Subject Link 8 - TG

S U B J E C T
Curriculum Integration Reading Program
L8
Te a c h e r ' s G u i d e
Subject Link 8
Contents
2 Subject Link L8 • Teacher’s Guide 3

Chapter 1
• Are you interested in studying law? Why or why not?

Lesson 1 |
The History of Law • Who makes the laws in your country? Are they good laws?
• What do you think are the best punishments for people who break the law?
2) Turn to the chapter’s Background Knowledge page (p. 8) right after the chapter
title page. Read through the Lesson 1 background knowledge with the students
and clarify any confusion they may have. If time permits, ask the students basic
comprehension questions about the passage. Explain that this information will be
Objectives helpful to them in understanding the main reading passage.
1. Students will learn about the history of law.

2. Students will understand the meanings of new words and be able to use them in 3) Read the discussion question in Before You Read part A and encourage the
sentences. students to discuss it either in pairs or as a class.
3. Students will practice reading comprehension skills – identifying the main idea and
supporting details, making inferences, and using context to understand vocabulary. 4) Introduce the keywords from Before You Read part B. Give definitions of the words
4. Students will practice summarizing passages. to the students and have them match the easier synonyms in the box with the
5. Students will make connections between the reading selection and their own sentences below. Quickly check them as a class, and then offer examples of the
experiences. words in another context if possible. The objectives box above also lists other
suggested vocabulary words that can be defined for the students, but when those
are introduced is up to the teacher’s discretion.
Key Words
enforce, common sense, punishment, severe, lash, entire, reward, compensation,
5) Have the students fill in the sentences with the keywords either individually, in pairs,
responsibility, collapse, legal, civil, interact, possession, ban
or as a class. Check their answers to ensure comprehension.
Extra Idea for Vocabulary Practice (optional): Quiz Show

LESSON GUIDE Write all the keywords on the board and split the students into two or three teams.
Have a student from each team come to the front of the class. Tell them that
Before Reading you’re going to read a word definition out loud, and that if they know the answer,
they should ring a bell or hit a buzzer (if you have props) or raise their hands. Ask
1) Have the students turn to the title page of Chapter 1 and read the chapter title, the
the student who reacts first to the definition what the answer is. If their answer is
Think BIG question, and the Lesson 1 question (other lesson questions are also
correct, they get a point for their team. If it is incorrect, the other student(s) may
an option). Brainstorm answers to these questions all together. Any response is
have a chance to answer. Continue until all the keywords have been used.
desirable, so do not limit the students in their answers. Some of the following guide
questions may also be asked of individual students or given to pairs to discuss:

During Reading After Reading
1) Play the accompanying CD track for the students. Tell them to follow along in the 1) Ask the students what the main idea of the reading passage was. Since they will
book as the native speaker reads the passage. If the class is advanced enough, be doing more summaries of the information later, there is no need to go in depth
ask basic comprehension questions about the topic, main idea, details, etc. into supporting details. If necessary, write the main idea on the board for future
reference.
2) Read the title and subtitle together. Tell the students to keep them in mind while
they read the passage themselves since the title and subtitle often contain the 2) Read the Connect to Yourself question at the bottom of the second page of the
passage’s topic and/or main idea. reading passage. Have the students answer it using the information from the
passage and/or their own personal experience to integrate what they have learned
3) There are many ways to read a passage as a class, and different classes may into their lives. Any answers or discussion should be encouraged.
respond better to different techniques. It is also good to use different techniques
on different days to prevent too much routine. Some different ways to read through 3) Reading Comprehension
a passage are: If you feel that the students have a good understanding of the passage or are at the
• Select students to read each paragraph aloud one at a time. level to answer the questions by themselves, have them complete the page on their
• Have the students take turns reading sentences in a predetermined pattern. own or with a partner and check the answers as a class. However, if the students
• Have the students read up to three or four sentences before choosing the next are at a lower level or cannot answer the questions easily, go through the page as a
reader. class. Read both the question and answer choices all together, and explain why the
• Have the entire class read a paragraph or the whole passage out loud together. correct choice is the answer after the students have identified it. Explain what main
• Read a paragraph or the passage yourself, but tell the students to say the next idea, purpose, detail, and inference all mean as you do so.
word out loud any time you pause mid-sentence.
• Read each sentence and have an individual student or the class repeat it back to 4) Graphic Organizer
you to practice reading pronunciation. Explain how graphic organizers help show information from reading passages in
a logical way. Put this unit’s graphic organizer on the board and go through it as
4) Whenever a keyword or phrase is read, have the students underline it. If time a class so the students can process the flow of information better. Check the
permits, ask one or more students for a quick summary of the word’s definition. students’ answers before you move on.
5) After each paragraph is read, ask the students what its main idea is and then direct 5) Summary
them to the Paragraph Summary below the passage. Have them fill in the sentence Have the students complete the summary by filling in the blanks either individually
summarizing that paragraph and quickly discuss why it is the paragraph’s most or in pairs. Refer them to their graphic organizers and any notes on the board
important information. If necessary, write the summary on the board as well and/ for assistance. Another option is to fill in the summary all together as a class if
or explain why it is the best summary. Writing it on the board is useful since you will students are struggling. Check the students’ answers before continuing.
have a complete summary on the board for easy reference by the end of the passage.

6) Vocabulary Test Speaking
This vocabulary test covers all of the keywords in the objectives box above, not just Write down the keywords from the unit on individual cards. With the students in a
the ones in Before You Read. It is up to the teacher on when to go over these extra circle and a soft ball, play a game titled "Freeze!" Place a set of vocabulary cards in
vocabulary words. Some possible places are: right after matching up the words the middle of the circle and tell the students to throw the ball to any person in the
in the Before You Read section, as they come up in the reading passage, or right circle. When the teacher yells, "Freeze!" everyone must stop moving. The person
before the Vocabulary Test itself. This has been left intentionally open ended to with the ball must draw a card and say the keyword. Then they must use the word in
allow the teachers some flexibility in their class plans. a sentence.
Extra Idea (optional): Word Scavenger Hunt

Make a list of all the keywords in the same order that they appear in the passage
on the board. Tell the students to read the passage quietly in their seats and raise
their hands when they find one of the words on the list. Ask the student who finds
the first word to read the sentence that contains it out loud. Ask them if they also
remember the meaning of the word. They can check the definition in the keyword
section if they can’t remember it. For advanced students, ask them to use the word
in a different sentence instead. Continue until all the keywords have been found
and defined or used.
Additional Writing and Speaking (optional)

Writing
Have the students answer the Connect to Yourself question either on spare paper
or in the blank Memo section in the back of the workbook. Encourage them to write
at least five or six sentences using the information from the passage and their own
experience. Then edit their responses and have the students present them at the
front of the class.

ANSWER KEY: STUDENT BOOK ANSWER KEY: Workbook
Before You Read Part A
Discussion 1. civil 2. collapse
(Sample Answer) Yes, she is Lady Justice. She is the Roman goddess of Justice. 3. enforce 4. responsibility
Vocabulary 5. punishment 6. reward
1. b 2. d 3. e 4. c 5. a 7. possession 8. entire
9. legal 10. severe
Paragraph Summary 11. ban 12. lash
1. Laws 2. wrong 13. common sense 14. interact
3. first 4. Romans / civil 15. compensation
5. governments / change
Part B
Connect to Yourself (A) to control
(Sample Answer) No, I think most laws today make sense. (B) depended
(C) being
Reading Comprehension
1. c 2. b 3. b 4. c 5. d 6. a Part C
7. Egyptian laws were based on common sense views of right and wrong. (E)
8. We get the phrase “an eye for an eye” from Babylonian law.
9. The law about banning alcohol in the U.S. was changed. Part D
(c)
Graphic Organizer & Summary
Step 1
Ancient Egypt – views of right and wrong / lashings from a whip
Babylon – giant stone tablets / compensation for theft
Rome – property and possessions
Modern Day – can be changed
Step 2
In ancient Egypt, people’s views of right and wrong helped create laws.
Lawbreakers’ punishments could be easy or difficult and involve lashings from
a whip. In 1772 B.C., the Code of Hammurabi in Babylon had laws written on
giant stone tablets. It included laws about marriage, protecting homeowners,
and compensation for theft. Romans made the Law of the Twelve Tables. The
laws focused on property and possessions. Modern laws have been influenced
by laws from the past. Our laws are made by governments. New laws can be
created by governments, while older laws can be changed.
Vocabulary Test
1. a 2. d 3. d 4. d 5. b 6. a 7. c 8. b
9. c 10. reward 11. possession 12. responsibility

Lesson 2 |
A Criminal Profiler • What is criminal profiling?
• How do criminal profilers help police investigate crimes?
• Do you think criminal profiling is accurate? Why or why not?
Objectives comprehension questions about the passage. Explain that this information will be
1. Students will learn about who criminal profilers are, what they do, and how they help helpful to them in understanding the main reading passage.
solve crimes.
Key Words
set off, psychiatrist, assure, mechanic, identity, essential, expert, evidence, suspect,
degree, criminal, justice, department, serial, previous
Extra Idea for Vocabulary Practice (optional): Time is Ticking

Have the students work in pairs. Tell each pair that they have one minute (you can
LESSON GUIDE extend the time limit if necessary) to make as many sentences as possible using
Before Reading the different words from the keyword section. However, remind the students that
spelling and grammar still count. Each correct sentence they make is worth one
1) Have the students turn to the title page of Chapter 1 and read the chapter title, the point. The team with the most points is the winner.

reference.

This vocabulary test covers all of the keywords in the objectives box above, not just Conduct an activity where the objective is to guess what keyword another person
the ones in Before You Read. It is up to the teacher on when to go over these extra is thinking about. The guesser can only ask 20 yes or no questions (ex. “Are you
vocabulary words. Some possible places are: right after matching up the words thinking of an object?”). The person answering must respond with a full sentence
in the Before You Read section, as they come up in the reading passage, or right to practice their grammar (ex. “Yes, I am thinking of an object.”). The guesser wins
before the Vocabulary Test itself. This has been left intentionally open ended to if they guess the keyword in fewer than 20 questions. The person answering wins
allow the teachers some flexibility in their class plans. if the guesser cannot guess the keyword in fewer than 20 questions. Repeat with
different pairs of students until all the keywords have been used or the whole class
Extra Idea (optional): Sum it Up has participated.
Ask the students to work in groups of two to four. Tell them to read the passage
again and work together to write their own summaries of the passage. Have all
the groups present their summaries to the class. Take a vote to see which group
created the best summary and give the winning group a small prize.

