Academic Encounters 2ed Reading Writing 1 TM

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Academic Encounters

READING WRITING

2nd Edition

Jennifer Whaon

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Series Editor: Bernard Seal

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Scope & Sequence

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Itoduction

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Student Book Answer Keys

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Content Quzzes

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Unit 1: Planet Earh • 

Cott Chapter 1

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Reading   1 Reading

Our Solar System Reading 2

Earth's Four Systems Reading 3

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Thinking about the topic Pr eviewing eviewing at Asin and answering questions about a text Peviewing ey parts of a text

Parts of speech Comparative adjectiv adjectives es

Using headings to remember main ideas Bilding bakgond nowledge n owledge about the topi Readig boxed texts Illustrating main ideas Thining about the topi Readig  main ideas

Writing simpe simpe an ompound senteces Wrtng denitions Pronoun eerence Showing ontrast

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Roks on Our Panet Reading 1

Chapter 2

Plate Tetonis

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eading 

Volanoes Volanoes Reading 3

Earthuaes

Unit 2: Water on Eah • 51 Cott Reading 1 Chapter 3

ahs ae Suppy page 54

The Water Cyce Reading 2

Groundwater and Surce Water   Reading 3

Glaciers

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hinking about the topic xamining graphis

Identing topic sentences

Sequencing Readig about statistics statistics nreasing reading speed Readig r main ideas Scanning

dentiing topisentences sentenes and suppoting Wrting topic sentenes topic sentenes and suppoting sentences

Thining about the topi Building bakground noledge about the topi Readig maps xamining graphi Brainstorming Readi for main ideas and and detais

Writing about superlatives escribing results Conluding sentenes Paralel Paral el structure structu re Both .. ad an neither 

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Reading 1 Chapter 4

ahs eas page 77

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Oceans Reading 

Currents Reading 3

Waves and Tsunamis

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Reviewing paagra paagraph ph stuture

 

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0 Vocabulary Skills ( Academic Success Skills Words from Latin and Greek Cues for finding word meaning earning verbs with their prepositions

Preiewing key words Preixess Preixe Prepositional phrases Using grammar, context, and background knowledge knowledge to guess meaning

Learning Outcomes

Highlighting Making a pie cart Answeng mulple-choice questions Labeling diagrams

Reading maps Answering true/false questions

Write an acadeic paragraph about a place on Earth you like

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 Vobu Skills  Anonyms Suffixes that change verbs into nouns Contable and uncountable nouns Sujectverb agreement

Sujectver agreement To and ver Adjectve suffxes

 Succe Skill

Learning Outome

Understanding test questons Answering muliplechoice questons Mapping Conducting a survey

Taking notes Highlighting abeling a ma Organizing ideas

Write an acadec paragraph abot a water feature on earth

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Unit 3: The Air Around Us• Us• 101 Content

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Pvw ky ts Bu bkou kowl bout th top Thk bout th top Pvw ky pts of  txt x phs Pv 

vw pph pph stutu Tsto wos Wt bout hht Wt  obsto po

Thk bout th top Appy wht you hv  Pv ky pt of  txt I  sp    

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Thk bout th top Bu bkou kow bout th top

Wt bout sts Wt bout fs Wt bout slts

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Rdi 1 Th B B Rdi 2 Th Skt  Musu Systs Rdi  T Ht  t Cutoy Syst Syst

Thk bout th top App wht you hv  I  sp Ask  sw qustos bout  txt S fo ts     kow bout th top Squ

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Guessng meanng rom cntext Descrbng pas Plang wth wrds Clns,  such as, and sts Wds frm Latn and Greek Wen clauses

Examnng test quesns Takng ntes with a chart Usng symbls sym bls and abbreva abbrevatns tns

Defnng key wrds Usg a dctnay Usg this/thatthesethose t cnnect deas Synnyms Prestns f lcatn

Understandng averages Usng a Venn dagram t rganze deas frm a text Examnng statstcs Thnkng crtclly abut the tpc

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Answerng true/se questns Askng fr clarcatn Cnducng a srvey

meanng That clauses Cpund wrds

Makng anwhat utlne Applng yu have read Thnkng ctcl abut the tpc

Usg adjectves Gernds Wds that can be sed as nns r verbs Prestns  drectn Plang wth wrds

Hghlghtng ad takng ntes Usng a dctnay Cnductng Cnduct ng an expement Answeng muple-chce questns Hghlghtng ad makng an utlne

Wte an acadec paragraph abt the clmate n a pace yu knw

Learning Otcomes

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Introduction The Ademic Encountr Sres is a sutained content-baed erie for English language earner preparing to study colegeevel suect matter in Engih. The goal of the eries i to expoe students to the types of texts nd taks that they will encounter in their academic coure work and provide them with the ki to e successfu when that encounter occur. At each evel in the erie, there th ere are two theaticay pired books One is an acadeic reading reading and writing ski book, in which student encounter readins that are baed on authentic acadeic texts. In this book, tudent ar given the skils to understand texts and repond to them in writing The reading nd writing book is paired with an acadeic itening and speaking kis book, in which students encounter dicussion and ecture materia pecay prepared by expes in their ed n this book, stdents earn how to take note ro a ecture prticipate in discussion, and prepare sho presentaions. irLanguage.com The boo at each eve ay be used as stand-alone reaing and writing books or itening and peaking books Or they ay be ued together to create a compete fourkils course Thi i made possibe because the content of each book at each leve is very cloey reated Each unit and chapter for exape ha the ae tite and deals with simiar content, so that teacher can easily focu on dieren skils, but the sae content a they togge ro one book to the other. Additionaly, if the book ar taught together, when student are preented ith the cuinating unit writing or peaking aignnt they wi have a rih and varied suppy of rading and ecture ateria to draw on Academic Encounte

A sustained content-based approach The Academic Encounter series adopts a ustained content-baed approach, which ean that at each ve in the series students tudy subjet matter ro one or two reated academic content area There are two major advantage gained by tudent who tudy with materia that adopt this r • Becaue al the ubject matter in each book is related to a paticuar acadeic dicipline, concepts and nguage tend to recur This ha a ajor ciitating eect. A students progres through the course, what at frt eeed chaenging fes more and more acceible. Students thu gain confdence and begin to fee that acadeic tudy in Engish i not a overwheming a task as they ight a rst have thought. • The scond major advantage in studying in a utaind content-baed approach i that students atualy gain soe indepth knowedge of a particur subject area. n other contentbased eries, in whch unit go fro one acadeic disipine to aother students' knowledge of any one ubect area i inevitaby upercia. However after studyin a eve of Academic Encounters student may e that they have suiciently good grounding n the subject area that they may decide to ove on to study the acadeic subject area in a aitream class, perhap ufing one of their  gener education requirement

The four levels in the series The Academic Encounters series consists of four pairs o books designed fr fur eves of student prociency procien cy Each pair of books focuses on one or ore related acadei subject areas coony taught in colege-leve coure • Acadmic Encounte 1: The Natura Word Level  in the serie fcuses on earth science science and bioogy The books are deigned or student at the ointerediate evel � 0 D  J

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Introduction

 

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• Academic Enounters 2: American Studies Level  in the eries cuses on American history, pitics government and cuture. he books are designed r students at the intermediate eve • Academic Encounter 3 Li in Society Level 3 in the series cuses on socioogica topcs The books are designed for sus a h high-intermedate eve. • Academic Encounters 4 Human Behavior Leve 4 in the focuses on psychoogy huan communication. he books are designed fr udens at series he owadvanced o advancedand eve

New in the Sond Edition he secnd edition of the Academic Encounters series etains the mor hamark of the erie the sustained content approach with coey reated pairs of books a each eve However essons earned ver the years in which Academic Encounter as been on the market have been heeded in the pbication of this brand new edition. A a resut the second edition marks many notabe improvements hat wi make the series even more attractive to the teacher who want to uy prepare his or her students to underake academic studie in Engih.

