Reading Town 2 (2nd Edition) Answer Key 2751

Reading Town 2
Part 1 Part 2
Unit 1 Animals: Ocean Giants Unit 6 Health: Human Muscles

Lesson 1 Killer Sharks? Lesson 1 Marvelous Muscles
Lesson 2 Whales Like Us Lesson 2 Muscle Man
Review Connecting Lesson 1 & Lesson 2 Review Connecting Lesson 1 & Lesson 2
Unit 2 The Origins of Names: Unit 7 Environmental Issues:

A Sandwich and a Pizza Rainforests
Lesson 1 The Earl’s Lunch Lesson 1 The Amazing Amazon
Lesson 2 A Pizza Fit for a Queen Lesson 2 Saving the Rainforest
Unit 3 Technology: Energy Unit 8 Smart Living: Society

Lesson 1 Revolutionary Steam Lesson 1 Replacing What’s Lost
Lesson 2 Power From the Breeze Lesson 2 Dr. Robot
Unit 9 Our Earth: Glaciers

Unit 4 Sports: Soccer Lesson 1 Rivers of Ice
Lesson 1 Soccer or Football? Lesson 2 Franz Joseph Glacier
Lesson 2 A Soccer Success Review Connecting Lesson 1 & Lesson 2
Review Connecting Lesson 1 & Lesson 2
Unit 10 A “How-to” Guide:
Unit 5 Arts: Literature Do It Yourself
Lesson 1 Literature and Social Networks Lesson 1 Homemade Toothpaste
Lesson 2 Publishing in the Digital Age Lesson 2 DIY Air Conditioner
Reading Town 2_ Answer Key_ e-future 1

Unit 1 Animals: Ocean Giants
Lesson 1: Killer Sharks?
Warm up
p. 11
The answers may vary.
This section is a teacher-led small group discussion. It is designed to prepare the students for
reading both of the passages in the unit. Please note, the questions are a guide only so the teacher
should feel free to modify them or use them in another way.
1. Pre-Reading
p. 12
A B
The answers may vary. 1 encounter
This section is a teacher-led small group discussion. It is designed to 2 species
prepare the students for reading the passage. 3 research
4 layer
5 victim
6 definitely
7 explore
8 naturally
2. During Reading
p. 14~16
A B-1 C D
1c 1c 2c 1b 1a
2a 2a 2c
3c B-2 E F
4b Sharks are curious when they Sharks bite people. 1a 1c
5b encounter something unusual. (or 2b
Sharks are curious when they
encounter humans.)
Humans have a lot of bones. It is difficult for sharks to eat
humans.

A human lying on a surfboard Sharks mistake people for seals.
looks like a seal.
Humans kill almost 40 million Sharks should be afraid of people.

sharks a year.
3. After Reading
p. 17
A-1 A-2 B C
1 victim 1 definitely The answers may vary. The answers may
2 explored 2 species This section is a student-led pair vary.
3 encounter 3 naturally or small group discussion that
4 layers 4 encounter reviews the lesson. It is left to
5 species 5 research the teacher’s discretion to
6 research 6 victim decide how to teach and
7 definitely answer this section.
8 naturally

Unit 1 Lesson 2: Whales Like Us
1. Pre-Reading
p. 18
A B
The answers may vary. 1 lung
This section is a teacher-led small group discussion. It is designed to prepare 2 similarity
the students for reading the passage. 3 occasion
4 lifespan
(For your information: The picture shows two humpback whales.) 5 depend on
6 support
7 adapted
8 communicate
2. During Reading
p. 20~22
A B-1 C D
1b 1a 2d 1b 1c
2c 2c 2b
3b
4c B-2 E F
5a 1 Both breathe air. 1 Whales live in water. 1c 1b

2 Both have warm blood. 2 Only one half of the whale’s 2c
3 Both feed their babies milk. brain sleeps while the other half
4 Both have some hair. is awake.
5 Both need sleep. 3 Whales have different lungs.
6 Both have about the same
lifespan.
7 Both communicate using sounds.

3. After Reading
p. 23
A-1 A-2 B C
1 occasions 1 similarities The answers may vary. The answers may
2 lifespan 2 occasions This section is a student-led pair vary.
3 lungs 3 adapted or small group discussion that
4 adapted 4 supported reviews the lesson. It is left to
5 similarities 5 communicate the teacher’s discretion to
6 supported decide how to teach and
7 communicate answer this section.
8 Depending on

Unit 1 Review: Connecting Lesson 1 and Lesson 2
1. Summary and Discussion

A. Main Ideas and Supporting Details
p. 24 (Note, the main ideas can be in any order)
Lesson 1 Summary: Killer Sharks?
Main Ideas 3. Sometimes sharks bite humans because they are curious about us.
4. Other times sharks mistake humans for tasty seals.
7. Sharks probably only bite humans once because humans have a lot of bones.
Supporting 1. A surfer looks like a seal.
Detail
Lesson 2 Summary: Whales Like Us
Main Ideas 8. Whales and humans both need sleep.
2. Whales are different from humans because they have special lungs.
6. Whales and humans have similar lifespans, and an ability to communicate.
Supporting 5. One half of the whale’s brain sleeps while the other half is awake.
Detail
B. Discussion
This section is a student-led pair or small group discussion that reviews the unit. It is left to the
teacher’s discretion to decide how to teach and answer this section.
2. Vocabulary Review
p. 25
A Word Definition B Crossword Puzzle
1c Down Across
2a 1. victim 5. depends on
3b 2. communicate 6. lifespan
4a 3. layer 7. definitely
5b 4. lungs 8. research
6a
7a
8b

