Q skills for success reading and writing 3 pdf

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READING AND WRITING LISTENING AND SPEAKING Skills for Success .. For alternative unit assignments, see the Q: Skills for Success Teacher's Handbook. Q Skills for Success 3 Reading and Writing Teachers Handbook - Free download as PDF File .pdf), Text File .txt) or read online for free. Q Skills for Success. [PDF] Cambridge English Skills Real Listening and Speaking 2 with Answers and Audio CD [Download] [PDF Download] Public Speaking: Strategies for Success (8th Edition) [PDF] Full Ebook. [PDF] Touchstone Level 4 Student's Book Download Full Ebook.

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Q: Skills for Success Level 3 includes materials for both the Reading and Writing and Listening and Speaking Strands featured in all six levels of the series. Q: Skills for Success, Second Edition is a six-level paired skills series that helps With new note-taking skills, an extended writing syllabus and authentic video in every unit, Q essential skills for academic success; Enhanced listening and reading comprehension . Intro · Level 1 · Level 2 · Level 3 · Level 4 · Level 5. Q Skills for Success is a six-level series with two strands, Reading and Writing . Q Skills for Success Reading & Writing 3 Audio Cds - ISBN:

Switch to English sign up. Phone or email. Don't remember me. Marcel Curiel. All posts Marcel Curiel pinned post 22 Aug Towards Proficiency can be used both as an exam preparation course and a general advanced course.

Against the odds: Teaching writing in an online environment. Wozniak, H. Online discussions: Promoting effective student to student interaction. Skills for Success Second Edition. Example Post Worksheet Part One: Response to Discussion Board Prompt Response to Classmates Post.. Teaching Notes Objectives A fundamental objective of a Discussion Board writing activity is for students to gain awareness of the conventions applied in the genre of online academic writing and to practice writing in this genre.

At the beginning of a unit, students use the Discussion Board activity to further activate prior knowledge about a new unit theme after discussing the initial Unit Questions and listening to The Q Classroom online. At the end of a unit, the Discussion Board tasks provide opportunities for students to apply content knowledge, grammar structures and vocabulary, as well as writing strategies that they learned in the unit.

All the Discussion Board questions are designed to encourage critical thinking. Instructors can decide if they would like their students to respond to all of the given questions or select specific questions which they want their students to address. Additionally, instructors can post their own questions to which students respond. Permission granted to reproduce for classroom use. Teachers Pack Organization Prior to introducing the Discussion Board to your students, it is necessary to familiarize yourself with the contents of the Discussion Board, the specifics of its navigation as well as deciding on an implementation strategy.

These teaching notes discuss all three items. In order to help you maximize the efficacy of the Discussion Board, additional resources have been provided. These will be referenced and explained within these teaching notes: The Unit Question Discussion takes place at the beginning of the unit and contains a few questions to further the discussion of the Unit Question after completing The Q Classroom activities in the Student Book.

The Unit Question Reflection is provided at the end of the unit in order to reflect upon what the student has learned. In addition, the teacher may create new threads either by using the supplemental questions provided, the Challenge Questions, or any other question he or she deems appropriate.

Teaching Strategies In terms of teaching strategies, the teacher must decide upon his or her level of involvement. You should decide if you want to participate in the online discussions or if you only want to read and evaluate your students posts. If you post to the discussions, students can be encouraged by your engagement, but if you remain a reader, you can retain the focus on the students writing and ideas. In Level 3, students compose two basic types of posts: Depending on the ability level of the class, the teacher can assign one or both of the optional Challenge Questions.

In addition to the initial post to these Challenge Questions, the teacher can decide to assign replies to Challenge Question posts. Rubrics have been included to help grade the student posts and their replies to a classmates post. It is important that students write an appropriate response that has complete sentences and uses formal language.

This also means that the students reply is directly connected to the ideas in the question or the classmates post. It is important that students use the Discussion Board to express themselves, and do so in a way that is appropriate for the classroom context. In addition to using the rubrics, assess the students posts by printing them out or making electronic copies, and adding questions, comments, and other feedback. With students permission, you can use good posts as models to illustrate strategies for effective writing.

You can also collect language use examples from students posts to illustrate grammar points and use these for group editing practice.

Classroom Instruction Prior to First Post: Example Post Worksheet Included in the student materials are instruction on the use of the Discussion Board as well as a two part student worksheet on how to write good posts. In part one, Responding to a Unit Discussion Question, there is an example of a discussion board post that you can review with students to discover the structure and content of an effective post and to see how the instructor will apply the evaluation rubrics.

In part two, Responding to a Classmates Post, there is an example of a students response to the classmates post from part one. The example response models the structure and the language that are appropriate for responding to other students posts. You may choose to do parts one and two of the worksheet together or separately. In either case, be sure to review the instructions on how to post to the Discussion Board.

Use the page entitled Posting to the Discussion Board: Student Instructions. Follow up with a test post to ensure that all students know how to use the tool properly. Part One: Responding to a Discussion Question 1.

After talking in class about the Unit Question and the Unit Question Discussion questions, tell students that they will extend those ideas that they discussed in an assignment outside of class.

Distribute the student worksheet, Example Discussion Board Post, to students. Tell them that they are going to learn how to write on a discussion board online and share information with their classmates and instructor when they are not in the classroom. Review the sample Unit Question Discussion. Start with the unit academic subject area, Urban Planning.

Point out that there are two additional questions that the students should address. Note that this is only an example unit and does not appear in the book. Have students read the example post and answer worksheet questions 1 through 4. Have students compare their responses with a partner before checking answers with the whole class. If possible, project the post on the classroom screen, and highlight the relevant parts as you identify and discuss them with the class. Review the discussion board rubric with students in task 5 of the worksheet.

Have students apply the rubric to the example post and try to explain why they would give a certain rating in each category. In the last task on the worksheet, the Follow-up task, have students brainstorm, in groups or pairs, ideas for responding to a new example question.

Debrief with the whole class and check that students understand the process. Review instructions on how to post a response to a classmates post. Use the page entitled Student Instructions: Posting to the Discussion Board.

Assigning the First Discussion Board Post 1. Assign the first Unit Question Discussion response, and indicate the deadline for the post. After all responses have been posted, have students read all of their classmates posts. Then in class, have students discuss the ideas in the posts to find commonalities and differences or to put ideas into possible categories. Use the same process for the Unit Question Reflection. At the end of each unit, the teacher can assign one or both of the Challenge Questions.

See complete list of Challenge Questions for all units. Part Two: Example Response Worksheet Prior to the first response assignment, it will be helpful if the teacher discusses with the class the appropriate approach to responding to classmates ideas. Part Two of the sample worksheet, Responding to a Classmates Post, provides an example response to a classmates post and comprehension questions.

Other useful points to consider include:. Distribute part two of the example Discussion Board worksheet, Responding to a Classmates Post, to students.

Tell them that they are going to learn how to respond appropriately to a classmates writing. Have students quickly review the original example discussion board post.

