TEACHER’S GUIDE Focus 3 Table of Contents
GUIDE TO TEACHING A UNIT ..................................................................................................................... i
UNIT ONE The Body in Motion ................................................................................ 1 UNIT TWO Time ................................................................................................................... 8 UNIT THREE Water .............................................................................................................. 15 UNIT FOUR Travel ............................................................................................................. 22 UNIT FIVE Animal-­‐Human Relationships ...................................................... 29
UNIT SIX Architecture .............................................................................................. 36
UNIT SEVEN Genetics and the Environment ................................................... 43
UNIT EIGHT Inventions ................................................................................................... 50
UNIT NINE Robotics ........................................................................................................ 57 Australia • Brazil • Mexico • Singapore • United Kingdom • United States
GUIDE TO TEACHING A UNIT OF
Reading and Vocabulary Focus Welcome to National Geographic Learning’s new Reading and Vocabulary Focus series. Teaching a unit in this series involves paying attention to content, vocabulary, and skills development. Our academic-­‐English students need readings that communicate interesting, challenging ideas, just as “real-­‐life” readings do. The first rule of teaching communication-­‐oriented reading is that content drives instruction. Theorists point out that students need to practice “reading to learn” instead of reading for its own sake. This means that there is a reason to read—to master new information about a topic relevant to modern life. The development of vocabulary and skills will follow naturally. If you and your students are using English to comprehend and explore content, your students are learning in a real-­‐world fashion. This guide will help you approach the parts of a Focus unit. Most classes should be able to complete a unit in about one-­‐and-­‐a-­‐half to two weeks, assuming four or five class hours per week. Some teachers may choose to spend more or less time on a particular unit. The material is flexible enough to allow this. I. THE PRE-READING STAGE
The photos, questions, and vocabulary previews prepare students for the upcoming reading content. This stage prompts students to think about what they already know regarding issues relevant to the reading. Theorists call this mental preparation “activating a reader’s schemata.” 1. Unit Opener. This is a two-­‐page photo, but it is more than that. It is a striking entrée to the topic of the unit. Don’t speed past it. Have students look at it for at least three or four minutes. Point out the Focus questions. Discuss them as a class or have students work in pairs to discuss them. 2. Reading Opener. Once again, there is a large visual to enjoy and discuss. a. Reading Preview, Exercises A and C. As the directions in Exercise A indicate, students should skim the reading. They’ll look at photos, captions, other visuals, headings, sidebars, and so on, without actually diving into the text yet. Use the questions in Exercise A to get students talking—either in small groups or as a whole class—about issues related to the topic. These questions are not a test. If a student doesn’t know an answer, he or she should guess. Use the general introduction question on the left-­‐hand page to activate students’ predictive skills. Notice that the directions in Exercise C refer to the vocabulary. b. Academic, Multiword, and Topic Vocabulary. These represent Reading and Vocabulary Focus’s broadband approach to vocabulary. For each reading passage, three groups of vocabulary are called out: • 6–8 academic words—single word items essential to building an academic vocabulary (many from the Academic Word List) • 6–8 multiword vocabulary items useful in academic reading • 10–12 topic-­‐related vocabulary items to consider in pre-­‐reading activities © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus
Teacher’s Guide
i
c. Target Vocabulary Lists. The “academic” and “multiword” elements in the boxed lists at the top of the left-­‐hand page are the main targets. In reality, they are all academically useful, not just the single-­‐word items that are labeled “academic.” At this point in the unit: • Ask students to simply review the lists. • Ask whether any of the words are familiar. If some are, ask students to say what they know about the familiar vocabulary items. If someone seems very confident in his or her word knowledge, ask for an example sentence containing the word. • Tell students to be aware of the vocabulary targets when they see them in the reading. Tell them they will do exercises related to this vocabulary after the reading. d. Reading Preview, Exercise B. The “Topic Vocabulary” items found in Exercise B are especially important for understanding the reading. They are not brought up in later exercises, but as students work with the content, these words and phrases are helpful for comprehension. II. THE READING STAGE
Having helped students prepare themselves for the content of the reading, you now direct them in the actual reading task. Here are some general best practices to keep in mind. 1. Reading should occur in several passes. a. The first pass should be at a relatively brisk pace, without backtracking. DO NOT look through the comprehension questions yet. Fluency is important here. Students should not stop to ponder the answers to questions. Few if any students will have full comprehension during this pass, but that’s okay. By going uninterrupted through the whole thing, they develop an overall understanding of the content and how it’s structured. b. If a reading has sidebars, graphs, charts, or similar features, students should read them BEFORE or AFTER first going through the whole reading. They should not stop in the middle of the reading to pay attention to such side features. c. Some teachers like to read aloud to their students during this first pass in order to make sure everyone moves fluidly forward, without stopping and rereading. This is fine on occasion. However, remember that students need to learn independent reading skills. Most of the time, they should practice silent, fluent, well-­‐paced reading. Students can listen at home to a spoken version of each reading, which appears in the audio supplement that comes with the book. d. After this first pass, students can skim the questions in the “Reading Comprehension” set of activities after the reading. e. However, during their second pass through the reading, students should not yet try to answer these questions perfectly. Rather, they can consider ideas raised by the questions and identify the places in the reading where answers could be found. f. During the second pass, students can begin to take notes on the reading. Most notes at this stage should mark important places in the reading and mark points where the student has questions or does not quite understand. g. Then, during a third pass (and any subsequent pass), students can thoroughly attack the reading, trying to answer comprehension questions, using a dictionary as necessary to find meanings of some crucial vocabulary, discussing it with other students, etc. (See “The Post-­‐
Reading Stage” below.) ii
Teacher’s Guide
Reading and Vocabulary Focus
© National Geographic Learning, a part of Cengage Learning
2. Reading is active, not passive. a. Readers do not simply receive information from the text. Instead, they interact with the text, constantly (and often unconsciously) taking guesses, deciding whether the content is to be believed, considering connections to what they already know, etc. b. A reader should take notes. Much of the reader’s activity is mental and consequently unseen. However, you can see whether the reader has a pencil, pen, or keyboard at hand to take notes. You can see whether there are markings in the margin, words underlined in text, notes written in a notebook, etc. Monitor the students. If one is reading without taking notes, stop and model the process. For example, pick a fact that probably connects to something else the student knows. Ask the student if it reminds him or her of anything. When the connection is expressed, make a note about it—something like “Similar to professional sports” or “Contrast with my culture”—in the margin or a separate notebook. 3. Limit the use of dictionaries. a. During the first and second passes, students should not use dictionaries. Dictionary use decreases fluency and prevents students from focusing on large-­‐scale meaning. b. Often students are unhappy with restrictions on dictionary use. Be prepared for resistance. However, you should not give in. By training students to tolerate the ambiguity of reading without dictionaries, you’re helping them develop the fluency they need for high-­‐volume reading during their later academic careers. c. Some very important words in the reading are footnoted. It is acceptable for students to look at footnotes during early passes. This can help comprehension. d. From the third pass onward, it is acceptable for students to use dictionaries. However, students should still be encouraged NOT to look up every unknown word. That can be a waste of time. The best readers develop an ability to know which words are important enough to look up and which can be left un-­‐researched. e. It is very important that students learn to use English-­‐English dictionaries, but this does not exclude the use of bilingual dictionaries as well. A good bilingual dictionary is a treasure and probably one of the students’ best friends as a language learner. For most reading tasks, you should allow them. III. THE POST-READING STAGE
Reading Comprehension. After reading the content, students have the opportunity to approach the reading comprehension in broken-­‐down segments. Each reading has reading-­‐specific questions and teaches a skill that will also be useful in future readings. 1. Comprehension Questions a. The comprehension questions are divided into “Big Picture” and “Close-­‐Up” sections. The former are related to the larger ideas of the reading, and the latter concentrate on details. b. Big Picture questions ask students to identify main ideas, recognize the writer’s purpose, suggest possible headings for paragraphs, and so on. • Students should be allowed to refer back to the reading while answering these questions. These are exercises to help students develop reading skills; they are not a test. © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus
Teacher’s Guide
iii
Alert students that, because these Big Picture questions are about large ideas, scanning for a specific phrase may not be effective in identifying answers. Rather, students may have to re-­‐
read entire paragraphs or groups of paragraphs. c. Close-­‐Up questions can usually be answered by scanning for specific material in the text. • Checking answers to Close-­‐Up questions is a good whole-­‐class, teacher-­‐fronted activity. • When students suggest answers, ask them to identify parts of the reading that give evidence for their answer. d. Both types of comprehension question can lead to good discussion among students, as they compare answers and try to resolve any disagreements. •
2. Reading Skill a. This section after each reading directs students to use the reading to practice a vital skill. The content of the reading forms a sort of practice field on which to try out and refine skills that are valuable in reading almost any text. b. Typically, this section asks students to identify a feature in a reading (e.g. pronoun referents, facts or theories, and so on) and understand its function. The identification phase is extremely important. It is here that the student cognitively relates important forms with important meanings. This can’t be done if the student is in a rush; take time for students to do this thoughtfully and without a lot of time pressure. c. Of course, each reading skill is applied in future readings. In dealing with those future readings, try to remind students of the skills they’ve already consciously studied. If they studied pronoun reference in some earlier unit, ask them to pick out reference patterns in a new reading. Every new reading is a fresh practice field. VOCABULARY PRACTICE. The sections “Academic Vocabulary” and “Multiword Vocabulary” have similar functions. Both types are equally useful in students’ vocabulary repertoires for academic purposes. This series gives a separate identity to multiword items only to make sure teachers are aware that these, despite being made up of several words, operate as cohesive, undivided vocabulary items. We could offer pages and pages of hints for teaching vocabulary. The most important to remember are as follows: 1. Multiword units are units. Teach them as wholes. For example, teach pay attention to as a single thing, not a combination of three. a. Native speakers of English have learned and stored multiword units—such as pay attention to—
as units. Many theorists have noted that units of more than one word make up a very large part of the vocabulary of a native English speaker. (Estimates of 50% of a typical vocabulary are not unusual, but even if the actual proportion is only 25%, that’s still huge.) b. Multiword units provide efficient packages for a speaker to use. Calling up these so-­‐called “formulaic” chunks both increases fluency and decreases the effort of (unconsciously) retrieving words from the mental lexicon. Our students are at a big disadvantage in efficient communication if they lack a multiword vocabulary repertoire. c. Don’t clutter students’ learning with unnecessary analysis and breakdown of multiword units. There’s no point in teaching that pay attention to contains a verb, a noun, and a preposition; that pay in this unit means something like “give;” etc. While you may find it interesting, there’s no good purpose in obstructing students’ vocabulary development with that kind of information. iv
Teacher’s Guide
Reading and Vocabulary Focus
© National Geographic Learning, a part of Cengage Learning
2. The first exercise in the “Vocabulary Practice” section asks students to find target items in the reading before working with them. This is a good principle, even with exercises that don’t explicitly say “find the word in the reading.” Finding vocabulary in the text helps students consider the item in a context. 3. Constant debate surrounds the question, “What does it mean to know a vocabulary item?” Students might only know vaguely what an item means, or they may know so much that they can use it in speech or writing and even make jokes involving it. The latter case is a depth we can expect for only a few items. a. The first few exercises (before “Use the Vocabulary”) concentrate on strengthening receptive knowledge of “academic” and multiword” items. The exercises concentrate on recognizing meanings and placing items in correct contexts. This level of meaning is extremely important. b. The section entitled “Use the Vocabulary” aims for greater depth. By using vocabulary items to answer questions involving the vocabulary items, students cross the important threshold into productive knowledge. We can’t expect such depth with every item, but it’s good to push students in this direction. 4. Look for opportunities to recycle vocabulary. For example, one of the target items in Unit 4 of Reading and Vocabulary Focus 2 is interact, and the word interaction appears in one of the readings for Unit 6 of that book. A teacher on the lookout for these additional encounters can greatly improve the students’ chances of building their vocabularies. CRITICAL THINKING. Throughout their encounters with the content of the readings and the exercises, students have been encouraged to think critically. That is, they’ve been asked not just to take in information, but to process it, see how it relates to other things they know, infer consequences, judge whether certain things are desirable or not, and otherwise turn ideas over in their minds. Near the end of the exercise set with each reading, some explicit critical thinking tasks are presented. 1. The “Use the Vocabulary” section engages students more deeply not only with vocabulary but also with the meatier ideas of content in the unit. The questions ask students not simply to remember and repeat what they’ve read about, but to manipulate the ideas as. They have to use the vocabulary as tools to create meaning. 2. The “Think and Discuss” section after each reading is specifically constructed to include critical-­‐
thinking verbs (summarize, apply, make connections, relate, etc.). The directions give students topics to discuss in small groups. You can expand on this by directing the students to do more. For example, where the text asks, “In what situations do you think humans might behave like swarms?” you could ask a student or a small group to present one historical situation as an answer to the class. The students could, for example, draw a comparison between swarm behavior and hypotheses about how the pyramids got built or how sports-­‐related brawls have occurred. They could use posters, maps, presentation software, and other tools—and they will almost certainly employ some of the target vocabulary. © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus
Teacher’s Guide
v
IV. THE END-OF-UNIT STAGE
Following the exercises related to Reading 2 in each unit, there is a two-­‐page “Unit Review” spread. Use this material to perform very important review and synthesis tasks. 1. Vocabulary Review a. A challenging vocabulary task asks students to place phrases into blanks. This exercises students’ abilities to work with multiword units as wholes and to work with collocations involving single-­‐
word targets. • If you have time to review this exercise with students, be prepared to talk about not just vocabulary but also grammar. As students choose their answers for this exercise, one of their first decisions will be, “Which fill-­‐in choices are grammatically possible in this context?” Be ready to say why the grammar permits certain possibilities but not others. b. Another challenging activity asks students to write the remainder of a partially composed sentence. This activates vocabulary knowledge as well as knowledge about the grammar surrounding the vocabulary. • There are multiple possible ways to complete these sentences. Also, there are multiple ways in which a student’s answer might be almost right but not quite. Be ready to give feedback that rewards almost-­‐correct answers yet explains how to improve the grammar of attempts that are not quite right. 2. Connect the Readings a. Having read two pieces about related topics, students are ready to compare and contrast the two readings. This section includes a graphic organizer to help students with this important skill. However, it also asks (in Exercises B and C) some penetrating questions that encourage comparison of the two readings and prompt the application of the two readings to student experiences. b. In relation to Exercise C, be ready to probe student answers and tease out as much substance as possible. It’s late in the unit; you and the students might both feel tired and eager to move on to a new topic. However, the questions in Exercise C can have interesting answers, often involving current events in the news. This is a last chance for you to: • ask questions using the target vocabulary • solicit answers that use target vocabulary • check students’ command of—and ability to apply—ideas from the unit This concise set of guidelines can suggest only a few ways to approach teaching a unit of Reading and Vocabulary Focus. You and your colleagues, as clever and creative teachers, can certainly think of many additional ways to further use the content. Your students will have no trouble staying engaged with these superb National Geographic-­‐based visuals and texts. And when students are so thoroughly caught up in exploring content, teaching English reading and vocabulary can be a real pleasure. vi
Teacher’s Guide
Reading and Vocabulary Focus
© National Geographic Learning, a part of Cengage Learning
UNIT ONE
The Body in Motion Introduction