Unit 2 The Origins of Names: A Sandwich and a Pizza
Lesson 1: The Earl’s Lunch
Warm up
p. 27
reading both of the passages in the unit. Please note, the questions are a guide only so the
teacher should feel free to modify them or use them in another way.
1. Pre-Reading
p. 28
A B
The answers may vary. 1 elsewhere
This section is a teacher-led small group discussion. It is designed to 2 navy
prepare the students for reading the passage. 3 false
4 slice
5 politics
6 probably
7 undoubtedly
8 filling
2. During Reading
p. 30~32
A B-1 C D
1b 1b 2b 1b 1a
2b 2c 2c
3b
B-2 E F
4c
One popular story about the Earl: 2, 3, 6 1a 1c
5b
The story that is most likely to be true: 1, 4, 5 2b

3. After Reading
p. 33
A-1 A-2 B C
1 elsewhere 1 filling The answers may vary. The answers may
2 undoubtedly 2 elsewhere This section is a student-led pair vary.
3 politics 3 slices or small group discussion that
4 probably 4 false reviews the lesson. It is left to
5 false the teacher’s discretion to
6 slices decide how to teach and
7 navy answer this section.
8 filling

Unit 2 Lesson 2: A Pizza Fit for a Queen
1. Pre-Reading
p. 34
A B
The answers may vary. 1 might
This section is a teacher-led small group discussion. It is designed to prepare 2 in common
the students for reading the passage. 3 crown
4 patriotic
(For your information: The picture shows an Italian style pizza. The students 5 international
may know that it is a pizza Margherita.) 6 base
7 invention
8 paste
2. During Reading
p. 36~38
A B-1 C D
1a 1a 2c 1b 1b
2b 2a 2a
3c B-2 E F
4a 1. Popular in the 19th century 1. Invented in the 19th century 1c 1c
5c 2. Named after Naples 2. Named after Queen Margherita 2b
3. Ingredients: bread base, 3. Ingredients: bread base,
cheese, and tomato paste cheese, tomato paste and basil
3. After Reading
p. 39
A-1 A-2 B C
1 base 1 invention The answers may vary. The answers
2 patriotic 2 might This section is a student- may vary.
3 invention 3 international led pair or small group
4 paste 4 in common discussion that reviews the

5 international 5 base lesson. It is left to the
6 in common teacher’s discretion to
7 might decide how to teach and
8 crowned answer this section.

Lesson 1 Summary: The Earl’s Lunch
Main Ideas 3. The sandwich was invented by John Montague, the 4th Earl of Sandwich.
7. The Earl worked with the navy and in politics.
5. The Earl put his lunch between two pieces of bread and ate it while he
worked because he was busy.
Supporting 2. The Earl probably got the idea for a sandwich from other similar foods.
Detail
Lesson 2 Summary: A Pizza Fit for a Queen
Main Ideas 8. The people of Naples created a new kind of pizza for the new Queen.
4. The pizza Margherita has red tomatoes, white cheese, and green basil.
1. In 19th century Italy, pizza was very popular.
Supporting 6. Not all restaurants serve pizza Margherita with buffalo cheese.
Detail
B. Discussion
p. 41

1b 5c Down Across
2b 6a 1. filling 5. patriotic
3b 7c 2. politics 6. elsewhere
4a 8a 3. crown 7. in common
4. navy 8. might
Unit 3 Technology: Energy

Lesson 1: Revolutionary Steam
Warm up
p. 43
1. Pre-Reading
p. 44
A B
The answers may vary. 1 influence
This section is a teacher-led small group discussion. It is designed to 2 transportation
prepare the students for reading the passage. 3 capture
4 technology
(For your information: The train works by creating steam in a boiler then 5 deliver
using the pressure of the steam to drive the wheels. In the past there 6 efficient
were steam-powered ships, steam-powered cars, and steam-powered 7 kettle
machinery.) 8 factory
2. During Reading
p. 46~48
A B C D

1b B-1: 2, 4, 1, 3, 5 1a 1b
2c 2b 2c
3c B-2 E F
4b Late 17th century Late 18th century 1b 1b
5c 2c
They were used to power water They were used to power factories,
pumps. boats, trains and other machines.
No, they didn’t. Yes, they did.
3. After Reading
p. 49
A-1 A-2 B C
1 efficient 1 capture The answers may vary. The answers
2 capture 2 delivered This section is a student-led may vary.
3 transportation 3 transportation pair or small group discussion
4 influence 4 influence that reviews the lesson. It is
5 delivered 5 efficient left to the teacher’s discretion
6 Technology to decide how to teach and
7 kettle answer this section.
8 Factories