Newunits, in eight the chapters seriesper level he number of units and chapter in each eve has been Four reduced rom ve units I ten chapter n the rst editio to fur unit I eight chapters in the econd edition. hi reduction in ource materia wi enabe istructor to more easiy cover the maeria in each bok Increasd scafolding.  W  Whie hie the amount of reading ad tening materia that students have to engage with has been reduced, there has been an increae in the number of tasks that hep students access te source materia, incuding a greater number of task that ocus on the inguitic features of the ource materia. Acadmc Vocabulay In b h rdng nd wiin nd he ienng and peakin books there are tak that now draw sudents' attention to the academic vocabuary that is embedded in the reading and ecture incuding a ocu on the Acadeic Word ist (AWL) A the AWL word encounteed during he readings and ecture are ao isted in an appendix at the back of each book. Full color new design A number of features have bee added o he design, not ony to make he serie ore attractive but more imporanty to make the materia easier to navigate. Each tak is coded  hat teachers and tudents can see at a gance what ski i being deveoped n addition the end-of-nit writing ski and peaking ki sections are et o in coored pages that make them easy to nd

New in the reading and writing books More writing skill deelopent. n the rst edition o Academic Enounters, he reading and writing book cused primariy on reading ski. n te econd edition the two skis are much more eveny weihted, making these book truy reading and writing books End-of-chapter and unit writing assignents At the end of each chapter and unit, tudent are taught about aspect of academic writing and given wrting assignments Stepby tep scafoding is provided in these ections to ensure that student draw on the content ski, and anguage they studied in the uni; and can successfuy compete the assignmens. New ad updated readings Because many of the readings in the series are drawn om actua discipiespecic academic tetbooks, recent editions of thoe tetbooks have been ued to update and repace reading. Introducion

9

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New in the listening and speaking books

More spaking skill developmen.  th t t f Academic Encounters, th t   b fcu y  t  I th c t th tw   c f th b   y wht End-o-ni assignmens. c ut ccu wth  w f th cc cbuy tuc  th ut,  tc w  t ct th w cbuy    tt t t th ut tc whch cu tbyt u  ch    t ty f  tt Ne and pdaed leres and inervies. Bcu t t t  th tw  ctu ft  wth cut u  t h b t  c t  t tt  t f ty' tut Video o e leres. I t t u CD tt ct  th t t  th t   b th  w ct  t hw t ctu b  T ctu   DD   c  th bc f th Stut B The Ademic Encountr Reading and Wrting Books Skills

Encouners Th thtw tut  cc f th Aademi t c  cc  txt wt t cty b  hctcy t  t   t t tht xtct th    y t T c  t b tut t y t w tt h b  f t  t   wt t    ttt tut irLanguage.com T th  t  t Academc Encounte   wt b  cc  b  R � Redng Skl t  O Vocabula kill t W  Wrtng Skll t  A QAcademc Success t At t b f ch ut  t  tuht  t ut  t   cht f y fc • eadig kills4 Th   t   t  tut  tt bf  w   ft    t uch  S f   tch tut tt thy c y t ctt t t  f  txt Pt t uch  Idntfng Min Ideas  Readng Cticaly  tut t t t  th t ut b f t txt

•  Voalar cc kills@ txt ycbuy t thuut  thb  t fcu ttcu f  t f cbuy bty tht t   tt f    tcu ubjct   w  t ubtchc cbuy tht  tt    y cc c At th  f c cht  f th AWL w tht   th  f th cht  t   xc   tt chc tt w f th w • riig kills Th  tw ty f wt  thuhut th b O ty ht  ccuty b cb  fwt   tht tut   t tc ftu f th txt tht thy  b    t  t t hw wt ctuct txt T th ty  wt t   t   t ut  fut t t  y t ut hw t wt  t  w    u wth x   whch    • ademi ess Q. B  w t  wt  bu th u ccy tu  h t  t  tht  rcuy cuy tt  cc tt Encounters Th tt qt cu uch t t   w hw tuy t  u cademic   ctt tt w  ct uty tht th f  tt  f b  tut  whch h  th u f tuct  t  10

Introductio

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Generl Teaching Guidelines In this section, we give some very general instructions r teaching the fllowing elements that occur in each unit of the Academic Encounters listening and speaking books: • The unit opener, which contains a preview f the unit content, skills, and learning outcomes • The Preparing to Read sections, which occur bere each reading • The eadings, which are sometimes accompanied b shot boxed readings • The After You Read sections, which follow each reading • The Academic Vocabula Review sections, which are at the end of each chapter • The Deveoing Writing Skils sections, which are at the end of the rst chapter of each unit • The Practicing Academic Writing sections, which occr at the end of the second chapter of each unit

Unit Opener The opeing page of the unit contains the title of the unt, a photograph that is suggestive of the content of the unit, and a brief paragraph that summarizes the unit. Make sure that students understad what the tite means. Have them look at the rt on the page and describe it and talk about how t mght relate to the title Finally lok at the summary paragraph at the bottom of the page Read it with your students and check to be sure that they understand the vocabulay an key concepts At this point it is not necessar to introduce the unit topics in any depth, sinc they wil get a detaied prview of the contents of the unit on the third page of the unit On the scond page o the unit, students can preview the chapter and reading titles and see what skils are being taught throughout the unit Have students rea and understand the chaptr and reading titles, and then focus on a few of the skils isted Note those that students might already be fmiliar with and some new ones that are being taught fr the rst tie in the book Draw students' attention to the Leaing Outcomes at the bottom of the page. This lerts students to what they are expected to be able to d by the end of the unit t is aso essentialy a review of the major assignment of the nit On the third page of the unit are tasks that preview the nit either by having students predict what infrmation they might nd in each section o the unit or by giving them some infrmation rom the unt an havng them respond to t he rst couple  tmes that you teach rom hs p,  students that when they are given a longer reading assignment, such as a chapter of a textbook, it is always a good strategy r them to preview the titles an headings of the reading, predict what the reading ight be about, and to think about what they might aready know about the subect matter The unit opener section should take about an hour of class time

Preparing to Read Each reaing is preceded by a page of pre-reading tasks in a section called Prepaing to Read rereading is heavily emphasied in the Academic Encunters reading and writing books since it is regardd as a crucial step in the reading process Som prereading activities introduce students to new vocabulary; some teach students to get an overall iea of the content by surveying the text r headings graphic material, captions, and art, and others have students recall their prior knowledge of the toic and their personal experiences to help them assimilate the material that they are about to nun n h n. Although one or two prereading tasks are always included for each text, you should look r ways to uppeent these tasks with additional pre-reading activities As you and your students work your way throgh the book, students wil become exposed to more and more pre-reading strategies Having been expsed to these, students should be adding them to their repertoire, and you should encourage their regar use For example, after having practiced th skil of examining graphic material, material, previewig headings and subheadings, and skimming r main ideas, students should idealy car out these operations every time they approach a new reading 12

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 he need o spend As a general principle he lower he prociency level of he sudens he greaer s he ime on he pre-reading acvies. The more prereadng asks sudens underake he easier i i fr sudens to access he ex when i comes ime or hem o do a close reading Each Preparing to Read page should ake abou hiy inues o class ime Some may require more or less ie

Reading Once i come ime r suden o rea he ex, how clsely hould hey do o a hi poin? Some sudens believe ha aer doing he Prearing to Read tasks hey should now read he ex slowly and carefully They will be parcularly emped o do s because he ex have been craed o be be nenionally nenion ally challenging r hem since sudens need o be prepared o read challenging auhenic unmpled ex in her academic udies However studens should be discouraged rom doing his For one hing i s a poor ue o class ime o have sudens poring silenly over a ex or 20 minues or more. More imporanly i is vial ha sudes rain hemselves o read quickly oleraing ome ambguiy and going fr undersanding he main ideas and overall ex srucure raher han every word and deail To po  adg h ook clud one Incrsng Rdng Seed ask in mos o he uni In his ask suden are encouraged o read he ex as uckly as possble possble using echnques ha ha can help hem read er while reaining a irly high level o comprehension  sudens consise consisenly nly apply hese echniques mos exs will ake beween 3 nd 7 minues o read Bere sudens sar reading ny o ex herere i is a goodoidea gve he a challenging ime limi which hey should am owrd complee heir reading he o ex An alerave o reading every ex in clas s o aign ome o he longer exs as homework. When you do is you should do he prereading asks in clas a he end o he leson and sa he nex cla by aving sudens quickly skm he ex again beore moving on o he Aer You Read asks