First, students will learn about the advantages of running barefoot by examining the practices of the Tarahumara Indians, a group of endurance runners who run nearly barefoot, and the scientific explanation for these advantages. Then, students will read about the biology behind the “runner’s high.” For More Information: http://news.nationalgeographic.com/news/2010/01/100127-­‐barefoot-­‐running-­‐better-­‐impact/ http://news.nationalgeographic.com/news/2012/05/120510-­‐runners-­‐high-­‐evolution-­‐people-­‐dogs-­‐science/ http://news.nationalgeographic.com/news/2004/11/1117_041117_running_humans.html http://animals.nationalgeographic.com/animals/mammals/black-­‐footed-­‐ferret/ http://www.nytimes.com/2008/03/27/health/nutrition/27best.html?_r=0 http://well.blogs.nytimes.com/2012/04/25/the-­‐evolution-­‐of-­‐the-­‐runners-­‐high/ http://well.blogs.nytimes.com/2012/12/26/exercise-­‐and-­‐the-­‐ever-­‐smarter-­‐human-­‐brain/?src=me&ref=general http://www.americanbear.org/blackbearfacts.htm THE PRE-READING STAGE, READING 1
(pages 2—5)
The photos, questions, and vocabulary previews prepare students for the upcoming reading. This stage helps to activate students’ prior knowledge. It prompts them to think about what they already know about the topic. See the Guide to Teaching a Unit for some general best practices to keep in mind. Unit Opener
(pages 2—3)
Have students look at the photo for three or four minutes. Point out the Focus questions. Discuss the questions as a class or have students work in pairs to discuss them. Answers will vary. Reading Opener
(pages 4—5)
Academic Vocabulary Multiword Vocabulary Topic Vocabulary to collapse to be known for absorb distinct to have an advantage over arch fundamental in an effort to athlete impact in shape barefoot reinforced in the first place distance terrain not … at all force to trace on the market heel to transfer over the years marathon motion © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus 3
Teacher’s Guide
1
sole stride READING PREVIEW Direct students’ attention to the photo and have them discuss it. The photo serves as the basis for the Reading Preview exercises. § Reading Preview, Exercise A Use the questions in Exercise A to get students talking—either in small groups or as a whole class—about issues related to the topic. Answers: 1. Answers will vary. 2. The shoe on the left has a gel-­‐padded heel and the shoe on the right is a minimalist foot-­‐like running shoe. It allows for more natural running. 3. Answers will vary. § Reading Preview, Exercise B The “Topic Vocabulary” items found in Exercise B are especially important for understanding the reading. They are not brought up in later exercises, but as students work with the content, these words and phrases are helpful for comprehension. Answers: 1. arch, heel, sole; 2. athlete, barefoot, distance, marathon, stride; 3. absorb, force, motion § Reading Preview, Exercise C Use the general introduction question on the left-­‐hand page to activate students’ predictive skills. Notice that the directions in Exercise C refer to the vocabulary. Answers will vary. THE READING STAGE, READING 1
(pages 6—8)
Students are now ready to read the selection. See the Guide to Teaching a Unit for best practices for teaching this stage of the reading process. THE POST-READING STAGE, READING 1
(pages 9—13)
After reading the content, students have the opportunity to approach the reading comprehension in segments. Each reading has reading-­‐specific questions and teaches a skill that will be useful in future readings. The comprehension questions are divided into “Big Picture” and “Close-­‐Up” sections. The former are related to the larger ideas of the reading, and the latter concentrate on details. See the Guide to Teaching a Unit for some general best practices to keep in mind. Reading Comprehension
(pages 9—10)
BIG PICTURE These questions ask students to identify main ideas, recognize the writer’s purpose, suggest possible headings for paragraphs, and so on. § Big Picture, Exercise A Answers: 1. Some of the world’s best endurance runners do not wear running shoes. 2. Landing on your heels can slow you down and cause injury. 5. Running barefoot—or almost barefoot—is better for your body. 7. A natural stride—that is, landing on the middle of the foot—is faster and healthier. § Big Picture, Exercise B Answer: 5. Running barefoot—or almost barefoot—is better for your body. CLOSE-­‐UP These questions can usually be answered by scanning for specific material in the text. 2
Teacher’s Guide
Reading and Vocabulary Focus 3
© National Geographic Learning, a part of Cengage Learning
§ Close-­‐Up, Exercise A Answers: 1. b, c; 2. c; 3. a; 4. b; 5. a, b; 6. c; 7. a, c; 8. b, c; 9. a, b; 10. b § Close-­‐Up, Exercise B Answers will vary. READING SKILL These activities direct students to use the reading to practice and refine vital reading skills. They also ask students to identify a specific feature in the reading and understand its function. § Reading Skill, Exercise A Answers: 1. Paragraph 3; 2. Paragraph 7 and Paragraph 8; 3. Paragraph 5; 4. Paragraph 6 § Reading Skill, Exercise B Answers will vary. Vocabulary Practice
(pages 11—13)
The sections “Academic Vocabulary” and “Multiword Vocabulary” have similar functions. Both types are equally useful in students’ vocabulary repertoires for academic purposes. ACADEMIC VOCABULARY The first exercise in the “Vocabulary Practice” section asks students to find target items in the reading before working with them. § Academic Vocabulary, Exercise A Answers: 1. f; 2. e; 3. d; 4. h; 5. c; 6. g; 7. b; 8. a § Academic Vocabulary, Exercise B Answers: 1. impact; 2. traced; 3. distinct; 4. reinforced; 5. fundamental; 6. transferred; 7. collapsed; 8. terrain § Academic Vocabulary, Exercise C Answers will vary. MULTIWORD VOCABULARY This series gives a separate identity to multiword items only to make sure teachers are aware that these, despite being made up of several words, operate as cohesive, undivided vocabulary items. § Multiword Vocabulary, Exercise A Answers: 1. b; 2. h; 3. g; 4. e; 5. c; 6. f; 7. d; 8. a § Multiword Vocabulary, Exercise B Answers: 1. has an advantage over; 2. Over the years; 3. on the market; 4. not…at all; 5. are known for; 6. In an effort to; 7. in the first place; 8. in shape USE THE VOCABULARY This section challenges students to think deeper about new vocabulary. By using vocabulary items to answer questions, students cross the important threshold into productive knowledge. In this section, look for opportunities to recycle vocabulary. Answers will vary. Think and Discuss
(page 13)
The “Think and Discuss” section is specifically constructed to include critical-­‐thinking verbs (summarize, apply, make connections, relate, etc.). The directions give students topics to discuss in small groups. Answers will vary. © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus 3
Teacher’s Guide
3
THE PRE-READING STAGE, READING 2
(pages 14—15)
The photos, questions, and vocabulary previews prepare students for the upcoming reading. This stage helps to activate students’ prior knowledge. It prompts them to think about what they already know about the topic. See the Guide to Teaching a Unit for some general best practices to keep in mind. Reading Opener
(pages 14—15)
Academic Vocabulary Multiword Vocabulary Topic Vocabulary to confirm to be the case advantage intense to conduct a study ancestor motivation an extended period of time boost optimal to have an edge over endurance persistent in a good mood exercise a sensation in this way exhausted stability to play a role in hunting a strategy positive feedback mammals prey speed survival sweat READING PREVIEW Direct students’ attention to the photo and have them discuss it. The photo serves as the basis for the Reading Preview exercises. § Reading Preview, Exercise A Use the questions in Exercise A to get students talking—either in small groups or as a whole class—about issues related to the topic. Answers: 1. A runner’s high is a feeling of extreme happiness, or euphoria, after intense physical activity. 2. Humans can run about 20 mph. 3. Dr. Raichlen is an anthropology professor at the University of Arizona. § Reading Preview, Exercise B The “Topic Vocabulary” items found in Exercise B are especially important for understanding the reading. They are not brought up in later exercises, but as students work with the content, these words and phrases are helpful for comprehension. Answers: 1. ancestor, hunting, mammals, prey, survival; 2. endurance, exercise, exhausted, speed, sweat; 3. advantage, boost § Reading Preview, Exercise C Use the general introduction statement on the left-­‐hand page to activate students’ predictive skills. Notice that the directions in Exercise C refer to the vocabulary. Answers will vary. THE READING STAGE, READING 2
(pages 16—17)
Students are now ready to read the selection. See the Guide to Teaching a Unit for best practices for teaching this stage of the reading process. 4
Teacher’s Guide
Reading and Vocabulary Focus 3
© National Geographic Learning, a part of Cengage Learning
THE POST-READING STAGE, READING 2
(pages 17—21)
After reading the content, students have the opportunity to approach the reading comprehension in segments. Each reading has reading-­‐specific questions and teaches a skill that will be useful in future readings. The comprehension questions are divided into “Big Picture” and “Close-­‐Up” sections. The former are related to the larger ideas of the reading, and the latter concentrate on details. See the Guide to Teaching a Unit for some general best practices to keep in mind. Reading Comprehension
(pages 15—16)
BIG PICTURE These questions ask students to identify main ideas, recognize the writer’s purpose, suggest possible headings for paragraphs, and so on. § Big Picture, Exercise A Answers: 1. 2; 2. 3; 3. 5; 4. X; 5. 1; 6. 4 § Big Picture, Exercise B Answer: 3. Long-­‐distance running helped early humans survive, and it continues to be a beneficial activity today. CLOSE-­‐UP These questions can usually be answered by scanning for specific material in the text. § Close-­‐Up Answers: 1. F; 2. F; 3. T; 4. F; 5. T; 6. F; 7. T; 8. F; 9. T; 10. F § Close-­‐Up, Exercise B Answers will vary. Possible answers: 1. Running a marathon is likely to result in a runner’s high. 2. The brain’s response to running helped early humans survive. 3. T; 4. Humans cannot run as fast as cheetahs or bears. 5. T; 6. Early humans could hunt animals that were big, strong, and fast. 7. T; 8. Ferrets sleep more than they run. 9. T; 10. Endurance running can improve your heart condition. READING SKILL These activities direct students to use the reading to practice and refine vital skills. They also ask students to identify a specific feature in the reading and understand its function. § Reading Skill, Exercise A Answers: 1. All of these are examples of intense physical exercise. 2. This is a feeling of extreme happiness, or euphoria. 3. Why do humans have such a response? 4. Scientists think this response to exercise may have helped early humans to survive. 5. They believe that this response to exercise may have helped early humans to survive. 6. Fast human runners can only manage around 20 mph (32 kph), and they can only run this fast for a short distance. 7. In this way, they were able to hunt animals that were bigger, stronger, and faster. 8. Even when they were exhausted, this kept them going until they captured their prey. 9. He wanted to confirm that this response—the runner’s high—is characteristic of such mammals. 10. He wanted to confirm that this response—
the runner’s high—is characteristic of such mammals. 1. The ferrets’ brain showed no such change. § Reading Skill, Exercise B Answers: Signal Words 1. these (Par. 1) 2. this (Par. 1) 3. such a (Par. 2) 4. this (Par. 2) 5. this (Par. 2) 6. this (Par. 2) What does the signal word refer to? running fast, swimming far, biking hard runner’s high releasing certain chemicals increase your energy and put you in a good mood it gave humans some advantage releasing certain chemicals 20 mph © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus 3
Teacher’s Guide
5
7. this (Par. 3) Their strategy was to separate one animal from a herd. Then they would follow the animal until it collapsed from exhaustion. necessary energy and motivation releasing certain chemicals mammals for whom running was once a survival strategy an increase in the brain chemicals that create “the runner’s high” 8. this (Par. 3) 9. this (Par. 4) 10. such (Par. 4) 11. such (Par. 4) Vocabulary Practice
(pages 19—21)
The sections “Academic Vocabulary” and “Multiword Vocabulary” have similar functions. Both types are equally useful in students’ vocabulary repertoires for academic purposes. ACADEMIC VOCABULARY The first exercise in the “Vocabulary Practice” section asks students to find target items in the reading before working with them. § Academic Vocabulary, Exercise A Answers: 1. d; 2. a; 3. e; 4. f; 5. h; 6. c; 7. b; 8. g § Academic Vocabulary, Exercise B Answers: 1. optimal; 2. strategy; 3. intense; 4. confirm; 5. persistent; 6. motivation; 7. stability; 8. sensation MULTIWORD VOCABULARY This series gives a separate identity to multiword items only to make sure teachers are aware that these, despite being made up of several words, operate as cohesive, undivided vocabulary items. § Multiword Vocabulary, Exercise A Answers: 1. mood; 2. the case; 3. an edge over; 4. period of time; 5. this way; 6. study; 7. feedback; 8. role in § Multiword Vocabulary, Exercise B Answers: 1. b; 2. a; 3. a; 4. a; 5. b; 6. b; 7. a; 8. b USE THE VOCABULARY This section challenges students to think deeper about new vocabulary. By using vocabulary items to answer questions, students cross the important threshold into productive knowledge. In this section, look for opportunities to recycle vocabulary. Answers will vary. Think and Discuss
(page 21)
The “Think and Discuss” section is specifically constructed to include critical-­‐thinking verbs (summarize, apply, make connections, relate, etc.). The directions give students topics to discuss in small groups. Answers will vary. UNIT REVIEW
(pages 22—23)
Following the exercises related to Reading 2 in each unit, there is a two-­‐page “Unit Review.” Use this material to perform review and synthesis tasks. VOCABULARY REVIEW This section presents students with a variety of challenging activities. One activity asks students to place phrases into blanks. This exercises students’ abilities to work with multiword units as wholes and to work with collocations involving single-­‐word targets. Another activity asks students to write the remainder of a partially composed sentence. This activates vocabulary knowledge as well as knowledge about the grammar surrounding the vocabulary. 6
Teacher’s Guide
Reading and Vocabulary Focus 3
© National Geographic Learning, a part of Cengage Learning
§ Vocabulary Review, Exercise A Answers: 1. motivation to continue; 2. have an edge over; 3. an extended period of time; 4. are known for; 5. Over the years; 6. rough terrain; 7. optimal conditions; 8. in shape; 9. play a role; 10. positive feedback § Vocabulary Review, Exercise B Answers will vary. § Vocabulary Review, Exercise C Answers will vary. § Vocabulary Review, Exercise D Answers will vary. CONNECT THE READINGS Having read two pieces about related topics, students are ready to compare and contrast the two readings. This section includes a graphic organizer to help students with this important skill. However, it also asks (in Exercises B and C) some in-­‐depth questions that encourage comparison of the two readings and prompt the application of the two readings to student experiences. § Connect the Readings, Exercise A Answers: 1. positive feedback after intense exercise in form of euphoria; 2. efficient leg muscles; 3. sweat glands cool us down; 4. broad shoulders keep us stable § Connect the Readings, Exercise B Answers: 1. What question(s) were the researchers trying to answer? 2. Who were the subjects in the study? 3. What did the subjects do in the study? 4. What did the researchers find out? Reading 1 What is the physics of running barefoot and with shoes? Runners, barefoot and with shoes Run Reading 2 How does the brain respond to intense exercise? Humans, dogs, ferrets The stride and distribution of force and energy are different in barefoot runners and runners with shoes. Barefoot stride is more energy-­‐efficient and less stressful on the body. Human and dog brains release chemicals after intense exercise that elevate mood. Ferret brains do not do this. Run § Connect the Readings, Exercise C Answers will vary. © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus 3
Teacher’s Guide
7
UNIT TWO
Time Introduction
Students will read about the origins of daylight savings and examine its effectiveness today. Then, students will learn about historical struggle to create of an accurate calendar that aligns with the solar year. For More Information: http://news.nationalgeographic.com/news/2012/12/120309-­‐daylight-­‐savings-­‐time-­‐2012-­‐what-­‐time-­‐is-­‐it-­‐spring-­‐
forward-­‐nation/ http://24timezones.com/dst_blog/ http://news.nationalgeographic.com/news/2008/03/080307-­‐daylight-­‐saving.html http://www.scientificamerican.com/article.cfm?id=does-­‐daylight-­‐saving-­‐times-­‐save-­‐energy http://news.nationalgeographic.com/news/2008/02/080228-­‐leap-­‐year.html http://www.huffingtonpost.com/2012/02/08/leap-­‐year-­‐its-­‐origins-­‐and-­‐other-­‐facts_n_1263273.html http://www.timeanddate.com/date/leap-­‐day-­‐timeline.html THE PRE-READING STAGE, READING 1
(pages 24—26)
The photos, questions, and vocabulary previews prepare students for the upcoming reading. This stage helps to activate students’ prior knowledge. It prompts them to think about what they already know about the topic. See the Guide to Teaching a Unit for some general best practices to keep in mind. Unit Opener
(pages 24—25)
Have students look at the photo for three or four minutes. Point out the Focus questions. Discuss the questions as a class or have students work in pairs to discuss them. Answers will vary. Reading Opener
8
(pages 26—27)
Academic Vocabulary Multiword Vocabulary Topic Vocabulary to conserve all year round adjust consumption to be at a higher risk of adopt to contradict to be worth the trouble air-­‐conditioning equivalent to commit a crime candles a justification to follow suit coal mandatory to make a proposal curtains to promote no matter what electricity valid on a national scale generate sunrise sunset Teacher’s Guide
Reading and Vocabulary Focus 3
© National Geographic Learning, a part of Cengage Learning
READING PREVIEW Direct students’ attention to the photo and have them discuss it. The photo serves as the basis for the Reading Preview exercises. § Reading Preview, Exercise A Use the questions in Exercise A to get students talking—either in small groups or as a whole class—about issues related to the topic. Answers: 1. Daylight Savings Time 2. Answers will vary. 3. Answers will vary. § Reading Preview, Exercise B The “Topic Vocabulary” items found in Exercise B are especially important for understanding the reading. They are not brought up in later exercises, but as students work with the content, these words and phrases are helpful for comprehension. Answers: 1. candles, curtains, sunrise, sunset; 2. coal, electricity, generate, air-­‐
conditioning; 3. adjust, adopt § Reading Preview, Exercise C Use the general introduction question on the left-­‐hand page to activate students’ predictive skills. Notice that the directions in Exercise C refer to the vocabulary. Answers will vary. THE READING STAGE, READING 1
(pages 28—30)
Students are now ready to read the selection. See the Guide to Teaching a Unit for best practices for teaching this stage of the reading process. THE POST-READING STAGE, READING 1
(pages 30—35)
After reading the content, students have the opportunity to approach the reading comprehension in segments. Each reading has reading-­‐specific questions and teaches a skill that will be useful in future readings. The comprehension questions are divided into “Big Picture” and “Close-­‐Up” sections. The former are related to the larger ideas of the reading, and the latter concentrate on details. See the Guide to Teaching a Unit for some general best practices to keep in mind. Reading Comprehension
(pages 30—33)
BIG PICTURE These questions ask students to identify main ideas, recognize the writer’s purpose, suggest possible headings for paragraphs, and so on. § Big Picture, Exercise A Answers: 1. b; 2. c; 3. b; 4. b; 5. a; 6. b § Big Picture, Exercise B Answer: 5. To question the reason for DST. CLOSE-­‐UP These questions can usually be answered by scanning for specific material in the text. § Close-­‐Up, Exercise A Answers will vary. Possible answers: Energy conservation, increased traffic safety, lower crime, increased evening activity, increase in business, improve health § Close-­‐Up, Exercise B Answers will vary. © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus 3
Teacher’s Guide
9