Point out that this post is the same one that they used in the Part One. Have students read the example response and answer worksheet questions 1 through 7. Review the discussion board rubric with students in task 8 of the worksheet. Have students apply the rubric to the example response and try to explain why they would give a certain rating in each category. In the last task on the worksheet, the Follow-up task, have students brainstorm, in groups or pairs, ideas for another response.

Assigning the First Response to a Classmates Post 1. Have students read all their classmates posts. Assign students a response task. Indicate the deadline for the response. Options for response tasks include the following: Students make their own choice when selecting a classmates post to which they respond. It is helpful if you require that students respond to a classmate who has not yet received any replies. Pair students with a partner and require that they read and respond to their partners post.

In a more advanced group of students, you can assign students to respond to more than one classmate. For example, students can be asked to respond to a classmate with whom they agree and to one with whom they disagree. After all responses have been posted, have students read their classmates response or responses.

Then in class, if necessary, have students discuss any unclear, surprising, or additional points from the responses. Student Instructions to familiarize yourself with the online writing process.

The student instructions are included in the student materials. After completing the Example Discussion Board Post worksheet and reviewing the included rubric with your class, go over the student instructions with the students. If you have computer projection in the classroom, you may go online and demonstrate this process to the students. Remind students that when they post to the Discussion Board, they need to make sure that they choose the correct Unit number and the correct question.

Log in to iQ Online. Click on the Discussion Board icon. Select the appropriate class. Enter Activities and select the appropriate Unit in the navigation pane. If you wish to participate in a Unit Discussion, you can follow the same instructions that the students use. However, if you want to assign Challenge Questions [refer to the included list of Challenge Questions], or if you want to pose questions of your own, follow these steps:.

In the subject line, write: Unit X: Challenge Question 1, or Unit X: Your own writing topic. It is important that you identify the unit number as this will not be automatically added. Copy and paste your selected Challenge Question, or type your own question, in the text box. Click on Post. As the instructor, only you have the ability to delete threads and individual replies, including entire Discussions.

However, before you click Delete, be certain that you want to perform this action as it cannot be undone. If you want to delete a single student post in a discussion or an individual response to someone elses post, go to that post, and click on Delete Reply. If you want to delete an entire Discussion, click on Delete Conversation.

Good academic practice includes planning and carrying out online writing assignments offline first. By drafting and saving a post using a word-processing program, students can review and make changes to their writing before uploading the post.

This practice also encourages another important academic skill, which is to keep a saved copy of ones writing. Because your students cannot delete any posts from the Discussion Board themselves, they will need to contact you to delete a post for them if they made a mistake or posted to the wrong Discussion. Advise your students to follow whatever process you deem appropriate; for example, you can have students send you an email with a request to delete a post.

Review your students posts regularly and in a timely fashion so that you can address issues as they develop or delete inappropriate posts. Writing a Discussion Board Post 20 points 15 points 10 points 0 points The post answers the question s clearly and completely.

The post has clear and specific explanations and examples. The post shows careful thinking about the topic. Sentences are complete and have appropriate final punctuation. The post correctly includes vocabulary and grammar from the unit. The length of the post is appropriate. Writing a Discussion Board Response 20 points 15 points 10 points 0 points The response answers the question s clearly and completely.

The response uses clear and specific ideas from the classmates post. The response shows careful thinking about the classmates ideas. The post includes vocabulary and grammar structures from the unit. The response includes formal and polite language. The response is appropriately structured, positive opening statement and a closing sentence.

The response includes one or more of the following: Challenge Questions You may choose to assign these Challenge Questions for students to respond to at the end of a unit. You will need to post the Challenge Question for each unit yourself as a new thread or threads. Unit 1: Sociology Unit Question: How do you make a good first impression? How can you make a good first impression on someone when that person cannot see you for example, when you are talking on the phone, or when you are writing an email message?

When you realize that you made a bad first impression on someone, what can you do to change that persons impression of you? Unit 2: Nutritional Science Unit Question: What makes food taste good?

Do you think you are a supertaster, a medium taster, or a nontaster? Why do you think you fit this category? If you have travelled to or lived in a different country, did you change your normal eating behaviors and food you normally ate to the norms of that other country? Unit 3: Psychology Unit Question: How has technology affected our lives?

You probably use technology in many ways every day. However, people from your parents and grandparents generations grew up with little or no technology.

For example, many did not have computers or smart phones. How did they manage without that technology? In this unit you learned about cars that think. In the future, what objects or places do you believe will also think for us, and how? Unit 4: Marketing Unit Question: Does advertising help or harm us? Think about ads that you have seen on TV or in magazines. How are ads that appear on the Internet different from ads on TV or in a magazine? Then, choose one topic and describe how you can provide information that viewers need in a memorable way.

Unit 5: Behavioral Science Unit Question: Why do people take risks? Extreme sports have become very popular in the last twenty years.

Why do you think that more and more people are attracted to extreme sports? When is it important not to take a risk? Choose a specific situation, and explain reasons for avoiding risk in that situation. Unit 6: Philosophy Unit Question: Why do people help each other? Have you experienced the bystander effect? What happened, and did you do anything? Why or why not? What is more altruistic: Unit 7: Economics Unit Question: How can a small amount of money make a big difference?

Which has a bigger impact: In the idea of random acts of kindness, a person does small things for strangers. Examples include paying the coffee of the person behind you at a coffee shop or leaving flowers at a neighbors door. Why do you think people do these acts of kindness?

What is the effect on the people that receive these acts of kindness? Unit 8: What does it take to be successful? In this unit, you learned about success in the car racing industry.

Choose another sport or sporting event that is also successful from a sponsorship perspective, and describe why it assures profits for its sponsors.

Think of a situation in which you made sacrifices in order to be successful. Describe what you did and why you did it. Was it worth it in the end?

Sociology Challenge Question 2 2. Help students generate ideas about how they can recognize that they have left a bad impression on someone; then, brainstorm on some ways in which students can repair this bad impression. Nutritional Science Challenge Question 1 1. Review the terms supertaster, a medium taster, or a nontaster from the textbook reading to check students understanding of these terms.

Psychology Challenge Question 2 2. In the future, what objects or places do you believe will also think for us, and how. Review with students the capabilities of cars that are described in the unit reading. Brainstorm on possible objects or places; examples might include houses, household appliances, and restaurants.

Marketing Challenge Questions 1 and 2 1. Then, choose one topic and describe how you can provide information that viewers need in a memorable way? For question 1, bring a couple of magazine ads, and show a couple of ads from the Internet or print examples for a similar product. Have the class decide how these specific ads are different. For question 2, check students understanding of what a PSA is; you could remind them of a commercial that a famous person did to encourage people to donate to a charity or to raise awareness of a specific disease.