Writing
front of the class.

Discussion 1. previous 2. criminal
(Sample Answer) Yes, I have seen criminal profilers on the TV show Criminal Minds. 3. suspect 4. essential
Vocabulary 5. degree 6. evidence
1. d 2. e 3. b 4. c 5. a 7. mechanic 8. justice
9. set off 10. psychiatrist
Paragraph Summary 11. serial 12. identity
1. psychiatrist / profile 2. criminal / police 13. department 14. assure
3. experts / psychology 4. prevent / serial 15. expert
5. perfect / police
Part B
Connect to Yourself (A) who
(Sample Answer) Yes, I would like to be a profiler. It seems like an interesting job, (B) assured
and I would feel proud if I helped catch a criminal. (C) was
Reading Comprehension Part C

1. c 2. a 3. b 4. c 5. d 6. c (B)
7. He told the police that the man was middle-aged, unmarried, and a skilled
mechanic from Connecticut. Part D
8. He or she needs a degree in psychology, criminal justice, or behavioral science. (b)
9. Today’s profilers can create better profiles thanks to decades of knowledge and
experience.

Step 1
Who Profilers Are – have a degree / jobs in police departments
What Profilers Do – left at crime scenes / a psychological sketch
Why Profilers Are Useful – what type of person / where the next crime may take
place
Step 2
Police use criminal profiling to solve crimes. Criminal profilers have a degree in
psychology, criminal justice, or behavioral science. Profilers are not police officers,
but some have jobs in police departments. Profilers look at the evidence left at
crime scenes by criminals. This allows them to learn about the criminal and write a
psychological sketch of the criminal. This information tells what type of person the
police should be looking for. Profilers are useful in cases with repeated crimes as
they may be able to determine where the next crime may take place. Profilers are a
great help to the police.
Vocabulary Test
1. c 2. b 3. a 4. c 5. d 6. a 7. b 8. c
9. d 10. suspect 11. degree 12. justice

Lesson 3 |
Fingerprints in desirable, so do not limit the students in their answers. Some of the following guide
Criminal Investigations
• What patterns do your fingerprints have?
• Why are your fingerprints important?
• How do police collect fingerprints at a crime scene?
1. Students will learn about how fingerprints can be used in a criminal investigation.
Key Words are introduced is up to the teacher’s discretion.
investigation, fingerprint, tip, fairly, contemporary, pottery, dig up, ridge, combination,
forensic, object, dust, visible, preserve, worldwide 5) Have the students fill in the sentences with the keywords either individually, in pairs,
Extra Idea for Vocabulary Practice (optional): Guess the Word

LESSON GUIDE Have the students work in groups of two to four. Write all the keywords on the
board. Give the students one minute to look at the keywords and their sentences
Before Reading in the book. Then have the students close their books, and have each group write
1) Have the students turn to the title page of Chapter 1 and read the chapter title, the down what they think each word’s definition is. Call on different groups for answers
Think BIG question, and the Lesson 3 question (other lesson questions are also and write the best definitions on the board. Correct the answers together as a
an option). Brainstorm answers to these questions all together. Any response is class.

reference.

This vocabulary test covers all of the keywords in the objectives box above, not just Divide the class into two groups and arrange each group in a straight line or row.
the ones in Before You Read. It is up to the teacher on when to go over these extra Ask for a volunteer listener from each group. Take them outside of the classroom
vocabulary words. Some possible places are: right after matching up the words and give them a message (one sentence or more, depending on the students’
in the Before You Read section, as they come up in the reading passage, or right level). Open the door and let the students run to the first member of their group to
before the Vocabulary Test itself. This has been left intentionally open ended to whisper the message. Each member passes the message by whispering to their
allow the teachers some flexibility in their class plans. neighbor. When the message reaches the end, the last person runs to the board
and writes the message that they heard. The winner can be determined in various
ways: the first team to pass a legible, complete message (even if it's wrong), the
Extra Idea (optional): Reading Orchestra
first team to finish, or the team with the message closest to the original sentence.
Divide the class into three groups. Ask one group to read the passage in a high
voice, tell the second group to read in a normal voice, and have the third group read
in a low, deep voice. Tell each group that they should read only when you gesture to
them. As the conductor, you can have the groups reading individually, two at a time,
or all at once.

Writing
front of the class.

Discussion 1. investigation 2. object
(Sample Answer) Yes, I had my fingerprints taken at the airport when I traveled to 3. visible 4. combination
the United States. 5. pottery 6. worldwide
Vocabulary 7. fingerprint 8. dust
1. c 2. d 3. e 4. a 5. b 9. contemporary 10. preserve
11. dig up 12. fairly
Paragraph Summary 13. ridge 14. forensic
1. patterns / catch 2. evidence / criminals 15. tip
3. unique / whorls 4. powder / scanner
5. change / advantage Part B
(A) leave
Connect to Yourself (B) that
(Sample Answer) They can be used to open doors. You place your finger on the (C) cause
scanner, and then the door opens.
Part C
Reading Comprehension (B)
1. a 2. d 3. b 4. d 5. c 6. d
7. Henry Faulds was inspired to study fingerprints after he noticed that Part D
fingerprints had been left behind on pieces of ancient pottery. (E)
8. They have patterns such as loops, whorls, and arches.
9. In the past, people put their fingers in ink and left their fingerprints on paper.

Step 1
The Study – old pieces of pottery / used to catch criminals / loops, whorls, and
arches / Oils in our skin
The Collection – crime scenes / dusted with powder / saved on computers
Step 2
After Henry Faulds found fingerprints on old pieces of pottery, he began to study
them. He later wrote an article about how fingerprints could be used to catch
criminals. His idea spread, and a British court used fingerprints as evidence in
1902. Now we know that fingerprints have patterns such as loops, whorls, and
arches, and oils in our skin make fingerprint patterns stay on things. This makes
them unique, and a good tool to catch criminals. Fingerprints are collected
from crime scenes by forensic experts. The fingerprints are easier to see when
they are dusted with powder. Nowadays, fingerprints’ images can be saved on
computers and shared worldwide.
Vocabulary Test
1. b 2. d 3. c 4. a 5. d 6. c 7. c 8. d
9. b 10. objects 11. ridges 12. forensic

• What are some of the most famous paintings in the world? What would happen if
Lesson 4 |
Art Theft they were stolen?
• Have you ever seen any movies about stealing art?
• How do art museums protect their artworks?
1. Students will learn about the robbery at the Isabella Stewart Gardner Museum. helpful to them in understanding the main reading passage.
2. Students will understand the meanings of new words and be able to use them in
sentences. 3) Read the discussion question in Before You Read part A and encourage the
3. Students will practice reading comprehension skills – identifying the main idea and students to discuss it either in pairs or as a class.
supporting details, making inferences, and using context to understand vocabulary.

4. Students will practice summarizing passages. 4) Introduce the keywords from Before You Read part B. Give definitions of the words
5. Students will make connections between the reading selection and their own to the students and have them match the easier synonyms in the box with the
experiences. sentences below. Quickly check them as a class, and then offer examples of the
words in another context if possible. The objectives box above also lists other
Key Words
robbery, found, collector, acquire, eventually, disguise, knock, festivity, warrant,
handcuffs, smash, immediately, notoriously, professional, reminder
Extra Idea for Vocabulary Practice (optional): Scramble for Words

LESSON GUIDE Prepare small cardboard cards with the unit’s keywords, their meanings, and their
Before Reading synonyms. Half of the cards should have vocabulary words written on them, and half
should have their meanings or synonyms written on them. Spread all the cards out
1) Have the students turn to the title page of Chapter 1 and read the chapter title, the on the floor and have a student come over and pick out two cards that match. After
Think BIG question, and the Lesson 4 question (other lesson questions are also picking the cards out, have the student go up to the board and stick the two cards
an option). Brainstorm answers to these questions all together. Any response is next to each other. Continue the activity until there are no cards left on the floor.
desirable, so do not limit the students in their answers. Some of the following guide Review the vocabulary words and their meanings or synonyms with the students
questions may also be asked of individual students or given to pairs to discuss: after the activity is finished.

reference.

This vocabulary test covers all of the keywords in the objectives box above, not just Play a picture guessing game with the students. Ask one student to come to the
the ones in Before You Read. It is up to the teacher on when to go over these extra board and draw a picture associated with a keyword from the unit. Have the class
vocabulary words. Some possible places are: right after matching up the words guess what the word is. The person that correctly guesses the word must use it in
in the Before You Read section, as they come up in the reading passage, or right a sentence. Continue until all the keywords have been used.
before the Vocabulary Test itself. This has been left intentionally open ended to
allow the teachers some flexibility in their class plans.
Extra Idea (optional)

Divide the class into two to four teams. Have one volunteer from each team come
to the front of the classroom facing away from the board. Write a vocabulary word
on the board and have the rest of the students explain the word (without saying it)
to their team members who are at the front. The first student to guess the word
receives a point for their team, and the team with the most points at the end wins
the game. If necessary, it is also possible to use previous vocabulary words.

Writing
front of the class.