READING SKILL These activities direct students to use the reading to practice and refine vital reading skills. They also ask students to identify a specific feature in the reading and understand its function. § Reading Skill, Exercise A Answers will vary. Possible answers: 1. Question: Paragraph 5 § But does shifting our clocks during summer really still save energy? Question: Paragraph 7 § If the impact on energy conservation is uncertain, why do so many countries continue to observe DST? Question: Paragraph 8 § But are these claims valid? 2. Evidence for the opposite view: Paragraph 6 § However, several other studies contradict these findings. A team of environmental economists found that in Australia, DST reduced energy consumption in the evening because sunset was later. But with sunrise also coming later, DST resulted in higher electricity use during the dark mornings. A study in the United States found that although use of lights decreased as a result of DST, the use of air-­‐conditioning rose because the extra hour in the summer evening is hotter. Evidence for the opposite view: Paragraph 8 § Although the evidence does point to a beneficial increase in evening physical activity, several studies also reveal negative health effects. 3. Quotations that support the writer’s point of view: Paragraph 9 § It is said that when one Native American heard about this practice, he laughed and asked this question: “If you cut a piece off the top of a blanket, sew it to the bottom, is the blanket longer?” 4. Evaluative words and expressions: Paragraph 9 § These conflicting claims have led many people to wonder whether the extra hour of light in the evening is worth all the trouble. § Reading Skill, Exercise B Answer: 2. The writer questions the benefits of DST. Vocabulary Practice
(pages 33—35)
The sections “Academic Vocabulary” and “Multiword Vocabulary” have similar functions. Both types are equally useful in students’ vocabulary repertoires for academic purposes. ACADEMIC VOCABULARY The first exercise in the “Vocabulary Practice” section asks students to find target items in the reading before working with them. § Academic Vocabulary, Exercise A Answers: 1. d; 2. g; 3. f; 4. a; 5. h; 6. c; 7. e; 8. b § Academic Vocabulary, Exercise B Answers: 1. promote; 2. justification; 3. mandatory; 4. valid; 5. contradict; 6. conserve; 7. equivalent; 8. consumption § Academic Vocabulary, Exercise C Answers: 1. equivalent amount; 2. contradict the findings; 3. promote the development/growth; 4. valid points/claims; 5. conserve energy; 6. primary justification; 7. food consumption; 8. mandatory meeting/test MULTIWORD VOCABULARY This series gives a separate identity to multiword items only to make sure teachers are aware that these, despite being made up of several words, operate as cohesive, undivided vocabulary items. § Multiword Vocabulary, Exercise A Answers: 1. make a proposal; 2. on a national scale; 3. followed suit; 4. the year during; 5. commit crimes; 6. are at a higher risk of; 7. is worth all the trouble; 8. No matter what 10
Teacher’s Guide
Reading and Vocabulary Focus 3
© National Geographic Learning, a part of Cengage Learning
§ Multiword Vocabulary, Exercise B Answers: 1. all year round; 2. be at a higher risk of; 3. No matter what; 4. commit a crime; 5. make a proposal; 6. on a national scale; 7. worth all the trouble; 8. followed suit USE THE VOCABULARY This section challenges students to think deeper about new vocabulary. By using vocabulary items to answer questions, students cross the important threshold into productive knowledge. In this section, look for opportunities to recycle vocabulary. Answers will vary. Think and Discuss
(page 35)
The “Think and Discuss” section is specifically constructed to include critical-­‐thinking verbs (summarize, apply, make connections, relate, etc.). The directions give students topics to discuss in small groups. Answers will vary. THE PRE-READING STAGE, READING 2
(pages 36—37)
The photos, questions, and vocabulary previews prepare students for the upcoming reading. This stage helps to activate students’ prior knowledge. It prompts them to think about what they already know about the topic. See the Guide to Teaching a Unit for some general best practices to keep in mind. Reading Opener
(pages 36—37)
Academic Vocabulary Multiword Vocabulary Topic Vocabulary to align all at once accurate to drift to be a step forward ancient a flaw to consist of annual to institute to fall in love with astronomers interest to have something in common century precise a leap year culture a revolution to make up for lost time decades solar a prison sentence festival harvest lunar modern revolve READING PREVIEW Direct students’ attention to the photo and have them discuss it. The photo serves as the basis for the Reading Preview exercises. § Reading Preview, Exercise A Use the questions in Exercise A to get students talking—either in small groups or as a whole class—about issues related to the topic. Answers: 1. The reading describes the historical problem with finding an accurate calendar because of the actual time it takes the Earth to revolve around the sun. 2. Answers will vary. § Reading Preview, Exercise B The “Topic Vocabulary” items found in Exercise B are especially important for understanding the reading. They are not brought up in later exercises, but as students work with the content, these words and phrases are helpful for comprehension. Answers: 1. lunar, century, decades, harvest, festival, annual; 2. ancient, culture, harvest, modern; 3. astronomers, revolve, lunar © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus 3
Teacher’s Guide
11
§ Reading Preview, Exercise C Use the general introduction statement on the left-­‐hand page to activate students’ predictive skills. Notice that the directions in Exercise C refer to the vocabulary. Answers will vary. THE READING STAGE, READING 2
(pages 38—40)
Students are now ready to read the selection. See the Guide to Teaching a Unit for best practices for teaching this stage of the reading process. THE POST-READING STAGE, READING 2
(pages 41—45)
After reading the content, students have the opportunity to approach the reading comprehension in segments. Each reading has reading-­‐specific questions and teaches a skill that will be useful in future readings. The comprehension questions are divided into “Big Picture” and “Close-­‐Up” sections. The former are related to the larger ideas of the reading, and the latter concentrate on details. See the Guide to Teaching a Unit for some general best practices to keep in mind. Reading Comprehension
(pages 41—42)
BIG PICTURE These questions ask students to identify main ideas, recognize the writer’s purpose, suggest possible headings for paragraphs, and so on. § Big Picture, Exercise A Answers: 1. 4; 2. 7; 3. 5; 4. 6; 5. 3 § Big Picture, Exercise B Answer: The process of aligning the calendar precisely with Earth’s revolution around the sun has been long and complicated. CLOSE-­‐UP These questions can usually be answered by scanning for specific material in the text. § Close-­‐Up, Exercise A Answers: 1. c; 2. a; 3. a; 4. b; 5. a; 6. a; 7. c; 8. b § Close-­‐Up, Exercise B Answers: 1. 2100; 2. 2400 READING SKILL These activities direct students to use the reading to practice and refine vital reading skills. They also ask students to identify a specific feature in the reading and understand its function. § Reading Skill, Exercise A Answers: 1. 4; 2. 3; 3. 1; 4. 5; 5. 2 § Reading Skill, Exercise B Answers in chronological order: 1. ancient times—Calendar based on lunar months; 2. 700BCE—Romans added two months to improve accuracy of calendar; 3. 300BCE—Egypt adopted leap year; 4. 46BCE—Julius Caesar adopted leap year; 5. 1582—Pope Gregory made important change to calendar 12
Teacher’s Guide
Reading and Vocabulary Focus 3
© National Geographic Learning, a part of Cengage Learning
Vocabulary Practice
(pages 43—45)
The sections “Academic Vocabulary” and “Multiword Vocabulary” have similar functions. Both types are equally useful in students’ vocabulary repertoires for academic purposes. ACADEMIC VOCABULARY The first exercise in the “Vocabulary Practice” section asks students to find target items in the reading before working with them. § Academic Vocabulary, Exercise A Answers: 1. f; 2. b; 3. e; 4. h; 5. c; 6. a; 7. d; 8. g § Academic Vocabulary, Exercise B Answers: 1. b; 2. a; 3. a; 4. b; 5. a; 6. b; 7. b; 8. a MULTIWORD VOCABULARY This series gives a separate identity to multiword items only to make sure teachers are aware that these, despite being made up of several words, operate as cohesive, undivided vocabulary items. § Multiword Vocabulary, Exercise A Answers: 1. b; 2. a; 3. a; 4. a; 5. b; 6. b; 7. a; 8. a § Multiword Vocabulary, Exercise B Answers: 1. is a step forward; 2. making up for lost time; 3. prison sentence; 4. fell in love; 5. have something in common; 6. all at once; 7. consists of; 8. leap year USE THE VOCABULARY This section challenges students to think deeper about new vocabulary. By using vocabulary items to answer questions, students cross the important threshold into productive knowledge. In this section, look for opportunities to recycle vocabulary. Answers will vary. Think and Discuss
(page 45)
The “Think and Discuss” section is specifically constructed to include critical-­‐thinking verbs (summarize, apply, make connections, relate, etc.). The directions give students topics to discuss in small groups. Answers will vary. UNIT REVIEW
(pages 46—47)
Following the exercises related to Reading 2 in each unit, there is a two-­‐page “Unit Review.” Use this material to perform review and synthesis tasks. VOCABULARY REVIEW This section presents students with a variety of challenging activities. One activity asks students to place phrases into blanks. This exercises students’ abilities to work with multiword units as wholes and to work with collocations involving single-­‐word targets. Another activity asks students to write the remainder of a partially composed sentence. This activates vocabulary knowledge as well as knowledge about the grammar surrounding the vocabulary. § Vocabulary Review, Exercise A Answers: 1. precise measurement; 2. consisted of; 3. in common with; 4. followed suit; 5. on a large scale; 6. major flaw; 7. leap year; 8. align with; 9. revolution around; 10. slowly drifted § Vocabulary Review, Exercise B Answers will vary. § Vocabulary Review, Exercise C Answers will vary. § Vocabulary Review, Exercise D Answers will vary. © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus 3
Teacher’s Guide
13
CONNECT THE READINGS Having read two pieces about related topics, students are ready to compare and contrast the two readings. This section includes a graphic organizer to help students with this important skill. However, it also asks (in Exercises B and C) some in-­‐depth questions that encourage comparison of the two readings and prompt the application of the two readings to student experiences. § Connect the Readings, Exercise A Answers: Invention or Idea What are the potential benefits? Accurate calendars Can accurately collect/determine rent on property, interest on loans, and prison sentences. Help businesses and government. Accurate holidays/harvests. Accurate clocks Schedule daily meetings and events. Have everyone functioning with the same idea of time. Daylight savings time Energy conservation, boost in business, promote safety by reducing crime and traffic accidents, and promote a healthier lifestyle by encouraging people to be more active in the evenings. Leap year Accurate seasons and harvest holidays. § Connect the Readings, Exercise B Answers will vary. § Connect the Readings, Exercise C Answers will vary. 14
Teacher’s Guide
Reading and Vocabulary Focus 3
© National Geographic Learning, a part of Cengage Learning
UNIT THREE
Water Introduction
Students will read about the difficulties that people who do not have access to clean drinking water face and the challenges involved in building and maintaining wells in the developing world. Then, students will read arguments for and against drinking bottled water. http://ngm.nationalgeographic.com/2010/04/water-­‐slaves/rosenberg-­‐text http://environment.nationalgeographic.com/environment/freshwater/drinking-­‐water-­‐and-­‐sanitation-­‐quiz/ http://www.fastcompany.com/1760918/can-­‐matt-­‐damon-­‐bring-­‐clean-­‐water-­‐africa http://water.org/water-­‐crisis/water-­‐facts/women/ http://www.fastcompany.com/59971/message-­‐bottle http://newswatch.nationalgeographic.com/2012/05/17/u-­‐s-­‐bottled-­‐water-­‐sales-­‐are-­‐booming-­‐again-­‐despite-­‐
opposition/ http://www.businessweek.com/debateroom/archives/2008/06/bottled_water_i.html http://www.globalpost.com/dispatch/health/101118/fat-­‐and-­‐fatter-­‐worlds-­‐10-­‐fattest-­‐countries THE PRE-READING STAGE, READING 1
(pages 48—51)
The photos, questions, and vocabulary previews prepare students for the upcoming reading. This stage helps to activate students’ prior knowledge. It prompts them to think about what they already know about the topic. See the Guide to Teaching a Unit for some general best practices to keep in mind. Unit Opener
(pages 48—49)
Have students look at the photo for three or four minutes. Point out the Focus questions. Discuss the questions as a class or have students work in pairs to discuss them. Answers will vary. Reading Opener
(pages 50—51) Academic Vocabulary Multiword Vocabulary Topic Vocabulary charity to be on board with accessible expertise to come to a similar conclusion construction feasible to fall into disrepair crucial financial to fall to drill an obstacle in part fetch to participate to make do with machinery sanitation running water overwhelming sparingly spare parts precious productive shallow © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus 3
Teacher’s Guide
15
sustainable well READING PREVIEW Direct students’ attention to the photo and have them discuss it. The photo serves as the basis for the Reading Preview exercises. § Reading Preview, Exercise A Use the questions in Exercise A to get students talking—either in small groups or as a whole class—about issues related to the topic. Answers will vary. § Reading Preview, Exercise B The “Topic Vocabulary” items found in Exercise B are especially important for understanding the reading. They are not brought up in later exercises, but as students work with the content, these words and phrases are helpful for comprehension. Answers: 1. accessible, fetch, shallow, well; 2. construction, drill, machinery; 3. accessible, crucial, overwhelming, precious, productive, shallow, sustainable § Reading Preview, Exercise C Use the general introduction question on the left-­‐hand page to activate students’ predictive skills. Notice that the directions in Exercise C refer to the vocabulary. Answers will vary. THE READING STAGE, READING 1
(pages 52—54)
Students are now ready to read the selection. See the Guide to Teaching a Unit for best practices for teaching this stage of the reading process. THE POST-READING STAGE, READING 1
(pages 55—59)
After reading the content, students have the opportunity to approach the reading comprehension in segments. Each reading has reading-­‐specific questions and teaches a skill that will be useful in future readings. The comprehension questions are divided into “Big Picture” and “Close-­‐Up” sections. The former are related to the larger ideas of the reading, and the latter concentrate on details. See the Guide to Teaching a Unit for some general best practices to keep in mind. Reading Comprehension
(pages 55—56)
BIG PICTURE These questions ask students to identify main ideas, recognize the writer’s purpose, suggest possible headings for paragraphs, and so on. § Big Picture, Exercise A Answers: 1. c; 2. a; 3. c; 4. b; 5. a § Big Picture, Exercise B Answer: Access to clean water can change lies, and is possible with community involvement. CLOSE-­‐UP These questions can usually be answered by scanning for specific material in the text. § Close-­‐Up, Exercise A Answers: 1. F; 2. T; 3. T; 4. F; 5. T; 6. F 16
Teacher’s Guide
Reading and Vocabulary Focus 3
© National Geographic Learning, a part of Cengage Learning
§ Close-­‐Up, Exercise B Answers will vary. Possible answers: 1. Almost half of the world’s population lacks running water in their homes. 2. T; 3. T; 4. Most water projects built by aid groups have fallen into disrepair. 5. T; 6. Aid organizations have found their projects are most successful when the community aids in construction and maintenance. READING SKILL These activities direct students to use the reading to practice and refine vital reading skills. They also ask students to identify a specific feature in the reading and understand its function. § Reading Skill, Exercise A Answers: After big storms, people often have to live without power for a while. Whenever storms cause a lot of wind damage, large branches of trees are likely to break and fall. When they fall on the wires and cables that carry electricity, the result is often a loss of electrical power. Even in major cities, it can often take days or even weeks before these services are restored. After Hurricane Sandy, hit the east coast of the United States in 2012, many people continued to live in their cold, dark homes for weeks. They said it was difficult to live with no power. However, they said water was even more important. Without water, it is impossible to live a normal life. § Reading Skill, Exercise B Answers: Signal Condition Word Where water is scarce With With When When Without if people have easy access to water if people could use all the hours they previously spent fetching water on other activities if the communities participate in a project from the beginning if the residents feel that the project belongs to them if there is no community involvement Vocabulary Practice
Event or Action That May Occur Under This Condition fetching water takes a lot of time and energy (par. 3) people’s lives can change (par. 5) people can grow more food (par. 5) people feel a sense of ownership (par. 7) people work to maintain the project (par. 7) projects are not sustainable (par. 7) (pages 57—59)
The sections “Academic Vocabulary” and “Multiword Vocabulary” have similar functions. Both types are equally useful in students’ vocabulary repertoires for academic purposes. ACADEMIC VOCABULARY The first exercise in the “Vocabulary Practice” section asks students to find target items in the reading before working with them. § Academic Vocabulary, Exercise A Answers: 1. b; 2. a; 3. a; 4. a; 5. b; 6. a; 7. a; 8. a § Academic Vocabulary, Exercise B Answers: 1. sparingly; 2. participate; 3. financial; 4. expertise; 5. feasible; 6. obstacle; 7. sanitation; 8. charity § Academic Vocabulary, Exercise C Answers will vary. MULTIWORD VOCABULARY This series gives a separate identity to multiword items only to make sure teachers are aware that these, despite being made up of several words, operate as cohesive, undivided vocabulary items. § Multiword Vocabulary, Exercise A Answers: 1. g; 2. h; 3. f; 4. c; 5. d; 6. e; 7. a; 8. b © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus 3
Teacher’s Guide
17
§ Multiword Vocabulary, Exercise B Answers: 1. spare parts; 2. running water; 3. came to a similar conclusion; 4. in part; 5. was on board with; 6. fell into disrepair; 7. make do with; 8. fall to USE THE VOCABULARY This section challenges students to think deeper about new vocabulary. By using vocabulary items to answer questions, students cross the important threshold into productive knowledge. In this section, look for opportunities to recycle vocabulary. Answers will vary. Think and Discuss
(page 59)
The “Think and Discuss” section is specifically constructed to include critical-­‐thinking verbs (summarize, apply, make connections, relate, etc.). The directions give students topics to discuss in small groups. Answers will vary. THE PRE-READING STAGE, READING 2
(pages 60—61)
The photos, questions, and vocabulary previews prepare students for the upcoming reading. This stage helps to activate students’ prior knowledge. It prompts them to think about what they already know about the topic. See the Guide to Teaching a Unit for some general best practices to keep in mind. Academic Vocabulary Multiword Vocabulary Topic Vocabulary alarming to be up to someone benefits an alternative health food consumers to appreciate in this light convenient to ban pros and cons costs a debate to quench one’s thirst healthy portable to take sides landfill to transport to take up space plastic vigorous to quench one’s thirst recycled refreshing reliable tax waste READING PREVIEW Direct students’ attention to the photo and have them discuss it. The photo serves as the basis for the Reading Preview exercises. § Reading Preview, Exercise A Use the questions in Exercise A to get students talking—either in small groups or as a whole class—about issues related to the topic. Answers: 1. J.B. is against the production of bottled-­‐water, while A.R. supports the production of bottled-­‐water. 2. Answers will vary. 3. Answers will vary. § Reading Preview, Exercise B The “Topic Vocabulary” items found in Exercise B are especially important for understanding the reading. They are not brought up in later exercises, but as students work with the content, these words and phrases are helpful for comprehension. Answers: 1. costs, consumers, tax; 2. landfill, recycled, plastic, waste; 3. benefits, convenient, healthy, refreshing, reliable 18
