New Interactions Reading and Writing 3 Teacher Manual

Chapter 4 – World Village

Chapter Goals
Reading: Students will use two texts related to globalization, in order to practice identifying main ideas
and details, and predicting and anticipating language and content. They will be identifying the

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addresser in text, and thinking critically about and interpreting images. They will also be practicing how
to distinguish and interpret figurative meaning.
Writing: Students will be thinking critically and making notes on global issues, and practicing creating,
completing, and using an outline. They will be presenting facts with reasons and examples, and will be
drafting, reviewing, editing, and finalizing their texts.

6U
Focus on the Images
Ask students to:
1. look at the images and say what the common theme running through the images is
2. suggest factors that contribute to the globalization of food
3. consider the factors that pose threats to food availability globally.

Answer Key
Answers will vary.

Brainstorm and Associate

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Ask students to:
1. make two lists, one containing words and phrases that they associate with living in a globalized
world, and another related to memories and feelings about reality shows that are known worldwide
2. say whether there are any words/phrases that can go into both lists
3. give reasons why some words/phrases/concepts go in both categories.
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Answer Key
Answers will vary.

Think and Comment

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“We are all made of the same clay, but not from the same mold.” (Mexican proverb)
Ask students to:
1. read the proverb
2. identify the key concept and paraphrase/rephrase the proverb
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3. give and justify their views

4. say whether the proverb is a true reflection of the human race.

Answer Key
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Answers will vary.

Reading 1 – Globalization and Food

Section Aims
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Reading: Interpreting images and making critical comments; brainstorming and recalling words and
phrases related to a topic; thinking critically and making predictions or anticipating content; getting
meaning from context; activating prior knowledge about a topic and answering questions

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Vocabulary: Understanding vocabulary from context; understanding and using words in context
correctly; understanding figurative and literal meaning of words and phrases

Before You Read

1. Topic
● Tell students to look at the images.
● Put students in small groups and have them discuss the questions. Ask them to give reasons for their
answers where relevant.
● Call on students to share their answers with the class.

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Answer Key
Answers will vary.

2. Vocabulary
● Have students read the words in the box.

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● Tell them to check these words against the lists they made during the brainstorming activity.
● Ask them to circle the words that appear on both lists.
● Play the audio so that students can hear the pronunciation.

Answer Key
Answers will vary.

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3. Completing the sentences
● Have students read the directions.
● Tell them to use the right form of the words listed below the sentences.
● Have them look at the first sentence and elicit which word completes the sentence (adjective).
● Ask them to complete the sentences individually.
● Have them compare their answers in pairs.
● Call on students to share their answers with the class.
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Answer Key
1. processed
2. contribute to
3. livestock
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4. benefits
5. consumers
6. endangered
7. nutrients
8. obstacles
9. shift
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10. extinction

4. Thinking critically
● Introduce the topic of the reading: globalization and food.
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● Have students read the statements.

● Ask them to decide and mark whether they find the statements True or False in the “Your Opinion”
column.
● Get them to discuss their answers with a partner.
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Answer Key
Answers will vary.
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While You Read

5. Reading
● Have students read the article. (You may want to play the audio as they read.)

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● Ask them to look back at the statements in 4 and mark them True or False, according to the article
(“After You Read” column).
● Tell them to underline the sentence(s) that support their choices.
● Tell them to check their answers against their predictions in the “Your Opinion” column.
● Ask them to compare and discuss their answers in pairs/small groups.
● Check answers as a class.

Answer Key
1. T

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2. T
3. T
4. F
5. T
6. T

After You Read

6U
Language Focus – Understanding Literal and Figurative Meanings of Words
● Write the following on the board:
literal = letters figurative = form or figure
● Then write on the board: The diseased seeds in the farmer’s hand planted a seed of worry in his
mind.
● Explain the difference in the literal meaning of “seed” and the figurative meaning of “seed” in this
example. Compare the tiny kernel that grows into a plant to the tiny worry that will grow in the farmer’s
mind. 8n
● Tell students that they will encounter many words that have both literal and figurative meanings.

6. Understanding figurative meaning

● Read the directions.
● Tell students to use the context when they choose the meaning of the underlined words from the
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four options.
● Give them a time limit (5 minutes) to complete the activity.
● Check the answers with the class.

Answer Key
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1. C
2. D
3. B
4. D
5. E
C

7. Checking vocabulary
● Read the directions.
● Tell students to read the definitions and find the words they define in the text.
● Have students do the task individually.
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● Get them to check the answers with a partner.

