questions are a guide only so the
teacher should feel free to modify them or use them in another way.
1. Pre-Reading
p. 94
A
B
The answers may vary.
1 underneath
This section is a teacher-led small group discussion. It is designed to
2 extend
prepare the students for reading the passage.
3 remove
4 tube
(For your information: The strongest muscle in the human body is the
5 rib
quadriceps, which is located at the front of your thigh (upper leg).)
6 resemble
7 approximately
8 unwind
2. During Reading
p. 96~98
A
B
C
D
1c
B-1
1c
1c
2b
5, 3, 1, 4, 2
2a
2a
3c
B-2
4a
diaphragm: 3, 7
5b
airways: 1,6
alveoli: 2,5
E
F
blood vessels: 4, 8
1c
1c
2b
3c
Reading Town 3_ Answer Key_ e-future
25
3. After Reading
p. 99
A-1
A-2
B
C
1 remove
1 approximately
The answers may vary.
The
2 resemble
2 resemble
(This section is a student-led
may vary.
3 extends
3 remove
pair or small group discussion
4 ribs
4 underneath
that reviews the lesson. It is
5 tube
5 extend
left to the teacher’s discretion
6 approximately
6 unwind
to decide how to teach and
7 underneath
answers
answer this section.)
8 unwind
Reading Town 3_ Answer Key_ e-future
26
Unit 6
Lesson 2: A Dangerous Choice
1. Pre-Reading
p. 100
A
B
The answers may vary.
1 socialize
This section is a teacher-led small group discussion. It is designed to prepare
2 dust
the students for reading the passage.
3 addicted
4 unpleasant
5 cigarettes
6 link
7 various
8 recreational
2. During Reading
p. 102~104
A
B
C
D
1b
B-1
1a
1a
2c
1b
2b
2c
3b
B-2
E
F
1c
1b
4a
5c
2c
They begin smoking
Some people...
1. want to be the same as their
friends.
G
2. think it makes them look cool.
1c
3. think it’s a way of socializing.
4. think it will help them to
lose
weight.
They become addicted.
They keep smoking.
The smoke is filled with sticky dust
Their lungs are damaged.
that collects in the lungs.
Reading Town 3_ Answer Key_ e-future
27
3. After Reading
p. 105
A-1
A-2
B
C
1 cigarettes
1 various
The answers may vary.
The
2 linked
2 socialize
(This section is a student-led
may vary.
3 recreational
3 dust
pair or small group discussion
4 various
4 linked
that reviews the lesson. It is
5 addicted
5 unpleasant
left to the teacher’s discretion
6 unpleasant
to decide how to teach and
7 Dust
answer this section.)
answers
8 socialize
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28
Unit 6
Review: Connecting Lesson 1 and Lesson 2
1. Summary and Discussion
A. Main Ideas and Supporting Details
p. 106 (Note, the main ideas can be in any order)
Lesson 1 Summary: Like Two Big Balloons
Main Ideas
4. Lungs bring oxygen into our body and take carbon dioxide out.
8. Lungs contain millions of alveoli and thousands of kilometers of
blood vessels.
1. Our lungs are controlled automatically by our brain.
Supporting
6. The diaphragm is a muscle in our body.
Detail
Lesson 2 Summary: A Dangerous Choice
Main Ideas
2. People start smoking for various reasons but continue because they
are addicted.
5. Cigarette smoke is filled with dust that damages our lungs.
7. Cigarettes are made from tobacco, which is an addictive drug.
Supporting
3. Some people smoke when they socialize.
Detail
B. Discussion
The answers may vary. (This section is a student-led pair or small group discussion that
reviews the unit. It is left to the teacher’s discretion to decide how to teach and answer this
section.)
2. Vocabulary Review
p. 107
A Word Definition
B Crossword Puzzle
1b
Down
Across
2c
1. ribs
5. recreational
3a
2. cigarettes
6. tubes
4a
3. extends
7. linked
5c
4. addicted
8. resemble
6b
7a
8b
Reading Town 3_ Answer Key_ e-future
29
Unit 7
Environmental Issues: Consumption & Waste
Lesson 1: Consumer Culture
Warm up
p 109
The answers may vary.
(This section is a teacher-led small group discussion. It is designed to prepare the students for
reading both of the passages in the unit. Please note, the questions are a guide only so the
teacher should feel free to modify them or use them in another way.