Teacher’s Guide
Reading and Vocabulary Focus 3
© National Geographic Learning, a part of Cengage Learning
§ Reading Preview, Exercise C Use the general introduction statement on the left-­‐hand page to activate students’ predictive skills. Notice that the directions in Exercise C refer to the vocabulary. Answers will vary. THE READING STAGE, READING 2
(pages 62—63)
Students are now ready to read the selection. See the Guide to Teaching a Unit for best practices for teaching this stage of the reading process. THE POST-READING STAGE, READING 2
(pages 63—67)
After reading the content, students have the opportunity to approach the reading comprehension in segments. Each reading has reading-­‐specific questions and teaches a skill that will be useful in future readings. The comprehension questions are divided into “Big Picture” and “Close-­‐Up” sections. The former are related to the larger ideas of the reading, and the latter concentrate on details. See the Guide to Teaching a Unit for some general best practices to keep in mind. Reading Comprehension
(pages 63—65)
BIG PICTURE These questions ask students to identify main ideas, recognize the writer’s purpose, suggest possible headings for paragraphs, and so on. § Big Picture, Exercise A Answers: 1. Paragraph 1: The increase in bottled water consumption has fueled public debate. 2. Paragraph 3: Tap water is safe and inexpensive. 3. Paragraph 4: Bottled water is safe and inexpensive. 4. Paragraph 5: Bottled water has advantages including portability. 5. Paragraph 6: Bottled water is healthier than sweet drinks. 6. Paragraph 7: Water bottled can be recycled. § Big Picture, Exercise B Answer: There are persuasive arguments on both sides of the bottled-­‐water debate. CLOSE-­‐UP These questions can usually be answered by scanning for specific material in the text. § Close-­‐Up, Exercise A Answers: 1. 91 billion gallons; 2. Mexico and China; 3. One billion; 4. 25 percent; 5. Three liters; 6. Park benches, playground equipment, textiles § Close-­‐Up, Exercise B Answers will vary. READING SKILL These activities direct students to use the reading to practice and refine vital reading skills. They also ask students to identify a specific feature in the reading and understand its function. § Reading Skill, Exercise A Answers: 1. F; 2. S; 3. I; 4. F; 5. F; 6. S; 7. X © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus 3
Teacher’s Guide
19
§ Reading Skill, Exercise B Answers: J.B.—For tap water: 1. It is healthy. (F) 2. It is cheap: you will pay 2900 times more for bottled water than for the same amount of tap water. (S) Against bottled water: 1. Transportation of one billion bottles uses a lot of fuel. (S) 2. It wastes water; it takes three liters of water to produce one liter of bottled water. (S) 3. It is environmentally damaging—only 25 percent of bottles are recycled. (S) A.R.—For bottled water: 1. It is portable. (F) 2. It is healthy; it contains no sugar. (F) 3. Bottles can be recycled into useful products. (I) Vocabulary Practice
(pages 65—67)
The sections “Academic Vocabulary” and “Multiword Vocabulary” have similar functions. Both types are equally useful in students’ vocabulary repertoires for academic purposes. ACADEMIC VOCABULARY The first exercise in the “Vocabulary Practice” section asks students to find target items in the reading before working with them. § Academic Vocabulary, Exercise A Answers: 1. e; 2. g; 3. f; 4. h; 5. c; 6. d; 7. b; 8. a § Academic Vocabulary, Exercise B Answers: 1. smoking; 2. devices; 3. goods, supplies; 4. level; 5. help, support; 6. exercise MULTIWORD VOCABULARY This series gives a separate identity to multiword items only to make sure teachers are aware that these, despite being made up of several words, operate as cohesive, undivided vocabulary items. § Multiword Vocabulary, Exercise A Answers: 1. pros; 2. sides; 3. worst; 4. light; 5. health; 6. quench; 7. take up; 8. up to § Multiword Vocabulary, Exercise B Answers: 1. took up space; 2. pros and cons; 3. worst of all; 4. health food; 5. take sides; 6. be up to; 7. In this light; 8. quench your thirst USE THE VOCABULARY This section challenges students to think deeper about new vocabulary. By using vocabulary items to answer questions, students cross the important threshold into productive knowledge. In this section, look for opportunities to recycle vocabulary. Answers will vary. Think and Discuss
(page 67)
The “Think and Discuss” section is specifically constructed to include critical-­‐thinking verbs (summarize, apply, make connections, relate, etc.). The directions give students topics to discuss in small groups. Answers will vary. UNIT REVIEW
(pages 68—69)
Following the exercises related to Reading 2 in each unit, there is a two-­‐page “Unit Review.” Use this material to perform review and synthesis tasks. VOCABULARY REVIEW This section presents students with a variety of challenging activities. One activity asks students to place phrases into blanks. This exercises students’ abilities to work with multiword units as wholes and to work with collocations involving single-­‐word targets. Another activity asks students to write the remainder of a partially composed sentence. This activates vocabulary knowledge as well as knowledge about the grammar surrounding the vocabulary. 20
Teacher’s Guide
Reading and Vocabulary Focus 3
© National Geographic Learning, a part of Cengage Learning
§ Vocabulary Review, Exercise A Answers: 1. quench their thirst; 2. alarming rate; 3. Worst of all; 4. running water; 5. In part; 6. technical expertise; 7. major obstacles; 8. economically feasible; 9. use sparingly; 10. make do with § Vocabulary Review, Exercise B Answers will vary. § Vocabulary Review, Exercise C Answers will vary. § Vocabulary Review, Exercise D Answers will vary. CONNECT THE READINGS Having read two pieces about related topics, students are ready to compare and contrast the two readings. This section includes a graphic organizer to help students with this important skill. However, it also asks (in Exercises B and C) some in-­‐depth questions that encourage comparison of the two readings and prompt the application of the two readings to student experiences. § Connect the Readings, Exercise A Answers: 1. Half of the people do not have access to running water, and the Djalita Water Company is shipping this resource overseas, also, in the writer’s country most water bottles end up in landfills. 2. Answers will vary. § Connect the Readings, Exercise B Answers will vary. § Connect the Readings, Exercise C Answers will vary. © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus 3
Teacher’s Guide
21
UNIT FOUR
Travel Introduction
First, students will read about three extreme and dangerous diving activities: cave diving, polar diving, and diving with sharks. Then, students will read about disaster tourists who choose to travel to places where natural disasters have occurred. These tourists can be motivated by curiosity, a desire to contribute to the struggling post-­‐disaster local economy, a desire to volunteer, or reduced prices in locations where disasters have occurred. For More Information: http://adventure.nationalgeographic.com/adventure/trips/ultimate-­‐adventure-­‐bucket-­‐list/#/extreme/13 http://www.pbs.org/wgbh/nova/earth/extreme-­‐cave-­‐diving.html http://adventure.nationalgeographic.com/adventure/trips/bucket-­‐list/dive-­‐the-­‐poles/ http://aquaviews.net/scuba-­‐dive-­‐destinations/extreme-­‐diving-­‐ice-­‐diving-­‐in-­‐antarctica/ http://ngm.nationalgeographic.com/2010/08/bahamas-­‐caves/todhunter-­‐text http://aquaviews.net/scuba-­‐dive-­‐destinations/top-­‐3-­‐extreme-­‐dives-­‐in-­‐the-­‐world/ http://travel.nationalgeographic.com/travel/traveler-­‐magazine/real-­‐travel/disasters/ http://abcnews.go.com/US/disaster-­‐tourism-­‐booms-­‐hurricanes-­‐tornados/story?id=15389166#.UJD8OGl241g http://articles.latimes.com/2012/feb/22/news/la-­‐trb-­‐ethics-­‐of-­‐disaster-­‐tourism-­‐20120221 http://www.fodors.com/news/travel-­‐trend-­‐disaster-­‐tourism-­‐5938.html http://www.budgettravel.com/blog/is-­‐disaster-­‐tourism-­‐an-­‐unavoidable-­‐reality,12247/ http://disastertourism.co.uk/disaster-­‐tourism.html THE PRE-READING STAGE, READING 1
(pages 70—73)
The photos, questions, and vocabulary previews prepare students for the upcoming reading. This stage helps to activate students’ prior knowledge. It prompts them to think about what they already know about the topic. See the Guide to Teaching a Unit for some general best practices to keep in mind. Unit Opener
(pages 70—71)
Have students look at the photo for three or four minutes. Point out the Focus questions. Discuss the questions as a class or have students work in pairs to discuss them. Answers will vary. Reading Opener
(pages 72—73)
Academic Vocabulary Multiword Vocabulary Topic Vocabulary duration a body of water adventure to emerge to come to mind ascent a fatality fragile to come with the territory caves common sense currents 22
Teacher’s Guide
Reading and Vocabulary Focus 3
© National Geographic Learning, a part of Cengage Learning
frigid in the event of depth a lure not a single descent an option nothing beats oxygen a thrill to run out of risk sharks stunning suffer surface READING PREVIEW Direct students’ attention to the photo and have them discuss it. The photo serves as the basis for the Reading Preview exercises. § Reading Preview, Exercise A Use the questions in Exercise A to get students talking—either in small groups or as a whole class—about issues related to the topic. Answers will vary. § Reading Preview, Exercise B The “Topic Vocabulary” items found in Exercise B are especially important for understanding the reading. They are not brought up in later exercises, but as students work with the content, these words and phrases are helpful for comprehension. Answers: 1. scent, caves, currents, depth, descent, oxygen, surface; 2. adventure, stunning, risk; 3. currents, risk, sharks, suffer § Reading Preview, Exercise C Use the general introduction question on the left-­‐hand page to activate students’ predictive skills. Notice that the directions in Exercise C refer to the vocabulary. Answers will vary. THE READING STAGE, READING 1
(pages 74—77)
Students are now ready to read the selection. See the Guide to Teaching a Unit for best practices for teaching this stage of the reading process. THE POST-READING STAGE, READING 1
(pages 77—81)
After reading the content, students have the opportunity to approach the reading comprehension in segments. Each reading has reading-­‐specific questions and teaches a skill that will be useful in future readings. The comprehension questions are divided into “Big Picture” and “Close-­‐Up” sections. The former are related to the larger ideas of the reading, and the latter concentrate on details. See the Guide to Teaching a Unit for some general best practices to keep in mind. Reading Comprehension
(pages 77—79)
BIG PICTURE These questions ask students to identify main ideas, recognize the writer’s purpose, suggest possible headings for paragraphs, and so on. § Big Picture, Exercise A Answers: 1. Paragraph 6; 2. Paragraph 9; 3. Paragraph 8; 4. Paragraph 3; 5. Paragraph 10 © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus 3
Teacher’s Guide
23
§ Big Picture, Exercise B Answers will vary. Sample answer: Paragraph 4: Deep cave dives are particularly dangerous because ascending from a deep dive too quickly can cause injury CLOSE-­‐UP These questions can usually be answered by scanning for specific material in the text. § Close-­‐Up, Exercise A Answers: 1. T; 2. F; 3. F; 4. T; 5. T; 6. T; 7. F; 8. T § Close-­‐Up, Exercise B Answers will vary. Possible answers: 1. T; 2. In penetration diving, divers enter and leave the water at the same point. 3. The biggest risk in cave divers is that divers may run out of oxygen. 4. T; 5. T; 6. T; 7. Diving with sharks is the safest of the three extreme dives. 8. T READING SKILL These activities direct students to use the reading to practice and refine vital reading skills. They also ask students to identify a specific feature in the reading and understand its function. § Reading Skill, Exercise A Answers will vary. Possible answers: 1. Why do some people include an element of risk in their vacations? Find one reason. They want adventure and even danger. Single word: so; 2. Why is cave diving dangerous? a. It is a form of penetration diving. Single word: because; b. The diver may run out of oxygen. Single word: because; c. Many caves have unpredictable currents. Single word: because; 3. Why do divers need to carry extra oxygen in caves? a. A problem may delay the diver’s ascent. Single word: since; 4. Why is polar diving risky? a. Pieces of ice may break off and block the surface opening. Signal word: because; b. Not a single part of the diver’s body can touch the frigid water. Single word: because; 5. What makes diving with sharks so dangerous? a. Some sharks are unpredictable. Signal word: since; b. A diver may try to grab the shark’s tail or fin it can bite. Signal word: because § Reading Skill, Exercise B Answers will vary. Vocabulary Practice
(pages 79—81)
The sections “Academic Vocabulary” and “Multiword Vocabulary” have similar functions. Both types are equally useful in students’ vocabulary repertoires for academic purposes. ACADEMIC VOCABULARY The first exercise in the “Vocabulary Practice” section asks students to find target items in the reading before working with them. § Academic Vocabulary, Exercise A Answers: 1. a; 2. b; 3. a; 4. b; 5. a; 6. a; 7. a; 8. b § Academic Vocabulary, Exercise B Answers: 1. fragile; 2. thrill; 3. fatalities; 4. option; 5. lure; 6. frigid; 7. emerged; 8. duration MULTIWORD VOCABULARY This series gives a separate identity to multiword items only to make sure teachers are aware that these, despite being made up of several words, operate as cohesive, undivided vocabulary items. § Multiword Vocabulary, Exercise A Answers: 1. b; 2. d; 3. h; 4. a; 5. c; 6. f; 7. g; 8. e § Multiword Vocabulary, Exercise B Answers: 1. run out of; 2. Not a single; 3. body of water; 4. in the event of; 5. nothing beats; 6. common; 7. comes to mind; 8. comes with the territory 24
Teacher’s Guide
Reading and Vocabulary Focus 3
© National Geographic Learning, a part of Cengage Learning
USE THE VOCABULARY This section challenges students to think deeper about new vocabulary. By using vocabulary items to answer questions, students cross the important threshold into productive knowledge. In this section, look for opportunities to recycle vocabulary. Answers will vary. Think and Discuss
(page 81)
The “Think and Discuss” section is specifically constructed to include critical-­‐thinking verbs (summarize, apply, make connections, relate, etc.). The directions give students topics to discuss in small groups. Answers will vary. THE PRE-READING STAGE, READING 2
(pages 82—83)
The photos, questions, and vocabulary previews prepare students for the upcoming reading. This stage helps to activate students’ prior knowledge. It prompts them to think about what they already know about the topic. See the Guide to Teaching a Unit for some general best practices to keep in mind. Reading Opener
(pages 60—61)
Academic Vocabulary Multiword Vocabulary Topic Vocabulary aftermath all in all bargain to cater to come face-­‐to-­‐face with beach to ensure to give something a try crowds to entice how about damage firsthand in need destruction to inject in short supply economy to patronize out of service flood volunteer to steer clear of fortune tours tsunami vacation value READING PREVIEW Direct students’ attention to the photo and have them discuss it. The photo serves as the basis for the Reading Preview exercises. § Reading Preview, Exercise A Use the questions in Exercise A to get students talking—either in small groups or as a whole class—about issues related to the topic. Answers will vary. § Reading Preview, Exercise B The “Topic Vocabulary” items found in Exercise B are especially important for understanding the reading. They are not brought up in later exercises, but as students work with the content, these words and phrases are helpful for comprehension. Answers: 1. costs, consumers, tax; 2. landfill, recycled, plastic, waste; 3. benefits, convenient, healthy, refreshing, reliable § Reading Preview, Exercise C Use the general introduction statement on the left-­‐hand page to activate students’ predictive skills. Notice that the directions in Exercise C refer to the vocabulary. Answers will vary. © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus 3
Teacher’s Guide
25
THE READING STAGE, READING 2
(pages 84—85)
Students are now ready to read the selection. See the Guide to Teaching a Unit for best practices for teaching this stage of the reading process. THE POST-READING STAGE, READING 2
(pages 85—89)
After reading the content, students have the opportunity to approach the reading comprehension in segments. Each reading has reading-­‐specific questions and teaches a skill that will be useful in future readings. The comprehension questions are divided into “Big Picture” and “Close-­‐Up” sections. The former are related to the larger ideas of the reading, and the latter concentrate on details. See the Guide to Teaching a Unit for some general best practices to keep in mind. Reading Comprehension
(pages 85—87)
BIG PICTURE These questions ask students to identify main ideas, recognize the writer’s purpose, suggest possible headings for paragraphs, and so on. § Big Picture, Exercise A Answers: 1. Paragraph 2; 2. Paragraph 3 and 4; 4. Paragraph 5; 6. Paragraph 1 and 2 § Big Picture, Exercise B Answer: 2. To offer information that may be new to readers. CLOSE-­‐UP These questions can usually be answered by scanning for specific material in the text. § Close-­‐Up, Exercise A Answers: 1. c; 2. b; 3. c; 4. a; 5. c; 6. c § Close-­‐Up, Exercise B Answers will vary. READING SKILL These activities direct students to use the reading to practice and refine vital reading skills. They also ask students to identify a specific feature in the reading and understand its function. § Reading Skill, Exercise A Answers: 1. Paragraph 2: a. Sentence connector: Instead; b. What doesn’t happen: Visitors don’t add to the suffering. c. What does happen?: They promote education; 2. Paragraph 3: a. Sentence connector: Instead; b. What is not true?: Tourists are motivated by desire to help those in need. 3. Paragraph 4: a. Sentence connector: on the other hand; b. What contrasting information or alternative is offered?: If disaster tours are not well organized they are not successful for voluntourists nor the people they have come to help. 4. Paragraph 5: a. Sentence connector: nevertheless; b. What is the reader’s expectation?: Travel professionals say tourists should still consider disaster vacations. § Reading Skill, Exercise B Answers will vary. Vocabulary Practice
(pages 88—89)
The sections “Academic Vocabulary” and “Multiword Vocabulary” have similar functions. Both types are equally useful in students’ vocabulary repertoires for academic purposes. 26
Teacher’s Guide
Reading and Vocabulary Focus 3
© National Geographic Learning, a part of Cengage Learning
ACADEMIC VOCABULARY The first exercise in the “Vocabulary Practice” section asks students to find target items in the reading before working with them. § Academic Vocabulary, Exercise A Answers: 1. h; 2. a; 3. g; 4. d; 5. b; 6. e; 7. c; 8. f § Academic Vocabulary, Exercise B Answers: 1. firsthand; 2. enticed; 3. aftermath; 4. patronize; 5. injected; 6. cater MULTIWORD VOCABULARY This series gives a separate identity to multiword items only to make sure teachers are aware that these, despite being made up of several words, operate as cohesive, undivided vocabulary items. § Multiword Vocabulary, Exercise A Answers: 1. about; 2. coming; 3. steer; 4. need; 5. service; 6. short; 7. all; 8. give § Multiword Vocabulary, Exercise B Answers: 1. out of service; 2. All in all; 3. steer clear of; 4. those in need; 5. How about; 6. came face-­‐to-­‐face with; 7. give it a try; 8. in short supply USE THE VOCABULARY This section challenges students to think deeper about new vocabulary. By using vocabulary items to answer questions, students cross the important threshold into productive knowledge. In this section, look for opportunities to recycle vocabulary. Answers will vary. Think and Discuss