Philosophy Challenge Questions 1 and 2 1. For question 1, check students understanding of the bystander effect. For question 2, ensure that students understand the term altruistic. Behavioral Science Challenge Question 1 1. Choose another sport or sporting event that is also successful from a sponsorship perspective, and describe why it assures profits for its sponsors?

Help students generate examples of sports or sporting events that benefit from strong commercial sponsorship; examples could include professional basketball and golf, which are sports that athletic clothing and equipment companies often sponsor.

Posting to the Discussion Board: Student Instructions When you post to the Discussion Board, make sure that you choose the correct unit number and the correct thread. Logging in to the Discussion Board 1.

Select your level. OR Enter Activities and select the appropriate Unit in the navigation pane.

Pdf writing success q for reading and skills 3

Replying to a Post 1. Choose the unit and discussion question that your teacher assigned. Read the question or questions carefully. If responding to another students post, read their response carefully. Click on Reply. Type your answer to the question or questions. Follow your teachers instructions on how to write a good reply. If responding to another student, be sure to include their name so it is clear who you are responding to.

Read through your reply carefully: Click on Create New Thread. In the subject line, enter the name of the thread. Be sure to choose a name that indicates clearly what the subject of the thread is by including the unit number, for example.

Write your comments. You cannot delete your writing after you click Post. Only the teacher can delete a thread or an individual response. Responding to a Discussion Question Directions: Read the questions and the discussion board post. After that, answer the questions about the post. Example Unit: Urban Planning Unit Question Discussion: How can we make cities better places in which to live? Describe a place in your city or in a city that you know well that is used by many people for many different purposes.

Who uses this space and for which purposes? Why do you think this place is popular? When I think of a popular place in my city, I think of Trailside Park. This is a very large park, and it has many different parts for different activities. Of course, families bring their children to the park to have fun on the playground area. Many people bring their dogs to walk and play in the park. Also, a lot of people jog or walk through the park or go to yoga classes.

One large area of the park is only for team sports, so people can play soccer, baseball, and basketball. Some parts of Trailside Park have special uses. For example, there are small restaurants and cafes and places for theater and music performances. There is free wi-fi, so some people bring their laptops and sit on the benches to work and study. In my opinion, places like Trailside Park should be in every city.

And success writing q skills for pdf reading 3

I think Trailside Park is popular because it is an interesting and beautiful place with all types of people. It is also possible to do many things at the park in one day. For example, I can take a yoga class in the morning and then have lunch at a caf. Any day of the week, there is something to do at Trailside Park.

Has the writer answered all the questions? Underline the part that you think answers the first question, and double-underline the part that answers the second question. Look at the first and last sentence of the post. What is the purpose of the first sentence what does it tell you? What is the purpose of the last sentence what does it tell you? Find the examples for the first question, and number them.

Find the examples for the second question and number them. How are the examples for the first question different from the examples for the second question? Why has the writer used three paragraphs in the post? Overall, has the writer answered the questions completely and clearly? If yes, explain. If no, what can the writer improve? With a partner, or in small groups, brainstorm on one of the topics below.

What ideas will you include in your post? Describe a city in your country where many people want to or choose to live. Who usually moves to this city and for which purposes? Why do you think this city attracts so many people? Responding to a Classmates Post Directions: Now read the sample response to the above discussion board post.

After that, answer the questions about the response. I like that you wrote about a park. How does the writer respond to the classmates post? Circle all answers that are correct and underline the sentences that show your answer or answers. He or she agrees with an idea in the classmates post. He or she disagrees with an idea in the classmates post. He or she uses an example from personal experience that connects to an idea in the classmates post. He or she uses an example from someone elses experience that connects to an idea in the classmates post.

Look at sentences 1 and 2 in the response. What is the purpose of the first two sentences? Why does the writer start in this way? Look at sentences 3 and 4 in the response. What is the purpose of these sentences? What word catches your attention? Look at sentences 5 through 9 in the response.

Why is this the biggest part of the reply? Look at sentences 10 through 12 in the response. Why do these ideas come last? Overall, what is the organization of the students response? Circle the correct answer. Agreement Disagreement Connection to someone elses experience b. Disagreement Connection to personal experience Agreement c. Agreement Disagreement Connection to personal experience. With a partner, or in small groups, brainstorm on another response to the original post. What ideas will you include in your response?

Unit Question B 1. Introduce the Unit Question, How do you make a 1. Review the functions of a topic sentence, good first impression?

Explain to students that each supporting sentences, and a concluding sentence. Have students work individually to complete their in their Unit Assignment at the end. Monitor and provide feedback. Point out that answers to this Unit Question can fall into categories: Write each category at the top of one of the columns of a chart on a sheet of poster paper.

In any position of responsibility, whether as a manager at work, a leader of a classroom group, or a 4. Give students a moment to think about their participant in a community activity, students may responses, and then elicit answers for the question. Make notes of the answers under the correct do that well, they need to be able to identify steps categories.

Post the chart to refer back to later in a process, organize them in a logical fashion, in the unit. Writing a how to paragraph gives students valuable practice with each of those skills. Initiating Conversation might need to explain how to do something to someone. Preview the Unit 1. Part of making a good first impression is being able to talk easily with people.

As a class, brainstorm questions that make good conversation starters. Write these questions on the board. UNIT 2 Possible questions: How do you like this weather? I like your [watch]. Can I ask where you got it? What are you planning to do Reading and Writing 3, page 26 this weekend? How has your week been? Unit Question 2. Conduct a mingling activity. Have the students 1. Read the Unit Question aloud. Tell the students, stand and find a partner.

Tell them they have Lets start off our discussion by listing our ideas about 30 seconds to conduct a quick conversation what makes food taste good. Call time after 30 seconds and tell 2. Seat students in small groups and direct them students to find a new partner and start a new to title a piece of paper: What makes food taste conversation. Repeat the activity until students good? Have them pass around the paper as have spoken to four or five partners.

Tell them they have two minutes to make the lists and write as many ideas as possible. Use items from the lists as a springboard for Reading and Writing 3, page 47 discussion. For example, Many groups wrote Critical Thinking Tip something about fresh ingredients on their list. Why are fresh ingredients so important? Have a student read the tip aloud.

For example, think about how you Preview the Unit organize your clothing. Continue the Quiz of clothing together? Can you think of other things you classify? B Critical Q: Expansion Activity 1. Have students continue working with their partners from Activity B. Tell the partners to Classify Foods come up with three additional questions for the Point out that the reason for classifying adjectives food quiz. For example: What kind of do is to know what they describe about an object and you prefer?

Monitor and the order to use them in. To encourage students provide feedback while partners are working. Direct partners to ask their new questions of at vocabulary for the Unit Assignment paragraph about least three classmates. Have partners report to the class what they cabinets. Which foods do you store near each learned about their classmates. What do you store on the lower shelves? What do you store on the higher shelves?

Direct students to complete the activity UNIT 3 individually. Call on volunteers for the answers. Introduce the Unit Question, How has technology affected your life? Say, Lets consider the positive and The ability to solve problems is an essential skill negative effects of technology on our lives. What that employers want their employees to have, and its are some advantages of technology?