1. Pre-Reading
p. 110
A
B
The answers may vary.
1 pleasure
This section is a teacher-led small group discussion. It is designed to prepare
2 culture
the students for reading the passage.
3 based on
4 ordinary
5 encourage
6 consumer
7 priority
8 leisure
2. During Reading
p. 112~114
A
B
C
D
1b
B-1
1c
1b
2a
1c
2a
2b
3a
B-2
E
F
4c
Only rich people could afford to go shopping.
1c
1b
5c
Ordinary people just bought basic things.
2b
Ordinary people became a lot richer and had a lot more leisure time.
G
Soon almost everyone could afford to shop.
b
More and more people are questioning consumer culture.
They want a lifestyle that is not based on buying more things.
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3. After Reading
p. 115
A-1
A-2
B
C
1 pleasure
1 culture
The answers may vary.
The
2 priority
2 ordinary
(This section is a student-led
may vary.
3 consumer
3 leisure
pair or small group discussion
4 Based on
4 pleasure
that reviews the lesson. It is
5 leisure
5 encourage
left to the teacher’s discretion
6 ordinary
to decide how to teach and
7 culture
answer this section.)
answers
8 encourage
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Unit 7
Lesson 2: Solid Waste
1. Pre-Reading
p. 116
A
B
The answers may vary.
1 recycle
This section is a teacher-led small group discussion. It is designed to prepare
2 serious
the students for reading the passage.
3 waste
4 precious
5 trash can
6 multiply
7 landfill
8 amount
2. During Reading
p. 118~120
A
B
C
D
1a
B-1
1a
1b
2b
We buy things.
It creates a lot of waste.
3c
Some of our waste goes into
This causes a lot of problems
4c
the oceans.
for sea animals and makes
2c
beaches look ugly and dirty.
5a
We have created many mountains
We are running out of places
of garbage.
to put solid waste.
The answer for the future is to
We can protect our precious
make less waste.
environment.
B-2
E
F
What we should do: 2,3,4,6
1c
1b
What we shouldn’t do: 1,5
2a
3b
Reading Town 3_ Answer Key_ e-future
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3. After Reading
p. 121
A-1
A-2
B
C
1 amount
1 waste
The answers may vary.
The
2 landfill
2 amount
(This section is a student-led
may vary.
3 serious
3 recycle
pair or small group discussion
4 recycle
4 trash can
that reviews the lesson. It is
5 waste
5 precious
left to the teacher’s discretion
6 precious
to decide how to teach and
7 trash can
answer this section.)
answers
8 multiply
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Unit 7
Review: Connecting Lesson 1 and Lesson 2
1. Summary and Discussion
A. Main Ideas and Supporting Details
p. 122 (Note, the main ideas can be in any order)
Lesson 1 Summary: Consumer Culture
Main Ideas
6. Consumer culture began in the 20th century when ordinary people
had more time and money.
1. Business people began to advertise their products to everyone
5. Buying things became a source of pleasure.
Supporting
8. People started shopping every week.
Detail
Lesson 2 Summary: Solid Waste
Main Ideas
7. We are running out of places to put solid waste.
4. People that live in a consumer culture make a very large amount of
solid waste.
2. Some waste is recycled, burnt, or buried, but some goes into the
environment.
Supporting
3. Rivers carry waste to the ocean.
Detail
B. Discussion
The answers may vary. (This section is a student-led pair or small group discussion that
reviews the unit. It is left to the teacher’s discretion to decide how to teach and answer this
section.)
2. Vocabulary Review
p. 123
A Word Definition
B Crossword Puzzle
1c
5a
Down
Across
2a
6c
1. priority
5. trash can
3b
7a
2. based on
6. encouraged
4b
8c
3. recycled
7. cultures
4. serious
8. multiply
Reading Town 3_ Answer Key_ e-future
34
Unit 8
People and Culture: Polynesia
Lesson 1: Penrhyn Island
Warm up
p 125
The answers may vary.
(This section is a teacher-led small group discussion. It is designed to prepare the students for
reading both of the passages in the unit. Please note, the questions are a guide only so the
teacher should feel free to modify them or use them in another way.
1. Pre-Reading
p. 126
A
B
The answers may vary.
1 pearl
This section is a teacher-led small group discussion. It is designed to
2 distant
prepare the students for reading the passage.