3) Once all the lessons have been reviewed by the students, split them into pairs
Chapter 1 REVIEW CLASS LESSON GUIDE and have them briefly discuss what they learned from this chapter to connect each
lesson’s ideas to the overall topic.
Chapter 1 Project Worksheet

1) Before class, download the Chapter 1 project worksheet from www.ibuildandgrow.
com (“For Teachers” → “Teaching Materials” → “Reading” tab → “Subject Link
Objectives 8 Project Worksheet”). Make enough copies so that each student has their own
1. Students will review the information from each lesson using the concept map. worksheet.
2. Students will apply what has been learned about the chapter topic by completing a
project worksheet on it. 2) The purpose of these project worksheets is to encourage the students to creatively
3. Students will practice the keywords that they have learned in this chapter. make or do something related to the chapter topic. For Chapter 1, the end result
will be a fingerprint and simple paragraph by each student about a criminal. Have
the students follow the steps on the worksheet to work their way up to the finished
project. Offer advice and answer questions as needed. For lower levels, you may
want to do the project yourself before class to show the students as an example.
LESSON GUIDE
Chapter 1 Wrap-up 3) After the students have finished their projects, have them briefly present their
worksheets to the rest of the class. This helps the students practice their spoken
1) Have the students turn to the Chapter 1 Wrap-up on p. 33. Remind them of the
English and encourages them to share their creative ideas more freely.
chapter’s topic (“Crime”).
2) The idea of the concept map is to solidify all the information that the students have Other Ideas and Activities
learned in whatever way the teacher prefers. One recommended way is to have the
1) Any time left over in this review class may be used at the teacher’s discretion. One
students brainstorm either individually or in pairs and write down any and all ideas
recommendation is to complete any lesson comprehension questions, vocabulary
that they remember from each lesson. Another way is to divide the class into four
review, or workbook homework that the students have not finished already.
groups and have the groups review one lesson each and present it to the class.
Your job is to facilitate the conversation in each group and answer any questions
2) If the students have finished all their work, look through the “Extra Idea” and
that come up. As each group or pair presents the ideas from their lesson, write
speaking activities suggested in each lesson and pick out one or two for the class
them on the board for more effect. Also, encourage the students to use as many
to do. These are useful since they are fairly easy but still help the students practice
keywords as possible when they write or speak.
their keywords, reading, and passage comprehension.

ANSWER KEY: STUDENT BOOK
CHAPTER 1 WRAP-UP ANSWER KEY Before You Read
Discussion
Chapter 1 Concept Map Sample Responses (Sample Answer) Yes, I visited the Metropolitan Museum of Art in New York last
summer.
Vocabulary
1. a 2. d 3. e 4. b 5. c
Paragraph Summary
1. $500 / unsolved 2. collector / share
3. police officers / guards 4. art / investigation
5. empty
Connect to Yourself
(Sample Answer) I would ask criminal profilers to create profiles of the suspects to
help me.
1. c 2. d 3. c 4. a 5. b 6. b
7. Two thieves stole 13 pieces of art valued at $500 million.
8. It is the only museum where the art and the building are part of one person’s
private collection.
9. They said that because paintings are hard to sell.

Step 1
How It Happened – dressed as police officers / an arrest warrant / valued at
$500 million
After the Theft – discovered that the art was missing / began their investigation /
has not been found
Step 2
Two thieves robbed the Isabella Stewart Gardner Museum in 1990. The thieves
dressed as police officers and knocked on the museum’s door. They told the
guards that they had an arrest warrant for them and then tied all the guards up.
Then the thieves stole 13 pieces of art from artists like Degas and Rembrandt.
The art was valued at $500 million. The next morning, the museum’s staff found
the guards and discovered that the art was missing. The theft was reported and
Chapter 1 Project Worksheet the police began their investigation. They still have not caught the thieves and the
art has not been found yet.
will vary by student
Vocabulary Test
1. b 2. d 3. a 4. d 5. b 6. c 7. a 8. c
9. b 10. eventually 11. warrant 12. notoriously

Chapter 2
ANSWER KEY: Workbook

Lesson 5 |
Part A
The Effects of Green
Tea
1. eventually 2. knock
3. robbery 4. professional
5. festivity 6. notoriously
7. reminder 8. smash
9. acquire 10. handcuffs
11. warrant 12. found
13. disguise 14. immediately
15. collector
Part B
(A) where
(B) could
Objectives
(C) Valued
1. Students will learn about the ingredients in green tea and their effects.
Part C 2. Students will understand the meanings of new words and be able to use them in
(D)
sentences.
Part D 3. Students will practice reading comprehension skills – identifying the main idea and
(a) supporting details, making inferences, and using context to understand vocabulary.
4. Students will practice summarizing passages.
5. Students will make connections between the reading selection and their own
experiences.
Key Words
cancer, beat, tense, liver, side effect, interrupt, anxiety, caution, sufficient, quantity,
have a hand in, immunity, flu, beneficial, lessen
LESSON GUIDE
Before Reading

During Reading
1) Play the accompanying CD track for the students. Tell them to follow along in the
• Do you like drinking tea? Why or why not?
book as the native speaker reads the passage. If the class is advanced enough,
• Where does green tea come from? Is it native to your country?
ask basic comprehension questions about the topic, main idea, details, etc.
• What are the ingredients of green tea?
they read the passage themselves since the title and subtitle often contain the
passage’s topic and/or main idea.
3) There are many ways to read a passage as a class, and different classes may
helpful to them in understanding the main reading passage.
respond better to different techniques than to others. It is also good to use
different techniques on different days to prevent too much routine. Some different
3) Read the discussion question in Before You Read part A and encourage the
ways to read through a passage are:
students to discuss it either in pairs or as a class.
• Select students to read each paragraph aloud one at a time.
• Have the students take turns reading sentences in a predetermined pattern.
4) Introduce the keywords from Before You Read part B. Give definitions of the words
• Have the students read up to three or four sentences before choosing the next
to the students and have them match the easier synonyms in the box with the
reader.
sentences below. Quickly check them as a class, and then offer examples of the
• Have the entire class read a paragraph or the whole passage out loud together.
• Read a paragraph or the passage yourself, but tell the students to say the next
• Read each sentence and have an individual student or the class repeat it back to
you to practice reading pronunciation.
4) Whenever a keyword or phrase is read, have the students underline it. If time
permits, ask one or more students for a quick summary of the word’s definition.
Extra Idea for Vocabulary Practice (optional): Word Lottery
Prepare small slips of paper with the keywords written on them. Put all the slips
5) After each paragraph is read, ask the students what its main idea is and then direct
of paper in a hat or bowl. Have a student come to the front of the class and pull
them to the Paragraph Summary below the passage. Have them fill in the sentence
out a word. Tell the student to read the word out loud for the class and use it in a
summarizing that paragraph and quickly discuss why it is the paragraph’s most
sentence. Repeat until all the words have been used.
important information. If necessary, write the summary on the board as well and/
or explain why it is the best summary. Writing it on the board is useful since you will

After Reading 6) Vocabulary Test
This vocabulary test covers all of the keywords in the objectives box above, not just
1) Ask the students what the main idea of the reading passage was. Since they will
the ones in Before You Read. It is up to the teacher on when to go over these extra
be doing more summaries of the information later, there is no need to go in depth
vocabulary words. Some possible places are: right after matching up the words
into supporting details. If necessary, write the main idea on the board for future
in the Before You Read section, as they come up in the reading passage, or right
reference.
2) Read the Connect to Yourself question at the bottom of the second page of the
reading passage. Have the students answer it using the information from the
Extra Idea (optional): The Best Actor
Write down simple situations on pieces of paper using the different keywords from
into their lives. Any answers or discussion should be encouraged.
the unit. For example, if “seashell” is a keyword, a situation could be “You are
collecting seashells on the beach.” Have the students stand up (you can ask them
3) Reading Comprehension
to move their chairs and tables to the side of the room to create more space),
If you feel that the students have a good understanding of the passage or are at the
and tell them to take turns acting out the situations they draw out of a hat or bag.
level to answer the questions by themselves, have them complete the page on their
Continue until all the situations have been performed.
own or with a partner and check the answers as a class. However, if the students
are at a lower level or cannot answer the questions easily, go through the page as a
class. Read both the question and answer choices all together, and explain why the
correct choice is the answer after the students have identified it. Explain what main
idea, purpose, detail, and inference all mean as you do so.
4) Graphic Organizer Additional Writing and Speaking (optional)

Explain how graphic organizers help show information from reading passages in
Writing
a class so the students can process the flow of information better. Check the
students’ answers before you move on.
5) Summary
front of the class.
Have the students complete the summary by filling in the blanks either individually
or in pairs. Refer them to their graphic organizers and any notes on the board
for assistance. Another option is to fill in the summary all together as a class if
students are struggling. Check the students’ answers before continuing.

Speaking: Q&A ANSWER KEY: STUDENT BOOK
Write a question on the board and ask the students to ask you it (ex. “Will you
Before You Read
drink more green tea now that you have read this article?”). This provides an Discussion
excellent opportunity for you to model some example answers and check their (Sample Answer) Yes, I have. I drink green tea every day. I love how it tastes.
Vocabulary
pronunciation. Then have a student ask another student the question. When the
1. b 2. d 3. a 4. e 5. c
students understand some of the possible ways of answering the question, move to
open pairs (student A asks student C, etc.). After a few rounds with open pairs, put Paragraph Summary
1. green / benefits 2. cancer / cholesterol
the students in closed pairs and walk around the room listening as they ask and
3. liver / anxiety 4. flu
answer. Finish the exercise by calling on individual students to answer the question. 5. stress / mental 6. side effects
Connect to Yourself
(Sample Answer) Broccoli is a food that I consume for my health. It has a lot of
vitamins, but I don’t like it very much.
1. c 2. b 3. d 4. a 5. c 6. d
7. It slows the growth of cancer cells.
8. Vitamin C is a substance that the human body cannot make in sufficient
quantities.
9. It is a beneficial substance because it has been shown to lessen stress and
increase mental abilities.