(page 89)
The “Think and Discuss” section is specifically constructed to include critical-­‐thinking verbs (summarize, apply, make connections, relate, etc.). The directions give students topics to discuss in small groups. Answers will vary. UNIT REVIEW
(pages 90—91)
Following the exercises related to Reading 2 in each unit, there is a two-­‐page “Unit Review.” Use this material to perform review and synthesis tasks. VOCABULARY REVIEW This section presents students with a variety of challenging activities. One activity asks students to place phrases into blanks. This exercises students’ abilities to work with multiword units as wholes and to work with collocations involving single-­‐word targets. Another activity asks students to write the remainder of a partially composed sentence. This activates vocabulary knowledge as well as knowledge about the grammar surrounding the vocabulary. § Vocabulary Review, Exercise A Answers: 1. resist the urge; 2. fragile; 3. in short supply; 4. best option; 5. All in all; 6. come with the territory; 7. cater to; 8. common sense; 9. patronize; 10. steer clear of § Vocabulary Review, Exercise B Answers will vary. § Vocabulary Review, Exercise C Answers will vary. § Vocabulary Review, Exercise D Answers will vary. © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus 3
Teacher’s Guide
27
CONNECT THE READINGS Having read two pieces about related topics, students are ready to compare and contrast the two readings. This section includes a graphic organizer to help students with this important skill. However, it also asks (in Exercises B and C) some in-­‐depth questions that encourage comparison of the two readings and prompt the application of the two readings to student experiences. § Connect the Readings, Exercise A Answers: Question What locations (city, country, or continent) are mentioned in the reading? What motivates people to take the kind of vacation being described? What dangers or discomforts might the visitor experience? Extreme Diving Mount Everest, Mexico, Belize, the Bahamas, North Pole, South Pole, Antarctica, the Caribbean The rush of adrenaline, a personal challenge, unique experience, beauty Running out of oxygen, injury from too-­‐rapid ascent, frostbite, shark attack Disaster Tourism Southeast Asia, New Orleans, Thailand, Sri Lanka, Gulf of Mexico, Haiti Educational value, desire to help others, desire to witness destruction Lack of full tourist services, danger from disaster § Connect the Readings, Exercise B Answers will vary. § Connect the Readings, Exercise C Answers will vary. 28
Teacher’s Guide
Reading and Vocabulary Focus 3
© National Geographic Learning, a part of Cengage Learning
UNIT FIVE
Animal-­‐Human Relationships Introduction
Students will read about the history of the domestication of wild cattle. Then, students will read about Dmitry Belyaev, a Russian biologist who was able to successfully breed domesticated foxes via artificial selection. For More Information: http://io9.com/5897169/dna-­‐reveals-­‐that-­‐cows-­‐were-­‐almost-­‐impossible-­‐to-­‐domesticate http://www.pbs.org/wnet/nature/episodes/holy-­‐cow/introduction/1812/ http://www.bluegecko.org/kenya/tribes/maasai/livestock.htm http://ngm.nationalgeographic.com/2011/03/taming-­‐wild-­‐animals/ratliff-­‐text http://www.nytimes.com/1999/03/30/science/new-­‐breed-­‐of-­‐fox-­‐as-­‐tame-­‐as-­‐a-­‐
pussycat.html?pagewanted=all&src=pm http://blogs.scientificamerican.com/guest-­‐blog/2010/09/06/mans-­‐new-­‐best-­‐friend-­‐a-­‐forgotten-­‐russian-­‐
experiment-­‐in-­‐fox-­‐domestication/ THE PRE-READING STAGE, READING 1
(pages 92—95)
The photos, questions, and vocabulary previews prepare students for the upcoming reading. This stage helps to activate students’ prior knowledge. It prompts them to think about what they already know about the topic. See the Guide to Teaching a Unit for some general best practices to keep in mind. Unit Opener
(pages 92—93)
Have students look at the photo for three or four minutes. Point out the Focus questions. Discuss the questions as a class or have students work in pairs to discuss them. Answers will vary. Reading Opener
(pages 94—95)
Academic Vocabulary Multiword Vocabulary Topic Vocabulary to acknowledge to date back to agriculture advantageous to fit the bill ancestors aggressive in the presence of archaeological captivity living conditions characteristics inflexible to pave the way for prosperity to rule out domestication a shift a source of pride evidence transformation a win-­‐win situation fertilizer graze herd coexist © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus 3
Teacher’s Guide
29
plow protein READING PREVIEW Direct students’ attention to the photo and have them discuss it. The photo serves as the basis for the Reading Preview exercises. § Reading Preview, Exercise A Use the questions in Exercise A to get students talking—either in small groups or as a whole class—about issues related to the topic. Answers will vary. § Reading Preview, Exercise B The “Topic Vocabulary” items found in Exercise B are especially important for understanding the reading. They are not brought up in later exercises, but as students work with the content, these words and phrases are helpful for comprehension. Answers: 1. agriculture, fertilizer, graze, herd, domestication, plow; 2. ancestors, archeological, evidence; 3. evidence, coexist, protein, characteristics, domestication § Reading Preview, Exercise C Use the general introduction question on the left-­‐hand page to activate students’ predictive skills. Notice that the directions in Exercise C refer to the vocabulary. Answers will vary. THE READING STAGE, READING 1
(pages 96—98)
Students are now ready to read the selection. See the Guide to Teaching a Unit for best practices for teaching this stage of the reading process. THE POST-READING STAGE, READING 1
(pages 99—103)
After reading the content, students have the opportunity to approach the reading comprehension in segments. Each reading has reading-­‐specific questions and teaches a skill that will be useful in future readings. The comprehension questions are divided into “Big Picture” and “Close-­‐Up” sections. The former are related to the larger ideas of the reading, and the latter concentrate on details. See the Guide to Teaching a Unit for some general best practices to keep in mind. Reading Comprehension
(pages 99—101)
BIG PICTURE These questions ask students to identify main ideas, recognize the writer’s purpose, suggest possible headings for paragraphs, and so on. § Big Picture, Exercise A Answers: 1. c; 2. b; 3. b; 4. a; 5. c § Big Picture, Exercise B Answer: The history and development of humans and cattle are deeply connected. CLOSE-­‐UP These questions can usually be answered by scanning for specific material in the text. § Close-­‐Up, Exercise A Answers: 1. b; 2. a, b; 3. a; 4. a; 5. a; 6. b; 7. b; 8. a; 9. a; 10. b § Close-­‐Up, Exercise B Answers will vary. 30
Teacher’s Guide
Reading and Vocabulary Focus 3
© National Geographic Learning, a part of Cengage Learning
READING SKILL These activities direct students to use the reading to practice and refine vital reading skills. They also ask students to identify a specific feature in the reading and understand its function. § Reading Skill, Exercise A Answers: 1. Some ancient walls and caves have paintings and drawings that show humans living with cows. 2. Explanations (only need 3) a. They have a flight response: They would run away every time a human approached and would be hard to control. b. They grow very slowly: It might not be worthwhile. Animals are more valuable if they grow quickly and provide a regular source of food. c. They cannot breed in captivity: To provide a regular source of food, a new generation would be necessary. Otherwise, humans would have to keep capturing wild animals as they do in hunting. d. They have very specific, inflexible requirements for food and living conditions: It might be difficult to meet those requirements. They might need some food or living conditions that humans could not provide. e. They are very aggressive or likely to attack: They might be dangerous. 3. They expected to find much more genetic diversity. 4. The people who could drink milk had a lot of children. Those children grew up to be adults and have their own children, so the genes for digesting milk were distributed widely. § Reading Skill, Exercise B Answers will vary. Possible answer: Wild cows were more likely to die earlier than domesticated cows. Domesticated cows were healthier or probably fatter. Vocabulary Practice
(pages 101—103)
The sections “Academic Vocabulary” and “Multiword Vocabulary” have similar functions. Both types are equally useful in students’ vocabulary repertoires for academic purposes. ACADEMIC VOCABULARY The first exercise in the “Vocabulary Practice” section asks students to find target items in the reading before working with them. § Academic Vocabulary, Exercise A Answers: 1. b; 2. a; 3. b; 4. a; 5. a; 6. a; 7. b; 8. a § Academic Vocabulary, Exercise B Answers will vary. MULTIWORD VOCABULARY This series gives a separate identity to multiword items only to make sure teachers are aware that these, despite being made up of several words, operate as cohesive, undivided vocabulary items. § Multiword Vocabulary, Exercise A Answers: 1. pride; 2. dates; 3. paved, for; 4. out; 5. conditions; 6. in, of; 7. the bill; 8. win-­‐win § Multiword Vocabulary, Exercise B Answers: 1. fits the bill; 2. ruled out; 3. a source of pride; 4. out; 5. conditions; 6. dated back to; 7. in the presence of; 8. paved the way for USE THE VOCABULARY This section challenges students to think deeper about new vocabulary. By using vocabulary items to answer questions, students cross the important threshold into productive knowledge. In this section, look for opportunities to recycle vocabulary. Answers will vary. Think and Discuss
(page 103)
The “Think and Discuss” section is specifically constructed to include critical-­‐thinking verbs (summarize, apply, make connections, relate, etc.). The directions give students topics to discuss in small groups. Answers will vary. © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus 3
Teacher’s Guide
31
THE PRE-READING STAGE, READING 2
(pages 104—105)
The photos, questions, and vocabulary previews prepare students for the upcoming reading. This stage helps to activate students’ prior knowledge. It prompts them to think about what they already know about the topic. See the Guide to Teaching a Unit for some general best practices to keep in mind. Reading Opener
(pages 104—105)
Academic Vocabulary Multiword Vocabulary Topic Vocabulary to accelerate at work behavior affectionate to bond with breeding to compress down the road cages docile to hand over contact offspring in close proximity to experiment potential in the wild foxes solely tone of voice generation a trait to turn out to be genes hypothesized species wild READING PREVIEW Direct students’ attention to the photo and have them discuss it. The photo serves as the basis for the Reading Preview exercises. § Reading Preview, Exercise A Use the questions in Exercise A to get students talking—either in small groups or as a whole class—about issues related to the topic. Answers: 1. Foxes are wild animals but can be domesticated. 2. The reading describes the domestication process via selective breeding of foxes. 3. When an animal becomes domesticated, they are smaller than their counterparts, with floppy ears and curly tails, and often have spotted coats. They are also friendlier towards humans. § Reading Preview, Exercise B The “Topic Vocabulary” items found in Exercise B are especially important for understanding the reading. They are not brought up in later exercises, but as students work with the content, these words and phrases are helpful for comprehension. Answers: 1. breeding, cages, foxes, wild, behavior, species; 2. breeding, genes, behavior, contact, selective, generation, wild; 3. genes, breeding, experiment, selective, hypothesized, species § Reading Preview, Exercise C Use the general introduction statement on the left-­‐hand page to activate students’ predictive skills. Notice that the directions in Exercise C refer to the vocabulary. Answers will vary. THE READING STAGE, READING 2
(pages 106—107)
Students are now ready to read the selection. See the Guide to Teaching a Unit for best practices for teaching this stage of the reading process. 32
Teacher’s Guide
Reading and Vocabulary Focus 3
© National Geographic Learning, a part of Cengage Learning
THE POST-READING STAGE, READING 2
(pages 108—111)
After reading the content, students have the opportunity to approach the reading comprehension in segments. Each reading has reading-­‐specific questions and teaches a skill that will be useful in future readings. The comprehension questions are divided into “Big Picture” and “Close-­‐Up” sections. The former are related to the larger ideas of the reading, and the latter concentrate on details. See the Guide to Teaching a Unit for some general best practices to keep in mind. Reading Comprehension
(pages 108—109)
BIG PICTURE These questions ask students to identify main ideas, recognize the writer’s purpose, suggest possible headings for paragraphs, and so on. § Big Picture, Exercise A Answers: 1. Paragraph 5; 2. Paragraph 8; 3. Paragraph 6; 4. Paragraph 3; 5. Paragraph 7 § Big Picture, Exercise B Answer: 2. Physical, behavioral, and genetic traits accompany domestication. CLOSE-­‐UP These questions can usually be answered by scanning for specific material in the text. § Close-­‐Up, Exercise A Answers: 1. T; 2. T; 3. F; 4. F; 5. T; 6. F; 7. F; 8. T; 9. F; 10. T § Close-­‐Up, Exercise B Answers will vary. Possible answers: 1. T; 2. T; 3. Tame animals’ offspring will be just as wild as its ancestors. 4. It is not possible to domesticate an individual animal. 5. T; 6. The domestication of the foxes occurred over a few generations. 7. Domestic animas usually have floppy ears and curly tails. 8. T; 9. Belyaev hypothesized that a collection of genes was responsible for domestication. 10. T READING SKILL These activities direct students to use the reading to practice and refine vital reading skills. They also ask students to identify a specific feature in the reading and understand its function. § Reading Skill, Exercise A Answers: 1. Does the author give a definition? 2. Does the author describe the steps in the process? 3. What is the process contrasted with? Domestication Evidence from the Reading Yes: A process that occurs through many generations, in which wild animals gradually become comfortable living in close proximity to humans No Taming Selective Breeding Evidence from the Reading No Yes: They selected the most docile ones to breed for the next generation. They continued this process generation after generation. The researchers did not attempt to tame them. Natural Domestication § Reading Skill, Exercise B Answers will vary. © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus 3
Teacher’s Guide
33
Vocabulary Practice
(pages 109—111)
The sections “Academic Vocabulary” and “Multiword Vocabulary” have similar functions. Both types are equally useful in students’ vocabulary repertoires for academic purposes. ACADEMIC VOCABULARY The first exercise in the “Vocabulary Practice” section asks students to find target items in the reading before working with them. § Academic Vocabulary, Exercise A Answers: 1. a; 2. b; 3. b; 4. a; 5. a; 6. a; 7. a; 8. b § Academic Vocabulary, Exercise B Answers: 1. benefits; 2. produce; 3. exhibit; 4. behavior; 5. the process; 6. into MULTIWORD VOCABULARY This series gives a separate identity to multiword items only to make sure teachers are aware that these, despite being made up of several words, operate as cohesive, undivided vocabulary items. § Multiword Vocabulary, Exercise A Answers: 1. voice; 2. hands; 3. proximity; 4. bond; 5. wild; 6. turned; 7. work; 8. road § Multiword Vocabulary, Exercise B Answers: 1. hands him over; 2. in close proximity to; 3. in the wild; 4. at work; 5. down the road; 6. turned out to be; 7. tone of voice; 8. bond with USE THE VOCABULARY This section challenges students to think deeper about new vocabulary. By using vocabulary items to answer questions, students cross the important threshold into productive knowledge. In this section, look for opportunities to recycle vocabulary. Answers will vary. Think and Discuss
(page 111)
The “Think and Discuss” section is specifically constructed to include critical-­‐thinking verbs (summarize, apply, make connections, relate, etc.). The directions give students topics to discuss in small groups. Answers will vary. UNIT REVIEW
(pages 112—113)
Following the exercises related to Reading 2 in each unit, there is a two-­‐page “Unit Review.” Use this material to perform review and synthesis tasks. VOCABULARY REVIEW This section presents students with a variety of challenging activities. One activity asks students to place phrases into blanks. This exercises students’ abilities to work with multiword units as wholes and to work with collocations involving single-­‐word targets. Another activity asks students to write the remainder of a partially composed sentence. This activates vocabulary knowledge as well as knowledge about the grammar surrounding the vocabulary. § Vocabulary Review, Exercise A Answers: 1. bond with; 2. affectionate behavior; 3. potential benefit; 4. dates back to; 5. in the presence of; 6. accelerate the process; 7. down the road; 8. acknowledged that; 9. undergo a complete transformation; 10. win-­‐
win situation § Vocabulary Review, Exercise B Answers will vary. § Vocabulary Review, Exercise C Answers will vary. 34
Teacher’s Guide
Reading and Vocabulary Focus 3
© National Geographic Learning, a part of Cengage Learning
§ Vocabulary Review, Exercise D Answers will vary. CONNECT THE READINGS Having read two pieces about related topics, students are ready to compare and contrast the two readings. This section includes a graphic organizer to help students with this important skill. However, it also asks (in Exercises B and C) some in-­‐depth questions that encourage comparison of the two readings and prompt the application of the two readings to student experiences. § Connect the Readings, Exercise A Answers: Wild Animals Domesticated Animals Gray Wolf: packs, Dog: friendly, spotted coat, follows leader curly tail, floppy ears Wild sheep: herds, Sheep: docile, spotted grazers, horns coats, no horns Cougar: ferocious Cat: spotted fur, docile § Connect the Readings, Exercise B Answers will vary. § Connect the Readings, Exercise C Answers will vary. © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus 3
Teacher’s Guide
35
UNIT SIX
Architecture Introduction
First, students will read about attempts that are being made to find cost-­‐effective materials that can be used to make safer houses and buildings in earthquake zones, especially in the developing world. Then, students will read about the blending of modern and traditional architecture that is prevalent in 21st century Asia. For More Information: http://ngm.nationalgeographic.com/big-­‐idea/10/earthquakes http://www.csmonitor.com/World/Global-­‐News/2010/0302/Chile-­‐earthquake-­‐facts-­‐Chile-­‐vs.-­‐Haiti-­‐in-­‐numbers http://www.emdat.be/ http://www.australiangeographic.com.au/journal/the-­‐10-­‐biggest-­‐earthquakes-­‐in-­‐recorded-­‐history.htm http://www.nytimes.com/2012/08/12/arts/design/wang-­‐shu-­‐of-­‐china-­‐advocates-­‐sustainable-­‐
architecture.html?pagewanted=all&_r=0 http://www.cnn.com/2012/10/25/world/asia/wang-­‐shu-­‐human-­‐to-­‐hero-­‐architect/index.html http://www.nytimes.com/slideshow/2012/06/08/greathomesanddestinations/08iht-­‐reho08-­‐slide.html http://www.nytimes.com/2012/06/08/greathomesanddestinations/08iht-­‐reho08.html?pagewanted=all&_r=0 http://www.environmentalgraffiti.com/green-­‐living/incredible-­‐bamboo-­‐architecture-­‐vo-­‐trong-­‐nghia/15781 http://www.korea.net/NewsFocus/Culture/view?articleId=101073 http://www.nytimes.com/2010/12/14/world/asia/14iht-­‐houses.html?emc=eta1 http://www.cnn.com/2012/11/18/world/meast/ancient-­‐screen-­‐design-­‐in-­‐abu-­‐dhabi/index.html THE PRE-READING STAGE, READING 1
(pages 114—117)
The photos, questions, and vocabulary previews prepare students for the upcoming reading. This stage helps to activate students’ prior knowledge. It prompts them to think about what they already know about the topic. See the Guide to Teaching a Unit for some general best practices to keep in mind. Unit Opener
(pages 114—115)