3 income
4 circumference
5 tour
6 settler
7 trading
8 jewelry
2. During Reading
p. 128~130
A
B
C
D
1c
B-1
1c
1a
2b
1c
3b
B-2
4b
Population
5c
2b
2a
E
F
251 people
1b
1c
Land area
9.8 square kilometers
2a
Location
The Pacific Ocean
Transport Schedule
1. Air transport: weekly.
2. Sea transport:
G
1b
every 3 months/infrequently.
Reading Town 3_ Answer Key_ e-future
35
Trade
1. The islanders sell black pearls, oyster
shell jewelry, hats.
2. They buy rice, flour and other essential
supplies.
Travel Information
You can stay with a man called Soa.
He will take you fishing and give you a
tour of his pearl farm.
3. After Reading
p. 131
A-1
A-2
B
C
1 circumference
1 settlers
The answers may vary.
The
2 income
2 trading
(This section is a student-led
may vary.
3 pearl
3 distant
pair or small group discussion
4 settlers
4 income
that reviews the lesson. It is
5 tour
5 tour
left to the teacher’s discretion
6 distant
6 circumference
to decide how to teach and
7 jewelry
answers
answer this section.)
8 Trading
Reading Town 3_ Answer Key_ e-future
36
Unit 8
Lesson 2: Rangi and Papa
1. Pre-Reading
p. 132
A
B
The answers may vary.
1 in spite of
This section is a teacher-led small group discussion. It is designed to prepare
2 figure
the students for reading the passage.
3 ancestors
4 creation
(For your information, in the picture the two figures are separating the Earth
5 myth
and the sky.)
6 attempt
7 fence
8 resource
2. During Reading
p. 134~136
A
B
C
D
1b
B-1
1b
1c
2c
2, 7, 4, 1, 5, 8, 3, 6
2a
2b
3a
B-2
E
F
4c
Rangi
Their children are forced to
1b
1a
5a
together, hugging tightly.
live in the small, dark space
2a
and
Papa
are
lying
between their parents.
The
children
are
unhappy.
They
decide
to
push
their
They want to live in the light
parents apart.
Rangi and Papa are forced
Rangi and Papa become the
apart.
Earth and the sky.
Humans can live in the light.
Reading Town 3_ Answer Key_ e-future
37
3. After Reading
p. 137
A-1
A-2
B
C
1 creation
1 in spite of
The answers may vary.
The
2 resource
2 creation
(This section is a student-led
may vary.
3 attempts
3 attempts
pair or small group discussion
4 forced
4 myth
that reviews the lesson. It is
5 figure
5 figure
left to the teacher’s discretion
6 ancestors
6 ancestor
to decide how to teach and
7 myth
answers
answer this section.)
8 In spite of
Reading Town 3_ Answer Key_ e-future
38
Unit 8
Review: Connecting Lesson 1 and Lesson 2
1. Summary and Discussion
A. Main Ideas and Supporting Details
p. 138 (Note, the main ideas can be in any order)
Lesson 1 Summary: Penrhyn Island
Main Ideas
3. Penrhyn is a coral atoll in the South Pacific Ocean with a large
central lagoon.
6. Penrhyn’s people make money from selling black pearls, jewelry and hats.
1. There are 251 people living on Penrhyn.
Supporting
8. There aren’t any restaurants on Penrhyn.
Detail
Lesson 2 Summary: Rangi and Papa
Main Ideas
2. Rangi and Papa raise their children in the dark space between them.
7. The children pushed Rangi and Papa apart to create the Earth and
the sky.
5. The Maori have an interesting creation myth.
Supporting
4. Tumatauenga is the god of war.
Detail
B. Discussion
The answers may vary. (This section is a student-led pair or small group discussion that
reviews the unit. It is left to the teacher’s discretion to decide how to teach and answer this
section.)
2. Vocabulary Review
p. 139
A Word Definition
B Crossword Puzzle
1c
Down
Across
2a
1. ancestors
5. settlers
3a
2. pearls
6. jewelry
4c
3. trading
7. figure
5b
4. resources
8. forced
6c
7a
8c
Reading Town 3_ Answer Key_ e-future
39
Unit 9
Our Earth: Waterfalls
Lesson 1: The Natural Shower
Warm up
p 141
The answers may vary.
(This section is a teacher-led small group discussion. It is designed to prepare the students for
reading both of the passages in the unit. Please note, the questions are a guide only so the
teacher should feel free to modify them or use them in another way.