Step 1
Substances – increases heart rate / through food and drink / mental as well as
physical health
Health Effects – lowers cholesterol levels / Parkinson’s and liver disease /
improves mental abilities
Step 2
Green tea contains substances that have health benefits. Catechin is one such
substance. It helps the body fight cancer and lowers cholesterol levels. Caffeine
is a substance that increases heart rate. In the past, it was not believed to be
healthy. Now we know that it lowers the risk for Parkinson’s and liver disease.
Vitamin C is a substance that we get through food and drink. It helps us avoid
getting sick and help us recover when we do. Theanine is a substance that
affects mental as well as physical health. It lessens stress and improves mental
abilities. Green tea is very healthy. However, with any healthy substance, it is also
important to know if there are any side effects.
Vocabulary Test
1. a 2. d 3. b 4. c 5. d 6. b 7. b 8. a
9. c 10. flu 11. lessen 12. immunity

Lesson 6 |
Part A
Tea Cultures Around
the World
1. lessen 2. liver
3. immunity 4. side effect
5. interrupt 6. cancer
7. flu 8. quantity
9. beneficial 10. caution
11. have a hand in 12. tense
13. sufficient 14. beat
15. anxiety
Part B
(A) have been using
(B) have
Objectives
(C) can’t
1. Students will learn about tea customs in China and the United Kingdom.
(E)
sentences.
(c) supporting details, making inferences, and using context to understand vocabulary.
experiences.
Key Words
custom, formal, aspect, tap, apology, serve, ceremony, gratitude, sacrifice, tie,
adapt, afford, substantial, means, socialize
LESSON GUIDE
Before Reading

Chapter 2
desirable, so do not limit the students in their answers. Some of the following guide During Reading
• Why are tea ceremonies important?
• Does your country have a tea culture? It not, do you wish it did?
• What are some countries that drink lots of tea?
on different days to prevent too much routine. Some different ways to read through
a passage are:
reader.
Extra Idea for Vocabulary Practice (optional): Draw Something
Prepare small slips of paper with the unit’s keywords written on them. Put the
slips in a hat or bowl. Divide the class into two teams and ask one member from
each team to come up to the front. Have one of them pick a word from the bowl
or hat and show it to the other student. Split the board into two halves and have
the students draw pictures that will help their teams guess the word (no letters or
numbers allowed). The team that guesses the word first gets a point. Repeat until
all the keywords have been used.

reference.
passage and/or their own personal experience to integrate what they have learned Extra Idea (optional): The Secret Word
into their lives. Any answers or discussion should be encouraged. Choose a frequently used function word from the passage (article, pronoun,
preposition, etc.). Have the students stand up and read the passage again as a
3) Reading Comprehension group, but tell them they are not allowed to say your chosen word. Whenever a
If you feel that the students have a good understanding of the passage or are at the student is caught saying the word, have them sit down. Continue until the passage
level to answer the questions by themselves, have them complete the page on their is finished or until there is only one student left standing. Have that student finish
own or with a partner and check the answers as a class. However, if the students reading the passage normally and give him or her a small prize.
4) Graphic Organizer Additional Writing and Speaking (optional)

a logical way. Put this unit’s graphic organizer on the board and go through it as Writing
a class so the students can process the flow of information better. Check the Have the students answer the Connect to Yourself question either on spare paper
students’ answers before you move on. or in the blank Memo section in the back of the workbook. Encourage them to write
5) Summary experience. Then edit their responses and have the students present them at the
Have the students complete the summary by filling in the blanks either individually front of the class.

Speaking: Sentence Chain ANSWER KEY: STUDENT BOOK
The objective of this game is to have the students use keywords in sentences that
Before You Read
start with the last word the previous person said. Ask the first student on one side Discussion
of the room to start the game and instruct the next student in the row to give the (Sample Answer) Yes, I went to a traditional tea ceremony in Japan with my
parents.
next sentence. Go around the entire room until everyone has participated. Don't
Vocabulary
allow students to use keywords that have already been said unless there are more 1. a 2. d 3. e 4. b 5. c
students than keywords.
Paragraph Summary
1. customs / tea 2. China / gratitude
3. snack / high 4. emotional / socialize
Connect to Yourself
(Sample Answer) It would take place at 3 p.m. every day. People would drink tea
with some snacks and take a short nap after that.
1. d 2. b 3. d 4. a 5. c 6. d
7. A tea drinker can thank the server by tapping the table with the index and
middle fingers.
8. It is a way of showing respect.
9. It usually came from India or Ceylon.

Step 1
China – ceremonial customs / different emotions / Offering tea to one’s elders /
act as an apology / expression of gratitude
The U.K. – the workday schedule / relaxation and socializing / light snacks /
working-class people / later in the day
Step 2
China and the United Kingdom have well-developed tea cultures. In China, tea
drinking often has ceremonial customs, and the offer of tea can express different
emotions. Offering tea can show respect to one’s elders, act as an apology, and
can also be an expression of gratitude during a wedding ceremony. In the United
Kingdom, tea drinking is linked to the workday schedule. Afternoon tea is a time
for relaxation and socializing. Typically, it is served with light snacks. High tea
originally took the place of dinner for working-class people. It happens later in the
day than afternoon tea.
Vocabulary Test
1. a 2. d 3. b 4. a 5. c 6. d 7. d 8. d
9. b 10. tapping 11. customs 12. socialize

Lesson 7 |
Part A
Coffee Cantata
1. tap 2. socialize
3. substantial 4. serve
5. formal 6. gratitude
7. afford 8. sacrifice
9. means 10. adapt
11. apology 12. aspect
13. custom 14. ceremony
15. tie
Objectives
Part B
(A) thanking 1. Students will learn about Bach’s Coffee Cantata.
(B) showing 2. Students will understand the meanings of new words and be able to use them in
(C) married
sentences.
Part C 3. Students will practice reading comprehension skills – identifying the main idea and
(C) supporting details, making inferences, and using context to understand vocabulary.
Part D
(e) 5. Students will make connections between the reading selection and their own
experiences.
Key Words
director, era, movement, score, soloist, accompany, audience, refer to, refuse,
threaten, punish, suitor, appreciate, devotion, factor
LESSON GUIDE
Before Reading

• What is a cantata?
During Reading
• What kind of music do coffee shops often have?
• Would you like to see Coffee Cantata? Why or why not?
a passage are:
reader.
Extra Idea for Vocabulary Practice (optional): Verb or Noun?

Tell the students that you are going to start reading the keywords out loud. Ask
them to look up at the ceiling if the word you read is a noun, and down at their desk
if the word is a verb. If the word you read isn’t a noun or a verb, tell them to look
straight ahead.

reference.
Extra Activity (optional)
Gather the class together to play "Wheel of Detail." Using a Bristol board and
colored markers, make a "Wheel of Fortune"-type game wheel. Insert a pin
or straightened paper clip through the center of the wheel, and glue or tape a
cardboard arrow to it. On the wheel, write a detail question from the reading
passage and cover it with a piece of paper. Divide the students into two teams and
have a representative from each come up to the front. After spinning the wheel, a
question is uncovered, and the students compete to see who can answer it first.
Continue until all the questions on the wheel have been answered.
4) Graphic Organizer
a logical way. Put this unit’s graphic organizer on the board and go through it as Additional Writing and Speaking (optional)
Writing
5) Summary
front of the class.

Speaking: Just a Minute ANSWER KEY: STUDENT BOOK
Write topics randomly around the board. Then have a student throw a sticky ball (or
Before You Read
piece of rolled-up paper) at the board. The topic which is closest to where the ball Discussion
hits is their topic. The student must then stand and speak for one minute without (Sample Answer) No, I don’t. I don’t like the taste of coffee.
Vocabulary
hesitation, repetition, or undue silliness about the topic. If the student hesitates,
1. a 2. c 3. e 4. b 5. d
repeats, or becomes silly, then stop them and write their name and the time they
spoke for on the board. Repeat until the entire class has spoken and choose a Paragraph Summary
1. Coffee Cantata / director 2. addiction / opera
winner.
3. daughter / father 4. performed / coffee
Connect to Yourself
(Sample Answer) I love playing the guitar. I would not be able to give it up.
1. d 2. a 3. a 4. c 5. c 6. d
7. He wrote Coffee Cantata between 1729 and 1739, when he held a position as
the music director at Zimmermann’s coffee house.
8. It starts with a narrator speaking to the audience and telling them, “Be quiet,
stop chattering, and pay attention to what’s taking place.”
9. He made fun of the fact that many people had coffee addictions.

Step 1
The Writing of Coffee Cantata – as the music director / consider it a mini opera /
three soloists
The Story of Coffee Cantata – a fight about coffee drinking / give up coffee / let
her drink coffee
The Popularity of Coffee Cantata – the popularity of coffee / the humor in the
piece of music
Step 2
Bach wrote Coffee Cantata while serving as the music director in a coffee shop.
The piece includes a coro, causing some to consider it a mini opera, and is
written for three soloists. The drama begins with a father and daughter having
a fight about coffee drinking. The father says he will stop his daughter from
marrying if she does not give up coffee. The daughter promises to give it up.
But she secretly makes her suitors promise to let her drink coffee. People loved
Coffee Cantata probably because of the popularity of coffee in Europe at the time.
Coffee drinkers probably appreciated the humor in the piece of music.
Vocabulary Test
1. b 2. d 3. d 4. c 5. b 6. a 7. c 8. d
9. a 10. soloist 11. threatened 12. devotion

Lesson 8 |
Part A
Inconvenient Truths
About Beverages
1. score 2. refuse
3. appreciate 4. director
5. factor 6. devotion
7. audience 8. accompany
9. era 10. refer to
11. threaten 12. soloist
13. suitor 14. punish
15. movement
Part B
(A) be found
(B) become
Objectives
(C) example
1. Students will learn the truth about diet soda and energy drinks.
(A)
sentences.
(e) supporting details, making inferences, and using context to understand vocabulary.
experiences.
Key Words
beverage, advertise, obesity, responsible, diabetes, alertness, performance, aware,
intake, deliver, dose, rate, blood pressure, athlete, workout
LESSON GUIDE
Before Reading

During Reading
• What is a beverage?
• Are there any beverages that you shouldn’t drink? What are they?
• Do you drink lots of diet soda and energy drinks? Why or why not?
a passage are:
reader.
Extra Idea for Vocabulary Practice (optional): Missing Words
Prepare sample sentences containing the unit’s keywords and write them on slips
of paper with the actual keywords blanked out. Put all the slips of paper in a hat or
bowl. Have each student come up to the front and pull out one piece of paper. Tell
them to read the sentence out loud and guess what the correct word for the blank
is.

reference.
Encourage better summary skills by doing reading summary exercises. Have the
students read a passage, either to themselves or aloud in a group. They should
then write up summaries for what they read and tell them to you. Emphasize that
a summary should include all of the main points of the passage as well as any
details they understood. However, the summary should not copy the passage word
for word. For advanced students, ask them to do the summary without a copy of the
passage in front of them.
Explain how graphic organizers help show information from reading passages in Additional Writing and Speaking (optional)
Writing
5) Summary
front of the class.