What are some also an important skill to use throughout school and disadvantages? Give students a moment to think life. Figuring out the meaning of words from context about their answers. Write Advantages and Disadvantages at the top of and draw conclusions.

Point out to students that two sheets of poster paper. Elicit students ideas and write them in the unknown words will help them deal with different correct categories. Post the lists to refer to later texts they may encounter on the job or at school. Expansion Activity Reading and Writing 3, page 67 Synthesize Information Tell students that their three main sources of A information in this unit are Reading 1, Reading 2, and 1.

Direct students to read the summary of the unit video. Ask them how they could combine Reading 1 and complete the activity individually. Use questions to guide 2. Have students compare their answers with them if necessary. Elicit and review the main ideas of a partner. Reading 1, Reading 2, and the unit video, discussing how the ideas could be combined. For example, 3.

Call on volunteers to share their ideas with the students could examine the pros and cons of the class. Students In writing a summary, a person must identify the could also rank the three types of technology based most important ideas in a piece of information and on different categories: This quality of life, equal opportunities. Unit Question 1. Give students a minute to silently consider their answers to the question.

Then ask Reading and Writing 3, page 71 students who would answer help to stand on one Critical Thinking Tip side of the room and students who would answer harm to stand on the other side of the room.

Tell 1. We students they need to make a choicewhichever often have to combine information from different answer they think is most true. Direct students to tell a partner next to them their reasons for choosing the answer they did. In what situations is it important to be able to combine information from different sources?

Q Skills for Success 3 Reading and Writing Teachers Handbook

For 3. Call on volunteers from each side to share their example, if you are writing a paper for a history class, opinions and reasons with the class. After students have shared their opinions, provide from a variety of sources?

How is it important an opportunity for anyone who would like to when you are trying to make a decision between two change sides to do so. Ask students to copy the Unit Question and make a note of their answer, or opinion, and reasons to support their opinion. They will refer back to these notes at the end of the unit. Effective Advertising For further practice with categorization, seat students in small groups and have them look Preview the Unit for similarities and differences among magazine Seat students in groups or have them continue ads.

You can use the same ads from the previous working with their groups from Activity A. Give Expansion Activity. Direct groups to following: After they Is the ad attractive? Does the ad give you useful information? What message is the ad giving? Do you think the ad is effective? UNIT 5 Ask the group to show their ads and share their answers with the class. Unit Question Critical Thinking Tip 1. Read the Unit Question aloud, Why do people take risks? Tell students, Lets start off our discussion by Preview the Unit listing risky things that people do.

Seat students in small groups and direct them to 1. We pass around a piece of paper as quickly as they often put things into categories to help us organize can, with each group member adding one example them, and to more easily see the similarities and of risky behavior to the list.

Tell them they have differences between the things. In what situations do we have to think about as many things as possible. For example, if youre 3. Call time and ask a reporter from each group to looking for a specific type of magazine, its important read the list aloud. That way, if 4. Use items from the lists as a springboard for you want a health magazine, you wont accidentally discussion. Which of these things do buy a car magazine.

You might categorize your clothes people do for fun? Which do they do because they have into the ones you wear more often and the ones you to? Are any of the listed items financial risks? Social wear less often. How might you categorize your risks? Emotional risks? Your classes? Your errands?

Unit Question when they are describing the consequences of risky 1. Introduce the Unit Question, Why do people behavior. Seat them in small groups or have them help each other? Ask students if they think that continue working with their groups from Activity A people help each other because it is something and B. Have half the groups look at Activity A and they learned to do or because it is human nature. Tell them to list the Give students a minute to silently consider their various things that might go wrong in the pictured answers to the question.

Have students who think activities. Encourage students to get as specific as helping behavior is mostly learned stand on one possible. Students who think helping medical help, break a rope, crash, have a blowout, behavior is mostly human nature should stand on drown, lose an oar, etc.

Call on volunteers from each side to share their Reading and Writing 3, page opinions with the class. After students have shared their opinions, provide an opportunity for anyone who would like to 1. Direct students to read the sentences and identify change sides to do so. Then have them compare 5. Ask students to sit down, copy the Unit Question, answers with a partner.

They will refer back to these notes at the end of 2. Discuss the unit. Reasons Why thinking and the ability to use resources. Teaching students how to use the dictionary helps them achieve learner independence and gives them access Preview the Unit to a life-long resource. Point out to students that the 1. Seat students in groups or have them stay in process of looking up a word and choosing the right their groups from Activities A and B and give definition based on context is helping them become each group two pieces of poster paper.

Tell them independent learners. To help students practice this to title one paper Reasons Why and the other skill, follow this procedure when they read in class: Reasons Why Not.

Have everyone mark any unknown vocabulary words and collect the list on the board. Assign different 2. Bring up each situation from Activities A and B. Stating reasons and givingexamples A 1. Employers today are looking for workers who 2. In your everyday life, when is it helpful to can express their ideas clearly by stating their illustrate information or ideas? For example, if you opinions and giving solid reasons and examples to are giving someone directions, how can you use an support them.

Point out to students that this is a illustration? How can you use an illustration to skill they will use throughout their lives. Elicit other organize your day or your month? Expansion Activity customers preferred the old brand of coffee: This new Organize Information one is bitter.

Several people have complained to me. Or telling a customer that the larger size of something Ask students if they find it easier to remember makes more sense: Its more economical. With this one, information when it is presented in a visual form. Ask students to flip through the book and look for different graphic organizers.

Then have them discuss how each one organizes information. For example, on p. There are also numerous charts UNIT 7 that put information into more than two categories. Unit Question There are also many outlines that show the structure 1. Introduce the Unit Question, How can a small of an essay or paragraph. Ask if students are familiar amount of money make a big difference? Ask with any other graphic organizers such as Venn related information questions or questions about diagrams for comparison or organizational charts for personal experiences to help students prepare for showing hierarchies.

How much money do you think most people give to [one of the organizations students mentioned]? Do you think that amount of money helps? Put students in small groups and give each group a piece of poster paper and a marker. Give students a minute to silently consider their answers to the Unit Question. Tell students to pass the paper and marker around the group. Each group member should write a different answer to the question.

Encourage them to help one another. Ask each group to share their answers with the class. Point out similarities and differences among the answers. If answers from different groups are similar, make a class list that incorporates all of the answers. Post the list to refer back to later in the unit. Unit Question questions they have about vocabulary. Introduce the Unit Question: What does it take to 2. Ask a volunteer to read the thesis statement aloud. Put students in small groups and give each group Employers are looking for workers with critical a piece of poster paper and a marker.

Help 3. For 4. Tell students to pass the paper and the marker example, they may need to explain a way to increase around the group. Direct each group member sales to a manager, the benefits of a product to a to write a different answer to the question.