Have students look at the photo for three or four minutes. Point out the Focus questions. Discuss the questions as a class or have students work in pairs to discuss them. Answers will vary. Reading Opener
(pages 116—117)
Academic Vocabulary Multiword Vocabulary Topic Vocabulary brittle to be prone to brick discouraging beyond one’s means collapse elaborate innovate death toll concrete a fact of life construction 36
Teacher’s Guide
Reading and Vocabulary Focus 3
© National Geographic Learning, a part of Cengage Learning
an occupant a matter of life and death earthquakes resilient to not stand a chance of engineers a safeguard to pay off fatalities withstand to say nothing of shaking shock straw tremors tumbling READING PREVIEW Direct students’ attention to the photo and have them discuss it. The photo serves as the basis for the Reading Preview exercises. § Reading Preview, Exercise A Use the questions in Exercise A to get students talking—either in small groups or as a whole class—about issues related to the topic. 1. Answers will vary. 2. Asia, west coast of the Americas; 3. China, Haiti, Indonesia, Japan, present day Turkmenistan, Italy, and Pakistan § Reading Preview, Exercise B The “Topic Vocabulary” items found in Exercise B are especially important for understanding the reading. They are not brought up in later exercises, but as students work with the content, these words and phrases are helpful for comprehension. Answers: 1. brick, concrete, construction, straw; 2. collapse, earthquakes, fatalities, shaking, shock, tremors, tumbling; 3. collapse, earthquakes, shaking, tremors § Reading Preview, Exercise C Use the general introduction question on the left-­‐hand page to activate students’ predictive skills. Notice that the directions in Exercise C refer to the vocabulary. Answers will vary. THE READING STAGE, READING 1
(pages 118—120)
Students are now ready to read the selection. See the Guide to Teaching a Unit for best practices for teaching this stage of the reading process. THE POST-READING STAGE, READING 1
(pages 121—125)
After reading the content, students have the opportunity to approach the reading comprehension in segments. Each reading has reading-­‐specific questions and teaches a skill that will be useful in future readings. The comprehension questions are divided into “Big Picture” and “Close-­‐Up” sections. The former are related to the larger ideas of the reading, and the latter concentrate on details. See the Guide to Teaching a Unit for some general best practices to keep in mind. Reading Comprehension
(pages 121—122)
BIG PICTURE These questions ask students to identify main ideas, recognize the writer’s purpose, suggest possible headings for paragraphs, and so on. § Big Picture, Exercise A Answers: 1. c; 2. b; 3. c; 4. b © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus 3
Teacher’s Guide
37
§ Big Picture, Exercise B Answers: 1. Paragraph 3: Plastic mesh is an inexpensive may to make buildings more earthquake-­‐resistant. 2. Paragraph 4: Bamboo and old tires are inexpensive and can make buildings more earthquake-­‐resistant. 3. Paragraph 5: Straw is an inexpensive material that can be used to make buildings more earth-­‐quake resistant. CLOSE-­‐UP These questions can usually be answered by scanning for specific material in the text. § Close-­‐Up, Exercise A Answers: 1. There was more earthquake-­‐resistant construction in Chile than in Haiti. 2. Mesh prevents walls from crumbling and falling on people. 3. They are inexpensive, flexible, and available. 4. It is resilient. 5. Even these ideas are too expensive for some communities. § Close-­‐Up, Exercise B Answers: Light roofs, light walls, small windows READING SKILL These activities direct students to use the reading to practice and refine vital reading skills. They also ask students to identify a specific feature in the reading and understand its function. § Reading Skill, Exercise A Answers: 1. It was the sixth most powerful earthquake on record. There was extensive damage. Yet, the death toll—521—was relatively low. Haiti also experienced a strong earthquake in 2010. Although the one in Chile was 500 times more powerful, the Haiti quake killed at least 223,000 people. 2. The earthquake in Chile in 2010 had a magnitude of 8.8. The earthquake in Haiti had a magnitude of 7.0. § Reading Skill, Exercise B Answers: 1. The earthquake in 1948 had more fatalities because it occurred in a more densely populated area. 2. They happened in remote areas. 3. The earthquake in Indonesia in 2004. Some of the earthquakes with the highest magnitude were in remote areas so they didn’t have a high number of fatalities. 4. Location, the economic situation of the countries, resources; 5. Possible answers: China, Indonesia, Chile, Japan, Alaska, USA; high fatalities, China, Indonesia Vocabulary Practice
(pages 123—125)
The sections “Academic Vocabulary” and “Multiword Vocabulary” have similar functions. Both types are equally useful in students’ vocabulary repertoires for academic purposes. ACADEMIC VOCABULARY The first exercise in the “Vocabulary Practice” section asks students to find target items in the reading before working with them. § Academic Vocabulary, Exercise A Answers: 1. f; 2. h; 3. g; 4. e; 5. a; 6. c; 7. b; 8. d § Academic Vocabulary, Exercise B Answers: 1. resilient; 2. innovative; 3. elaborate; 4. occupants; 5. withstand; 6. discouraging; 7. brittle; 8. safeguards MULTIWORD VOCABULARY This series gives a separate identity to multiword items only to make sure teachers are aware that these, despite being made up of several words, operate as cohesive, undivided vocabulary items. § Multiword Vocabulary, Exercise A Answers: 1. g; 2. f; 3. a; 4. d; 5. h; 6. c; 7. b; 8. e § Multiword Vocabulary, Exercise B Answers: 1. to say nothing of; 2. death toll; 3. beyond our means; 4. a matter of life and death; 5. don’t stand a chance of; 6. pay off; 7. a fact of life; 8. are prone to 38
Teacher’s Guide
Reading and Vocabulary Focus 3
© National Geographic Learning, a part of Cengage Learning
USE THE VOCABULARY This section challenges students to think deeper about new vocabulary. By using vocabulary items to answer questions, students cross the important threshold into productive knowledge. In this section, look for opportunities to recycle vocabulary. Answers will vary. Think and Discuss
(page 125)
The “Think and Discuss” section is specifically constructed to include critical-­‐thinking verbs (summarize, apply, make connections, relate, etc.). The directions give students topics to discuss in small groups. Answers will vary. THE PRE-READING STAGE, READING 2
(pages 126—127)
The photos, questions, and vocabulary previews prepare students for the upcoming reading. This stage helps to activate students’ prior knowledge. It prompts them to think about what they already know about the topic. See the Guide to Teaching a Unit for some general best practices to keep in mind. Reading Opener
(pages 126—127)
Academic Vocabulary Multiword Vocabulary Topic Vocabulary apparent at the same time breezes to blend a breath of fresh air design an element an extended family heritage to filter to get in touch with high-­‐rise to incorporate in keeping with identities inspiration to keep something in mind materials to update to make way for screens ventilation turn of the century steel style sunlight tile tradition READING PREVIEW Direct students’ attention to the photo and have them discuss it. The photo serves as the basis for the Reading Preview exercises. § Reading Preview, Exercise A Use the questions in Exercise A to get students talking—either in small groups or as a whole class—about issues related to the topic. Answers will vary. § Reading Preview, Exercise B The “Topic Vocabulary” items found in Exercise B are especially important for understanding the reading. They are not brought up in later exercises, but as students work with the content, these words and phrases are helpful for comprehension. Answers: 1. design, style, materials, high-­‐rise, steel, tile, screens 2. sunlight, breezes; 3. heritage, identities, tradition § Reading Preview, Exercise C Use the general introduction statement on the left-­‐hand page to activate students’ predictive skills. Notice that the directions in Exercise C refer to the vocabulary. Answers will vary. © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus 3
Teacher’s Guide
39
THE READING STAGE, READING 2
(pages 128—130)
Students are now ready to read the selection. See the Guide to Teaching a Unit for best practices for teaching this stage of the reading process. THE POST-READING STAGE, READING 2
(pages 131—135)
After reading the content, students have the opportunity to approach the reading comprehension in segments. Each reading has reading-­‐specific questions and teaches a skill that will be useful in future readings. The comprehension questions are divided into “Big Picture” and “Close-­‐Up” sections. The former are related to the larger ideas of the reading, and the latter concentrate on details. See the Guide to Teaching a Unit for some general best practices to keep in mind. Reading Comprehension
(pages 131—133)
BIG PICTURE These questions ask students to identify main ideas, recognize the writer’s purpose, suggest possible headings for paragraphs, and so on. § Big Picture, Exercise A Answers: 2. Some traditional homes can keep occupants comfortable without a lot of technology. 4. Some traditional designs can save energy, even in modern buildings. 6. Many recent architectural designs combine local traditions with modern ideas. 8. People are beginning to question the destruction of old buildings and their replacement with modern ones. § Big Picture, Exercise B Answer: 6. Many recent architectural designs combine local traditions with modern ideas. CLOSE-­‐UP These questions can usually be answered by scanning for specific material in the text. § Close-­‐Up, Exercise A Answers: 1. filter light and heat, provide privacy; 2. natural light, ventilation; 3. heating, ventilation § Close-­‐Up, Exercise B Answers will vary. READING SKILL These activities direct students to use the reading to practice and refine vital reading skills. They also ask students to identify a specific feature in the reading and understand its function. § Reading Skill, Exercise A Answers: Main Idea: A group of people in the Philippines decided to build a school entirely of bamboo. Supporting details: Bamboo is more resilient than wood or steel. The bamboo can easily be replaced because forests of bamboo grow in close proximity to the school. § Reading Skill, Exercise B Answers will vary. Possible answers: 1. By the end of the 20th Century, most cities were identical. Many residents wondered if cities had to give up their individual identities. 2. Modern tube houses. Using mashraliya in skyscrapers to conserve energy and include tradition Vocabulary Practice
(pages 133—135)
The sections “Academic Vocabulary” and “Multiword Vocabulary” have similar functions. Both types are equally useful in students’ vocabulary repertoires for academic purposes. 40
Teacher’s Guide
Reading and Vocabulary Focus 3
© National Geographic Learning, a part of Cengage Learning
ACADEMIC VOCABULARY The first exercise in the “Vocabulary Practice” section asks students to find target items in the reading before working with them. § Academic Vocabulary, Exercise A Answers: 1. b; 2. c; 3. e; 4. f; 5. h; 6. a; 7. d; 8. g § Academic Vocabulary, Exercise B Answers: 1. blends; 2. element; 3. inspiration; 4. filters; 5. incorporate; 6. apparent; 7. ventilation; 8. updates MULTIWORD VOCABULARY This series gives a separate identity to multiword items only to make sure teachers are aware that these, despite being made up of several words, operate as cohesive, undivided vocabulary items. § Multiword Vocabulary, Exercise A Answers: 1. make ____ for; 2. turn of the; 3. at the; 4. fresh air; 5. keep; 6. family; 7. get, with; 8. in, with § Multiword Vocabulary, Exercise B Answers: 1. At the turn of the century; 2. get in touch with; 3. keep this in mind; 4. in keeping with; 5. a breath of fresh air; 6. At the same time; 7. make way for; 8. extended family USE THE VOCABULARY This section challenges students to think deeper about new vocabulary. By using vocabulary items to answer questions, students cross the important threshold into productive knowledge. In this section, look for opportunities to recycle vocabulary. Answers will vary. Think and Discuss
(page 135)
The “Think and Discuss” section is specifically constructed to include critical-­‐thinking verbs (summarize, apply, make connections, relate, etc.). The directions give students topics to discuss in small groups. Answers will vary. UNIT REVIEW
(pages 136—137)
Following the exercises related to Reading 2 in each unit, there is a two-­‐page “Unit Review.” Use this material to perform review and synthesis tasks. VOCABULARY REVIEW This section presents students with a variety of challenging activities. One activity asks students to place phrases into blanks. This exercises students’ abilities to work with multiword units as wholes and to work with collocations involving single-­‐word targets. Another activity asks students to write the remainder of a partially composed sentence. This activates vocabulary knowledge as well as knowledge about the grammar surrounding the vocabulary. § Vocabulary Review, Exercise A Answers: 1. a breath of fresh air; 2. At the same time; 3. in keeping with; 4. elaborate system; 5. adequate ventilation; 6. withstand extreme temperatures; 7. occupants of the building; 8. innovative idea; 9. paid off; 10. get in touch with § Vocabulary Review, Exercise B Answers will vary. § Vocabulary Review, Exercise C Answers will vary. § Vocabulary Review, Exercise D Answers will vary. © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus 3
Teacher’s Guide
41
CONNECT THE READINGS Having read two pieces about related topics, students are ready to compare and contrast the two readings. This section includes a graphic organizer to help students with this important skill. However, it also asks (in Exercises B and C) some in-­‐depth questions that encourage comparison of the two readings and prompt the application of the two readings to student experiences. § Connect the Readings, Exercise A Answers: 1. The effect of materials on construction 2. Construction that keeps occupants safe 3. Respecting cultural tradition 4. Using locally available or affordable materials 5. Construction that keeps occupants comfortable 6. Contrast between modern, high-­‐tech construction and low-­‐tech solution 7. Building projects in Asia 8. Innovations in architecture and construction Reading 1 ü ü ü ü Reading 2 ü ü ü ü ü ü ü ü § Connect the Readings, Exercise B Answers will vary. § Connect the Readings, Exercise C Answers will vary. 42
Teacher’s Guide
Reading and Vocabulary Focus 3
© National Geographic Learning, a part of Cengage Learning
UNIT SEVEN
Genetics and the Environment Introduction
Students will read about different theories that attempt to explain why siblings who share genes and grow up in the same environment often have very different personalities: sibling competition, home environment, and the impact of parents’ expectations. Then, students will learn about the epigenome, the factor that controls genes and shapes who we are, by looking at how the epigenome can influence which genes are suppressed and expressed in identical twins. For More Information: http://www.npr.org/2010/11/18/131424595/siblings-­‐share-­‐genes-­‐but-­‐rarely-­‐personalities http://www.time.com/time/magazine/article/0,9171,1209949,00.html http://ngm.nationalgeographic.com/2012/01/twins/miller-­‐text http://www.pbs.org/wgbh/nova/body/epigenetics.html http://www.nytimes.com/2012/09/09/opinion/sunday/why-­‐fathers-­‐really-­‐matter.html?pagewanted=all http://www.nytimes.com/2010/11/09/health/09brain.html http://www.motherjones.com/environment/2011/02/illustrated-­‐guide-­‐epigenetics http://www.thedailybeast.com/newsweek/2010/01/13/controlling-­‐your-­‐genes.html http://www.time.com/time/magazine/article/0,9171,1952313,00.html http://www.youtube.com/watch?v=kp1bZEUgqVI THE PRE-READING STAGE, READING 1
(pages 138—141)
The photos, questions, and vocabulary previews prepare students for the upcoming reading. This stage helps to activate students’ prior knowledge. It prompts them to think about what they already know about the topic. See the Guide to Teaching a Unit for some general best practices to keep in mind. Unit Opener
(pages 138—139)
Have students look at the photo for three or four minutes. Point out the Focus questions. Discuss the questions as a class or have students work in pairs to discuss them. Answers will vary. Reading Opener
(pages 140—141)
Academic Vocabulary Multiword Vocabulary Topic Vocabulary consistent at random attention to exaggerate to draw distinctions childhood to inherit to fall apart circumstances a label to get into trouble competition a phrase subsequent in this respect expectations on one’s own factors © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus 3
Teacher’s Guide
43
a talent an only child marriage temporary peer group personality praise research siblings theory READING PREVIEW Direct students’ attention to the photo and have them discuss it. The photo serves as the basis for the Reading Preview exercises. § Reading Preview, Exercise A Use the questions in Exercise A to get students talking—either in small groups or as a whole class—about issues related to the topic. Answers will vary. Possible answers: 2, 4, 5, 6 § Reading Preview, Exercise B The “Topic Vocabulary” items found in Exercise B are especially important for understanding the reading. They are not brought up in later exercises, but as students work with the content, these words and phrases are helpful for comprehension. Answers: 1. siblings, childhood, marriage; 2. childhood, circumstances, competition, expectations, praise; 3. attention, personality, theory, research, factors § Reading Preview, Exercise C Use the general introduction question on the left-­‐hand page to activate students’ predictive skills. Notice that the directions in Exercise C refer to the vocabulary. Answers will vary. THE READING STAGE, READING 1
(pages 142—143)
Students are now ready to read the selection. See the Guide to Teaching a Unit for best practices for teaching this stage of the reading process. THE POST-READING STAGE, READING 1
(pages 143—147)
After reading the content, students have the opportunity to approach the reading comprehension in segments. Each reading has reading-­‐specific questions and teaches a skill that will be useful in future readings. The comprehension questions are divided into “Big Picture” and “Close-­‐Up” sections. The former are related to the larger ideas of the reading, and the latter concentrate on details. See the Guide to Teaching a Unit for some general best practices to keep in mind. Reading Comprehension
(pages 143—145)
BIG PICTURE These questions ask students to identify main ideas, recognize the writer’s purpose, suggest possible headings for paragraphs, and so on. § Big Picture, Exercise A Answers: 1. Paragraph 2; 2. Paragraphs 4, 5, 6; 3. Paragraph 1; 4. Paragraph 3 § Big Picture, Exercise B Answer: 2. Genes and environment alone cannot explain the differences between siblings. 44
Teacher’s Guide
Reading and Vocabulary Focus 3
© National Geographic Learning, a part of Cengage Learning
CLOSE-­‐UP These questions can usually be answered by scanning for specific material in the text. § Close-­‐Up, Exercise A Answers: 1. c; 2. b; 3. b; 4. c; 5. a READING SKILL These activities direct students to use the reading to practice and refine vital reading skills. They also ask students to identify a specific feature in the reading and understand its function. § Reading Skill, Exercise A Answers: 1. b; 2. c; 3. a; 4. e; 5. d § Reading Skill, Exercise B Answers: 1. c; 2. d; 3. b; 4. a Vocabulary Practice
(pages 146—147)
The sections “Academic Vocabulary” and “Multiword Vocabulary” have similar functions. Both types are equally useful in students’ vocabulary repertoires for academic purposes. ACADEMIC VOCABULARY The first exercise in the “Vocabulary Practice” section asks students to find target items in the reading before working with them. § Academic Vocabulary, Exercise A Answers: 1. e; 2. g; 3. c; 4. f; 5. a; 6. d; 7. b § Academic Vocabulary, Exercise B Answers: 1. next; 2. with; 3. from; 4. in; 5. only MULTIWORD VOCABULARY This series gives a separate identity to multiword items only to make sure teachers are aware that these, despite being made up of several words, operate as cohesive, undivided vocabulary items. § Multiword Vocabulary, Exercise A Answers: 1. c; 2. a; 3. d; 4. h; 5. f; 6. b; 7. g; 8. e § Multiword Vocabulary, Exercise B Answers: 1. an only child; 2. draw distinctions; 3. at random; 4. get into trouble; 5. In this respect; 6. on their own; 7. peer groups; 8. fall apart USE THE VOCABULARY This section challenges students to think deeper about new vocabulary. By using vocabulary items to answer questions, students cross the important threshold into productive knowledge. In this section, look for opportunities to recycle vocabulary. Answers will vary. Think and Discuss