Speaking
Declare a mini-debate topic (ex. We should never drink diet soda or energy drinks.). Chapter 2 REVIEW CLASS LESSON GUIDE
Divide the class into pairs and have one student argue for the topic and one
student argue against it in each pair. Guide the students in the mini-debate by
asking what the advantages and disadvantages of drinking diet soda and energy
drinks are.
Objectives
1. Students will review the information from each lesson using the concept map.
project worksheet on it.
3. Students will practice the keywords that they have learned in this chapter.
LESSON GUIDE
Chapter 2 Wrap-up
chapter’s topic (“Drinks”).
2) The idea of the concept map is to solidify all the information that the students have

CHAPTER 2 WRAP-UP ANSWER KEY
and have them briefly discuss what they learned from this chapter to connect each
lesson’s ideas to the overall topic. Chapter 2 Concept Map Sample Responses

8 Project Worksheet”). Make enough copies so that each student has their own
worksheet.
2) The purpose of these project worksheets is to encourage the students to creatively

make or do something related to the chapter topic. For Chapter 2, the end result
will be a profile from each student about a beverage that they drank the day before.
Have the students follow the steps on the worksheet to work their way up to the
finished project. Offer advice and answer questions as needed. For lower levels,
you may want to do the project yourself before class to show the students as an
example.
3) After the students have finished their projects, have them briefly present their
Other Ideas and Activities

2) If the students have finished all their work, look through the “Extra Idea” and will vary by student

Discussion 1. beverage 2. dose
(Sample Answer) I think the man is checking how many calories are in the drink. 3. responsible 4. obesity
Vocabulary 5. athlete 6. aware
1. b 2. e 3. a 4. d 5. c 7. workout 8. intake
9. alertness 10. deliver
Paragraph Summary 11. rate 12. diabetes
1. healthy 2. healthier / obesity 13. advertise 14. performance
3. Energy / caffeine 4. risky / advertised 15. blood pressure
Connect to Yourself Part B

(Sample Answer) The advertisements for those drinks should stop claiming that (A) saying
there are just health benefits to drinking them. (B) contain
(C) too much
1. d 2. c 3. a 4. a 5. c 6. b Part C
7. It is sweetened with artificial sweeteners instead of sugar. (C)
8. Some can deliver a dose of over 500 milligrams, the same as fourteen cans
of soda. Part D
9. Young athletes who have a particularly serious workout schedule might benefit (D)
from energy drinks.

Step 1
Diet Soda – a healthier choice / linked to obesity / cravings for sugar / tell us
we are full
Energy Drinks – improving alertness and performance / too much caffeine / high
blood pressure / certain young athletes
Step 2
Diet soda is advertised as a healthier choice than regular soda, but this is
not always true. For example, it may be linked to obesity and cause cravings
for sugar. Aside from that, it may affect brain signals that tell us we are full.
In addition, it may cause heart disease, diabetes, and other problems. Energy
drinks are advertised as a way of improving alertness or performance in sports.
However, some may contain too much caffeine. Studies show energy drinks
may be linked to anxiety, sleep problems, increased heart rate, and high blood
pressure. They may benefit certain young athletes, but the rest of us don’t need
them.
Vocabulary Test
1. c 2. a 3. d 4. b 5. a 6. d 7. b 8. c
9. d 10. diabetes 11. alertness 12. performance

Chapter 3
• Have you made or watched glass being made before? What was it like?
Lesson 9 |
Ancient Glass • Where does glass come from?
• What sorts of things are made from glass?
1. Students will learn about the development of glass in ancient times.

Key Words
eruption, bead, manufacture, exclusively, sailor, estimate, breakthrough,
craftsperson, purchase, glassblowing, lump, inflate, enable, decrease, territory
Extra Idea for Vocabulary Practice (optional): Word Associations

Write one of the unit’s keywords on the board. Ask the students to think of other
LESSON GUIDE words or phrases associated with it. For example, if one of the words was “habitat,”
you could ask the students, “What comes to mind when you read the word ‘habitat’?”
Before Reading
The students can call out (or write on the board) things like “home,” “natural,”
1) Have the students turn to the title page of Chapter 3 and read the chapter title, the “man-made,” “artificial,” “forest,” “land,” “sea,” etc. Continue the activity until all
Think BIG question, and the Lesson 9 question (other lesson questions are also the keywords have been used.

reference.

This vocabulary test covers all of the keywords in the objectives box above, not just Write each keyword from the unit on a piece of paper and put it in a bowl or hat.
the ones in Before You Read. It is up to the teacher on when to go over these extra Have each student draw out a keyword and use it in a sentence aloud. Encourage
vocabulary words. Some possible places are: right after matching up the words the students to use different sentence forms like declarative, imperative,
in the Before You Read section, as they come up in the reading passage, or right interrogative, and exclamatory sentences. For vocabulary words that are verbs, ask
before the Vocabulary Test itself. This has been left intentionally open ended to the students to change their sentences into the past, present, and future tenses.

Putting sentences in chronological order is a good exercise for students. Prepare
by writing a summary of the given material. Then cut and paste the sentences in a
random order. Put a blank at the beginning of each sentence. Individual students or
pairs can place the sentences in chronological order by writing sequential numbers
in the blanks. The first group with the correctly numbered sequence is the winner.

Writing
front of the class.

Discussion 1. craftsperson 2. purchase
(Sample Answer) I see two ancient glass containers. I can see them in museums. 3. estimate 4. decrease
Vocabulary 5. territory 6. eruption
1. a 2. e 3. c 4. b 5. d 7. manufacture 8. bead
9. breakthrough 10. exclusively
Paragraph Summary 11. inflate 12. lump
1. volcanic / trade 2. glassmaking / soda 13. enable 14. sailor
3. Manufactured / wealthy 4. Glassblowing / lowered 15. glassblowing
Connect to Yourself Part B

(Sample Answer) Yes, I think being a glassblower would be a good job. It would (A) relied
be interesting to be able to mold the hot glass into different shapes and objects. (B) which
(C) So
1. d 2. d 3. a 4. b 5. a 6. c Part C
7. The lava from volcanic eruptions cooled and formed a rock called obsidian. (C)
8. They were little beads.
9. The Roman Empire introduced it with workshops in its colonial territories. Part D
(e)
Step 1
Natural Glass – a type of volcanic glass / in high demand
Early Manufactured Glass – stones of soda ash / beads and perfume bottles /
wrapping strings of glass
Glassblowing – making glass objects / a variety of glass objects / by the
Romans
Step 2
Before humans could make glass, they depended on a type of volcanic glass that
was formed from cooled lava called obsidian. It had many uses and was in high
demand. Records suggest that glassmaking was invented after stones of soda
ash melted in a fire on the beach. Early glass was made into beads. Perfume
bottles were made when people learned how to wrap strings of glass around a
clay core. Glassblowing was discovered in Phoenicia. The process lowered the
cost and difficulty of making glass objects. In addition, it made a variety of glass
objects possible. The technology was spread to other parts of the world by the
Romans.
Vocabulary Test
1. b 2. a 3. d 4. d 5. d 6. c 7. d 8. b
9. c 10. beads 11. territory 12. manufactured

Lesson 10 |
Glasses in the Past, desirable, so do not limit the students in their answers. Some of the following guide
Present, and Future • What are the advantages and disadvantages of wearing glasses?
• Do you know of any famous people who wear glasses? Who are they?
• What did people with bad eyesight do before glasses were invented?
1. Students will learn about the history of glasses and consider how they may change
in the future.
sentences.
experiences.
Key Words
origin, magnification, millennium, religious, bifocal, surgery, leap, research, partially,
transparent, browse, device, convenient, unforeseen, impact
Extra Idea for Vocabulary Practice (optional): Act it Out

Prepare small pieces of paper with the unit’s keywords on them. Put the pieces of
LESSON GUIDE paper in a bowl or hat. Ask a student to pull out a piece of paper and mime the
keyword for the other students to guess. Tell them that they are only allowed to use
Before Reading
actions to demonstrate the keyword (no talking). Whichever student guesses the
1) Have the students turn to the title page of Chapter 3 and read the chapter title, the phrase correctly gets to be the next actor.

reference.

This vocabulary test covers all of the keywords in the objectives box above, not just Divide the students into two teams and give them time to look through the reading
the ones in Before You Read. It is up to the teacher on when to go over these extra passage for comprehension questions to ask the other team. The teams will
vocabulary words. Some possible places are: right after matching up the words alternate asking and answering questions, and each team should designate which
in the Before You Read section, as they come up in the reading passage, or right student from their team will answer the next question before it is read. Each
before the Vocabulary Test itself. This has been left intentionally open ended to student gets to ask ONE question and answer ONE question to ensure that every
allow the teachers some flexibility in their class plans. student gets to participate. Give points for questions that are answered correctly
and questions that are phrased properly.
Select several students from the class to read different paragraphs from the
passage. Once they've read the passage to the group, have the other students try
to summarize the events by drawing or writing the key points. The students who
read the paragraphs must answer questions about the story and help the other
students as they draw or write.

Writing
front of the class.