Ask each group to choose a reporter to read the answers to the class. If answers from different groups are similar, make a Reading and Writing 3, page group list that incorporates all of the answers. Post the list to refer to later in the unit. Talk about Sports writing about causes and effects by having them write a chain story. Start them off with a sentence Preview the Unit on the board: Because someone donated books to the To get students ready for writing about their favorite homeless childrens program, Timmy learned to read.

Seat the students in small questions in small groups: Call time after the What sport do you think is the most difficult?

Whats your favorite sport to watch? To play? Ask a volunteer from each group to read their How often do you watch or play it? What Olympic sports do you like to watch on TV? W hat do you already know about this topic? CD 1 Track 6 Read the article. Knowing Your Tastes Food Likes and Dislikes Medium tasters typically have 10, taste 1 Why do some people love spicy food and others buds. Why do many people dislike broccoli? Nontasters, Why do some people want sweets all the time?

The kind of tongue you have can The remaining 25 percent are supertasters. Supertasters have four to six times as many taste buds as nontasters and twice as many as How the Tongue Works medium tasters see Figure 1. Research shows 2 The human tongue is made up of a group that supertasters are more likely to be women of muscles and taste buds that work together and from Asia, Africa, and South America. The average adult tongue has 10, taste buds, which are tiny bumps Different Worlds for Different Tasters located on the tongue.

Tiny hairs on the end of 4 Supertasters live in a very colorful world of the taste buds tell us whether food is sweet, tastes, nontasters live in a gray world, and sour, bitter, or salty. The taste buds send medium tasters are somewhere between the messages to the brain as chemicals from two. Supertasters think that a lot of foods are the food enter the nose. Together, the taste too strong. In addition to having more taste buds, buds and nose tell the brain exactly what the supertasters are born with a gene1 that makes tongue is tasting.

This complex system helps them sensitive to bitter foods. Consequently, humans survive by recognizing which foods they dislike broccoli, cauliflower, grapefruit, and are safe and which might be dangerous. With more taste buds, they can more easily feel fatty foods in their mouths. As a result, Nontasters, Medium Tasters, Supertasters they stay away from high-fat food items like french 3 Although all humans have taste buds, we fries and sweets.

They are also very sensitive do not all have the same number of them. In contrast, nontasters like chili and pepper with much less pain. All people should As a rule, humans avoid foods that taste pay attention to what they eat, but nontasters and supertasters must be more aware of the bad and eat foods that give them pleasure. However, they 6 If you can identify which kind of taster you are, you will be able to make more educated choices about your diet.

This simple test can Tongue of Tongue of show whether you are a nontaster, medium a Supertaster a Nontaster taster, or supertaster. Count how many bumps you see in the hole. If there are 30 or more, you are a supertaster.

If there z gure 1 Supertasters have many more taste buds than nontasters. W hat is the m ain idea of the article? As a rule, hum ans eat foods th at taste good and avoid foods that taste bad. The kind of taster you are can affect b oth your food choices and your health. Supertasters live in a colorful world of taste, but nontasters live in a gray world.

W hich statem ent is true about taste buds? They tell the b rain how food tastes. They send messages to the tongue. The average person has 5, taste buds. W hich statem ent is tru e about the num ber o f taste buds a person has? How m any taste buds you have has no effect on taste. The num ber of taste buds you have can cause you to like or dislike certain foods. The m ore taste buds you have, the m ore you enjoy spicy foods. W hich statem ent is true about the three different kinds of tasters?

Finding out w hat kind of taster you are can help you m ake im portant decisions about your diet. Supertasters are m ore likely to be m en from Asia, Africa, and South Am erica. You need a complex test to show you w hat kind of taster you are. D etails Answer these questions. W hat four tastes can taste buds identify? How m any taste buds do nontasters have? W ho is m ore likely to be a supertaster, a w om an from Italy or a w om an from Korea?

W hy should supertasters and nontasters pay close attention to the foods they eat? Do you think you are a nontaster, m edium taster, or supertaster?

W h at foods do you really like or dislike? Choose one food and describe w hat you like or dislike about it. Cross out the word that is different from the bold word. People who consum e too m any calories typically gain weight, a.

The foods we eat often during childhood can influence the foods we prefer as adults. The concept behind organic food is that farm ers should grow fruits, vegetables, and grains w ithout h arm ful chemicals.

N orm andy, a n o rth ern region of France, is hom e to m any fam ous cheeses, a. Italian cuisine is know n for its rich, fresh sauces and its pasta dishes, a. I had a very healthy d in n er last night. I ate m eat, vegetables, some fruit, and just a small portion of dessert.

A unique property of water is that it takes up m ore space w hen it is ice than w hen it is a liquid. One principle of vegetarian diets is that eating fruits, grains, and vegetables is healthier for you than eating a m eat-based diet.

Various cultures use different m ethods for preparing foods, a. Previewing gives you a general understanding of the reading first, which will help you when you read the whole text from beginning to end. W hen you preview, the goal is to predict what the text is going to talk about.

Previewing usually includes these steps: Look at Reading 2. Follow these steps as you preview the text. Step 1: Read the title and subtitles. W hat is the title of the reading? W rite it below. There are four headings w ithin the reading. W rite them below: Step 2: Look at the pictures. Look at the photo and pictures.

W hat are they of? Read the first and last paragraphs. Read the first and last paragraphs quickly. U nderline the topic sentence of each paragraph.

What is the topic of the reading?

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What ideas are discussed in the reading? Look back at your answers to the questions in the Reading Skill activities above. What do you already know about this topic? Finding Balance in Food Food, Balance, and Culture to the way a dish tastes, or how a meal Nutritionists around the world often is prepared and served.

A balanced diet usually means eating eyes of two very different cultures makes it more fruits, vegetables, and grains and clear that the definition can differ greatly. W hen comparing the food France: Cultures regions can also make their diet feel might view balance differently according balanced. France is divided into 22 regions. Balancing Yin and Yang Nord-Pas: The principles Each region has its own local cuisine and of yin and yang can apply to cooking food traditions, or what the French call methods as well.

Water-based cooking terroir. The French embrace1 all 22 regions like boiling and steaming has yin qualities. French Frying and roasting are yang methods. A traditional French yang qualities. It might include an appetizer, a believe that main plate, a side plate, a cheese plate, achieving this kind of balance can result in a salad, and a dessert, which makes it a improved health.

For instance, dishes like well-balanced dining experience. Each beef with broccoli and sweet and sour chicken dish is eaten and enjoyed separately, and are considered healthy because they have a portions are small.

This practice has even balance of foods, colors, flavors, and textures. They believe diseases result when there is too Many French people dislike the traditional much yin or yang in the human body. To the fast-food meal because it is too simple and Chinese, food acts as medicine. A person with quick, so fast-food restaurants in France have heartburn might have too much yang because changed their menus. Som e now include she is eating too much spicy food. As a result, an appetizer, a main dish, a dessert, and a a doctor might tell her to drink iced tea, a coffee to offer diners the balance they want.