Afer You Read Somee aer sudens have compleed reading he x he rs order o business i no o move on o he Aer You Read asks bu o revisi he Preparing o Read asks o check o ee i suden had he correc anwers in a predicing or skiig acivi The ask in he er You Read ecion are varied Som ocu on he cnen o he reading some on he linguisic aure o he reading such as he vocabulay and grammar and ome on he orgaizaion o he ex There are alo asks ha ech sudy skill. No wo Aer You Read secions are he (in ac no aks r quie heha same) because he conen Youdicae Read he organizaion andsame he language owo he After reading ype o ask would be appropriae Teacher who are used o more convenional pos-readig asks may be urprised o nd ha he cus o he posreading i no ex comprehension Ths is because he inenion o every ask in he adem Enouner reading and wriing books i o develop a kill no o es comprehension The ollwing are he main uncions o he poreading acivies in he Aademi nounte reading and wriing books: • o hae sudens read r main ideas and hink criiclly abou he ex • o as sudens o hink abou he conen o he ex nd a personal connecion o i or apply new io ened rom he ex in some way • o hihlgh ome o he mo salien language in he ex eiher vocabulary or grammaical grammaical srucures and have sudens use ha language in some way • o hae sudens gain insigh ino he syle and orgaizaion o he ex and o use hose  hose insighs o help them become more eecive wriers hemselve • o deelop sudens' reperoire o sudy skill by eahing hem r example how o hghligh a ex take noes and ummarize • o deelop sudens epreparaion skills by familiarizing familiarizing hem wih wi h ceain quesion ypes and by asking hem o aess wha hey would need o do  hey were gong o be esed on he ex Introductin

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To make he course as lively as a s possibe, suden ineraction has h as been bui ino mos aciviies. Thus, alough he books are primarily inended o build reading and wriing skills, oppouniies fr speaing abound. Sudens discuss he conen of he exs, hey work collaboraively o solve ask problems, hey compare answers in pairs or small groups, and someimes s omeimes hey engage in role-paying

Academic Vocabula Review The nal exercise of each chaper liss ords rom he Academic Word Word Lis ha sudens encounered in he chaper readings. The rs ime ha you do his exerise, discuss he meaning of "academic ord Tll sudens ha i is a word ha occurs equently across all ypes of academic exs regardles of he academic subjec maer. As such, hes are words ha deserve sudens' specia aenion. Encourage sudens o  o earn hese words and poin ou ha a he back of he book here is an appendix of words om he Academic Word Lis ha occured in he readings Promoe he vaue of learning words om his appendix during heir sudy f he course

Developing Writing Skills The Develping Writng Skis secion o he uni occurs in he middle of he  he uni beeen he wo hpr In h h  on, un ln bou om p o h w pos, uh  how o wrie opic senences, how o organize a paragraph or an essay, how o summarize, and how o avoid plagiaris In he Academic Encountr reading and wriing books Leves 1-2, he fcus is primarly primarly on learnig how o wrie paragraphs. In he higher wo lvels, 3-4, he cus is on longer pieces of ex, inclding academic essays. n he rst par of he secion, he paicular sub-skill ha is he cus of he secion is presened in an infrmaion infrmai on box wih clear examples. n he second par of he secion, sudens are given a number number of discre aciviies o pracice hese wriing sub-ski sub-skils. ls. Many of he aciviies in his secion are collaboraive Teachers migh herere wan o se up a riing collaboraive  riing workshop-syle classroom hen woring wori ng on hese secions, secions , puing he sudens o work i pairs or small groups and circulaing among hm, checking on heir progress and giving indiiduaized feedback

Practicing Academic Writing he wo scions o he uni ha are evoe enirey o riing insrucion are boh se o on lighycoored pages so ha eachers can easiy locae em hroughou he book. This enabes eachers or sudens o use hem as reference secions and come bac o hem eueny as hey ork heir way hrough he book. The second wriing secion, Prcticing Academic Writin, occurs a he vey end of he uni. In his secion, sudens are given a wriing assignmen and guided hrough seps in he wriing process o help hem saisacorily complee he assignmen. The riing riing assignmens draw om conen m he uni, s sudens are asked o go back o he readings in order o complee he assignmens In addiion, udens are reminded of any linguisic faures ha were he fcus of insrucion in he uni and are prmped o aemp o use such anguage in hei own wriing The Pctcing Academic Wrting secion is divided ino hree pas: Preparing o Wrie, Now Wrie, and Afer You Wrie In hese hree pars, sudens s udens do prewriing work (Preparing o Wrie), rie a rs draf Now Wrie), and revise and edi heir work (Afer ou Wrie) The PrctcnR Academic Writin secion may wel sreh over wo or more class periods ih eachers vrying he amoun of in-class and ou-ofclass ime spen on wriing. The Preparing o Wrie par should be done in class Here he sudens are presened wih he assignmen and are given some preriing aciviies ha will aid hem in ring heir s draf The Now Write par shoud a eas someime be done in class so ha eachers can accuraely assess he srengh of a sudens wriing.

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It is ecommended that teachers go though the Aer You Write pat of the secton secton n a dieent class om the rst two parts o this seton, so that they have a chanc chancee to provide eedback on students' witing and students have a chance to dgest and apply that edback. Rem Remind ind students that good witers amost aways aways wte and e-wite ther texts sevea t mes and that the moe ewiting o their e ha hey do he beer wer hy wll y  y .

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Chapter 6 Weather and Climate

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Chapter7

Plants and Animals A Yo Ra

Prviewing the Unit Chapter 7: Plants and Animals B I. p

 

2. A

3 A

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B a mu musu sul l syste system m

b ke kelet letal al (bone) (bone) y ytem tem

Reading Read ing 1 - Living Thing Things s ag o Ra 1 Thinking abut th tic 

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2 and 6 ae fe; all the tue.

  T   2. Pa 2    T 3 Pa 5 _F 4 Pa. 4 B

  A rnsms n wa 4 Human ae multiel multielua ua anim, anim, but bateia bateia a a inle-eled inle -eled oanisms oanisms  5. All ells ells have a ell ell membane membane and ytplam ytplam and mot ell have a nuleu 6  F ih ih and bid ae oanm but ok ae not

2 Wrd amilies 

• All livig thing ae made of ell • All ivi thins epodue (poduce youn).

 2 3 4  6

2 uiling bacgrund nwledg

B

C Smple nswers:

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el membane

nuleu

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_F 5.  Pa  _F 6 Pa. I _ 7 Pa.    T   8 Pa  _  

 2 3 4 5.