● Check the answers with the class.

Answer Key
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1. origins
2. access
3. attractive
4. variety
5. taste
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6. replace
7. independent

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8. approximately
9. shipped

8. Thinking and discussing

● Have students read the directions.
● Ask them to write their opinion first.
● Refer them back to the article to find the answers.
● Put students into small groups to discuss their answers.
● Check the answers with the class in two steps: first focus on the answers found in the article, then

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allow students to discuss their opinions.

Answer Key
Suggested answers:
1. We have access to more types of food; we spend less time of cooking; we consume fast food and
take-out food; we consume processed food.

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2. In some countries these changes are negative. For instance, tubers and root vegetables are not
grown as much because they are being replaced by rice (which is not as nutritious).
3. They are harmful because the food we consume is not as rich in nutrients as the previous foods, and
because reducing the variety of crops increases the danger of shortages.
4. Plant diseases could wipe out entire varieties of a crop leading to shortages.
5. We should try to buy food that is produced locally. We should help save seeds to preserve as many
varieties of food as possible.
6. Answers will vary.

Section Aims
8n
Reading 2 – Life in a Fishbowl: Reality Shows and Globalization

Reading: Interpreting images and making critical comments; brainstorming and recalling words and
phrases related to a topic; thinking critically and making predictions or anticipating content; identifying
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the main ideas and details in a text; getting meaning from context; identifying text structure and
organization; activating prior knowledge about a topic and answer questions
Vocabulary: Understanding vocabulary from context; understanding and using words in context
correctly; understanding and using idioms in context
Language Focus: Using participles as adjectives
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Before You Read

1. Brainstorming
● Put students in groups.
● Get them to look at the images and discuss their ideas in relation to the title of the section.
● Set a time limit (5 minutes) for the activity.
● Call on students to share their ideas with the class.
C

Answer Key
Answers will vary.
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2. Thinking critically
● Have students speculate about the connection between the two images.
● Call on students to share their ideas with the class.
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Answer Key
Suggested answer:
The fishbowl is a symbol for people who star in reality shows. The image is saying that the people on
reality shows (such as an exotic island setting) are constantly being watched by others on TV – like a
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fish in a fishbowl.

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Best Practice – Scaffolding Instruction

Activities such as this will allow students to better understand a reading by scaffolding instruction.
Eliciting information that students already know will enable them to understand new information and
integrate it with prior knowledge.

3. Thinking and predicting

● Have students read the opening sentence of each paragraph of Life in a Fishbowl.
● Ask them to make notes of the content they expect to find in the paragraphs.
● Get students to discuss their ideas in pairs/small groups.

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Answer Key
Answers will vary.

While You Read

4. Reading

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● Have students read the article. (You may want to play the audio as they read.)
● Tell them not to use a dictionary.
● Ask them to compare the content of the article with their notes in 3, paragraph by paragraph.
● Get them to compare their answers with a partner.

Answer Key
Answers will vary.

5. Skimming 8n
● Read the directions with the students.
● Have them skim the paragraphs for the main idea.
● Get them to underline the main idea.
● Ask them to compare their answers to the predictions about general content that they made in
activity 3.
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● Have them discuss their answers.

Answer Key
Answers will vary.
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6. Identifying main ideas

● Read the directions.
● Have students work with a partner or in small groups and first decide which statements are true for
each paragraph. (There are more than one true statements.)
● Get them to justify their choices.
● Next, ask them to select the main idea of each paragraph.
C

● Have them compare their answers.

● Call on students to share their answers with the class.

Answer Key
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1. C
2. C
3. A
4. C
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5. C

After You Read

Language Focus – Understanding Idioms
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● Write the example sentence on the board: For a family in a reality TV show, it was life in a fishbowl.
Underline “in a fishbowl”.
● Have students read the first paragraph in the Language Focus box.

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 New Interactions Reading and Writing 3 Teacher Manual

● Read the second paragraph in the box, using the example on the board.

7. Understanding idioms
● Read the directions.
● When students have found the idioms, get them to compare their answers with a partner.

Answer Key
1. out-of-the way
2. kicked out

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3. battle each other
4. it goes without saying
5. chances are
6. spread like wildfire
7. fought tooth and nail
8. rags-to-riches

6U
Language Focus – Using Participles as Adjectives
● Write the following on the board.
Present participle:
-ing = cause of emotion
That book is interesting.
We watched a boring movie.
The race was tiring.
Past participle:
-ed = effect or result
8n
I’m interested in that book.
We were so bored that we fell asleep.
The runners were tired after it.
● Read the information in the Language Focus box and review the chart on the board.
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● Call on two students to read the examples.