1. Pre-Reading
p. 142
A
B
The answers may vary.
1 stream
This section is a teacher-led small group discussion. It is designed to prepare
2 adore
the students for reading the passage.
3 erode
4 figure out
5 flow
6 superb
7 splash
8 exist
2. During Reading
p. 144~146
A
B
1b
A river or stream flows over
Glaciers
2c
different types of hard and
valleys of different sizes.
3b
soft rock.
4a
The water begins to erode the
Rivers
5c
soft rock and form a small
valleys.
cut
run
out
through
multiple
these
C
D
1c
1b
2a
2c
E
F
1b
1b
2c
waterfall.
Over time the soft rock continues
Rivers
to erode and the vertical height of
meters to go from the smaller
the waterfall increases.
valleys to the larger valleys.
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40
The water falls faster so it
These drops are what we see
splashes and starts cutting out
as waterfalls.
the rock located behind the
waterfall.
3. After Reading
p. 147
A-1
A-2
B
C
1 superb
1 adore
The answers may vary.
The
2 figure out
2 flow
(This section is a student-led
may vary.
3 stream
3 exist
pair or small group discussion
4 splashed
4 erode
that reviews the lesson. It is
5 exist
5 superb
left to the teacher’s discretion
6 adore
to decide how to teach and
7 eroded
answer this section.)
answers
8 flows
Reading Town 3_ Answer Key_ e-future
41
Unit 9
Lesson 2: Victoria Falls
1. Pre-Reading
p. 148
A
B
The answers may vary.
1 tourism
This section is a teacher-led small group discussion. It is designed to prepare
2 exotic
the students for reading the passage.
3 edge
4 boom
5 exhilarating
6 opportunity
7 recent
8 paradise
2. During Reading
p. 150~152
A
B
C
D
1b
B-1
1b
1a
2a
1d
2a
2c
3c
B-2
4a
Location: On the border between Zimbabwe and Zambia
5c
Height: 108 meters
E
F
Attractions:
1c
1b
2b
1. Visitors can see one of the biggest waterfalls in the world.
2b
2. They can also see exciting wildlife.
3. They can also swim in a natural pool on top of the falls.
Reading Town 3_ Answer Key_ e-future
42
3. After Reading
p. 153
A-1
A-2
B
C
1 boom
1 exhilarating
The answers may vary.
The answers
2 opportunity
2 exotic
(This section is a student-led
may vary.
3 edge
3 boom
pair or small group discussion
4 recent
4 paradise
that reviews the lesson. It is
5 exotic
5 opportunity
left to the teacher’s discretion
6 paradise
6 edge
to decide how to teach and
7 exhilarating
answer this section.)
8 Tourism
Reading Town 3_ Answer Key_ e-future
43
Unit 9
Review: Connecting Lesson 1 and Lesson 2
1. Summary and Discussion
A. Main Ideas and Supporting Details
p. 154 (Note, the main ideas can be in any order)
Lesson 1 Summary: The Natural Shower
Main Ideas
1. Waterfalls are beautiful and come in all different shapes and sizes.
7. Some waterfalls are formed by a river flowing over hard and soft
rock.
4. Other waterfalls are formed by glaciers that carve valleys in the
rock.
Supporting
6. The cave-like formation is called a plunge pool.
Detail
Lesson 2 Summary: Victoria Falls
Main Ideas
2. Victoria Falls, one of the world’s biggest waterfalls, borders Zambia
and Zimbabwe.
3. You can even swim near the edge of Victoria Falls.
5. The falls are popular because of the magnificent views and wildlife.
Supporting
8. Devil’s pool has a natural rock wall.
Detail
B. Discussion
The answers may vary. (This section is a student-led pair or small group discussion that
reviews the unit. It is left to the teacher’s discretion to decide how to teach and answer this
section.)
2. Vocabulary Review
p. 155
A Word Definition
B Crossword Puzzle
1b
5c
Down
Across
2b
6a
1. flows
5. eroded
3a
7c
2. paradise
6. splashes
4b
8b
3. tourism
7. stream
4. recent
8. edge
Reading Town 3_ Answer Key_ e-future
44
Unit 10
A “How-to” Guide: Speeches and Essays
Lesson 1: Don’t Panic!
Warm up
p 157
The answers may vary.
(This section is a teacher-led small group discussion. It is designed to prepare the students for
reading both of the passages in the unit. Please note, the questions are a guide only so the
teacher should feel free to modify them or use them in another way.