(page 147)
The “Think and Discuss” section is specifically constructed to include critical-­‐thinking verbs (summarize, apply, make connections, relate, etc.). The directions give students topics to discuss in small groups. Answers will vary. THE PRE-READING STAGE, READING 2
(pages 148—149)
The photos, questions, and vocabulary previews prepare students for the upcoming reading. This stage helps to activate students’ prior knowledge. It prompts them to think about what they already know about the topic. See the Guide to Teaching a Unit for some general best practices to keep in mind. © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus 3
Teacher’s Guide
45
Reading Opener
(pages 148—149)
Academic Vocabulary Multiword Vocabulary Topic Vocabulary to alter after all biochemical complementary anything but cancer isolated on the cutting edge cell obesity to be forces to conclude development radical to come into play diet stress to have an impact on DNA to suppress in this case generation to untangle to pass something on to genetic grandchildren processes toxins twins READING PREVIEW Direct students’ attention to the photo and have them discuss it. The photo serves as the basis for the Reading Preview exercises. § Reading Preview, Exercise A Use the questions in Exercise A to get students talking—either in small groups or as a whole class—about issues related to the topic. Answers will vary. § Reading Preview, Exercise B The “Topic Vocabulary” items found in Exercise B are especially important for understanding the reading. They are not brought up in later exercises, but as students work with the content, these words and phrases are helpful for comprehension. Answers: 1. twins, generation, grandchildren 2. cancer, development, diet, toxins; 3. biochemical, cell, DNA, genetic, process, toxins § Reading Preview, Exercise C Use the general introduction statement on the left-­‐hand page to activate students’ predictive skills. Notice that the directions in Exercise C refer to the vocabulary. Answers will vary. THE READING STAGE, READING 2
(pages 150—152)
Students are now ready to read the selection. See the Guide to Teaching a Unit for best practices for teaching this stage of the reading process. THE POST-READING STAGE, READING 2
(pages 153—157)
After reading the content, students have the opportunity to approach the reading comprehension in segments. Each reading has reading-­‐specific questions and teaches a skill that will be useful in future readings. The comprehension questions are divided into “Big Picture” and “Close-­‐Up” sections. The former are related to the larger ideas of the reading, and the latter concentrate on details. See the Guide to Teaching a Unit for some general best practices to keep in mind. 46
Teacher’s Guide
Reading and Vocabulary Focus 3
© National Geographic Learning, a part of Cengage Learning
Reading Comprehension
(pages 153—154)
BIG PICTURE These questions ask students to identify main ideas, recognize the writer’s purpose, suggest possible headings for paragraphs, and so on. § Big Picture, Exercise A Answers: 1. b; 2. a; 3. c; 4. a; 5. a § Big Picture, Exercise B Answers: 1. 1; 2. 4; 3. 3; 4. 2 CLOSE-­‐UP These questions can usually be answered by scanning for specific material in the text. § Close-­‐Up, Exercise A Answers: 1. F; 2. T; 3. T; 4. F; 5. T; 6. F § Close-­‐Up, Exercise B Answers will vary. Possible answers: 1. Identical twins differ in many ways. 2. T; 3. T; 4. Epigenetics can alter your genes. 5. T; 6. The Swedish study showed that epigenetic changes can be passed through many generations. READING SKILL These activities direct students to use the reading to practice and refine vital reading skills. They also ask students to identify a specific feature in the reading and understand its function. § Reading Skill, Exercise A Answer: Scientific Study § Reading Skill, Exercise B Answers: 1. Twins share virtually the same genes. 3. Scientists believe that your behavioral choices can lead to epigenetic changes. 4. What has astonished scientists is that these effects could be passed on to the next generation. Vocabulary Practice
(pages 155—157)
The sections “Academic Vocabulary” and “Multiword Vocabulary” have similar functions. Both types are equally useful in students’ vocabulary repertoires for academic purposes. ACADEMIC VOCABULARY The first exercise in the “Vocabulary Practice” section asks students to find target items in the reading before working with them. § Academic Vocabulary, Exercise A Answers: 1. h; 2. d; 3. c; 4. g; 5. c; 6. g; 7. a; 8. b § Academic Vocabulary, Exercise B Answers: 1. stress; 2. obesity; 3. complementary; 4. untangle; 5. isolated; 6. radical; 7. suppress; 8. alter MULTIWORD VOCABULARY This series gives a separate identity to multiword items only to make sure teachers are aware that these, despite being made up of several words, operate as cohesive, undivided vocabulary items. § Multiword Vocabulary, Exercise A Answers: 1. the cutting; 2. comes; 3. in this; 4. anything; 5. impact on; 6. passed; 7. to conclude; 8. after § Multiword Vocabulary, Exercise B Answers: 1. on the cutting edge; 2. have a negative impact on; 3. was forced to conclude; 4. after all; 5. come into play; 6. anything but; 7. pass on to; 8. in this case © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus 3
Teacher’s Guide
47
USE THE VOCABULARY This section challenges students to think deeper about new vocabulary. By using vocabulary items to answer questions, students cross the important threshold into productive knowledge. In this section, look for opportunities to recycle vocabulary. Answers will vary. Think and Discuss
(page 157)
The “Think and Discuss” section is specifically constructed to include critical-­‐thinking verbs (summarize, apply, make connections, relate, etc.). The directions give students topics to discuss in small groups. Answers will vary. UNIT REVIEW
(pages 158—159)
Following the exercises related to Reading 2 in each unit, there is a two-­‐page “Unit Review.” Use this material to perform review and synthesis tasks. VOCABULARY REVIEW This section presents students with a variety of challenging activities. One activity asks students to place phrases into blanks. This exercises students’ abilities to work with multiword units as wholes and to work with collocations involving single-­‐word targets. Another activity asks students to write the remainder of a partially composed sentence. This activates vocabulary knowledge as well as knowledge about the grammar surrounding the vocabulary. § Vocabulary Review, Exercise A Answers: 1. fundamentally alter; 2. inherit from; 3. were forced to conclude; 4. next phase; 5. consistent with; 6.after all; 7. complementary roles; 8. pass on; 9. comes into play; 10. radical changes § Vocabulary Review, Exercise B Answers will vary. § Vocabulary Review, Exercise C Answers will vary. § Vocabulary Review, Exercise D Answers will vary. CONNECT THE READINGS Having read two pieces about related topics, students are ready to compare and contrast the two readings. This section includes a graphic organizer to help students with this important skill. However, it also asks (in Exercises B and C) some in-­‐depth questions that encourage comparison of the two readings and prompt the application of the two readings to student experiences. § Connect the Readings, Exercise A Answers: 48
Genes contribute to… The environment contributes to… Epigenetic processes contribute to… Teacher’s Guide
Identical Twins S D ü ü ü Reading and Vocabulary Focus 3
Non-­‐Twin Siblings S D ü ü ü © National Geographic Learning, a part of Cengage Learning
§ Connect the Readings, Exercise B Answers will vary. Possible answers: 1. Contributing factors: a. diet; b. parental situation; c. school environment; d. social group; e. work; 2. Explanation: a. Diet is an important environmental factor. For example, a twin who has an unhealthy diet may die long before his or her twin who has a healthy diet. b. Parental situation is an important environmental factor. For example, a sibling may be treated differently by his or her parents depending on their levels of work or stress when the specific child is born. c. School environment is an important environmental factor. For example, if two twins or siblings are in different classes and may be challenged in intellectually different ways and may have different likes in school. d. Social groups are an important environmental factor. If two twins or siblings have different social groups, they may make different social choices. e. Work is an important environmental factor. One twin or sibling may choose a high stress job, while the other may choose a low stress job, having different impacts on their lives. § Connect the Readings, Exercise C Answers will vary. © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus 3
Teacher’s Guide
49
UNIT EIGHT
Inventions Introduction
First, students will read about the Golden Age of invention that took place in the Islamic world during the Dark Ages in Europe. They will read about the invention of the crank that was used in irrigation, the process of distillation, and the introduction of water-­‐soluble soap. Then, students will read about some of the ways in which the traditional art of origami is being applied to many different types of engineering problems. For More Information: http://www.youtube.com/watch?v=DMon04ie2pE http://www.1001inventions.com/ http://ngm.nationalgeographic.com/big-­‐idea/03/origami http://www.origami-­‐resource-­‐center.com/origami-­‐science.html http://www.businessweek.com/articles/2012-­‐05-­‐03/is-­‐origami-­‐the-­‐future-­‐of-­‐tech http://www.greenfusefilms.com http://www.ted.com/talks/robert_lang_folds_way_new_origami.html http://www.newyorker.com/reporting/2007/02/19/070219fa_fact_orlean THE PRE-READING STAGE, READING 1
(pages 160—163)
The photos, questions, and vocabulary previews prepare students for the upcoming reading. This stage helps to activate students’ prior knowledge. It prompts them to think about what they already know about the topic. See the Guide to Teaching a Unit for some general best practices to keep in mind. Unit Opener
(pages 160—161)
Have students look at the photo for three or four minutes. Point out the Focus questions. Discuss the questions as a class or have students work in pairs to discuss them. Answers will vary. Reading Opener
(pages 162—163)
Academic Vocabulary Multiword Vocabulary Topic Vocabulary a component at an angle astronomy a compound at the heart of chemistry to convert at the height of one’s power cosmetics hygiene to draw on deodorant massive from far and wide discovery to sustain it comes as no surprise that gasoline to tackle to lay the foundation for machines vibrant to make one’s mark method optics 50
Teacher’s Guide
Reading and Vocabulary Focus 3
© National Geographic Learning, a part of Cengage Learning
perfume shampoo techniques READING PREVIEW Direct students’ attention to the photo and have them discuss it. The photo serves as the basis for the Reading Preview exercises. § Reading Preview, Exercise A Use the questions in Exercise A to get students talking—either in small groups or as a whole class—about issues related to the topic. Answers will vary. § Reading Preview, Exercise B The “Topic Vocabulary” items found in Exercise B are especially important for understanding the reading. They are not brought up in later exercises, but as students work with the content, these words and phrases are helpful for comprehension. Answers: 1. discovery, method, techniques; 2. astronomy, chemistry gasoline, optics, machines; 3. They are all related to beauty and cleanliness. They are all made by chemists. § Reading Preview, Exercise C Use the general introduction question on the left-­‐hand page to activate students’ predictive skills. Notice that the directions in Exercise C refer to the vocabulary. Answers will vary. THE READING STAGE, READING 1
(pages 164—166)
Students are now ready to read the selection. See the Guide to Teaching a Unit for best practices for teaching this stage of the reading process. THE POST-READING STAGE, READING 1
(pages 166—171)
After reading the content, students have the opportunity to approach the reading comprehension in segments. Each reading has reading-­‐specific questions and teaches a skill that will be useful in future readings. The comprehension questions are divided into “Big Picture” and “Close-­‐Up” sections. The former are related to the larger ideas of the reading, and the latter concentrate on details. See the Guide to Teaching a Unit for some general best practices to keep in mind. Reading Comprehension
(pages 166—169)
BIG PICTURE These questions ask students to identify main ideas, recognize the writer’s purpose, suggest possible headings for paragraphs, and so on. § Big Picture, Exercise A Answers: 1. a. MI b. SD c. SD; 2. a. SD b. MI c. SD; 3. a. SD b. SD c. MI; 4. a. MI b. SD c. SD; 5. a. SD b. MI c. SD § Big Picture, Exercise B Answers: a. SD b. SD c. MI CLOSE-­‐UP These questions can usually be answered by scanning for specific material in the text. § Close-­‐Up, Exercise A Answers: 1. F; 2. T; 3. T; 4. F; 5. T; 6. F © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus 3
Teacher’s Guide
51
READING SKILL These activities direct students to use the reading to practice and refine vital reading skills. They also ask students to identify a specific feature in the reading and understand its function. § Reading Skill, Exercise A Answers: Questions 1. Who invented Post-­‐it notes? 2. When was the glue for Post-­‐it notes invented? 3. What company sells them? 4. Why were the first Post-­‐it notes yellow? 5. In how many countries is the product sold? § Reading Skill, Exercise B Answers: Questions 1. When was the Renaissance? 2. What were some important cities in the Islamic world during the Golden Age? 3. Who was Al-­‐Jazari? Clue names dates Answer Spencer Silver 1968 names key words 3M They had a lot of left over yellow paper Over 150 countries numbers Clue Dates Names Answer 1300-­‐1600 CE Baghdad, Cairo, Tripoli, Cordoba Key words Inventor of the crank—
connecting rod system Distillation 4. What was one important Key words advance in chemistry at the time? 5. Why was soap different from Key words early forms of personal hygiene? 6. Which western scholars based Names some of their work on ideas from the Golden Age of Islam? It was water-­‐soluble compound Roger Bacon, Nicolaus Copernicus, Leonardo da Vinci, Isaac Newton Vocabulary Practice
(pages 169—171)
The sections “Academic Vocabulary” and “Multiword Vocabulary” have similar functions. Both types are equally useful in students’ vocabulary repertoires for academic purposes. ACADEMIC VOCABULARY The first exercise in the “Vocabulary Practice” section asks students to find target items in the reading before working with them. § Academic Vocabulary, Exercise A Answers: 1. components; 2. hygiene; 3. sustained; 4. converts; 5. massive; 6. tackle; 7. compound; 8. vibrant § Academic Vocabulary, Exercise B Answers: 1. d; 2. f; 3. a; 4. h; 5. g; 6. c; 7. b; 8. e § Academic Vocabulary, Exercise C Answers: 1. convert...into; 2. key component; 3. massive amount; 4. chemical compound; 5. tackle the problem; 6. personal hygiene; 7. vibrant colors; 8. sustain growth 52
Teacher’s Guide
Reading and Vocabulary Focus 3
© National Geographic Learning, a part of Cengage Learning
MULTIWORD VOCABULARY This series gives a separate identity to multiword items only to make sure teachers are aware that these, despite being made up of several words, operate as cohesive, undivided vocabulary items. § Multiword Vocabulary, Exercise A Answers: 1. f; 2. c; 3. b; 4. d; 5. g; 6. e; 7. h; 8. a § Multiword Vocabulary, Exercise B Answers: 1. lays the foundation for; 2. at the heart of; 3. it comes as no surprise; 4. make their mark; 5. at a right angle; 6. draw on; 7. At the height of its power; 8. from far and wide USE THE VOCABULARY This section challenges students to think deeper about new vocabulary. By using vocabulary items to answer questions, students cross the important threshold into productive knowledge. In this section, look for opportunities to recycle vocabulary. Answers will vary. Think and Discuss
(page 171)
The “Think and Discuss” section is specifically constructed to include critical-­‐thinking verbs (summarize, apply, make connections, relate, etc.). The directions give students topics to discuss in small groups. Answers will vary. THE PRE-READING STAGE, READING 2
(pages 172—173)
The photos, questions, and vocabulary previews prepare students for the upcoming reading. This stage helps to activate students’ prior knowledge. It prompts them to think about what they already know about the topic. See the Guide to Teaching a Unit for some general best practices to keep in mind. Reading Opener
(pages 172—173) Academic Vocabulary Multiword Vocabulary Topic Vocabulary to diagnose to come to the realization that complex to elevate to do the trick craft to enchant to end up design to exhibit to have the potential expression a lens a pad of paper insight a manual a practical application inspired to quit some sort of mathematical a sphere these days model researcher sculpture technology telescope READING PREVIEW Direct students’ attention to the photo and have them discuss it. The photo serves as the basis for the Reading Preview exercises. § Reading Preview, Exercise A Use the questions in Exercise A to get students talking—either in small groups or as a whole class—about issues related to the topic. Answers will vary. © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus 3
Teacher’s Guide
53
§ Reading Preview, Exercise B The “Topic Vocabulary” items found in Exercise B are especially important for understanding the reading. They are not brought up in later exercises, but as students work with the content, these words and phrases are helpful for comprehension. Answers: 1. craft, design, expression, model, sculpture; 2. complex, mathematical, model, researcher, technology, telescope; 3. insight, inspired, expression § Reading Preview, Exercise C Use the general introduction statement on the left-­‐hand page to activate students’ predictive skills. Notice that the directions in Exercise C refer to the vocabulary. Answers will vary. THE READING STAGE, READING 2
(pages 174—176)
Students are now ready to read the selection. See the Guide to Teaching a Unit for best practices for teaching this stage of the reading process. THE POST-READING STAGE, READING 2
(pages 176—181)
After reading the content, students have the opportunity to approach the reading comprehension in segments. Each reading has reading-­‐specific questions and teaches a skill that will be useful in future readings. The comprehension questions are divided into “Big Picture” and “Close-­‐Up” sections. The former are related to the larger ideas of the reading, and the latter concentrate on details. See the Guide to Teaching a Unit for some general best practices to keep in mind. Reading Comprehension
(pages 176—179)
BIG PICTURE These questions ask students to identify main ideas, recognize the writer’s purpose, suggest possible headings for paragraphs, and so on. § Big Picture, Exercise A Answers: 1. Paragraph 5; 2. Paragraph 2; 3. Paragraph 1; 4. Paragraph 3; 5. Paragraph 4 § Big Picture, Exercise B Answer: 2. Origami has moved from an art form to high technology. CLOSE-­‐UP These questions can usually be answered by scanning for specific material in the text. § Close-­‐Up, Exercise A Answers: 1. b; 2. a; 3. c; 4. a; 5. b; 6. a § Close-­‐Up, Exercise B Answers will vary. READING SKILL These activities direct students to use the reading to practice and refine vital reading skills. They also ask students to identify a specific feature in the reading and understand its function. § Reading Skill, Exercise A Answers: 1. Origami experts: a. origami experts; b. origami experts; c. they; d. these artists; e. them; 2. This insight: a. this insight; b. it; c. this insight; d. it 54
Teacher’s Guide
Reading and Vocabulary Focus 3
© National Geographic Learning, a part of Cengage Learning
§ Reading Skill, Exercise B Answers: Start of Topic telescope lens tiny origami stents Topic Chain References this; It; telescope lens these tiny tubes; they; they; the stents; these devices they researchers § Reading Skill, Exercise C Answer: 1. Personal pronouns and possessive adjectives Vocabulary Practice
(pages 179—181)