8. Using participles as adjectives

● Read the directions.
● Read the words and have students give you the present and past participle forms
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(disgusting/disgusted; embarrassing/embarrassed; encouraging/encouraged; entertaining/entertained;

exciting/excited; interesting/interested). For example, when you say “challenge”, students say
“challenging” and “challenged”.
● Have students work on the activity in pairs. Remind them to check off the words as they use them.

Answer Key
C

1. entertained ( excited)
2. entertaining (exciting / interesting)
3. disgusting (horrifying)
4. horrifying
5. encouraging
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6. interested
7. challenging
8. exciting (interesting)
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9. excited (interested)
10. embarrassed (horrified)

9. Thinking and discussing

● Put students in pairs.
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● Tell them to discuss the questions.

● Set a time limit of 10 minutes for the discussion.

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● Call on students to share their answers with the class.

Answer Key
Answers will vary.

10. Blogging
● Have students read the directions.
● Get them to choose a reality show they are familiar with.
● Ask them to look at the list of points and ensure that they write about all of them in their comments.

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● Get students to display the finished comments on OUR BLOG or OUR BLOARD.
● Encourage them to read several comments and discuss them with others.

Answer Key
Answers will vary.

Writing – Witness of Change

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Section Aims
Reading: Activating prior knowledge about a topic and answer questions; identifying and interpreting
implied messages; identifying who the addresser is
Writing: Thinking and making notes about global issues; identifying facts, reasons, and examples, and
completing an outline; identifying the writer’s “voice”; creating an outline and using it to write own text;
drafting, editing, redrafting, and finalizing a text; reviewing and commenting on written work

1. Topic 8n
● Ask students to look at the images and read the questions.
● Have them make notes under the two headings.
● Ask them to compare and discuss their notes with a partner.
● Set a time limit (10 minutes).
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● Call on students to share their answers.

Answer Key
Suggested answers:
Positive changes: It has made communication easier and faster. It allows people to travel more often,
to faraway destinations. It has created more jobs. It has helped people learn about other cultures and
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understand different lifestyles.

Negative changes: It has made people more isolated. It harms local traditions and values. It has led to
a bigger division between the poor and the rich. It has contributed to environmental problems.

2. Vocabulary
● Have students look at the mind map.
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● Get them to interpret the connection between the sub-categories and think of more sub-categories
for the outside circles.
● Ask them to brainstorm words they associate with the main and sub-categories.
● Ask them to compare their lists in small groups.
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● Call on students to share their answers.

Answer Key
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Answers will vary.

3. Reading
● Have students read the article. (You may want to play the audio as they read.)
● Ask them to complete the outline in the graphic organizer.
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● Get them to compare their answers in pairs.

● Call on students to share the answers with the class.

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Answer Key
1. No electricity
2. Goes to Internet café.
3. Roads connect villages and towns.
4. Young people don’t look up to or listen to older men.

Skills Focus – Who Is The Addresser?

● Explain to students that when they read a text they may find different voices “talking”, addressing the
reader.

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● Get them to look at the examples in the Skills Focus box.
● Go through the examples one by one.

4. Thinking critically
● Have students read Duma’s Village again.
● Ask them to find examples of the different voices.

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● Get them to compare their findings with a partner.

Answer Key
Suggested answers:
Jata travels about 10 kilometers every day to go to school in a neighboring town and doesn’t get back
until late in the evening. (Duma’s)
He wants to become a computer technician. (writer’s)
He studies in the school library after classes and then visits an Internet café in town. (writer’s)

5. Preparing to write
8n
But Duma feels that the village is almost too quiet during the day. (writer’s)

● Have students read the directions.

● Elicit the topic and the voices (viewpoints).
● Ask them to make notes to the points listed.
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● Go around and offer help if needed.

Answer Key
Answers will vary.
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6. Organizing notes
● Have students look back at the outline to Duma’s Village.
● Tell them to organize their notes similarly.
● Have them compare and discuss their notes with a partner.

Answer Key
C

Answers will vary.

7. Writing
● Have students read the directions.
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● Use questions to check they have understood the task.

● Get them to read the information in the Tip box.
● Elicit examples for “hanging” questions and conveying views explicitly/implicitly.
● Set a time limit (25–30 minutes).
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● Get students to work on their essays individually.

Answer Key
Answers will vary.
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8. Drafting and editing 1: Peer review

● Put students in groups of three or four.