Discussion 1. unforeseen 2. research
(Sample Answer) Yes, I wear glasses. I started wearing glasses when I was 3. religious 4. device
seven. 5. partially 6. surgery
Vocabulary 7. leap 8. convenient
1. c 2. b 3. a 4. e 5. d 9. transparent 10. origin
11. magnification 12. millennium
Paragraph Summary 13. impact 14. bifocals
1. glasses / design 2. 5th / eyeglasses 15. browse
3. computers / speech 4. screens / impact
Part B
Connect to Yourself (A) used
(Sample Answer) My glasses would be made out of fabric, so they would be very (B) that
comfortable. They would have a curved shape that wraps around your face. (C) see

1. d 2. b 3. d 4. c 5. d 6. a (B)
7. Benjamin Franklin created bifocals.
8. Instead of having lenses, they may hold a partially transparent screen. Part D
9. It’s likely they will have some unforeseen side effects. (c)

Step 1
The Historical Development – used for magnification / The invention of
eyeglasses / developed bifocals
Future Glasses – the function of smartphones / correcting vision / in front of
your eyes / through speech / side effects
Step 2
The earliest reference to lenses being used for magnification appeared in
Egyptian records from the 5 century B.C. The invention of eyeglasses was
reported to have occurred around 1286. Then, Benjamin Franklin developed
bifocals in the 18 century. Glasses are still popular today, and it is likely that in
the future they may develop into wearable computers. They may fill the function
of smartphones. They may also have a purpose aside from correcting vision.
Instead of lenses, they may have a screen that sits in front of your eyes, and
may be controlled through speech. However, the side effects of future glasses
should be studied before they are widely adopted.
Vocabulary Test
1. d 2. b 3. d 4. d 5. a 6. b 7. c 8. a
9. d 10. browse 11. research 12. devices

Lesson 11 |
The Evolution of the questions may also be asked of individual students or given to pairs to discuss:
• Do you or anyone you know wear contact lenses?
Contact Lens • Do you think contact lenses or glasses are more popular? Explain your opinion.
• What are contact lenses made out of?
1. Students will learn about the evolution of the contact lens.

sentences.
experiences.
Key Words
submerge, propose, eyesight, reveal, cornea, refine, blink, prototype, stick, crude,
irritation, commercially, sensation, offer, captivate
Extra Idea for Vocabulary Practice (optional): Whispering Game

Divide the class into two teams and have each team form a line. If there are an
LESSON GUIDE odd number of students, one student can be the teacher’s “helper.” Whisper the
meaning of one of the unit’s keywords into the ear of the first student in line for
Before Reading
each team. On your signal, have the students whisper the message down the line
1) Have the students turn to the title page of Chapter 3 and read the chapter title, the until it gets to the last student for each team. Those students must then write the
Think BIG question, and the Lesson 11 question (other lesson questions are also correct word on the blackboard. Whoever writes the correct word first wins a point
an option). Brainstorm answers to these questions all together. Any response is for their team. Continue the game until all the words have been used.

reference.

6) Vocabulary Test Speaking: Student Interviews
This vocabulary test covers all of the keywords in the objectives box above, not just Choose a topic from the passage that you feel will interest the students. Ask the
the ones in Before You Read. It is up to the teacher on when to go over these extra students to write five or more questions about this topic (students can also come
vocabulary words. Some possible places are: right after matching up the words up with the questions in small groups). Once they have finished the questions, they
in the Before You Read section, as they come up in the reading passage, or right should interview at least two other students in the class and take notes on their
before the Vocabulary Test itself. This has been left intentionally open ended to answers. When the students have finished the activity, ask them to summarize what
allow the teachers some flexibility in their class plans. they found out from the students they interviewed.

Choosing titles from a list of possibilities can show whether the students have
understood the overall theme of the text. The titles should be worded in such a way
as to make the students think about the overall meaning of the reading passage.
Some of the incorrect titles could focus only on one paragraph or specific details.
When the correct title has been chosen, explain why none of the other titles were
correct.

Writing
front of the class.

Discussion 1. offer 2. reveal
(Sample Answer) I’d rather wear contact lenses because they are easier to wear 3. propose 4. blink
than glasses when playing sports. 5. crude 6. sensation
Vocabulary 7. prototype 8. stick
1. c 2. b 3. d 4. e 5. a 9. cornea 10. submerge
11. captivate 12. irritation
Paragraph Summary 13. refine 14. eyesight
1. water / eyesight 2. tube / water 15. commercially
3. blown / irritation 4. plastic / soft
Part B
Connect to Yourself (A) has
(Sample Answer) I would make contact lenses glow when taken out of the eye. (B) opening
That way, they would be impossible to lose. (C) how

1. a 2. d 3. c 4. a 5. d 6. a (D)
7. His concept revealed that a person’s vision can be changed by touching the
cornea to water. Part D
8. They were made out of blown glass and were huge. (b)
9. Researchers developed an all-plastic lens.

Step 1
Early Ideas – a glass bowl of water / a water-filled glass tube
Later Designs – blown-glass lenses / all-plastic lenses / available for sale
Modern Lenses and Beyond – Soft contact lenses / unnecessary in the future
Step 2
In 1508, Leonardo da Vinci proposed the idea to open the eyes in a glass bowl
of water, which could correct vision. Later, René Descartes imagined using a
water-filled glass tube, an idea that Thomas Young eventually tested. In the late
19th century, A. E. Fick produced blown-glass lenses that would sit on the eyes
like modern contact lenses, but they caused irritation. In 1938, the first all-
plastic lenses were developed. Starting around 1950, contact lenses became
available for sale. Soft contact lenses were introduced in 1971 and became a hit
with consumers. Though contact lenses are better than ever, they may become
unnecessary in the future.
Vocabulary Test
1. a 2. d 3. a 4. c 5. c 6. d 7. a 8. b
9. b 10. offered 11. cornea 12. stick

• What is a glass harmonica?
Lesson 12 |
Glass Harmonica • Would you like to go to a glass harmonica concert? Why or why not?
• How do you think glass makes sound?
1. Students will learn about the history of an instrument called the glass harmonica.
Key Words
friction, edge, operate, component, somewhat, array, pitch, stack, pole, pedal, spin,
composition, ultimately, fade, revival
Extra Activity for Vocabulary Practice (optional)

Prepare some small cards with the keywords from the unit and other small cards
LESSON GUIDE with their meanings in advance. Put all the cards in a small bowl or hat and have
Before Reading each student choose a card. The object of the activity is for the students to match
the keywords with their meanings. You can either have the students match the
1) Have the students turn to the title page of Chapter 3 and read the chapter title, the cards where they are already sitting or place the students who get words on one
Think BIG question, and the Lesson 12 question (other lesson questions are also side of the room and the students who get meanings on the other side. Prizes and
an option). Brainstorm answers to these questions all together. Any response is penalties can be given to the first and last pairs to finish.

reference.

This vocabulary test covers all of the keywords in the objectives box above, not just Select three or four vocabulary or topic categories within the reading passage’s
the ones in Before You Read. It is up to the teacher on when to go over these extra theme. Put the students into three or four groups and divide the board into
vocabulary words. Some possible places are: right after matching up the words sections, one for each team. Have a student from each group come to the board
in the Before You Read section, as they come up in the reading passage, or right as the designated writer. These writers are not allowed to bring any paper up with
before the Vocabulary Test itself. This has been left intentionally open ended to them. Instead, after you give the students a category, have their team members
allow the teachers some flexibility in their class plans. shout out ideas for the writers to put on their sections of the board. For advanced
students, have them say the correct spelling for the writers as well. The team with
Extra Activity (optional) the most relevant words on the board at the end of a set time wins. Change writers
Have the students scan the reading passage for particular facts. Tell the students until each student has had a chance to write.
that you are only interested in them finding this particular information quickly. A
more intensive reading of the text for harder analysis can take place after, if you
wish.

Writing
front of the class.

Chapter 3 REVIEW CLASS LESSON GUIDE and have them briefly discuss what they learned from this chapter to connect each
lesson’s ideas to the overall topic.

Objectives 8 Project Worksheet”). Make enough copies so that each student has their own
1. Students will review the information from each lesson using the concept map. worksheet.
project worksheet on it. 2) The purpose of these project worksheets is to encourage the students to creatively
3. Students will practice the keywords that they have learned in this chapter. make or do something related to the chapter topic. For Chapter 3, the end result
will be a news article about future glasses that each student designs. Have the
students follow the steps on the worksheet to work their way up to the finished
project. Offer advice and answer questions as needed. For lower levels, you may
want to do the project yourself before class to show the students as an example.
LESSON GUIDE
Chapter 3 Wrap-up 3) After the students have finished their projects, have them briefly present their
chapter’s topic (“Glass”).
learned in whatever way the teacher prefers. One recommended way is to have the Other Ideas and Activities

CHAPTER 3 WRAP-UP ANSWER KEY ANSWER KEY: STUDENT BOOK
Before You Read
Chapter 3 Concept Map Sample Responses Discussion
(Sample Answer) I see two men with glass in front of them. One man has many
glasses and the other man has many glass tubes.
Vocabulary
1. b 2. a 3. e 4. d 5. c
Paragraph Summary
1. instrument 2. crystallophones / friction
3. water / Benjamin Franklin 4. pole / notes
5. forgotten / 1980s
Connect to Yourself
(Sample Answer) I saw a picture in the newspaper of a woman playing a glass violin.
The instrument looked really beautiful, and I’d love to hear how it sounds.
1. b 2. a 3. c 4. b 5. d 6. d
7. It is the friction of running a wet finger along a glass surface that produces
sound.
8. The foot pedal could spin the pole.
9. An instrument maker named Gerhard Finkenbeiner began producing an updated
version of Franklin’s glass harmonica.

Step 1
What It Is – instruments called crystallophones / friction on a glass surface /
glasses containing water
Franklin’s Glass Harmonica – the early glass harmonica design / glass bowls
stacked sideways / up to 10 notes at once
In History – Mozart and Beethoven’s time / produced in the 1980s
Step 2
The glass harmonica belongs to a class of instruments called crystallophones.
It makes sound through friction on a glass surface. An early version of the glass
harmonica, played in the 1740s by Richard Pockrich, was made of glasses
Chapter 3 Project Worksheet containing water. Later, Benjamin Franklin improved the early glass harmonica
design that Pockrich used. Instead of using upright glasses, Franklin used glass
will vary by student bowls stacked sideways. A foot pedal made it possible to spin the bowls and
to produce up to 10 notes at once. The instrument was popular in Mozart and
Beethoven’s time but was later forgotten for a long time. A new version of the
instrument was produced in the 1980s and led to the glass harmonica’s revival.