Different Cultures, Shared Desire desire to find some kind of balance. A look France and China have very different at their food preferences also suggests that cultures, and people in each culture have culture and food are not separate from each their own ideas of what constitutes a balanced other. They are closely related, and their meal, whether it is tastes, menus, ingredients, connection can be observed around the eating habits, or nutritional benefits. W hat world in very different and fascinating ways.

W hat is the m ain purpose of the article? W hat is the m ain idea of Paragraph 2? Each of the 22 regions in France has its own terroir. In France, balance comes from eating foods from different regions. The French find pleasure in eating at different kinds of restaurants. W hat is the m ain idea of Paragraph 3? M any French people do not like to eat at fast-food restaurants. The French balance their m eals by serving m any sm all courses.

Some fast-food restaurants in France offer three-course meals. W hat is the m ain idea of Paragraph 4? Yin and yang help create balance in Chinese cooking. Yang foods are believed to increase body heat. C arrots and water are yin foods because they are cool. W hat is the m ain idea of Paragraph 5? Preparing balanced meals is a challenge. Too m uch yang can cause heartburn.

Then correct each false statement to make it true. Terroir m eans local food and traditions. There are no fast-food restaurants in France. French m eals always have seven courses. The French prefer to eat small portions of food. Eggs and m ushroom s are considered yin foods. Frying and roasting are yang cooking m ethods. Do you prefer to eat m ore variety but sm aller portions of food, or less variety but bigger portions?

W hat foods do you enjoy from cultures other th an your own? How are they different from the food you grew up with? W hat m akes food taste good to you? W hich foods did you dislike as a child? W hich foods do you dislike as an adult? W hy do you th in k food preferences change as you get older?

Vocabulary Skill Use of context to understand words Learning to read without stopping to look up new words can help you read faster and understand more.

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W hen reading, try to guess the meaning of a new word from context. Context refers to the other words and ideas in the sentence that are around the new word: A balanced diet usually means eating more fruits, vegetables, and grains and consuming fewer foods high in fat, sugar, and cholesterol. The context around the word consuming suggests that the sentence is about what kinds of food to eat and not eat in order to have a balanced diet.

Therefore, you can guess that consuming has a similar meaning to eating. If you need to know what a word means, start by guessing from the context. If a sentence does not give enough context, then look the word up in the dictionary. Read each sentence and try to answer the question that follows. The underlined words are for Activity B. People in every culture have their own ideas of what constitutes a balanced meal, w hether it is tastes, m enus, ingredients, eating habits, or nutritional benefits.

W hat things can m ake a balanced meal? Beef w ith broccoli and sweet and sour chicken are two fam ous dishes that can be found in m ost Chinese restaurants. W hat foods are com m on in Chinese restaurants? French cheeses can have different textures, from soft cheeses like Brie to h ard cheeses like Cantal.

In w hat way can French cheeses differ? N ontasters have a taste for sugary foods, which m eans they eat sweets m ore often th an other people. W hy do nontasters eat sweets? C ultures m ight view balance differently according to the way a dish tastes, or how a m eal is prepared and served. In w hat ways can cultures find balance in food? In traditional Chinese cooking, foods are in harm ony w hen there is an equal am ount of y in and yang foods together.

W hat foods w ork together in Chinese cooking? Look at the context to help you choose the best word or expression. Choose four words from Activities A and B.

Write a sentence using each word. Writers use a lot of adjectives in order to make their descriptions both interesting and clear. They describe what they see, hear, smell, taste, touch, and feel. Using descriptive adjectives in your writing will make it more interesting for the reader. I ate a delicious, savory meal at a cozy French restaurant downtown. My sister and delicious Yorkshire puddings. Although I always fight for the last one because I grew up in the United States, my they are so delicious.

It is a simple me remember my British ancestry and dish made with eggs, flour, and milk. W hat is the topic sentence? Underline it. W hat is the concluding sentence? How does Yorkshire pudding taste? Circle the sentence th a t describes the taste.

W rite the adjectives the writer uses to describe Yorkshire pudding. You can look at the paragraph to help you. When two or more adjectives are used before a noun, they usually follow the order given in the chart below. We ate dinner at the new French restaurant in our neighborhood. Ming gave Ella and Mike a beautiful glass serving dish as a wedding gift. L Eduardo bought a pair of expensive leather running shoes. We do not usually use more than three adjectives before a noun.

We use two or three adjectives and then add additional descriptive phrases after the noun. Critical Thinking A. W ork with a partner. Write each adjective in the correct column of the Activity A asks you chart on page When you classify, Korean rectangular orange A m erican you put things into oval triangular unusual teenage groups according to certain qualities or little com m on m etal huge principles.

Classifying pretty cotton antique m edical information can funny friendly silk nice help you understand lovely ugly w edding elderly it better. Write a sentence about each topic. Use three adjectives from different categories in each sentence. You can use adjectives from the chart in Activity A or use your own ideas.

As you prepare your paragraph, think about the Unit Question, "W h at makes food taste good? Plan and W rite A. Think about your favorite dish. Use the questions below to help brainstorm ideas about your topic. W hat is the nam e of the dish? How w ould you describe the dish? W hat taste s and ingredients does it have? Does this dish have personal or cultural im portance to you?

W ho usually m akes this dish for you? Is it easy or difficult to make? How does the dish m ake you feel? W rite a topic sentence that nam es the dish and expresses your m ain idea: Subtopic and supporting details; Decide which inform ation from Activity A you will include in the body of your paragraph to support your m ain idea. W rite a concluding sentence that sum m arizes the m ain points of your paragraph and restates the topic sentence in different words. Be sure to use adjectives to make your description interesting, clear, and specific.

Look at the Self-Assessment checklist on page 44 to guide your writing. Do you have a clear idea of the ingredients in the dish and how it tastes? How m any adjectives does the author use to describe this dish? Do you th in k there are enough adjectives? Review the answers to the questions in Activity A. Track Your Success 's Circle the words and phrases you learned in this unit. How does som eone becom e a successful athlete?

W hat are some things people give up or sacrifice in order to be successful? W here is the woman? W hy is she lying down? Critical Thinking Q Write the name of your favorite sport in the idea map. Think about the Activity D includes costs or the sacrifices someone needs to make in order to be successful an idea map, which at it. W rite your ideas in the idea map.

Then discuss your answers with is a kind of diagram. When you diagram your ideas, you are analyzing how those ideas are connected to each other. Understanding those connections can help you speak and write more clearly. Circle the word or phrase that can replace the bold word w ithout changing the meaning of the sentence. M any com panies choose to sponsor sports team s so that they can advertise on their uniform s.

A brand-new business cannot be assured that it will succeed right away. Businesses need to m ake profits in order to be successful. W hen com panies invest m oney to m ake a new product, they have to consider the costs carefully. The Internet has given businesses access to a bigger market around the world. Large com panies generally have m ore stability than small businesses.