Page 57

le (n.) livi livin n (aj) (aj) (Pa 1 6) diffeene diffee ne (n) deent deent (ad) (ad) (Pa (Pa 5) similaiy simil aiy (n.) imila imila (ad) (Pa (Pa 2) el (n) multi multielul elula a (ad.) (Pa (Pa.. 4, 4, 5)        ( ) diveity dive ity (n.) dvee dvee (ad) (ad) (Pa 2)

di ent di ee lleent mo v e imi i mia a dive di ve it ityy

Chapter 7 Plants and Animals

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3 Asking for clarification

Page 158

B Smple nswers:

 In other words, words, a cell s the smallest living thing on Earth. 2. The word circulato descrbes somethng that moves

 The wrter wrter s compan compang g lons lons and tgers tgers  2 The hree ponts ponts of compar comparson son are are det, mly group group and sze 3 Lons and and tgers are smar n three waysOne smlart s the fod they eatLons eatLons and tgers are ot her lage and medum both meat eaters that hunt other sze anmas nother smlat s that both anmals ae part of the cat mly m ly ons are also sma to tgers n se Both anmas are about the ame weght and heght

n a crcle 3 Some exap exapes es of organ organ systems systems are the dgestve dgestve system the resratory system the nervous system the skeletl sytem and the muscular system 4 "All orga orgasms sms develo develo means means that all organsm organsmss grow and hange

E

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Smpe prph

Smpe nswers

Dogs and cats are smar n several ways Frst both anmals are oular house petsThey petsThey are both good companons fr peope nother smarty s that ogs and cats have some physca atures n comon For exampe they both have har whsers, fur legs and a taln tal n addton, dogs and cats both eat meatThese meatThese are

• Could yo explan what the word nucleus means? ( nucleus is the central pat o a ell;  ota all the nfraton a cell needs to grow and develop) • I don't unerstand what the text means n aragrah 2 where t sys that lfe l fe on arth  extrmely dverse t means tht lvng thngs on arh are not al the same They dr n many ways, ncudng se shape and habtat

4 Writing about similarites Page 159-10 Par. 1 Par 2:

Pa 3 Par4 Par 4

They are all organsms or vng thngs  ltough organsms ae derent om each othr n these ways tey are smlar in other was For example, they all need water . n addton all oransms grow develop and evetually de nther motant smart s that all orgnms are comosed of cels  ll cels have an outer coveng called a cell membrane For exampe both bactera and algae are sngleceled organsms

B

. smlar smlarty, smlarty, all 2 both 3. Both 4. Al Alll

C Smpe nsers

 Both dog and cats have tas 2. One smary s tha whales and sh both ve n water. 3 Mosqu Mosqutoes toes and ants ants are are both nsects nsects

just a fw examples of how dogs and cats a sima simar r

Read Re ading ing 2 - Pla Plant nt Lif Lif Ppa  Rad 1 Conucting a suey 

Page 161

Sme nsers

• Reasons that plants ae mportant ncude the lowng They gve u oxygen they ae a source of  od r people and anmals they e beautful and mae peo people pleom happy • they Products Product s we get plantss ncude plant ncude cott cottn n clothng clothng encls paper futs vegetabes herbs rce and other grans wooden uture nen tablecloths tablecloths chocola chocolate te and coee

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Diversty of of plan A  3000 3000 ye ye  an an  n Eah Eah B. gw n   deen cmae

ae

 Pan  P ze  zeen and an uc  ue e Aan d ee de n de e ucu B an ucue: made u  ce hch have ce mebane ca, a nuceu and ce a    Se Seed ede e an an  A gw   e e n eed eed B d n n have e e and and m m g g n da da ac V Se V Seed ed  an an  A   cn cn han han eede eede an B he heyy have  em em and eave eave and hey hey can have e V P Pd duc uc  m m  an an  A v vde de u h d d chng chng ae ae d d and and medcne B m mtany mtan y hey hey vde vde xe xenn  Ph Ph n nhe he  A ake ac acee n n an an eave eave B he ce ce  an ake n n unh unh cabn cabn dxde and ae and hey make uce  ce u xen xen n he he a and ake ake u cabn dxde V Pa V Pan n   A cau caue: e: naua dae dae uch a a e; hua huann ace uc a deean B ee an and anma e he haba duh e xen n a e cabn dxde cnbue  ba an 

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Chapter 7 Plants and Animals

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C

Sampe paragaph:

Thee ae eveal dieence beteen bail plant nd pani On n ence i te condition they need to go Panie go bet he the eathe i cool n ct, panie can continue to g even hen

Sample

sws: Roe have beautiful oe but mo doe not have any oe. Roe go om eed. n contat, mo go fom poe nlike oe mo often go on ock One dience beteen oe and mo i that oe need un but m need hade D

. The te te i contating contating the cacao cacao tee tee and he deadly deadly nighthde plant. 2 The thee thee point point of contat ae ae location location appeaance appeaance and uit. 3 and Thee eve eveal al dieence dieen beteen the beteen cac ao tee theae plant called deadlyce nighthade Onecacao dieence � the place hee they go. go. Cacao tee go in Cental and South Ameica n contat, nighthade go  pa f Euope, Afica Aia, and Noh Ameic. The cacao tee and nighthade alo look vey difeent. The cacao tee go about eight mete igh but nighthade go only to about one mete he mot imotant dieence beteen the cacao tee and nighthade i in the fuit they poduc poduce e acao ee pou  i ald aa d nide te pod ae the eed that a ued to make chocolate. nlike the cacao uit, nighthade beie ae poionou and can be ftal hen eaten A you can ee nighthade and the cacao tee ae to vey diffeet pant

itand no contat, bailAnothe need hot dy eathe, it illlightly die if n it get too cold dieence beteen bail and panie i the oe Bail plant poduce long hite o puple oe ith many petal nlike bail, panie come in many dieent colo, uch a yello oange puple, ed, and hite ach oe ha only ve petal The bigget dieence beteen the to plant i that bail i an heb, but a pany i not People often ue bail leave in cooking, but they ue panie to povide colo in the gaden Although bail and panie ae both popula gaden plant, they look ey dieent and thy hav dnt nd nd ue

Reading Rea ding 3 - Ani Animal mal Life

Pparng to Read

Thiki abu h ic  169  ape answers

 • • •

Goupi Gou ping ng animal n the ai bid, moquito animal in the ate cab, fh, tutle hale animal on land co, dog, elephant kangaoo ladybug, lion monkey, moue pde om • animal on land and n the ate cab tutle egou eg oupi ping ngco elephant kangaoo lion monkey, •2 big animal hale • medium-ize animal dog, monkey • mall animal bid, cab, ladybug, moquito, moue, pide tutle om

4

Chapter 7 Plants and Animals

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B

3 Cmp ws P 1737

Sample answers:

A

. In photo a, te rinocers and te birds are friends  n poto poto  te tute and te sh ke ke to trave togeter  n photo photo cc the mosquito mosquito is biting/urting biting/urting te person person

Sampe anses

Aer You Read 1 ppying what y have a P 172 A

  . 4

V (cim (cimp pnz nzee ee)) V (s (sna nake ke)) V (eagle) V (h (h e) e)

5  (crab) 6  (n (naai)  V (s) 8    i i 

. C

C

 ex extitinc nctt

2

That

3. p 

. M

a bone that goes down our bac a sh that is sot and squis (ike jel) a tree tree tat tat as red red wood wood a orse ta tatt runs runs in race a lot of ideas coming quick in a person' brain the top of a mountain a boat boat tat tat peop peope e can ive ive on on a ai airr tat tat has arms arms a thic thic substance substance that that ceans ceans teeth

B Sampe anses

songbird earthquake earthworm ear thworm rainfa rainwater sunsine sunower sel selsh sh thunderstorm water

B

 M

    . 6.   9

5 

 endangered class  173

A Sampe answes

• Vetebrate are animas tat ave a backbone. (ar ) •  bakboe is a ine of bones tat oes down te midde of te animas back ar  • Te spina cord is an imporant�-r_ou_  p__  o _ f _ n e rv rvesthat send mesaes between te brain and te st o the body (ar ) ,-

• Inveebrates suc as wrmsareanima and spidersthat (ar do ) not have backbone • For exame me sma birds sit on water buoes and eat thnsectthat boter the anima (ar ) • For exampe a fl ma and on a0owthat is wakin acros a id. (ar ) B Sampe answes

 ants are organ organisms isms that that can mae their their own fod fod  B B re n n tt have feate feater r and can fy  Human ac acivit ivities ies cause environm environmental ental change changess that ometimes hurt other ivin tins on our anet 4 Some anias anias or orm m reationships reationships that they bot 5 benefit Eah Ea h isom a anet anet that that ha more satwat satwater er tan tan reswater

