UNIT

1 Exam Time
Getting Ready
Answer Key
Answers will vary. 1. Students should share example: driving tests; medical tests, such as
details and discuss the importance of the eye tests; citizenship tests; etc. 3. Preparation
entrance exam system in their countries. Ask methods might include studying with a friend;
whether they think exams are a good way to taking practice tests; going to extra classes,
decide on students’ futures. 2. Students should making notes; etc.
think of examples beyond academic tests, for

Chapter 1:  For Better Grades—Use Your Brain!

Chapter Summary
Target Vocabulary: academic, components, effective, long-term, make an effort, structure, technique,
transfer
Reading Skill: Describing a Process
Reading Passage Summary: This article describes recent scientific research about the brain and memory,
and provides suggestions for methods of more effective study.
Vocabulary Skill: Word Webs

Answer Key
Before You Read Critical Thinking
A: Answers will vary. 1. Students should provide Answers will vary based on personal experience.
examples. 2. Possible answers include: writing Vocabulary Comprehension
it down or setting a reminder on their phone. A: 1. a; 2. a; 3. a; 4. b; 5. a; 6. b; 7. a; 8. a
Students should discuss their favorite methods for B: Answers will vary. Possible answers include: 1. the
remembering important information. CPU (central processing unit), monitor (or screen);
Reading Skill keyboard; mouse (or touch pad); and power cord.
A: 1. sensory (memory); 2. short-term (memory); 2. writing the main ideas and organizing them
3. long-term (memory). using diagrams. 3. organizing your time better;
B: b setting realistic goals; sharing your feelings; eating
Reading Comprehension properly; and getting enough exercise and enough
A: 1. c (lines 8−10, 16−27); 2. c (lines 22−24); 3. c (lines sleep. 4. moving to an English-speaking country;
13−15, 22−24) completing a university degree through English; and
B: 1. F (lines 7−12) (When we learn new facts, it goes using English in your career.
into our short-term memory; When we study it, Vocabulary Skill
it transfers to the long-term memory.) 2. T (lines Answers will vary. A: Possible answers include:
25−27); 3. T (line 13−15); 4. T (lines 22−24); 5. T organize; categorize; personalize; etc.
(lines 19−21)

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 Teaching Notes
• For Getting Ready, ask students when someone • The Reading Passage describes sensory memory
would encounter the types of tests or test-related as having a very short duration (lines 7−9), but later
activities depicted on page 11, and whether test it suggests that students can use sound and vision
takers know what will be tested before taking the to help them learn and remember information (lines
exam. Point out that taking such tests, can lead to 22−24). Point out that when the senses are used
further education or to finding a job. actively, they can powerfully enhance memory. Ask
• In Before You Read, ask: What is a good memory? whether students have any scent memories, such
What can a person with a good memory do (or as associating their first school experience with the
What are the benefits of a good memory)? Possible smell of chalk or new crayons.
answers include: The person can better remember • The Vocabulary Skill section introduces word
names, numbers, past events, and details, and webs, which show the connections between words.
this knowledge will help them perform better at Since these connections are complex, there is no
school or work. Explain that people have different single “correct” way to construct a word web. Word
learning styles, and so use different strategies webs are useful in a number of ways. Some words
for memorizing. For some people, color and are superordinate or “umbrella” terms that include
visualization are important for memory, while many other words under them. For example, fruit,
others like to associate information with sounds or at the center, would branch out to apples, oranges,
seemingly unrelated words. bananas, and berries.
• After doing the pair work in Before You Read, ask • It is helpful for students to recognize that some
students whether their answers changed once they words are more inclusive than others so that
had a chance to consult with another student and they understand differences between general
why. When checking answers as a class, make a and more specific vocabulary items. As they gain
master list of methods/techniques for question 3 on experience with word webs, students also see that
the board. even synonyms have different shades of meaning.
• For Reading Skill, point out that sensory memory Another feature of word webs is that there can be
turns into short-term memory, which turns into long- many interconnections between individual words,
term memory, so option “b” is the answer. not just one.

Extension Activities
Listening/Speaking Skill Extension: Memory Test
Students form small groups to develop and conduct tests for short- and long-term memory.
1. Brainstorm information associated with short- and long-term memory. For example, people usually
store information about their families or personally relevant facts in their long-term memories
because they learned them many years ago, but newly learnt telephone numbers and names are
kept in the short-term memory.
2. Divide the class into groups of four. Each group should create a short (five-minute) test with a mix of
questions, including questions that ask students to remember numbers or unusual names.
3. Have two groups work together, each testing the other group. Then ask if they noticed any
differences, or patterns in the responses? Can they tell what information is recalled as short- or
long-term memory? Encourage students to give very specific answers.