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● Get them to look at the set of criteria (“content and effect” and “form”) they are checking the draft
texts against.
● Ask them to review their own draft first.
● Tell them to exchange drafts.
● Ask students to read their peer’s draft and make comments on its content and language.

Answer Key
Answers will vary.

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9. Drafting and editing 2: Peer review
● Tell students to read the comments on the first draft and make the necessary corrections.
● Ask them to exchange the improved drafts once more.
● Tell them to go through the same steps as before: they check the second draft and suggest further
improvements if needed.

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Answer Key
Answers will vary.

10. Editing, rewriting, and finalizing

● Get students to look at the second review and finalize their texts.
● Ask students to reflect on the process of redrafting and also identify the areas they needed to make
the most improvements on.
● Discuss the value of peer review with the students.

Answer Key
Answers will vary.

11. Thinking critically

8n
● Have students read the three statements individually.
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● Ask them to make notes of their opinion and discuss the statements with a partner.

Answer Key
Answers will vary.
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12. Blogging
● Have students read the directions.
● Tell students to display their comments on OUR BLOG or OUR BLOARD.
● Ask them to read a few texts and make comments.

Answer Key
C

Answers will vary.

SELF-EVALUATION
● Explain to students that thinking about their learning can help them decide what to focus on in their
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lessons and homework, and can help them monitor and chart their progress.
● The Self-Evaluation Log at the end of the chapter helps students track their own strengths and
weaknesses and also encourages them to take ownership of their own learning.
● Have students check the strategies practiced in the chapter and ask them to assess the degree to
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which they have mastered them. (They have actually used all of these strategies in Chapter 6.)
● Put students in small groups. Ask students to find the (an) activity related to each strategy listed.
● Ask them to review the activities/strategies where they assessed their achievement be less than
satisfactory.
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 New Interactions Reading and Writing 3 Teacher Manual

Chapter 5 – A Universal Language?

Chapter Goals
Reading: Students will read two texts about different forms of communication, will identify the topic and
details, will be skimming for main ideas. They will also practice getting meaning from context,
categorizing, using a Venn diagram and distinguishing facts from assumptions, as well as identifying

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inferences and thinking critically.
Writing: Students will practice categorizing and note-taking in a graphic organizer, summarizing,
narrating an incident and expressing opinion as well as using examples and arguments. They will be
writing a blog for an anti-bullying campaign, too.

6U
Focus on the Images
Ask students to:
1. look at the images and say what methods of communication they can identify
2. speculate on the messages being conveyed
3. consider which method of communication they judge to be the most effective.

Answer Key
Answers will vary.

Brainstorm and Associate

Ask students to:
8n
1. make two lists, one containing words and phrases that they associate with different communication
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methods, and another related to ideas and questions about language and other methods of
communication.

Answer Key
Answers will vary.
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Think and Comment

“Language shapes the way we think and determines what we can think about.” Benjamin Lee Whorf
Ask students to:
1. read the quote. Tell students that Benjamin Lee Whorf (1897–1941) was an American linguist and fire-
C

prevention engineer. (His famous theory is that the way we perceive and conceptualize the world
depends on the structure of the language we speak.)
2. identify the key concept and paraphrase/rephrase the quote
3. justify their interpretation
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4. consider how far they agree with the quote and give reasons for their opinion.

Answer Key
e/

Answers will vary.

Reading 1 – Talking with Animals

Section Aims
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Reading: Interpreting images and making critical comments; thinking critically, making predictions and
anticipating content; activating prior knowledge about a topic and answering questions; brainstorming
and recalling words and phrases related to a topic; reading and making notes; identifying the main

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ideas and details in a text; skimming paragraphs and identifying main points; getting meaning from
context
Vocabulary: Understanding vocabulary from context; understanding and using words in context
correctly; understanding and using words and phrases related to language and communication;
understanding the use of italics and quotations
Language Focus: Understanding and using words with multiple meanings

Before You Read

1.Topic

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● Tell students to look at the images.
● Put students in small groups and have them discuss the questions. Ask them to give reasons for their
answers where relevant.
● Call on students to share their answers with the class.

Answer Key

6U
Answers will vary.

2. Vocabulary
● Have students read the words in the box.
● Tell them to compare these words with the words on the lists they made during the brainstorming
activity.
● Ask them to circle the words that appear on both lists and add a check mark to the ones they don’t
know.
8n
● Play the audio, so that students can hear the pronunciation.

Answer Key
Answers will vary.