Chapter 4
Vocabulary Test
Lesson 13 |
1. a
9. b
2. d 3. b 4. d
10. compositions
5. c 6. a
11. operate
7. a 8. c
12. stacked Integration in
American Baseball
Part A
1. pitch 2. edge
3. array 4. somewhat
5. ultimately 6. pedal
7. pole 8. fade Objectives
9. composition 10. stack
11. friction 12. revival 1. Students will learn about how Jackie Robinson helped bring down racial barriers in
13. operate 14. spin baseball.
15. component
Part B sentences.
(A) be used 3. Students will practice reading comprehension skills – identifying the main idea and
(B) the
(C) filled supporting details, making inferences, and using context to understand vocabulary.
Part C
(E)
experiences.
Part D
(C)
Key Words
racism, prevalent, mood, instantly, equality, integration, needless to say, aggressive,
award, grant, struggle, mirror, likewise, bring down, barrier
LESSON GUIDE
Before Reading

an option). Brainstorm answers to these questions all together. Any response is expired, each team is awarded points according to how many correct guesses their
desirable, so do not limit the students in their answers. Some of the following guide team made. Then switch representatives and continue until all the cards have been
questions may also be asked of individual students or given to pairs to discuss: used.
• What does it mean to be treated differently because of your skin color?
• What is segregation?
• Have you heard of Jackie Robinson?
During Reading
a passage are:
reader.
This is a speed game. Prepare small cards with keywords and related words
in advance. Divide the class into two teams, and have each team choose a
representative. Each team is given a turn; when it is Team A’s turn, show the card
to Team A’s representative without letting any of the other students see it. The
representative is given a time limit to describe each thing on the card using only
English. However, he or she cannot say the words on the cards. After the time has

permits, ask one or more students for a quick summary of the word’s definition. idea, purpose, detail, and inference all mean as you do so.
5) After each paragraph is read, ask the students what its main idea is and then direct 4) Graphic Organizer
them to the Paragraph Summary below the passage. Have them fill in the sentence Explain how graphic organizers help show information from reading passages in
summarizing that paragraph and quickly discuss why it is the paragraph’s most a logical way. Put this unit’s graphic organizer on the board and go through it as
important information. If necessary, write the summary on the board as well and/ a class so the students can process the flow of information better. Check the
or explain why it is the best summary. Writing it on the board is useful since you students’ answers before you move on.
will have a complete summary on the board for easy reference by the end of the
passage. 5) Summary

reference.
Extra Idea (optional): That’s not Right!
Read the passage to the students while they follow along in their books. Make
some small mistakes while you are reading (ex. missing words, incorrect
pronunciation, extra words, etc.) and have the students correct you.

ANSWER KEY: STUDENT BOOK
Before You Read
Writing Discussion
Have the students answer the Connect to Yourself question either on spare paper (Sample Answer) I see a player sliding into home plate. The umpire is saying the
or in the blank Memo section in the back of the workbook. Encourage them to write player is safe.
Vocabulary
1. b 2. e 3. a 4. d 5. c
front of the class. Paragraph Summary
1. white / color 2. race / first
3. hero (enemy) / enemy (hero) 4. awards / black
Speaking: Storytelling & Memory Game 5. equal
Have the students sit in a circle. Ask one student to start a story with a sentence Connect to Yourself
that has one of the unit’s keywords. For example, if “empty” is a keyword, the (Sample Answer) I would like to become the first person to travel to another
planet.
sentence could be, "Once there was a boy with an empty box." The next student
will continue the story with another keyword sentence, and so on until every student Reading Comprehension
has participated or every keyword has been used. For advanced students, have 1. c 2. d 3. a 4. b 5. d 6. b
7. Enos Slaughter gave Robinson a seven-inch cut on his leg during an aggressive
them repeat the previous sentences before adding their own. Any student who
play at first base.
forgets a line will go out of the game. In this way, the students will build a story 8. The percentage of black players in Major League Baseball grew over the next
while remembering and repeating the previous sentences. decade to equal the percentage of black people in the country.
9. He helped bring down racial barriers throughout American society.

Step 1
Baseball in the Early 20th Century – from playing Major League Baseball / about
race began to change
Robinson’s Entry into the Major Leagues – targeted their anger at him / earned
awards for his excellence
Robinson’s Impact on Baseball and Society – able to join the major leagues /
advance the struggle for equal rights
Step 2
In the early 20th century, people of color were prevented from playing Major
League Baseball by the racist white men who controlled the teams. Yet after
World War II, society’s ideas about race began to change. During that time period,
Robinson became the first black baseball player in the major leagues. To some
people Robinson was a hero, but others targeted their anger at him and he
received threats. Nonetheless, he became a star player and earned awards for
his excellence. After Robinson, other black players were able to join the major
leagues. As a public figure, Robinson helped advance the struggle for equal rights
in American society.

Vocabulary Test
Lesson 14 |
1. d
9. d
2. b 3. d
10. barrier
4. d
11. mood
5. c 6. d
12. racism
7. a 8. a
Cricket vs. Baseball

Part A
1. mirror 2. racism Objectives
3. instantly 4. struggle
5. needless to say 6. likewise 1. Students will learn about the similarities and differences between cricket and
7. integration 8. prevalent baseball.
9. aggressive 10. grant
11. bring down 12. mood
13. barrier 14. equality sentences.
15. award
Part B supporting details, making inferences, and using context to understand vocabulary.
(A) weren’t 4. Students will practice summarizing passages.
(B) to play
(C) they
experiences.
Part C
(B)
Key Words
Part D distinctive, alternate, take turns, score, opposing, batter, face off, home plate, bowl,
(b)
switch, swap, swing, measure, conclude, conflict
LESSON GUIDE
Before Reading

During Reading
• Do you know how to play baseball and/or cricket?
• Does watching baseball and/or cricket excite you? Why or why not?
• Which takes less time to play, baseball or cricket? Why do you think that is?
a passage are:
reader.
Assign each student a keyword. Have each student write their word and its meaning
on separate pieces of paper. Mix up the pieces of paper and turn them upside
down on a desk or the floor. Have the students take turns turning over two pieces of
paper at a time. If the pieces of paper are a keyword and its matching meaning, the
student that picked them gets to keep them and try again. If they do not match, the
student turns them back over in the same spot and the next student takes a turn.
Continue the game until all the pieces of paper have been matched up. The student
with the most pairs is the winner.

reference.
Extra Idea (optional)
After reading the passage, have the students come up with their own questions and
answer choices about it. Have them write the questions on index cards and shuffle
them carefully. Then, distribute the cards back to students and have them answer
the questions. If it is a small class, you can even have the students write and
answer several questions each.
Writing
front of the class.
5) Summary

Speaking ANSWER KEY: STUDENT BOOK
Give the students several minutes to design their own sport. Encourage them to
Before You Read
use the concepts explained in the passage if they wish. When they are finished, Discussion
have the students present their sports to the rest of the class. Encourage the other (Sample Answer) I prefer to play baseball because I think it’s a more exciting
game.
students to ask questions and comment on each presenter.
Vocabulary
1. e 2. c 3. d 4. b 5. a
Paragraph Summary
1. bat-and-ball / outs 2. eleven / nine
3. plate / sides 4. bail / three
5. two / both 6. unique (different)
Connect to Yourself
(Sample Answer) I would let all the players bat during an inning in baseball.
1. d 2. c 3. a 4. b 5. c 6. d
7. Teams alternate between “batting” and “fielding.”
8. The batter must hit the ball and run around first, second, and third base and
circle back to home plate.
9. They score for their team.

Step 1
Cricket – eleven players / switch places / is hit off a wicket / every player on one
team bats
Baseball – nine players / run around the bases / misses three times / both
teams have three outs
Step 2
Cricket and baseball may look similar, but they are quite different. In cricket,
there are eleven players, while in baseball there are nine players. To score in
cricket, the batters must switch places. In baseball, the batter must run around
the bases and reach home plate. In both sports, whenever the ball is caught, an
out is counted. In cricket, an out is also counted when a bail is hit off a wicket.
In baseball, outs are counted when the runner or base is tagged with the ball,
and when the batter swings and misses three times. In cricket, the two innings
last until every player on one team bats. In baseball, each of the nine innings last
until both teams have three outs.
Vocabulary Test
1. d 2. a 3. a 4. d 5. a 6. a 7. b 8. c
9. b 10. swap 11. measured 12. opposing

Lesson 15 |
Part A
The Baseball Cap
1. face off 2. distinctive
3. swing 4. bowl
5. score 6. take turns
7. measure 8. home plate
9. conclude 10. swap
11. conflict 12. batter
13. opposing 14. alternate/switch
Part B
Objectives
(A) quick
(B) attempting 1. Students will learn about the origins of the baseball cap.
(C) against 2. Students will understand the meanings of new words and be able to use them in
sentences.
Part C
(A) 3. Students will practice reading comprehension skills – identifying the main idea and
Part D
(e)
experiences.
Key Words
straw, outdoors, uniformity, visor, amateur, brim, block, breeze, official, market, trend,
elaborate, appeal, comfortable, universal
LESSON GUIDE
Before Reading

• Do you like to wear baseball caps? Why or why not?
During Reading
• What sorts of designs do baseball caps usually have?
• Why do you think baseball players usually wear baseball caps?
a passage are:
reader.
Extra Activity for Vocabulary Practice (optional): Board Race

Write all the keywords on the board and make sure the students understand them.
Divide the students into teams and have one person from each team come up to
the board in an allotted space. Have the students at the board write the keyword
or phrase from the definition you state. The first student to write the keyword
or phrase correctly gets a point and then sits back down as their team changes
writers. Continue until all the keywords have been used.

reference.
Extra Idea (optional): Word Mix-up
Prepare copies of the passage for the students. On the copies, switch all of the
keywords around with each other. Ask the students to read the text as a group
normally and then tell them to stop after each sentence with a keyword is read.
Ask the students which word in the sentence should not be there and what word it
should be replaced with.
Writing
front of the class.
5) Summary

Speaking ANSWER KEY: STUDENT BOOK
Have the students draw their own baseball cap designs. Encourage them to be
Before You Read
detailed and creative. Then have each student present their drawings to the class Discussion
and explain them in their own words. (Sample Answer) Yes, I have a Toronto Raptors cap. I like the cap’s design and
colors.
Vocabulary
1. e 2. c 3. a 4. d 5. b
Paragraph Summary
1. caps / sun 2. hat / uniformity
3. standard / sides 4. logos / fans
5. manufacturing / accessory
Connect to Yourself
(Sample Answer) I think it was because people admired baseball players a lot and
wanted to look and feel like their favorite players.
1. c 2. d 3. d 4. b 5. c 6. a
7. Players wore tight-fitting and loose-fitting caps, and hats with long visors and
short visors.
8. Players didn’t want a brim on the sides because that would cause the hat to
catch the breeze and fly off too easily.
9. Everyone could appreciate how comfortable and practical they were.