It is wise to invest in dependable com panies because they tend to m anage their m oney well. There has been a large expansion in the num ber of bilingual jobs because of the global economy. In order to be successful, a business needs to consider its image, or the way the public sees it. W h at do you think is the purpose of the article? Fast Cars, Big Money Does your business need a boost? The costs are cheap 1 Imagine million people seeing your compared to the profits. Sponsoring a team also company logo every year.

Imagine that number shows the financial stability of your company. Sound the world that they are powerful and dependable. Hundreds of companies have Why is investing now a good idea? When you choose from its expansion to global markets. Although to sponsor a team, you can be assured that most races are in Europe, today there are races your company will grow financially and globally.

Companies support Why are companies interested? Businesses, including banks, hotels, and telecommunication companies, invest tens of millions of dollars every year to sponsor race teams. Hundreds of millions of people watch car races every year.

For companies, this is an enormous market. They can push Why should my company invest? The global and Singapore. As a result, they have been economy is always changing, but the industry has able to expand their business to the Middle succeeded by finding new ways to make more East and Asia.

These areas of the world are money. Expanding overseas also shows that global-minded. Vroom vroom! Write the correct paragraph number next to each main idea. By sponsoring a Form ula 1 team , a com pany will grow financially and globally.

Form ula 1 sponsorship is profitable and shows that a com pany is pow erful and reliable. Sponsors can m ake a lot of m oney from car advertising. Form ula 1 racing is a good investm ent today because of its expansion to global m arkets. Sponsorship brings com panies profits and improves their image. W hy should com panies be interested in advertising w ith Form ula 1? Investing in Form ula 1 racing m akes a com pany look powerful.

The costs of investing are higher th a n the profits. C orporate sponsorship shows a business is dependable. W hat are some other reasons that companies should invest in Form ula 1 racing? Form ula 1 racing is a fun and glam orous sport for everyone. Com panies can m ake a lot of m oney from Form ula 1 racing. Sponsoring a race team shows that a com pany is dependable. W hy is investing now a good idea?

Form ula 1 racing is expanding to the M iddle East and Asia. Com panies can advertise in em erging m arkets.

Com panies can push their brand in Europe. Do you think sponsoring Formula 1 racing is a good or bad investment? Do you th in k that businesses that sponsor sports like car racing w ould be as successful w ithout giving sponsorship money? Scanning means looking through a text quickly to find specific information, such as names, numbers, and dates.

We scan items like the newspaper, a timetable, a dictionary, and the table of contents in a book. W hen you scan, do not read every word. Look for key words or phrases that will help you find the answer quickly. Think about how the information will appear on the page. For example, if you are looking for a date, scan only for numbers.

Scan Reading 1 for the missing information. Use keys words in the sentences to help you find the answers. Then complete each statement. Scan Reading 1 again for the missing numbers. Use key words in the sentences to help you find the answers. Circle the answer that best matches the meaning of each bold word or phrase. Ice skating is a dem anding sport that requires a lot of time, practice, and hard work.

Putting kids in sports at a young age is a growing trend in m any countries today. We cancelled the soccer game due to the rain. It was too wet and dangerous to play. The official m ade a m otion with his hand to let the runners know it was tim e to start the race. M ost com petitive athletes earn m oney for playing sports, but gym nasts are an exception. They do n ot receive a salary. Com petitive athletes m ust have dedication because it takes a lot of tim e and h ard work to be successful in sports.

Sore muscles are a sign th at you have exercised very hard. It can take m onths for an athlete to recover from a serious injury, a. It is about child athletes and w hat they do to succeed in sports. Look at the title. W hat do you think the writer will say about child athletes? She had times. Her dem anding schedule took a been doing flips since she was one and had toll1. It got to the point where Courtney could her heart set on competing in the Olympics. On January 12, , she had to 1 ta k e a to ll: The tissue or bone eventually breaks, stretches, or tears.

Danny Clark ended up with an overuse injury last year. The teen baseball player from Altamonte Springs, Florida, hurt himself by throwing 80 pitches in a single game after two months of not pitching at all.

The rotator cuff is a group of four muscles and the tendons that connect them to bones in the shoulder. It hurt really bad. She had surgery on both hours of practice and game time.

Experts say kids are pushing their He plays soccer three or four times a week bodies to the limit, practicing sports too hard for nine months a year. His dedication pays for too long. The exhausting schedules often off— last year he helped lead his team to a lead to dangerous injuries that could keep state championship. But his success came young athletes from competing— permanently.

He played through and 50 percent of youth sports injuries the pain until doctors forced him to rest. When are due to overuse. Overuse injuries are he dislocated a bone in his foot, a physical caused by repetitive motion that, over therapist put the bone into place, bandaged time, puts more stress on a body part his foot, and let him play the next day.

Experts say the key to avoiding injury is paying attention to your body. Kevin learned that lesson while recovering from his second broken pelvis in less than a year.

You just have to know when to stop. Then complete the statements. C hildren in youth sports have m ore injuries today because 2. O rganized team com petitions cause m ore injuries because 4. Child athletes can avoid injury by D etails Scan Reading 2.

Complete the chart with the missing information. Courtney New Hampshire Thompson 2. Do you th in k com peting in sports is good for young children?

Do you th in k coaches and parents have a responsibility to try to stop children from getting h u rt while doing sports? W hat are some ways that athletes pay for success? How do parents of child athletes pay for success? Consider financial, physical, and psychological costs in your response. Vocabulary Skill Collocations for Success Collocations are words that frequently go together. He really w anted to win.

UNIT 3 What does it take to be successful? Writing Skill Organizing an opinion paragraph 0 An opinion paragraph is a paragraph in which you explain how you feel about a topic. For example, you might explain whether you agree or disagree with a particular idea.

The goal of writing an opinion paragraph is to help the reader understand your opinion. Begin your opinion paragraph with a topic sentence that clearly expresses your opinion.

Then give reasons and examples that support your opinion. End your paragraph with a concluding sentence that restates your opinion. Competing on a sports team helps children learn important life skills. Reason 1: They learn to be responsible.

When children play on a team, they have to be on time and work hard. Reason 2: They learn to work on a team. On a team, children learn how to make decisions as a group. Children learn many valuable skills by playing sports. Read the opinion paragraph. W hat is the writer's opinion of Kung fu? Underline the topic sentence. Kung Fu Kung fu is the perfect sport for that they can use to defend themselves young children. First of all, it does not if necessary. Kung fu not only is cheap, cost much to participate.

For example, but also teaches many important a typical uniform is less than fifty skills and lessons. For these reasons, dollars, and weekly lessons are not parents should consider Kung fu as a expensive compared to other sports. In addition, children learn the benefits of discipline and setting goals. The colored belts for completing a level keep kids motivated, and each child is able to succeed at his or her own pace.