1. Pre-Reading
p. 158
A
B
The answers may vary.
1 speech
This section is a teacher-led small group discussion. It is designed to
2 rehearse
prepare the students for reading the passage.
3 shocking
4 embarrassment
5 pause
6 preparation
7 enthusiastic
8 throat
2. During Reading
p. 160~162
A
B
C
D
1c
B-1
1a
1c
2c
Step 1
2c
2b
E
F
Do some research.
1b
1a
1. Research your topic.
2a
2. Research some great speakers.
3b
Choose a topic.
3b
1. Choose a topic that you are interested in.
4c
2. If you are given a topic, try to find something
5b
exciting, funny, or a little bit shocking about it.
Step 2
Step 3
Write your speech.
1. Think of your audience all the time.
Reading Town 3_ Answer Key_ e-future
45
2. Entertaining your audience is important .
Step 4
Rehearse your speech.
1. Measure your speech with a watch.
2. Practice in front of a mirror.
B-2
Speakers: 1, 3, 6
Audience: 2, 4, 5
3. After Reading
p. 163
A-1
A-2
B
C
1 paused
1 preparations
The answers may vary.
The
2 speech
2 speech
(This section is a student-led
may vary.
3 shocking
3 rehearsed
pair or small group discussion
4 throat
4 enthusiastic
that reviews the lesson. It is
5 preparations
5 paused
left to the teacher’s discretion
6 enthusiastic
6 shocking
to decide how to teach and
7 embarrassment
answers
answer this section.)
8 rehearsed
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46
Unit 10
Lesson 2: 500 Words?!
1. Pre-Reading
p. 164
A
B
The answers may vary.
1 statement
This section is a teacher-led small group discussion. It is designed to prepare
2 argument
the students for reading the passage.
3 punctuation
4 quotation
5 explanation
6 summarize
7 essay
8 conclusion
2. During Reading
p. 166~168
A
B
C
D
1b
B-1
1a
1a
2b
Step 1
2c
2c
E
F
Remember S.E.E for the main body.
1a
1c
1. S - statement
2b
Plan your essay.
3c
1. Paragraph 1 – introduction
4c
2. Paragraph 2, 3, 4 – main body
5a
3. Paragraph 5 - conclusion
Step 2
2. E - explanation
3. E - example
Step 3
Check your spelling, punctuation, grammar, and that
the different parts of the essay support each other.
B-2
Introduction: 3
Main Body: 1, 4
Conclusion: 2, 5
Reading Town 3_ Answer Key_ e-future
47
3. After Reading
p. 169
A-1
A-2
B, C
1 punctuation
1 essay
The answers may vary.
The
2 quotation
2 conclusion
(This section is a student-led
may vary.
3 conclusion
3 summarize
pair or small group discussion
4 summarize
that reviews the lesson. It is
5 essay
left to the teacher’s discretion
6 explanation
to decide how to teach and
7 statement
answer this section.)
answers
8 argument
Reading Town 3_ Answer Key_ e-future
48
Unit 10
Review: Connecting Lesson 1 and Lesson 2
1. Summary and Discussion
A. Main Ideas and Supporting Details
p. 170 (Note, the main ideas can be in any order)
Lesson 1 Summary: Don’t Panic!
Main Ideas
6. Start by choosing an interesting and exciting topic, and then do
some research.
5. Always practice your speech in front of a mirror.
2. Think about your audience when you write your speech, and then
practice it.
Supporting
8. When you give a speech your throat is sometimes dry.
Detail
Lesson 2 Summary: 500 Words?!
Main Ideas
1. To write a good essay, you need to know what to do and you need
to practice.
3. Remember S.E.E. when writing the main body. Then check spelling,
punctuation and grammar.
4. Plan your essay. You need to include the introduction, main body,
and conclusion.
Supporting
7. Native speaking students are often asked to write essays.
Detail
B. Discussion
The answers may vary. (This section is a student-led pair or small group discussion that
reviews the unit. It is left to the teacher’s discretion to decide how to teach and answer this
section.)
2. Vocabulary Review
p. 171
A Word Definition
B Crossword Puzzle
1a
5c
Down
Across
2b
6c
1. argument
5. punctuation
3b
7a
2. throat
6. quote
4a
8b
3. preparations
7. embarrassment
4. shocking
8. statement
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