The sections “Academic Vocabulary” and “Multiword Vocabulary” have similar functions. Both types are equally useful in students’ vocabulary repertoires for academic purposes. ACADEMIC VOCABULARY The first exercise in the “Vocabulary Practice” section asks students to find target items in the reading before working with them. § Academic Vocabulary, Exercise A Answers: 1. h; 2. g; 3. c; 4. e; 5. f; 6. a; 7. d; 8. b § Academic Vocabulary, Exercise B Answers: 1. diagnose; 2. enchanted; 3. sphere; 4. lens; 5. elevated; 6. manual; 7. quit; 8. exhibited MULTIWORD VOCABULARY This series gives a separate identity to multiword items only to make sure teachers are aware that these, despite being made up of several words, operate as cohesive, undivided vocabulary items. § Multiword Vocabulary, Exercise A Answers: 1. these days; 2. end up; 3. came to the realization that; 4. do the trick; 5. practical application; 6. a pad of paper; 7. some sort of; 8. has the potential § Multiword Vocabulary, Exercise B Answers: 1. these days; 2. has the potential to; 3. came to the realization that; 4. pad of paper; 5. did the trick; 6. ended up; 7. some sort of; 8. practical application USE THE VOCABULARY This section challenges students to think deeper about new vocabulary. By using vocabulary items to answer questions, students cross the important threshold into productive knowledge. In this section, look for opportunities to recycle vocabulary. Answers will vary. Think and Discuss
(page 181)
The “Think and Discuss” section is specifically constructed to include critical-­‐thinking verbs (summarize, apply, make connections, relate, etc.). The directions give students topics to discuss in small groups. Answers will vary. © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus 3
Teacher’s Guide
55
UNIT REVIEW
(pages 182—183)
Following the exercises related to Reading 2 in each unit, there is a two-­‐page “Unit Review.” Use this material to perform review and synthesis tasks. VOCABULARY REVIEW This section presents students with a variety of challenging activities. One activity asks students to place phrases into blanks. This exercises students’ abilities to work with multiword units as wholes and to work with collocations involving single-­‐word targets. Another activity asks students to write the remainder of a partially composed sentence. This activates vocabulary knowledge as well as knowledge about the grammar surrounding the vocabulary. § Vocabulary Review, Exercise A Answers: 1. at the height of its power; 2. sustained the growth; 3. practical applications; 4. made a mark; 5. ended up; 6. laid the foundation; 7. elevate the level; 8. key components; 9. It comes as no surprise; 10. from far and wide § Vocabulary Review, Exercise B Answers will vary. § Vocabulary Review, Exercise C Answers will vary. § Vocabulary Review, Exercise D Answers will vary. CONNECT THE READINGS Having read two pieces about related topics, students are ready to compare and contrast the two readings. This section includes a graphic organizer to help students with this important skill. However, it also asks (in Exercises B and C) some in-­‐depth questions that encourage comparison of the two readings and prompt the application of the two readings to student experiences. § Connect the Readings, Exercise A Answers: Technique Practical Applications in Reading 1 or 2 Distillation Create perfumes, vinegar, alcohol; gasoline, plastic, and medicine production Paper folding Air bag manufacturing; telescope lens; origami stents to support damaged arteries; a pad of paper for diagnosing patients; self-­‐folding DNA § Connect the Readings, Exercise B Answers will vary. § Connect the Readings, Exercise C Answers will vary. 56
Teacher’s Guide
Reading and Vocabulary Focus 3
© National Geographic Learning, a part of Cengage Learning
UNIT NINE
Robotics Introduction
First, students will read about ways in which robots are currently operating in dangerous situations in order to save lives, and some types of robots that are currently being developed that would be helpful in search and rescue missions. Then, students will read about the development of humanoid robots, which are robots that scientists make to be as indistinguishable from real human life as possible, attempting to create machines that can behave, learn, and think like humans and relate to us in familiar ways. For More Information: http://news.nationalgeographic.com/news/2012/09/120907-­‐cyborg-­‐cockroaches-­‐video-­‐science-­‐remote-­‐control-­‐
robots-­‐bugs/ http://science.discovery.com/tv-­‐shows/science-­‐channel-­‐presents/videos/discoveries-­‐this-­‐week-­‐danger-­‐robots.htm http://www.thedailybeast.com/newsweek/2012/09/16/the-­‐next-­‐generation-­‐of-­‐rescue-­‐robots.html http://www.roboticstrends.com/design_development/article/first_responder_robot_can_sight_and_rescue_the_r
ight_soldier http://ngm.nationalgeographic.com/2011/08/robots/carroll-­‐text http://www.fastcompany.com/1735891/will-­‐human-­‐non-­‐geminoid-­‐henrik-­‐scharfe-­‐please-­‐stand http://www.fastcompany.com/1734182/meet-­‐elfoid-­‐smartphone-­‐pocket-­‐robot http://spectrum.ieee.org/automaton/robotics/humanoids/elfoid-­‐portable-­‐telepresence-­‐android http://spectrum.ieee.org/robotics/humanoids/hiroshi-­‐ishiguro-­‐the-­‐man-­‐who-­‐made-­‐a-­‐copy-­‐of-­‐himself THE PRE-READING STAGE, READING 1
(pages 184—187)
The photos, questions, and vocabulary previews prepare students for the upcoming reading. This stage helps to activate students’ prior knowledge. It prompts them to think about what they already know about the topic. See the Guide to Teaching a Unit for some general best practices to keep in mind. Unit Opener
(pages 184—185)
Have students look at the photo for three or four minutes. Point out the Focus questions. Discuss the questions as a class or have students work in pairs to discuss them. Answers will vary. Reading Opener
(pages 186—187)
Academic Vocabulary Multiword Vocabulary Topic Vocabulary to defuse to be on the safe side bombs desperately a close call earthquakes to detect to come to the rescue explosives to exhale to inspect a false alarm firefighters from a vantage point hazardous © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus 3
Teacher’s Guide
57
oblivious a hazardous material rescue remote out of harm’s way search to scan to rest on the shoulders of soldiers survivors toxic trapped wounded READING PREVIEW Direct students’ attention to the photo and have them discuss it. The photo serves as the basis for the Reading Preview exercises. § Reading Preview, Exercise A Use the questions in Exercise A to get students talking—either in small groups or as a whole class—about issues related to the topic. Answers: 1. Robots that put out fires; robots that deactivate bombs; robots that rescue and identify wounded soldiers; cockroach robots that enter disaster zones. 2. The photos show different robots with real-­‐life purposes. 3. Answers will vary § Reading Preview, Exercise B The “Topic Vocabulary” items found in Exercise B are especially important for understanding the reading. They are not brought up in later exercises, but as students work with the content, these words and phrases are helpful for comprehension. Answers: 1. bombs, earthquakes, explosives, hazardous, toxic, trapped, wounded; 2. firefighters, soldiers; 3. rescue, search, survivors § Reading Preview, Exercise C Use the general introduction question on the left-­‐hand page to activate students’ predictive skills. Notice that the directions in Exercise C refer to the vocabulary. Answers will vary. THE READING STAGE, READING 1
(pages 188—190)
Students are now ready to read the selection. See the Guide to Teaching a Unit for best practices for teaching this stage of the reading process. THE POST-READING STAGE, READING 1
(pages 191—195)
After reading the content, students have the opportunity to approach the reading comprehension in segments. Each reading has reading-­‐specific questions and teaches a skill that will be useful in future readings. The comprehension questions are divided into “Big Picture” and “Close-­‐Up” sections. The former are related to the larger ideas of the reading, and the latter concentrate on details. See the Guide to Teaching a Unit for some general best practices to keep in mind. Reading Comprehension
(pages 191—192)
BIG PICTURE These questions ask students to identify main ideas, recognize the writer’s purpose, suggest possible headings for paragraphs, and so on. 58
Teacher’s Guide
Reading and Vocabulary Focus 3
© National Geographic Learning, a part of Cengage Learning
§ Big Picture, Exercise A Answers: Functions of the Paragraph 1. Describes and explains the abilities of today’s robots 2. Describes and explains the potential abilities of robots in the future 3. Gives example(s) of dangerous situation in which robots could be useful 4. Gives example(s) of situations in which robots provide information from a remote location 5. Describes situation(s) in which robots would help rescue people who are injured Paragraph Number 2, 3, 6 4, 5, 7, 8 2, 3, 5, 6 3, 5, 6 4, 5 § Big Picture, Exercise B Answers will vary. CLOSE-­‐UP These questions can usually be answered by scanning for specific material in the text. § Close-­‐Up, Exercise A Answers will vary. § Close-­‐Up, Exercise B Answers will vary. READING SKILL These activities direct students to use the reading to practice and refine vital reading skills. They also ask students to identify a specific feature in the reading and understand its function. § Reading Skill, Exercise A Answers: 1. combine the advanced technology of robots with the advantages of real robots; The cockroaches’ natural abilities allow them to move around and survive almost anywhere. 2. help people who are in life-­‐
threatening situations § Reading Skill, Exercise B Answers will vary. Vocabulary Practice
(pages 193—195)
The sections “Academic Vocabulary” and “Multiword Vocabulary” have similar functions. Both types are equally useful in students’ vocabulary repertoires for academic purposes. ACADEMIC VOCABULARY The first exercise in the “Vocabulary Practice” section asks students to find target items in the reading before working with them. § Academic Vocabulary, Exercise A Answers: 1. a; 2. b; 3. b; 4. a; 5. a; 6. a; 7. b; 8. b § Academic Vocabulary, Exercise B Answers: 1. hoping; 2. totally; 3. changes; 4. carefully; 5. situation; 6. locations; 7. quickly; 8. crowd MULTIWORD VOCABULARY This series gives a separate identity to multiword items only to make sure teachers are aware that these, despite being made up of several words, operate as cohesive, undivided vocabulary items. § Multiword Vocabulary, Exercise A Answers: 1. c; 2. a; 3. h; 4. e; 5. g; 6. b; 7. d; 8. f © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus 3
Teacher’s Guide
59
§ Multiword Vocabulary, Exercise B Answers: 1. be on the safe side. 2. rested on the shoulders of; 3. from a vantage point; 4. Hazardous materials; 5. a close call. 6. out of harm’s way. 7. comes to the rescue of; 8. a false alarm USE THE VOCABULARY This section challenges students to think deeper about new vocabulary. By using vocabulary items to answer questions, students cross the important threshold into productive knowledge. In this section, look for opportunities to recycle vocabulary. Answers will vary. Think and Discuss
(page 195)
The “Think and Discuss” section is specifically constructed to include critical-­‐thinking verbs (summarize, apply, make connections, relate, etc.). The directions give students topics to discuss in small groups. Answers will vary. THE PRE-READING STAGE, READING 2
(pages 196—197)
The photos, questions, and vocabulary previews prepare students for the upcoming reading. This stage helps to activate students’ prior knowledge. It prompts them to think about what they already know about the topic. See the Guide to Teaching a Unit for some general best practices to keep in mind. Reading Opener
(pages 196—197) Academic Vocabulary Multiword Vocabulary Topic Vocabulary to approximate to be after something expressive an aspiration to cross the line gesture convincing from head to toe identical to mimic a key feature interaction miniature a long way to go model a paradox a measure of success observe to protest to put something to the test react a version to spend one’s life recognize resemble respond similar scowl READING PREVIEW Direct students’ attention to the photo and have them discuss it. The photo serves as the basis for the Reading Preview exercises. § Reading Preview, Exercise A Use the questions in Exercise A to get students talking—either in small groups or as a whole class—about issues related to the topic. Answers will vary. § Reading Preview, Exercise B The “Topic Vocabulary” items found in Exercise B are especially important for understanding the reading. They are not brought up in later exercises, but as students work with the content, these words and phrases are helpful for comprehension. Answers: 1. expressive, observe, recognize, scowl; 2. gesture, interact, react, respond; 3. identical, model, resemble, similar 60
Teacher’s Guide
Reading and Vocabulary Focus 3
© National Geographic Learning, a part of Cengage Learning
§ Reading Preview, Exercise C Use the general introduction statement on the left-­‐hand page to activate students’ predictive skills. Notice that the directions in Exercise C refer to the vocabulary. Answers will vary. THE READING STAGE, READING 2
(pages 198—200)
Students are now ready to read the selection. See the Guide to Teaching a Unit for best practices for teaching this stage of the reading process. THE POST-READING STAGE, READING 2
(pages 200—205)
After reading the content, students have the opportunity to approach the reading comprehension in segments. Each reading has reading-­‐specific questions and teaches a skill that will be useful in future readings. The comprehension questions are divided into “Big Picture” and “Close-­‐Up” sections. The former are related to the larger ideas of the reading, and the latter concentrate on details. See the Guide to Teaching a Unit for some general best practices to keep in mind. Reading Comprehension
(pages 200—202)
BIG PICTURE These questions ask students to identify main ideas, recognize the writer’s purpose, suggest possible headings for paragraphs, and so on. § Big Picture, Exercise A Answers: 1. a; 2. b; 3. b; 4. a; 5. b § Big Picture, Exercise B Answer: Robots are becoming more humanlike with improvements in technology. CLOSE-­‐UP These questions can usually be answered by scanning for specific material in the text. § Close-­‐Up, Exercise A Answers will vary. Possible answer: 1. The robots should be physically similar to humans in their appearance and movements. 2. The robots must behave like humans. 3. The robots must learn like humans. 4. The robots must think like humans. 5. The robots must be able to recognize key features in an unpredictable environment and then respond in any number of ways. § Close-­‐Up, Exercise B Answers will vary. Possible answers: 1. Some humans feel uncomfortable if the robots are too human. 2. Some humans feel close to the humanoids if the robot isn’t “too human.” READING SKILL These activities direct students to use the reading to practice and refine vital reading skills. They also ask students to identify a specific feature in the reading and understand its function. © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus 3
Teacher’s Guide
61
§ Reading Skill, Exercise A Answers: Cue Action many challenges Ask: What are they? Scan to find them. higher aspirations Ask: Higher than what? Review prior text. Ask: What are they? Will the text tell me? key features Ask: What are they? a variety of tasks Ask: What are they? Will the text tell me? § Reading Skill, Exercise B Answers will vary. Example answer: P# Cue Action 4 a range of Ask: What advance are they? technology Will the text tell me? Vocabulary Practice
Response One challenge is to design robots that are like human in appearance and movement. These robotics experts don’t just want to make robots that are physically similar to us. They want to create humanoids that behave, learn, and think like humans and relate to us in familiar ways. Key features that humanoids need to recognize include things like human voice, movements, and expressions. Not included in the text. Response One model is the Telenoid, a small robot that allows complex interaction through cellular phones. (pages 203—205)
The sections “Academic Vocabulary” and “Multiword Vocabulary” have similar functions. Both types are equally useful in students’ vocabulary repertoires for academic purposes. ACADEMIC VOCABULARY The first exercise in the “Vocabulary Practice” section asks students to find target items in the reading before working with them. § Academic Vocabulary, Exercise A Answers: 1. mimics; 2. aspirations; 3. versions; 4. miniature; 5. convincing; 6. protested; 7. paradox; 8. approximate § Academic Vocabulary, Exercise B Answers: 1. c; 2. e; 3. a; 4. f; 5. d; 6. b § Academic Vocabulary, Exercise C Answers: 1. protest against; 2. mimic the behavior; 3. have convincing evidence; 4. have high aspirations; 5. closely approximate; 6. an apparent paradox MULTIWORD VOCABULARY This series gives a separate identity to multiword items only to make sure teachers are aware that these, despite being made up of several words, operate as cohesive, undivided vocabulary items. § Multiword Vocabulary, Exercise A Answers: 1. d; 2. f; 3. g; 4. c; 5. a; 6. h; 7. e; 8. b § Multiword Vocabulary, Exercise B Answers: 1. from head to toe; 2. put this idea to the test; 3. a measure of success; 4. spent his life; 5. are after; 6. crosses the line; 7. a long way to go; 8. key feature 62
Teacher’s Guide
Reading and Vocabulary Focus 3
© National Geographic Learning, a part of Cengage Learning
USE THE VOCABULARY This section challenges students to think deeper about new vocabulary. By using vocabulary items to answer questions, students cross the important threshold into productive knowledge. In this section, look for opportunities to recycle vocabulary. Answers will vary. Think and Discuss
(page 205)
The “Think and Discuss” section is specifically constructed to include critical-­‐thinking verbs (summarize, apply, make connections, relate, etc.). The directions give students topics to discuss in small groups. Answers will vary. UNIT REVIEW
(pages 206—207)
Following the exercises related to Reading 2 in each unit, there is a two-­‐page “Unit Review.” Use this material to perform review and synthesis tasks. VOCABULARY REVIEW This section presents students with a variety of challenging activities. One activity asks students to place phrases into blanks. This exercises students’ abilities to work with multiword units as wholes and to work with collocations involving single-­‐word targets. Another activity asks students to write the remainder of a partially composed sentence. This activates vocabulary knowledge as well as knowledge about the grammar surrounding the vocabulary. § Vocabulary Review, Exercise A Answers: 1. at the height of its power; 2. sustained the growth; 3. practical applications; 4. made a mark; 5. ended up; 6. laid the foundation; 7. elevate the level; 8. key components; 9. It comes as no surprise; 10. from far and wide § Vocabulary Review, Exercise B Answers will vary. § Vocabulary Review, Exercise C Answers will vary. § Vocabulary Review, Exercise D Answers will vary. CONNECT THE READINGS Having read two pieces about related topics, students are ready to compare and contrast the two readings. This section includes a graphic organizer to help students with this important skill. However, it also asks (in Exercises B and C) some in-­‐depth questions that encourage comparison of the two readings and prompt the application of the two readings to student experiences. © National Geographic Learning, a part of Cengage Learning
Reading and Vocabulary Focus 3
Teacher’s Guide
63
§ Connect the Readings, Exercise A Answers: Robots in Reading 1 Approximation These robots are not meant to to human form approximate human form or and behavior behavior Functions Deal remotely with dangerous situations; save people in danger; remotely gather information Designers’ To keep humans out of danger goals in while still allowing them to tend creating them to dangerous situations Potentially for These robots can potentially future benefit help people in dangerous to humans situations Robots in Reading 2 Very similar in form and behavior to humans To mimic human behavior and appearance; to interact with humans To reveal what is fundamentally human about us Humanoids will be able to interact, learn and behave like humans and provide insight into what makes us human § Connect the Readings, Exercise B Answers will vary. § Connect the Readings, Exercise C Answers will vary. 64
Teacher’s Guide
Reading and Vocabulary Focus 3
© National Geographic Learning, a part of Cengage Learning