4 Witig abt simiaitis a

7 17 ifncs P 7 17

A

 . e writer writer compare comparess and contra contrat t sark and es . simia simiaritie: ritie: ot ive ive in the ocean; both can ut people and oter animas dierences: Shar are vertebraes but els are inveebrates sars live onger than esh esh  though tere are simiarities simiarities between between tese tese animas animas tere are aso important dierences  hark harkss and jel jels s are simiar simiar to and dierent dierent from from each oter in severa wa One simiarit is that bt animas ive in the ocean noter simiarit isother tatanimas bot sharks and jelsh jels can hut peope and  sar can biteh with its shap teet and a esh can sting with it tentaces though there are simiarities between these animas tere are also imortant differences One difernce is tat hars are vetebrates and jeh ae inetebrates Tis means that unlie arks jes do not have backbones or brain. Shars and jesh aso ave different ife pans. Most jels jels ive on a few months n contrast most shark ive 5 ears Thee  w h hk d e re mi and diferent at te same time

u�II ulj {J wwwirLangage.com

Chapter 7 Plans Pla ns and Animals

4

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B Sample paragraph:

Chapter 7 Aademic Vcabula Review

Cheetahs and Girafes

Cheetahs and graes are two mammals ha have many dierences dierences and a w similarities. s imilarities. The cearest derence between the cheetah and the girae is the sze and shape of their odes The girafe s  s the talest anma on land An average girae s aout 5 meters tall In contrast, an average cheeta s aout 80 centimeters tal, ut ts ong ody and powerul egs make t the ftest anima anima on and In fct cheetahs can run as fst as 12 kilometers kilometers an hour Another derence etween the two anmals s their diet Giraes ar hervores which meas hey do not eat meat Ther fvorte od s the eaves of the acacia tree Unlike graes, cheetahs ae meat eters They usualy eat antelopes, irds, and rats Altough these two animals ar very derent they do hae a fw fw thngs n common One smiaty is the pace hee they ive Both graes and cheetahs ve n Africa nother similarity s that oth animas have short frse, n additon they spots their fr As you can the grae andoth the have cheetah areon very derent from each ther, ut they have a w smilar features

5 Thinking critically about the topic Page 175 A

1

reease communcate

2.

6. 7.

3. survval 4 esta esta is ish h  att ttaach

8. 9. IO.

transport contrutes technques categores structure

Developing Witing Sils Pages 177-178

A 1. F

2. T

3. T

4. T

. T and F

B Sample aswe

t s true ecause hmans h mans and plants ar th lving thngs so they oth elong to the same cass (iving thngs  is lse ecause lving things can aso e dvided into two dierent categores: plant lfe and animal lf n that case humans and plants are not n the same class C

Sample answes

l  Some endangered endangered anmals are Asian elephants elephants le wale gola, gan pana re wves Serian tigers, and an d afa condors Some extinct animals are dodo rds, saer-toothed tgers, wooy mammths gant angaroos, giant moas, dinosaurs Irish der, and aspian tgers 2 Anma may ecome endangered or extinct ecause people l them fr fod or fur, or ecause people think the anmas ae pests

Sampe aswes

1 Mammals Mammals and and amphans amphans oth oth have a acko ackone ne and a seeton insde heir  2 Maa Maas s are warmoo warmooded ded ut ut amphians amphians ar ar cod-ooded Unke mammals, cod-ooded mammals, amphians lay eggs Mammas take cae of their aies, ut amphian aes take cae of themselves 3 Mammals Mammals and amphian amphianss ae oth oth catgorize catgorized d as verterates ecase they oth have a ackone D

B I.

 16

Answer will va.

2 Animal Animal communicat communication ion technques technques ncude ncude makng makng noises (arkng, meowng, growng); touchng each other wth their paws noses, or aces and rngng ng t e ter sch as od or tos 3 Some ays ays anmals anmals communc communcate ate wth peop peopee ncude makng nose waggng ther tas staring, and ringn people thngs C Dolphns ommuncate wth each other in ther own anguage hch people cannot understand understand

2.

1 plans 2 vas vascul cular ar and and nonvasc nonvascua uarr 3 ho how w plant plantss get get wate waterr 3

4

Chapter 7 Plants and Animas

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Chapters

Humans Readin ding g 1 - The Bri Brin n Rea

2 Usin ajecives A

Pparng to Read Thinkin abu he ic A

Phneas Gage was a rairoad employee. He was a 9 · worker and a resected man. His employer and employees iked him Phneas was smart and resonsble, and he was a 1 ar oss One day in 848 there was a � adent. A 1 heav ron bar went right through Gage's hea Surprsngly he did not die but a lare setion of the fron part of his  bran was destroyed Phineas's personality hanged dramatial When he went bak to work the next year eveone noted enormous hanges Before the adent Gage was alm hardworkin reoni nd frend However fer he ident he  beame  hildish rude and matient Friends said they dd not know this Phneas or mn yeas sientists disussed Phneas Gage and the roles of the nd and the

Page 179

Sample answer:

Humans are uniqu bcaus thy ar vr intllignt, ty av a complx languag systm and thy know ty wil die somday.

B Th pctur shows a woman's c/a man playng h saxophon

fer Yo Read 1 Hihlihin an akin nes Page 182 A 1 h mai ida ida is highlighd highlighd in in gray; t dtails dtails ar ar ighigd n yllow 2 an and d 3 3 Answer will va

B Awer il va. Chck to mak sur that tudnts hav

limitd ti igigting to impotant inormation

Page 183

 personality? ran Could damage to asentsts etain pa of the ran aet Years later dsovered that the front par of the bran ontrols personality Ths exlans why Gage's personaty hanged so muh mu h aer hs njury njury B Sampe ae

I 2 3 4 5

h brain brain is is a small small organ organ Humans Hum ans hav hav comp compx x bran brans s hr ar dirn dirntt typs of sdlss sdlss plants plants on Earth Earth Mosquito Mosq uitos s ar annoyi annoying ng inscts. inscts. phants pha nts ar normous normous and and intllignt intllignt animals animals

C Sampe ae

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t i th tallst animal on land. t has a lon nc ur ong lgs and a vry long tongu ts ur is ylow wit brown spots (a gira)

Chapter 8 Humans Humans

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3 Gerunds A _

 

Page

84

 Thinkng s somethn our bran do a day l 2. Mny centst are dong ran reearch 3 Expert ay that eeng  very mportant fr hethy bran deveopment. 4 Hearng and eeng ar two sene that the n contro.  5. Scentt are earnng more about the bran evry day.

a Sample answers

. The cererum cererum contros mot of a peron' thnkn and and eakng. 2 h ht hp hph h  the b  pnt pnt   creatve abte, uch a drawng and antng 3. The ran tem contrs ome of the ody' bac functon uch a breathng 5 Writing a description A

page

86

 an andd   he_ �a)and(compe An averae_  about the ze of to  and  wegh aromate 1.4 ko ram.Some peope decrbe the a ookn ke a o (wrnkedrock Other ay t ooks e a onge .  he wrer wrer  b b th th ba. C Sampe pargraph:

The humn eye s round and t  aout .5 centmetr from de to de and top to ottom.A ottom. A are part of the eye  whte.In whte.In the mdde of the whte par  a maer cce h crce can e brown reen, or lue.nde lue.nde the coored crce s a maer ack crce. The eye can move up and dwn and sde to sde when t ooks n drent drecton.Over drecton.Over the eye  he eyed, whch s the kn that covers the eye when t coe.