3. Getting meaning from context

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● Have students read the directions.
● Tell them to read each sentence and choose the correct explanation for the underlined expression.
● Ask them to do the task individually.
● Have them compare their answers in pairs.
● Call on students to share their answer with the class.
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Answer Key
1. B
2. B
3. A
4. A
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4. Thinking and predicting

● Introduce the topic of the reading: talking with animals.
● Have students read the paragraph headings.
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● Ask them to consider and make notes of the information they expect to find in each paragraph.
● Get them to compare their notes with a partner.

Answer Key
e/

Answers will vary.

5. Thinking critically
● Have students read the statements.
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● Ask them to decide and mark whether they find the statements True or False in the “Your Opinion”
column.
● Get them to discuss their answers with a partner.

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Answer Key
1. True
2. True
3. False
4. False
5. True
6. False
7. False

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While You Read
6. Reading
● Have students read the passage. (You may want to play the audio as they read.)
● Tell them to underline any words or phrases that are new or that they do not understand. Remind
them not to use a dictionary.

6U
● Ask them to check the content of the paragraphs against their expectations in 4.
● Ask them to look back at 5 and decide whether the statements are True or False, according to the
passage.
● Have them compare and discuss their answers in pairs/small groups.
● Check answers as a class.

Answer Key
Answers will vary.

Content Note
8n
● Dr Doolittle, a character invented by the British writer Hugh Lofting (1886–1947), was a veterinarian
who could communicate with animals, even imaginary ones. Eddie Murphy made two comedy films
based on his character in 1998 and 2001.
● Dr Jane Goodall is a primatologist who has studied the behavior of chimpanzees in Tanzania, Africa,
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since 1960. She was the first to document that chimps used tools, hunted for meat, and had diverse
personalities. She has taught and lectured about chimps all over the world.
● Dr Con Slobodchikoff is a professor of biology at the University of Northern Arizona, USA. He has
studied colonies of prairie dogs and interpreted the alarm calls they use to protect the colony from
predators.
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After You Read

7. Getting meaning from context
● Read the directions.
● Tell students to read the definitions and find the words they define in the text.
● Have students do the task individually.
C

● Get them to check the answers with a partner.

● Check the answers with the class.

Answer Key
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2. head back
3. wagging
4. gestures
5. upright
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6. reassure
7. swagger
8. pod
9. vocalize
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10. species
11. claimed
12. gender

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13. chatter
14. mammals
15. brain

Language Focus – Understanding Words with Multiple Meanings

● On the board, write the following sentences:
My sister got engaged last month. / I can’t get through – the line is engaged.
What’s the date today? / My favorite fruit is dates.
● Ask students to look at the underlined words in the sentence pairs and elicit the meaning for each.

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● Ask students what helped them to work out the meaning (context).
● Ask them to read the information in the Language Focus box.
● Elicit more examples from the students. Point out that words with multiple meanings are frequently
different parts of speech. However, their spelling is identical (homograph from the Greek: homo =
“same”; graph = “writing”).

6U
8. Understanding words with multiple meanings
● Have students read the directions.
● Ask them to do the task individually.
● When they have finished, get them to compare their answers in pairs/groups.

Answer Key
2. head
3. organs
4. subject
5. pick(ed) up
6. coin
8n
9. Understanding italics and quotations
● Write these examples on the board and explain:
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Italics
Emphasis: Most dolphins can understand and follow hand signals.
Meaning: Syntax distinguishes language from general communication.
Title: The journal Science contains many interesting articles.
Foreign word: The planum temporale in both humans and chimps is the same size.
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Quotation (marks)
Direct speech: When the chimp’s kitten died, she signed, “Me sad.”
Something different; not literal meaning: What are honeybees “saying” when they dance?
● Have students read the directions.
● Ask them to do the task individually.
● When they have finished, get them to compare their answers in pairs/groups.
C

Answer Key
Paragraph B:
“Language” – something different
“smell-messages” – something different
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“home” – something different

Paragraph C:
“dance” – something different
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“saying” – something different

“I want to play” – direct speech
“smiles” – something different
Paragraph D:
“songs” - something different
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Paragraph E:
“talking” – something different

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“say” – something different

“There’s a tall blue human coming from the north.” – direct speech
Paragraph F:
(ball, basket, pipe) – meaning
(big, small, red) – meaning
(left, right) – meaning
(go, take) – meaning
(in, under) – meaning
“Go to the ball on your right and take it to the basket.” – direct speech