Step 1
Introduction – started wearing straw hats / began wearing hats too / what kinds
of hats players could wear
The Standard Cap – had a brim on the front / the official hat for baseball players
Popularity – the first to buy them / became a universal item / remain a popular
fashion item
Step 2
Baseball hats were introduced by the New York Knickerbockers, who started
wearing straw hats in 1849. When other players caught on to the Knickerbockers’
idea and began wearing hats too, there were no rules about what kinds of hats
players could wear. One style, worn by the Brooklyn Excelsiors, was ideal for
baseball. It was rounded, tight-fitting, and had a brim on the front. In 1954, this
style of cap became the official hat for baseball players. When teams began
selling caps with their logos, baseball fans were the first to buy them. As baseball
caps became better and cheaper, they became a universal item. They remain a
popular fashion item today.

Vocabulary Test
Lesson 16 |
1. d
9. c
2. a
10. market
3. b 4. b
11. breeze
5. b 6. c
12. uniformity
7. a 8. d
The Science of a Home
Run
Part A
1. market 2. appeal
3. amateur 4. outdoors
5. universal 6. straw Objectives
7. elaborate 8. official
9. trend 10. uniformity 1. Students will learn about the factors that affect a home run in baseball.
11. breeze 12. block 2. Students will understand the meanings of new words and be able to use them in
13. comfortable 14. visor/brim
sentences.
Part B 3. Students will practice reading comprehension skills – identifying the main idea and
(A) made supporting details, making inferences, and using context to understand vocabulary.
(B) was
(C) no 4. Students will practice summarizing passages.
Part C
experiences.
(D)
Part D
Key Words
(c)
tied, force, resistance, environmental, elevation, humidity, vapor, fortunately, angle,
expend, consequently, distance, degree, dynamics, edge
LESSON GUIDE
Before Reading

During Reading
• Why do people often get excited over home runs?
• What do baseball players have to do to hit a home run?
• How can the weather affect the path of a baseball?
a passage are:
reader.
Use vocabulary words in complete sentences. For lower level classes, provide fill-
in-the-blank sentences with a word bank. For advanced classes, direct the students
to use vocabulary words in their own sentences to demonstrate the meaning of
the word. Encourage the students to use different sentence forms like declarative,
imperative, interrogative, and exclamatory sentences. For vocabulary words that are
verbs, ask the students to write their sentences using the past, present, and future
tenses.

reference.
Extra Idea (optional): And Now the News
Ask the students to pretend they are TV newscasters. Have each student read
one paragraph from the passage. Encourage them to use expressive voices and
gestures when reading. Afterward, take a vote to see who the students thought the
best newscaster was.
idea, purpose, detail, and inference all mean as you do so. Additional Writing and Speaking (optional)
Writing
front of the class.
5) Summary

Speaking
Put the students into pairs. Give each pair a starting line, such as "I watched a Chapter 4 REVIEW CLASS LESSON GUIDE
really interesting baseball game yesterday." Then have each student take turns
adding sentences to the story. Tell the students that they must use keywords and
phrases from the unit. Not only will the students be entertained by their classmates'
creative adventures, but they will have to use comprehension and vocabulary skills
to contribute to the story. Continue for a set amount of time or until each pair of
students has used all the keywords from the unit.
Objectives
1. Students will review the information from each lesson using the concept map.
project worksheet on it.
3. Students will practice the keywords that they have learned in this chapter.
LESSON GUIDE
Chapter 4 Wrap-up
chapter’s topic (“Baseball”).

CHAPTER 4 WRAP-UP ANSWER KEY
and have them briefly discuss what they learned from this chapter to connect each
lesson’s ideas to the overall topic. Chapter 4 Concept Map Sample Responses

8 Project Worksheet”). Make enough copies so that each student has their own
worksheet.
2) The purpose of these project worksheets is to encourage the students to creatively

make or do something related to the chapter topic. For Chapter 4, the end result will
be a new ball game created by each student with specific rules. Have the students
follow the steps on the worksheet to work their way up to the finished project. Offer
advice and answer questions as needed. For lower levels, you may want to do the
project yourself before class to show the students as an example.
3) After the students have finished their projects, have them briefly present their
Other Ideas and Activities


speaking activities suggested in each lesson and pick out one or two for the class will vary by student

Discussion 1. force 2. fortunately
(Sample Answer) Yes, I hit a home run once when I was playing baseball at the 3. vapor 4. environmental
park with my friends. I was so proud of myself. 5. elevation 6. expend
Vocabulary 7. resistance 8. dynamics
1. a 2. d 3. c 4. b 5. e 9. distance 10. angle
11. edge 12. tied
Paragraph Summary 13. consequently 14. humidity
1. Science / home runs 2. Environmental / air 15. degree
3. fast / angle 4. home run
Part B
Connect to Yourself (A) tied
(Sample Answer) Science can be used in cooking. It tells us how to mix (B) to hit
ingredients to get the results we want. (C) is known

1. d 2. b 3. c 4. b 5. a 6. c (E)
7. Environmental conditions that affect air resistance are temperature, elevation,
and humidity. Part D
8. Energy is transferred from the bat to the ball. (c)
9. The best angle to hit a baseball is said to be about 35 degrees.

Step 1
Environmental – depends on the air’s density / less dense than cool air / less
dense at higher elevations / less dense than normal air
Individual – the distance the ball travels / transferred from the bat to the ball /
a 35-degree angle
Step 2
The science of baseball can help you hit a home run. A baseball travels farthest
when there is little air resistance, a force that depends on the air’s density.
Environmental factors like temperature, elevation, and humidity can lower air
density, since warm air is less dense than cool air, the atmosphere is less dense
at higher elevations, and water vapor is less dense than normal air. In addition,
the way a player hits a ball can affect the distance the ball travels. The faster
the bat moves, the more energy is transferred from the bat to the ball. Also,
hitting the ball at about a 35-degree angle is best to balance gravity and upward
motion.
Vocabulary Test
1. d 2. a 3. d 4. b 5. d 6. c 7. a 8. b
9. b 10. resistance 11. elevation 12. tied

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S U B J E C T

Curriculum Integration Reading Program

2 Subject Link L8 • Teacher’s Guide 3

• Are you interested in studying law? Why or why not?

1. Students will learn about the history of law.

sentences. students to discuss it either in pairs or as a class.

Extra Idea for Vocabulary Practice (optional): Quiz Show

4 Subject Link L8 • Teacher’s Guide 5

6 Subject Link L8 • Teacher’s Guide 7

Extra Idea (optional): Word Scavenger Hunt

Additional Writing and Speaking (optional)

8 Subject Link L8 • Teacher’s Guide 9

10 Subject Link L8 • Teacher’s Guide 11

sentences. students to discuss it either in pairs or as a class.

Extra Idea for Vocabulary Practice (optional): Time is Ticking

12 Subject Link L8 • Teacher’s Guide 13

14 Subject Link L8 • Teacher’s Guide 15

Additional Writing and Speaking (optional)

16 Subject Link L8 • Teacher’s Guide 17

Reading Comprehension Part C

Graphic Organizer & Summary

18 Subject Link L8 • Teacher’s Guide 19

Key Words are introduced is up to the teacher’s discretion.

Extra Idea for Vocabulary Practice (optional): Guess the Word

20 Subject Link L8 • Teacher’s Guide 21

22 Subject Link L8 • Teacher’s Guide 23

Additional Writing and Speaking (optional)

24 Subject Link L8 • Teacher’s Guide 25

Graphic Organizer & Summary

26 Subject Link L8 • Teacher’s Guide 27

supporting details, making inferences, and using context to understand vocabulary.

Extra Idea for Vocabulary Practice (optional): Scramble for Words

28 Subject Link L8 • Teacher’s Guide 29

30 Subject Link L8 • Teacher’s Guide 31

Extra Idea (optional)

Additional Writing and Speaking (optional)

32 Subject Link L8 • Teacher’s Guide 33

Chapter 1 Project Worksheet

34 Subject Link L8 • Teacher’s Guide 35

Graphic Organizer & Summary

36 Subject Link L8 • Teacher’s Guide 37

ANSWER KEY: Workbook

38 Subject Link L8 • Teacher’s Guide 39

40 Subject Link L8 • Teacher’s Guide 41

4) Graphic Organizer Additional Writing and Speaking (optional)

42 Subject Link L8 • Teacher’s Guide 43

Graphic Organizer & Summary

44 Subject Link L8 • Teacher’s Guide 45

46 Subject Link L8 • Teacher’s Guide 47

48 Subject Link L8 • Teacher’s Guide 49

4) Graphic Organizer Additional Writing and Speaking (optional)

50 Subject Link L8 • Teacher’s Guide 51

Graphic Organizer & Summary

52 Subject Link L8 • Teacher’s Guide 53

54 Subject Link L8 • Teacher’s Guide 55

Extra Idea for Vocabulary Practice (optional): Verb or Noun?

56 Subject Link L8 • Teacher’s Guide 57

58 Subject Link L8 • Teacher’s Guide 59

Graphic Organizer & Summary