Reading 2 - The Ske Reading Skelet letll and Muscular ems Pa  Ra 1 Thinkin about the topic

. BB/M

6 B

3. M

7 B

  4 B/M

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8

 5 B/M

8 M

2 Increasing reading speed C

age

87

  4. more muce than one I 20 206 6 . uppor the body  5. cannot 3. hep the the body move move f Y Ra 1 sking and answerin questions about a text age 190 A Sample ansers

 Body movement ncude wakn wakn takn ttn, bendn, bnkn and mn. . Muce Muce and bone aow u to move. 3. A skeeton s a ramework of bone nde the ody It ve the ody hape and upport   be  d  vn ce and tue; tue; t  htweht and tron the outde  hard, and the nde ha ome empty pace.  5. Two purpoe of ones on es are to protect nterna oran hep support 6. and The toemur a onethe hatbody uppor the weht of the body a we wak and run

48

Chapter 8 Humans

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2 Highlighting and taking notes Page 190 A Sample answers answers::

have

·. Some bones

Iprotect sku bons te nteal protect the organ� brain,Fortheexampe, rib protect the the heart and the backbone protects the spa cor backb one Other boes such as the femur or thghbone, e p support t e bo bo y T he femur s the ongest ongest bone in the body t  an average o 4 centmeters centmeters ong, femur an t suppos the weght of the boy as we wak an run

skull rbs

B mpe we

Two main prposes of bone  To protect protect the boy's boy's interna interna organ organss • sku protects the bran • ribs prtect the hear • backbne protects the spina cor 2 To hep hep ppo pporr the boy boy • fmur supports boy weght s we wak & un 3 Scanning for details

Pge 9

 5 500 0000 (P (Pa a ) 2 20 2066 (Pa (Parr 2) 2) 3 about IO iograms (Par 2 4 L u; u;   48 eeters eeters a ) 5 mor moree tha tha 600 600 (Par (Par 5) 6 to o own wn Par Par 5) 7 mik, bea, ark ark eafy green green vegetabes vegetabes ean meats meats an sh ar 6  201 (Boe tet )

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Sample answers

 steps: steps: (n) the istance istance covere covere by iftng iftng one ot ot an pun  o  ont o he oher o 2 tisue tisue (n a goup o reate reate ces ces that that frm ae aerr pars s o anmas an pants 3 or contract contr act (v to make or become shoter r r narrower narrower, ,  maer 4 rea rea  (v (v to become or caue a musce o the the boy to to become ess tight 5 major (a) (a) more mpotant mpotant,, bigger, bigger, or ore sero serou u than other o the same type 6 iet (n) the o o an rink rink usuay usuay taken taken by a peron or group 5 Words that can be used as nuns o ves Pg 92 irLanguage.com B Sampe aswes

 The Th e fmur fmur   the boy boy when we n n 2 Doctors sten to a patients heart as it   to make make sure it s heathy C Sampe answes

•  wish  ha better  over the wee in my gaen (noun) ts har to  the wees in my garen (verb • A fown shows peope a you are not ppy (nou When you own, peope can see you are not happy (verb) •  ke to take a  with my f miy ever night ater inner (noun)night ater nner wth my f my (verb)   evey •  enoy my  n the chemistry ab at schoo (noun   n he chemtry ab at choo (verb

Chapter 8 Humans Humans

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6 Writing about the body Page 192  rrph  dscrbs bons: id th ody i  mwork of 6 bo, ld  skon.Bons skon. Bons r md of livin cs nd issu nd hy iv sp nd suppor o  body Ty r boh ihwih sron. sron.Th ousid  bo bo T is d nd solid nd hnd isid hsTh som mofscs.T scs. my spcs mk  bon wih ss.An ss.An vr skon wis on bou  kilorms bu i is sron nouh o supor  body nd hod i uri. This xcr from prrh  dscribs  mur .. Or bos suc s  mur or hihbon hlp suppor h body.T body.T mur is h ons bon in h bod. is n vr of 48 cnimrs lon nd i bod. suppors h wi of  body s w wk nd ru

Reading 3 - The Hea ad the Reading Cirulato Sstm Ppaing  Ra 1 Buildng background knowledge about te toic Page 193 B Sample answers:

iLgug.co

. Th circulory sysm rnspors mris o d fom ll h cls in h body.   Th r min prs of  circuory sysm r blood  hr hr  nd blood vsss.Th vsss.Th hr umps blood hrouh h h  body.Bood vssls r sm ubs h h ood rvs hrouh Bood divrs oxyn wr d nurins nd i picks up ws w s producs.

2 Conducting an exeriment Page 193 Answer will va. (An vr rsin puls r is bwn 60 nd  bs pr inu.Afr inu.Afr runni in pc pus rs wil  hihr n rsin rs)

Af Y Ra 1 nswering multile-choice questions Page 19 . b 6 d  7.    d . 4 bd  5. 

C 8 . C . b

2 Sequencing Page 19   5  _     Bood ows o h f vnric.  7  Bood rurns o h hr hrouh h rih _   rium.         Bood ows o h rih vnricl. throuh h pulmo y    Bood trv throuh    uns.   Bood nrs   hrouh  rih rium.     6 Bood rvs hrou  o o ll rs of h body. 4  Bood picks u oxy nd rurs o       hrou h lf rium. B

T ows drw on h dirm soud flow  ph sown in Fiur 8 on Sudn's Book p 4.

3 Highlighting and making n outline Pae 9-19  Man deas are underlned once; detals are underlned twe.

Evry im h  bs i uss bood  rouh h bods bood vssl.Thr sl.Thr  mor h 6 kiomrs o blood vsss insid  body f hy r r  srcd 3 type ar ou hy woud circl rh mor hn wo blood ims Arris nd vins r blod vsss. Arris crr bood w om  hr o  rs of h bod. Vins c  blood rom hea to h bod bck o h hr.rrs hr.rrs n vns \ body body to r conncd by iny blood vsss cld hea �ilri "connec aeres+ vein

IJ j Y rL

50

Chapter 8 Humans

 

www.frenglish.ru

a

a

Sample answers:

 Ateries car car blood blood awa rom he heart heart to to all arts arts of  the bod b od.. 2 lood trvls trvls throuh blood vssls. 3. Bloo Bloodd caries caries oxgen oxgen om the lungs to all the the cells in in the bod.

.  . Bloo Bloodd ve vess ssel elss A. Arte Artees es:: c blood blood awa om hea hea to body body B Veins car blood om bod bod back to heart heart C Capi Capillar llaries ies connect connect ater ateries ies & veins veins C Main ideas are underlined once; details are underlined twice.

Your heat works hard. It stated beating befre ou were bo, and it will continue to beat fr our whole lif. A_ � health heat has a ston heat muscle an clean oen areries Blocked arteries g h tha sul blood to the hear can cause m +   a hart attak According to research  smkin can be danerous to the heart. b f h Exrcie and a ood diet also hel kee (

C Samp aw

1 he brain receives messages fom the bo bo  through the sinal cord 2. h s s snd mssgs mssgs om om th outsid outsid word word to th brain. 3 he lungs lungs receive receive blood om he he heart. heart. 4. Bloo Bloodd cares cares nutrient nutrientss to the bods bods cells. cells.

s

the heart in ood shae.

g f h

V V  Hea Heatt eal ealh h A. e eal alt t  he hea = stron heart muscle & clean oen arteries B. Blocked arte arterie rie cancan- heat heat attack C. o ee heat heat health don' don' smoke do do exercise, exercise, eat ood diet r

4 Prepositions of direction A

4 Dr Barnad translante a new new heart heart into into te bod of  Louis Washkansk. 5. Blood travels travels throu throuh h caillaries caillaries to veins veins 6 he heart ums blood out of the left venricle venricle and into the aora.

Pages 198-199 

Par. 4 . The ow of blood works this wa wa Blood rom all over he bod enter he hear throuh te t right chamber called the right atrium. his blood ows to the bottom right chambe chamber r called the right ventricle he heart then ums the blood out of the right ventricle throuh the ulonar ater ino the lungs. Par 5 he lood icks u oxgen in the lungs hen it retus to the heart throuh the left atrium. Next it ows to the left ventricle. he heat then ums the blood out of te eft ventricle into the aorta the largest arter in the bod. e blood travels throh the aota and other smaller arteries to all ats of te bod nd delivers oxgen to all the cells he blood then travels throuh caillaies to vein that lead back to the heart From he veins thebegin bloodhe goe into the rghthe atrium of ccle the heart to rocess again whole takes about 30 seconds.