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Paragraph H:
“take the potato outdoors” – direct speech
“go outdoors and get the potato” – direct speech
good, funny, hungry, stupid – meaning
“You me out.” – direct speech
“water bird” – direct speech
“green banana” – direct speech

6U
“Me sad.” – direct speech
Paragraph I:
“Lana tomorrow scare snake river monster” – direct speech
planum temporale – foreign language
Science – title
“essentially identical” – direct speech
Paragraph J:

syntax – meaning 8n
“Is it language?” – direct speech

“a continuum of skills” – direct speech

10. Finding details

● Direct students’ attention to the table. Ask them which animals use the types of communication listed
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in the first column.
● Tell them to work individually or in pairs to find information in the passage to fill in the second
column. (They can also do this assignment for homework.)

Answer Key
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Types of Communication Examples

smell Smells have different meanings: to attract a mate, send a warning,
mark a territory, or communicate where to find food.
gestures Body language can show directions to food or flowers, to express
emotions or desires, or to demonstrate status.
vocalizations Vocalizations can locate or identify objects or communicate with
members of a group.
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chatter (by prairie dogs) Chatter can alert members of a group to danger or distinguish
among creatures as to degree of danger.
symbols (used by dolphins) Symbols like hand signals can be used to give commands to
animals that they learn to follow.
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symbols (used by primates) Symbols like ASL and lexigrams can also be used for
communication between chimps and humans.
e/

11. Thinking critically

● Put students into groups.
● Have them discuss the difference between communication and language.
● Ask them to make notes in the T-chart.
● Set a time limit for the discussion (10–15 minutes).
.m

● Call on different groups to share their answers with the class.

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Answer Key
Suggested answer:
Communication is the ability to relay messages to others of the same or different species by using a
variety of means, such as; smell, body language, vocalization, or symbols.
Language is the ability to use vocalizations or symbols according to a set of rules, or grammar, that
entails word order, or syntax. Mammals like dolphins and chimps may have a primitive ability to use
language with training.

Best Practice – Interacting with Others

p6
These types of collaborative activities help students get a better understanding of ideas in the reading
passage, through interacting with other students. They can clarify answers and reinforce knowledge
with the assistance of their group members.

Reading 2 – Baby Talk

Section Aims

6U
Reading: Interpreting images and making critical comments; thinking critically, making predictions and
anticipating content; activating prior knowledge about a topic and answering questions; brainstorming
and recalling words and phrases related to a topic; reading and making inferences; identifying the main
ideas and details in a text; getting meaning from context; distinguishing facts from assumptions;
thinking critically and evaluating the content and features of a text
Vocabulary: Understanding vocabulary from context; understanding and using words in context
correctly; understanding and using words and phrases related to language and communication

Before You Read

1. Brainstorming
8n
● Put students in groups.
● Get them to look at the pictures and discuss their ideas related to the two questions.
● Set a time limit (5 minutes) for the activity.
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Answer Key
Answers will vary.

2. Thinking critically
bb

● Elicit definitions/explanations of the meaning of personality, feelings and behavior.

● Put students in groups.
● Have them read the directions.
● Get them to discuss the options and remind them to give reasons for their answers.
● Call on students to share their ideas with the class.

Answer Key
C

Answers will vary.

3. Thinking and predicting

● Have students read the statements.
+

● Ask them to decide and mark whether they find the statements True or False, in the “Your Opinion”
column.
● Get them to discuss their answers with a partner.
e/

Answer Key
Answers will vary.

While You Read

.m

4. Reading
● Have students read the article. (You may want to play the audio as they read.)

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● Tell them not to use a dictionary.

● Ask them to look back at the statements in 3 and mark them True or False according to the article
(“After You Read” column).
● Tell them to underline the sentence(s) that support their choices.
● Tell them to check their answers against their predictions in the “Your Opinion” column.
● Ask them also to compare their opinion in the discussion they conducted, with what they have read
in the article.
● Ask them to compare and discuss their answers in pairs/small groups.
● Check answers as a class.

p6
Answer Key
1. False
2. True
3. True
4. False
5. True

6U
6. False

5. Skimming
● Read the directions with the students.
● Have them skim the paragraphs for the main idea.
● Get them to select the sentence that describes the main idea of each paragraph best.
● Ask them to discuss their answers.

Answer Key
1. C
2. A
3. B
8n
4. D
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After You Read
6. Getting meaning from context
● Read the directions.
● Tell students to read the definitions and find the words they define in paragraphs B and C.
bb

● Have students do the task individually.

● Get them to check the answers with a partner.
● Check the answers with the class.