Finally, Kungfu teaches children how to protect themselves in the real world. Children do not learn to fight but acquire important moves and motions Kung fu teaches many important skills. Complete the outline with information from the paragraph in Activity A. Reasons and examples: First of all, it does not co st much to participate. Singular subjects with the simple present W hen the subject of a sentence is singular, the verb should be singular. She plays soccer three times a week.

He pitches 80 times a game. It does not cost much to participate. Plural subjects with the simple present W hen the subject is plural, the verb should plural. The colored belts motivate kids. They practice five days a week. They do not learn to fight. The instructors are very experienced. Remember, some nouns have a singular form, but refer to a group of people. These are called collective nouns.

Collective nouns usually take singular verbs. The government makes laws. The soccer team practices every day after school. Correct the ten mistakes in subject-verb agreement. The first one has been done for you. Beauty and Sacrifice Ice dancing is a beautiful sport, but m ust pay for lessons, ice tim e, and requires it req u ite a num ber o f sacrifices.

This m ake the sport very com posed o f skating, school, and expensive. Ice dancing are also hom ew ork. C om petitive dancers difficult on the body. I f dancers needs to practice for five to six does not skate carefully, they can hours every day. D ancers usually get hurt. M any dancers gets injuries skate early in the m orning, so they from falling on the ice or repeating always need to go to bed early.

A the sam e m otions too m any tim es. In addition, ice is w orth it to those w ho love this dancing cost a lot glam orous sport. Complete each sentence with simple present of the verb in parentheses. Overuse in ju rie s. Unit Assignment Write an opinion paragraph In this assignment, you are going to write an opinion paragraph on one of the topics below. As you prepare your paragraph, think about the Unit Question, "W h at does it take to be successful?

Should athletes or sports team s accept m oney from corporate sponsors in order to be successful? Discuss one or m ore specific sports in your paragraph. Should child athletes be pushed h ard in order to succeed? Choose one of the topics from page 62 and think about your answer or opinion about the topic. Then follow the steps below.

W rite your opinion about the topic. B rainstorm as m any ideas as you can about the topic you chose in your notebook. Follow these steps to plan your paragraph. Read your notes from A ctivity A. Circle any ideas or examples that could also use Stage IB, support your opinion.

W rite an outline for your paragraph. W rite a topic sentence th at clearly expresses your opinion. List reasons and examples to support your opinion. Reason 3: W rite a concluding sentence th at restates your opinion. Use your outline from Activity B.

Use collocations with adjectives and prepositions. Is the opinion clearly expressed in the paragraph? Track Your Success Circle the words and phrases you learned in this unit. W hat do you like to do in your free time? How do you use technology in your daily life? W hat are the different kinds of technology the m an is using? W hat is he doing? Q Discuss the Unit Question above with your classmates. Then discuss your answers with a partner.

How do you spend your free time? How many hours a week do you spend doing each of these activities? It shows the average number of hours per w eek people from different countries spend doing each activity. Look at the chart. Then discuss the questions with a partner. TV Radio Reading Mexico Tracy Baker, First Glimpse magazine, 1. Com pare the global averages in the chart to the am ount of tim e you spend doing the same activities. Are they sim ilar or different? Does any inform ation in the chart surprise you?

Some video games take place in im aginary worlds th at look nothing like the real world. Always m ake sure a website is safe and secure before m aking a n such as paying a bill or buying something. My parents w orry that I spend too m uch tim e on the Internet.

P r e v ie w R e a d in g 1 You are going to read an article from a computer magazine that describes a social website called Second Life. Second Life offers users, or "residents," a huge online community and virtual world. Read the first sentence of each paragraph.

W h y do you think people use this site? Write your ideas. One website that has attracted 3 When residents want to be social and most of over six million Internet users is Second Life. There are games, shopping malls, world where people work, shop, sell and trade clubs, and many kinds of stores available to items, meet others, go to concerts, and much residents. Avatars can also attend conferences, more.

Second Life. With Linden Dollars, they can buy 4 Second Life offers users a quick and easy land or even an entire island where they can escape from the real world. Many residents build and decorate their own house, start a see this as one of the main benefits of using garden, or even set up their own store. Land the site.


Spending time on Second Life allows is treated as a valuable commodity2 in Second them to escape the stresses and problems of Life. Residents can choose to rent or sell their their daily lives.

If a user is having a stressful land to other users, and they can earn real day at work, she can visit a beautiful island, go money from these transactions. Some users skiing, or even fly to another planet during her lunch break. If she is tired at the end of a long day, she can go to a classical music concert while dinner is cooking and never leave home.

For example, residents can change their occupations, physical appearance, and even their nationalities. Life, or a banker can choose to be an Olympic 1three-dim ensional 3-D: Basically, Second Life lets some countries have virtual embassies, users live in a world without limitations.

Today, for people to escape the real world, it Second Life allows users to experience both has become more and more like the real fantasy and reality in the same place. Then number them in the order that the ideas appear in Reading 1. Second Life allows people to escape their real lives. Second Life has becom e m ore like the real world.

Second Life has its ow n m oney system. Second Life lets a person be som eone else for a while. Second Life provides entertainm ent and ways to m eet others.

D e t a il s Answer these questions. Look back at Reading 1 to help you. How can people m ake real m oney on Second Life? W hat kinds of realistic places can residents visit? W hat are some things users can do to escape their daily lives? How has Second Life becom e m ore like the real world?

How are universities using Second Life today? UNIT 4 i How has technology affected your life? W hat positive and negative effects do you th in k a website like Second Life can have on people? W ould you consider joining a website like Second Life? Reading Skill Taking notes Taking notes while you are reading will help you become a more active reader. To take notes, write on the text and next to the text. Your notes should help you identify im portant ideas.

You should: Use your notes to prepare for a class or an exam. Read the first paragraph of Reading 1 below. Look at the student's notes.

W h at types of words did the student underline?

Look at the words and ideas the student did not underline. W hy are they less im portant? Look at the note in the m argin.

W hat does the note sum m arize? W hat is the m ain idea of the paragraph? How do you know? Reread Reading 1. Take notes using ideas from the Reading Skill box. Then compare your notes with a partner. Then complete the email message. Use each word once. Megan Morris To: Laura Jones Subject: Goodbye cell phone! I used to have it with me all the time— even at the beach and at the movies. In fact, I love my new 8. In the article, the author describes her experiences living without a television for one full winter.

Read the title and look at the photographs. Do you think the author will say that giving up watching TV was a positive or negative experience? It was summer, the season of long walks, barbecues, and reruns. In the darkest, coldest months, I would no longer be able to escape.

Writing and 3 pdf q success for skills reading

This winter, I had my test. A year ago I moved into my own place. It was just a: Friends offered me a spare TV, but I said no. Living alone was an opportunity to choose how I wanted to live. In the first month or so, I got away from my favorite shows by visiting real friends.

I could no longer join in conversations at my office about popular shows. I kept telling people it was an experiment: I considered buying a small T V to keep in the closet and bring out on special occasions.

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