5 Playing with words

Pae 99 

Sample anwes

 bone boness (other (other words name arts of the circulator sstem) 2. lungs (other (other words name name materials materials that that bood delive delivers rs o the bods cells) 3. aorta (other (other words words name cambers cambers of of he heart) heart) 4. bod (other (other words words name orga organs) ns)  blood (oth wods wods m m lood lood vsss) vsss) 6 sm smok okin ingg (other (other words name things tat are good for  the heart)

Chapter 8 Humans Humans

51

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6 Writing a description A

Page 199 

Sample answers:

K  of t h

Notes

size size

about as big as a fst

weight color

about 300 grams mostly red

man pas

right atum, right ventricle, e atum Le vetrcle

B

Sample paagaph

Ev u    vy  ,  u '   qu dy. d y. T t    .  f     bu  b    d    bu 30  Ju k  u   bdy,    y d   I  fu  :   u   v  f u d  f v

Chapr 8 Aademic Vocabula Rview Page 200

. uqu 2   d d    3. y 4. d s. vuy

Pcticing Aademic Wting Pag   Classifig and describig A

ages 202-20

2. Samp Sampe e answ answe es s P : . y f E; 2 d y:  yd, yd,  d b 3 by d d d f  y    d d P b:  vb vb  2  d d d 3 by d, d, , ,   d d, d    P    u 2. vuy  3 by d d  u/u u/u  d, x   3. Aw w . 4 Sa Samp mpe e answ answe es: s:  A    d d   u u  2 T d d    bu bu  d d v v  dv f   d .

Nw W  e Page 20

A

6  7 u  8  9 k JO. j

A w . Ck    ud  vy f dv   d   202 f

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Chapter 8 Humans

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Unit 1 • Content Quiz Pa 1 True/False questions (25 points) Decide if th fllowing statement are true (T) r ase (F).   J . Terrestrial planets are made  gases  _ 2 Te hydrphere is al the water on Earth.   3 Te three main types  rck are lava, magma and igneus. _ 4. Extinct vcanoes can erupt in the future   5. Scientist cannt predict r st earthquaes Pa 2 Mutipe choice questions (25 points)

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Circle he bet answer m the choice listed. 1. The n n s a   a. a an ne b. star c. n d plutid 2 All the ivin iving g things things n Earth are pat pat  the-· a. li lith ths sh her eree b hy hydr dr h her eree c at atm m he here re d bi bis sh her eree 3 At cnv cnvrgen rgentt bouna bounaiesies- a tectoic tectoic plates plates mve mve past past each each ther ther b tect tectoi oicc plates plates stp mv mving ing c tect tecti icc ate ate mve mve toward toward each each the the d tect tecti icc plates plates mve mve away away rm each each ther ther 4 Ms Mstt vcan vcanes es ae cate cated d a in he he Atla Atlanti nticc Ocean Ocean b. ar aru und nd the the Paci Pacicc Plate Plate c. in Ca Cai i rn rnia ia d. v ver er  ts tspo pots ts

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Earthquake quake are caued by _ _.. 5. Earth a tec tecton tonic ic plae plae move moveme met t b. hu hu  beh behavi avior  or  c roc rocks ks o Eart Earth' h' ur urac acee  d hakig buildig

Pa 3 Sho answer questions (50 points) Writ Writee a hor awer to each of the fllowig quetio I mot ae o more tha oe or two etece are required.  Dec Decrib rib our our olar olar yt ytem em

2 Give a example of how Earth' ytem ytem are itercoected

3 Choo Chooee oe type of of rock ad expai expai how it fr fr

4 Explai Wege Wegeer er cotietal cotietal drift drift theory. theory.

5 Nam Namee one poive ad ad oe egative egative eect eect of volcaoe volcaoe

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Unt 1 Content Quiz

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Unit 2 • Conent Quiz Pa 1 True/False questions (25 points) Decide f th fowing statemnts are true (T) or lse (F). _ I Wter covers about about 50 percent of our our planet  2 Gacers do not mov  3 Te amount of salinty n an ocan dpends dpends on th amount of evaporation and and the amount of frshwater addd.  4. Wnd causes causes surface cuents.  5 Tsunamis are warm ocan curnts. curnts.

Pa 2 Mutipe choice qustions (25 points) Cire te st answer rom te coces sted 1rLanguage.com I Whch oe oe of te flowing flowing s not a step in te te water cyle? cyle? a. pr prec ec it itat aton on b. er erup upt ton on c co cond ndn nsa sat ton on d ev evap apor orat ato on n 2 Whch o o of the flowng flowng s true true about about rvers?  . They  surounded on al sdes sdes by land b They re an an impotant source of sat wate water r c Thy re as aso o caled caled aquif aquifrs. rs. d. The They y carv V-sha V-shaped ped valeys valeys 3 Which oe of the flowng flowng is the smaJst smaJst ocean? ocean? a h Ar Arct ctcc Ocea Ocean n b. the A Aant antic ic Ocea Ocean n c th thee nd ndan an Oce Ocean an d th P Pci cic c Oc Ocea ean n 4 Whc Whch h one of te flown flowng g is not true about about currents? currents? a The They y stop stop warm water water rom rom becomng becomng too hot b  top od od wat wat rom bomi boming ng oo od. c They aways move move fom fom east east to west west d Th Thy y can nue nuence nce clma clmate te

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nit 2 Content Quiz

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5. Ts Tsun unam amis is a ar aree cu cued ed by wind wind b move lowly c hap happen pen ony ony in the Pacic Pacic Ocea Ocean n d ca can n kill kill peo peop pe e

Pa 3 Sho answer questins (50 pints) Write a hot anwer to each of the llowing quetion I mo cae no more than ne or two entence are required  Bllion of people live live on our planet, and they they ue a ot of water water every every day Why do't we ever rn out o water?

2 Explain one imilarity and one dierence dierence between a iver and an ocean ocean

3. How doe doess a glaci glacier er rm? rm?

4 Why oe ocean ocean water near near te equator equator uualy ave  leve leve o alnty?

5 Wha Whatt is  tsu tsuna nami? mi?

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Unt 2 Cntent Quz

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Unit 3 • Content Quiz Pa 1 True/False questions (25 points) satemens emens are true (T) or se (F. Decide if the owing sat _ I Nitrogen is he most common gas in the amosphere   2 When you see sratus couds, he h e weaher is usuay good and the ky is blue   3   3 Par cimaes are very cod and very dry dry  4 Trna Trnadoes does rm over warm ocean waters   5 Another name name r a hurricane is typhoon

Pa 2 Mutiple choice questions (25 ponts Circe the bes answer rom  rom the choices ised  hich o  the  the fowing is not a gas in he amosphere?  a xygn b ozon c ca carb rbon on io ioxi xide de d radium 2 hich of the the fowing is not a ayer f the the amosphere amosphere a st stra rato tosp sphe here re b me meso sop phe here re c un unis isph phe eee d ex exo oh her eree 3 hich of the fowng is true about cumuus couds a They They are high- high-eve eve cud cuds s b They are somet sometimes imes cae caed d fog c You f fen en se seee h hem em righ befre a storm f

d Th They ey ar aree u u y and whie 4 hat tye of of cimate do the foowing foowing sentenc sentences es descrie descrie This ciate is neiher very cod nor nor very ho t has soe rain but no a o a tr trop opiia a b mid C.

dry

d poa

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Unt 3 Contnt Quz

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n   � 5. Whi Which ch country country has has the mst trnade trnadess each year? year?  Th Thee Unte Unted d Stat States es b Canaa c Chn d Ecua ua r 

Pa 3 Sho answer questions (50 points) Write a shrt answer t each f the lwng questns In mst cases n mre than ne r tw sentences are requred   Gve tw reasns why why peple need the atmsphere.

2. Descrbe Descrbe ne type  clud. Incude details details abut what t lks ike and what what t can tel yu abut the weather.

3 Wha Whatt s s lma lmate te

4. xpan t east east ne smarty and ne erence erence between a thunerst thunerstrm rm an a trnad.