Answer Key
1. verbal
C

2. emotional
3. respond
4. evidence
5. bear in mind
6. acquire(d)
+

7. Identifying inferences
● Read the directions.
e/

● Check the first statement and analyze it with the students, to demonstrate how they get to the
answer.
● Tell students to use highlighters to mark the phrases in the text.
● Have students check the statements where they found the phrases from which they inferred the
information, and write them on the lines.
.m

● Check the answers with the class.

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Answer Key
Paragraph A
2. not inferred
Paragraph B
1. not inferred
2. Parents should also remember …. Is a two-way street.
Paragraph C
1. Research with babies seems to suggest …. Influence the way a young child learns to communicate.
2. not inferred

p6
Paragraph D
1. not inferred
2. Parents might naturally respond … and interaction they expose their child to.

Skills Focus – Distinguishing Facts from Assumptions

● Write the “signal words” on the board:

6U
FACT: found proof a known fact evidence
ASSUMPTION: believe apparently suggest seem may/might
● Call on students to read the explanation in the Strategy box.

8. Distinguishing facts from assumptions

● Read the directions and tell students to go back to the reading and underline the signal words for the
fact or assumption.
● Have students write Fact or Assumption next to each statement.

Answer Key
8n
1. Fact: … it turns out that all that “baby talk” is exactly what a baby’s brain needs to learn a language.
(A)
2. Assumption: It’s been suggested that imitation is the sincerest form of flattery. (B)
3. Assumption: Research with babies seems to suggest that nature is a key factor in the way the
W
language is acquired and developed. (C)
4. Fact: However, other studies provide evidence that each situation or context will also influence the
way a young child learns to communicate. (C)
5. Fact: Either way, it’s a known fact that your voice helps your child feel good and develop their
language skills. (D)
bb

9. Thinking and discussing

● Put students in small groups.
● Tell them to read and discuss the questions.
● Set a time limit of 10 minutes for the discussion.
● Call on students to share their answers with the class.
C

Answer Key
Answers will vary.

10. Commenting
+

● Have students read the directions.

● Ask them to look at the list of points and ensure that they include all of them in their comments.
● Get students to display the finished comments on OUR BLOG or OUR BLOARD.
e/

● Encourage them to read several comments and discuss them with others.

Answer Key
Answers will vary.
.m

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Writing 1 – What Makes Us Who We Are?

Section Aims
Reading: Activating prior knowledge about a topic and answering questions
Writing: Thinking critically and making notes in a Venn diagram; writing a summary of a text; identifying
and expressing facts, reasons, and examples to support their opinion; organizing their ideas and writing
a blog or an article; reviewing and commenting on written work

1. Topic
● Ask students to look at the images and read the questions.

p6
● Put them in small groups.
● Ask them to discuss the questions.
● Set a time limit (10 minutes).
● Call on students to share their answers.

Answer Key

6U
Answers will vary.

2. Vocabulary
● Have students look at the chart.
● Ask them to brainstorm words they associate with the three categories and write them in the chart.
● Remind them to include words they can recall from the two reading texts.
● Ask them to compare their lists in small groups.

Answer Key
Answers will vary.
8n
● Call on students to share their answers.

3. Using a Venn diagram

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● Have students read the directions and the information in the Tip box.
● Elicit the difference between nature and nurture in the context of the topic.
● Ask them to complete the Venn diagram with their own ideas and ideas from the reading text. Tell
them to indicate clearly which ideas come from the text and which ones are their own.
● Get them to compare their answers in pairs.
● Call on students to share the answers.
bb

Answer Key
Answers will vary.

4. Summarizing
● Have students read the directions.
C

● Ask them to look back at the Venn diagram they completed.

● Get them to write a summary of the views expressed in the article, organized according to the three
viewpoints in the task.
● Set a time limit for the summary writing (15 minutes).
+

Answer Key
Answers will vary.
e/

5. Thinking critically
● Have students read the directions.
● Ask them to focus on their own viewpoint about the topics in the article.
● Get them to write a paragraph where they support their own viewpoint with arguments, reasons, and
.m

examples.
● (You may want to collect the summaries, check them, and comment on them.)

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Answer Key
Answers will vary.

6. Blogging
● Tell students to display their paragraph on OUR BLOG or OUR BLOARD.
● Ask them to read a few texts and make comments.