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 Chapter 2:  Oh, No! Not Another Test!

Chapter Summary
Target Vocabulary: alternative; assess; apply; debate; interact; measure; memorize; reform
Reading Skill: Identifying Main and Supporting Ideas
Reading Passage Summary: This article discusses the effectiveness of traditional methods of testing
students.
Vocabulary Skill: The Suffix -ize

Answer Key
Before You Read Vocabulary Skill
A: Answers will vary. 1. Most students will have some A: 1. standardize; 2. theorize; 3. modernize;
experience with these kinds of exams. 4. revolutionize; 5. fantasize
Reading Skill B: 1. theorize; 2. fantasize; 3. revolutionize;
A: Students should underline the last sentence in 4. modernize; 5. standardize
paragraph 1 (lines 7−8) for the main idea. And circle C: 1. modernize; 2. fantasize; 3. revolutionized /
the third sentence (Many people … lines 3−5) or the modernized
fifth sentence (These tests … lines 6−7) which are Real Life Skill
supporting ideas. A: Note: Make sure students focus on understanding
B: Paragraph 2: b; Paragraph 3: a; Paragraph the directions, rather than answering the question.
4: a; Paragraph 5: a See the final Teaching Note for suggestions.
Reading Comprehension 1. the nicest; 2. d; 3. a car; 4. (see final sentence: the
A: 1. c (lines 6−7); 2. d (line 17); 3. e (line 16); 4. a (line 15); wording may wary, but should express the idea that
5. b (lines 18−20) it may be as difficult for children as it is for adults.)
B: 1. S (lines 9−10); 2. R (lines 18−20); 3. R (line 26); B: 1. grammar / reading comprehension / grammar /
4. S (lines 9−10); 5. S (entire passage) reading skill: identifying the main idea; 2. Answers
will vary; 3. Answers will vary. Questions 1, 2, and
Critical Thinking 3 have one correct answer which is easy enough to
Answers will vary. Possible answers include: 1. the identify, but question 4 requires more thought.
idea of developing portfolios and having continual
assessment throughout the school semester/year. What Do You Think?
2. people have different learning styles, so it’s difficult Answers will vary. 1. In some countries, learning is said
to find one system that suits all types of learners. to be “test-driven” because tests determine what is
taught in the educational system. 2. One idea is that
Vocabulary Comprehension there is increased competition for university places;
A: 1. h; 2. f; 3. e; 4. g; 5. b; 6. c; 7. d; 8. a jobs; promotions; etc., so tests are one way to decide
B: 1. interacts; 2. debate; 3. reformer; 4. memorize who a place or position should be given to.

Teaching Notes
• In Reading Skill, have students underline main • The Reading Passage points out the divide
ideas and circle supporting details in pencil in between supporters of traditional exams and
case they want to make changes. Ask students alternative views, but students might benefit from a
to compare their answers with a partner. Remind class discussion. Point out that achievement exams
students that supporting details give further test what students have learned in a particular part
information to support the main idea, even if they of a course. Therefore, students are able to prepare
come before the topic sentence. for them by reviewing what they have learned.

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 On the other hand, since proficiency exams assess • In Vocabulary Skill, note that in British English, the
a student’s general level of language, you cannot suffix is spelled as -ise.
directly prepare, other than becoming familiar with • In Real Life Skills, go over the directions for each
the exam tasks and formats. item with the class. Ask how they are supposed to
• In Critical Thinking, encourage students to make a indicate their answer (circle or underline something,
distinction between exams that test what you know write it on a line, etc.). In item three, do they
(such as facts and rules) and what you can do, such recognize that the pronoun “one” refers to an earlier
as performance tests where you have to actually noun? Do they identify item four as a main idea
demonstrate your skills. question?

Extension Activities
Writing/Reading Skill Extension: My Worst Exam Experience
Have students write and then share about their worst exam experience.
1. Explain that many people have had bad exam experiences (and that it is nothing to be embarrassed
about). Have them discuss and brainstorm this topic.
2. Then have each student write one paragraph to describe their experience. Before writing, they
should consider what information is essential. Explain that they might want to outline the sequence
of their story, identifying their main ideas and supporting ideas. They should also decide how they
want to end their story, perhaps with a punch line. A punch line is a quick ending that suddenly
explains a situation, and makes people laugh or think.
3. Give students 15 minutes to write and edit. After students have finished writing, have students share
their paragraph with their classmates.
4. If time permits, have the class discuss what could be done to prevent future bad experiences.

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