5 Name the three three main parts  a hurrcane. hurrcane. Which part ctans ctans the mst mst ran and the srngest winds

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Unt 3 Content Quiz

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Unit 4 • Content Quiz Pa 1 True/False qestions (25 ponts) Decide Decide if the ollowing saemens are rue rue (T) or lse F. _ 1 Al oganisms are made up of cells _ 2 Al plans grow fom seeds. seeds.  3 Veebraes are animals animals ha have a backbone backbone _ 4. he hear hear conrols eveyhing we do do  5. Bone Boness ar e heavy and srong

Pa 2 Multple choce qestons (25 ponts) Cirle he bes answer fom he choices lised 1. Which of he fllowing fllowing is no no an organism organism a a pe pesson b a dog c. a cl lu ud d. a r ree 2 Whic Which h of he he Jlowing is is no a ymbioic relaionh relaionhip? ip? irLanguage.com a. com omme mensa nsali lism sm b co com muni unica cai ion on c pa para rasi sii ism sm d mu mualism alism 3 he  is he lare par par of he he brain, brain, and and i conrol mos of o f our hinking and speaking a brai sem sem b ao c ce cere rebe bel lum um d cer ereb ebrrum 4 Whi Which ch one of he fllowing fllowing saemen saemen is rue a Mucl Mucles es proec proec he he inernal inernal orga organs ns b. Wh When en a muscle muscle conrac conracs s i ges longer longer c Peole can conrol conrol all he he muscles muscles n heir bodie d. Mu Mucle cless allow allow he body body o move move

Unt 4 Cotnt Qz

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5. __ trnsport gae, water water and nuiens to all pars of the body a Bloo b The ear c Th Thee lef leftt atru atrum m d Ex Exer erci cise se

Pa 3 Sho answer questins (50 pints) Wite a hort answer to eac each h of the oowing questions In most cae no more than one or two entence are reured 1 plain he menin mening g of this senence: Lfe on our panet s very divere

2 Give two reasons that many pan and anima species are are osng osng heir natural habas

3 Descre some of the phyical characterstic and and fnctions fnctions of the human bran

4 What are two funct functons ons of of bones? bones?

5 Wha Wha are blo blood od vesel vesels? s?

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Unt 4 Cntent Qz

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Content Quiz Answer Keys Unit 1

Pa 1 True/False questions (25 points) points)

 F

2 T

3 F

4 F

5 

Pa 2 Multiple choice questions (25 points)

J b

2 d

3

C

4 b

5 

Pa 3 So answer questions (50 points)

  h sps  id y f th fi: th s t t th t f  s syst; th iht pts d Pt th tst bt tsti d s it pts; d th id tht pts bit th s d  bit pts 2 h sps shd shd id id  f f th fi xps xps ( sii ps) ps) f h t   systs  ittd • Hs  pt f th bisph, bt thy iv  t ithsph • Hs  pt f th biph bt ty pt th tsph h thy fy  ips • ks  pt f th hydsph bt thy pvid th ivi this f th bisph ith th t thy d irLanguage.com 3 h ps shd disss  f th i i k typs •  k s h  iss p thh Eth's st d s Stis  s d th sf f th d sts it pts   v s v d s  th  • Sdty k fs h s pis f k bk  d d   y f sdt t t btt f  iv   Ov ti  y f sdit   tp f th st y y d th ht   th ys psss th sdit s tihty tth tht it vty bs sd sdy k • Mtphi k s h th ht d pss dp isid th h  typ f   it th 4 Ws tit dift thy ssts tht iis f ys  th hd st  it tt P Ov ti P bk pt d th pis diftd  vd t h th tits  tdy 5 Psitiv t f vs id th fti fti f f  tis  isds d  d Ntiv t id th dstti f t d itis th dth f y pp d dti d ti d hf th hs

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61

 

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Unit 2

Pa 1 True/False questions (25 points) I. F

2. 

3 T

4 

5 

Pa  Multiple choice questions  points)

I. b

2 d

3 a

4. c

5 

Pa 3 Sho answer questons (50 points)

1 We o nt un ou of water because nature keeps recycling recycling water in a process cae the water water ycle 2 The response response hou state one smlarity smlarity an one erence erence between a river an an ocean ocean Smlartes can inclue the owng: hey are both surace water eatures They are both part o the wate cycle n Earth They both pove o an ecreaton r people Deences can nclude the ollowing Rvers contain ehwater, but oceans contan sat water Rivers are narow, but oceans are wie Oceans are bgger than ve. Oceans have waves an currents, but rve o not  A g t t to   hen now  n     tht p p own on h oth  oth  untl they become ce The T he thick layers of ice become a glacer when they become so heavy that they begin to sle over the groun 4 salt Nearbehin the quato, the heat o thenot sunrain causes a ot ocea water an eavesorthe  ation, t oes much so o there s not a ottooevaporate eshwater to itlute weaken the salty wate wate  5 A sunam s a gant gant wave that oms oms when there is an underwa underwater ter earthquake or volcanc eupton When these st poweul waves each lan thy rse up hgh n the ar an crash own, asng amage an kllng peope

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Contet Quiz Answer Keys

 

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Unit 3

Pa 1 True/False questions (25 points) 1.

T

2 F

3. T

4. 

5. T

Pa 2 Multiple choice questions (25 points)

I d

2 c

3. d

4 b

5. a

Pa 3 Sho answe questions (50 points)

1. The respnse should nlude two of te lowing reasons: We need te oxygen oxygen ( or breatable ar) to kep us ave. The ntrogen n the air s neessary r te plants that we grow r food. The atmopere ats lke a sheld and protets us rom ojets that l om spae. The ozone n the ar rotets us rom the haful rays of te sun. 2. The repnse should dsuss one of te flowng typs f louds louds • Cumuu Cumuuss louds are fuy, whte, low-leve louds When you see umulus umulus loud, the weathr s usualy good and te sky s bue. b ue. • Crrus louds are thin wspy whte louds high in the sky When you see rrus oud t usua means tat stoy weather s omng. • Stratu louds look lke thk gray, shapeless blanke tat over most o the sky. When you see thee low-level ouds you mgt soon ee ran. 3 Clmate i the average weater ondtons o o an area ove ove a long perod perod of tme at east 30 year. t nudes te average temperature and the avrage amout of preiptaton. preiptaton. 4. The respnse ould ould state one one smarty and one derene derene Smlarities an nude te te followng Both an aue damage and deat. Bot ou a over te word Both are usually short stors. Derenes an inude the followng: Thuderstos are usualy harme, but toadoes are uualy dangerous. loodng  the most danger dangerous ous part of tunderstorms but powerul wnds are te bggest danger n a tornado 5 The three man pas of a hurrane are te eye, the eyewal eyewal and te te spral rai bands. The eyewall ontan the most ran and the strongest wnds wnds

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Conten Quiz Answe Keys

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Unit 4

Part 1 True/False questons (25 ponts)

I. T

2. F

3 

4. F

5 F

Part 2 Mutiple choce questons (25 points) I c

2. b

3 d

4 d

5 a

Pa 3 Shor answer questons (50 ponts) sntn man man that hr ar ar many dirnt dirnt pis of plan and and anima n Eah  The sntn Thy ar a dfrn ha and iz, and thy v in a wid varit f pa 2 Th r shuld inud t t  th fing rasn: rasn: natura diatr; putin human atits, uh a drsan and h dvpmnt f ad; and nvirnmna hang suh as gba warming 3 Th rps shud nud m  th ing Th human bran is qu ma An avrag bran  th i f t s and igh abu 14 kigra Sm pp ay it k ik a f pink rnkd rk rk Ohr ay it k ik ik  a png png Th brain ha thr man pa h rbrum h rbeum and h brain m Th T h human brain a p  hink spak s har tat m f mv brath dram, rmmbr rmmbr u anguag mak mui ra ar and d mplx  and hngi 4 n up f bns bns i  pr pr h intrna rgan rgan (th ku ku bn pr pr the brain h rib pr h hart and th bakbn rs th pina d) Anthr funin f bn i  hep supprt th bdy (ik th fmur r thighbne hih suppr h igh f th bdy a  ak and run) 5 Bd v v ar ma ma tub hat hat arr bd thruh h bd bd

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