Answer Key
Answers will vary.

p6
Writing 2 – Cyberbullying: How to…
Section Aims
Writing: Thinking critically and making notes; identifying and expressing facts, reasons, and examples
to support their opinion; creating an outline and using it to write their own text; drafting, editing,
redrafting, and finalizing a text; organizing their ideas and writing a blog or an article; reviewing and

6U
commenting on written work

1. Topic
● Read the title of the section and ask students to comment on the phrase “How to”. What type of
reading should they expect to find in this section? (an advice column). Does it mean “How to be a
cyberbully?” or “How to address or cope with cyberbullying?”
● Ask students to look at the images and read the questions.

8n
● Have them make notes for each question individually.
● Put them in groups.
● Ask them to compare and discuss their notes in their group.
● Set a time limit (10 minutes).
● Call on students to share their answers.
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Answer Key
Answers will vary.

2. Free writing
● Have students write about cyberbullying.
● Tell them to read and follow the directions.
bb

Answer Key
Answers will vary.

3. Reading
● Get students to read the text about cyberbullying. (You may want to play the audio as they read.)
C

● Ask them to match the paragraphs with the paragraph headings individually.
● Get them to check the answers in pairs.
● Check answers as a class.
+

Answer Key
1. E
2. C
e/

3. D
4. F
5. A
6. B
.m

4. Thinking critically
● Read the directions with the students.
● Explain clearly what they need to do in each step.

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● Tell them to work in pairs or small groups.

● Ask them to make notes and/or use highlighters to find different features in the paragraphs.
● Monitor the activity, provide help if needed.
● Call on students to share their answers with the class.

Answer Key
Answers will vary.

5. Thinking and discussing

p6
● Have students think about the consequences of cyberbullying.
● Elicit a few ideas/examples from the class.
● Have students work in pairs to discuss their ideas.
● Call on students to share their answers with the class.

Answer Key

6U
Suggested answer:
Some of the consequences of cyberbullying are: anxiety, fear, depression, low self-esteem, poor
performance at school, isolation, violence, etc.

Skills Focus – The Writing Process: Preparing to Write

6. Thinking and making notes
● Get students to read the list of approaches to preventing cyberbullying.

8n
● Ask them to make notes about each, focusing on how effective they can be.
● Get them to consider and evaluate the impact of each preventative approach.
● Have them share and discuss their ideas in small groups.

Answer Key
Answers will vary.
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7. Writing
● Have students read the directions.
● Get them to consider which beginning will be the most effective for their blog.
● Tell them to write the blog (or the article).
● Set either a time limit for the activity or specify the length of the blog/article.
bb

Answer Key
Answers will vary.

8. Drafting and editing 1: Peer review

● Put students in groups of three or four.
C

● Get them to look at the set of criteria (“Content and Effect” and “Form”) they are checking the draft
texts against.
● Ask them to review their own draft first.
● Tell them to exchange drafts.
+

● Ask students to read their peer’s draft and make comments on its content and language.

Answer Key
Answers will vary.
e/

9. Drafting and editing 2: Peer review

● Tell students to read the comments on the first draft and make the necessary corrections.
● Ask them to exchange the improved drafts once more.
.m

● Tell them to go through the same steps as before: they check the second draft and suggest further
improvements if needed.

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Answer Key
Answers will vary.

10. Editing, rewriting, and finalizing

● Get students to look at the second review and finalize their blogs.
● Ask students to reflect on the process of redrafting and also identify the areas they needed to make
the most improvements on.
● Discuss the value of peer review with the students.

p6
Answer Key
Answers will vary.

11. Thinking critically

● Have students read and consider the statements.
● Ask them to make notes about each statement.

6U
● Ask them to work in pairs/small groups and discuss the statements.
● Call on students to share the outcome of their discussion with the class.

Answer Key
Answers will vary.

12. Blogging
● Have students read the directions.
8n
● Tell students to display their comments in the classroom (OUR BLOG or OUR BLOARD).
● Ask them to read a few texts and make comments.

Answer Key
Answers will vary.
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SELF-EVALUATION
● Explain to students that thinking about their learning can help them decide what to focus on in their
lessons and homework, and can help them monitor and chart their progress.
● The Self-Evaluation Log at the end of the chapter helps students track their own strengths and
weaknesses and also encourages them to take ownership of their own learning.
bb

● Have students check the strategies practiced in the chapter and ask them to assess the degree to
which they have mastered them. (They have actually used all of these strategies in Chapter 7.)
● Put students in small groups. Ask students to find the (an) activity related to each strategy listed.
● Ask them to review the activities/strategies where they assessed their achievement be less than
satisfactory.
+ C
e/
.m

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