Unit 3 Lesson 2: Power from the Breeze
1. Pre-Reading
p. 50
A B
The answers may vary. 1 landscape
This section is a teacher-led small group discussion. It is designed to prepare 2 blade
the students for reading the passage. 3 source
4 rise
(For your information: Electricity is produced in generation plants. The plants 5 spin
can be powered by oil, coal, gas, rivers, nuclear fission, the sun, ocean 6 remain
currents, or wind.) 7 generator
8 advantage
2. During Reading
p. 52~54
A B-1 C D
1c 1. Wind is an endless source of 1. Wind turbines cause some 1c 1c
2c clean energy. problems. 2a 2a
3a 2. Wind has been used by 2. The fast moving blades are a
4a humans for a long time. danger to birds.
5a 3. Wind remains an important 3. Wind turbine towers look ugly
part of a greener future. and ruin the landscape.
4. The cost is high.
Wind turbines might be the best Wind turbines might not be the
solution for some areas. best solution for some areas.

B-2: E F
Fact 1b 1a
Fact 2a
Opinion 3b
Opinion
3. After Reading
p. 55
A-1 A-2 B C
1 source 1 remain The answers may vary. The answers
2 rise 2 spin This section is a student-led may vary.
3 advantages 3 source pair or small group discussion
4 landscape 4 rise that reviews the lesson. It is
5 generator 5 advantages left to the teacher’s discretion
6 blades to decide how to teach and
7 spin answer this section.
8 remain


Lesson 1 Summary: Revolutionary Steam
Main Ideas 2. James Watt made the steam engine more efficient and this changed
everything.
3. The first steam machines were not very useful.
6. By the end of the 18th century, steam engines were powering factories,
boats, trains, and other machines.
Supporting 8. A whistling kettle means that the water has boiled.
Detail
Lesson 2 Summary: Power from the Breeze
Main Ideas 1. Although wind turbines are clean, they do have some disadvantages.
5. Wind turbines are a great way to create clean electricity.
7. People have been using the wind for hundreds of years.
Supporting 4. A group of wind turbines is called a wind farm.
Detail
B. Discussion

p. 57
1a 5a Down Across
2b 6a 1. kettle 5. generator
3c 7b 2. technology 6. landscape
4c 8c 3. blades 7. remains
4. factory 8. transportation
Unit 4 Sports: Soccer

Lesson 1: Soccer or Football?
Warm up
p. 59
1. Pre-Reading
p. 60
A B
The answers may vary. 1 avoid
This section is a teacher-led small group discussion. It is designed to prepare 2 shorten
the students for reading the passage. 3 organize
4 nickname
5 obvious
6 whatever
7 meanwhile
8 confusion
2. During Reading
p. 62~64

A B-1 C D
1b 1b 1a 1a 1c
2c 2b
3a B-2 E F
4c There were many different styles The different styles of football 1c 1c
5b of football and each style had its have developed into different 2c
own rules. sports.
There is one style of Association
Football now.
The players were not allowed to The players were allowed to pick
pick up the ball and run with it. up the ball and run with it.
3. After Reading
p. 65
A-1 A-2 B C
1 organize 1 organize The answers may vary. The answers
2 whatever 2 avoid This section is a student-led may vary.
3 obvious 3 meanwhile pair or small group discussion
4 nickname 4 obvious that reviews the lesson. It is
5 Meanwhile 5 shorten left to the teacher’s discretion
6 confusion to decide how to teach and
7 avoid answer this section.
8 shorten

Unit 4 Lesson 2: A Soccer Success
1. Pre-Reading
p. 66
A B
The answers may vary. 1 opponent
This section is a teacher-led small group discussion. It is designed to 2 consider
prepare the students for reading the passage. 3 talent
4 mention
(For your information: The player in the picture is Pelé.) 5 hero
6 earn
7 former
8 athletic
2. During Reading
p. 68~70
A B-1 C D
1c 1b 2d 1c 1c
2a 2b 2b
3c 3a
B-2 E
4b
1940 Pele was born in Brazil. 1c
5a
1940 - 1955 He was very poor.
He shined shoes to earn money.
1956 A talent scout noticed Pele’s ability.

At age 15 Pele began playing professional soccer.
At age 17 He won his first World Cup.
Since the 1950s He has been a national hero of Brazil.
3. After Reading
p. 71
A-1 A-2 B C
1 earn 1 consider The answers may vary. The answers may
2 hero 2 former This section is a student-led vary.
3 talent 3 mention pair or small group discussion
4 consider 4 earn that reviews the lesson. It is
5 athletic 5 talent left to the teacher’s discretion
6 mention to decide how to teach and
7 opponents answer this section.
8 former


Lesson 1 Summary: Soccer or Football?
Main Ideas 7. There were many different styles of football and each style had its own
rules.
2. The Football Association gathered and wrote the rules for a game they
called “Association Football.”
8. “Association Football” was too long so it was shortened to “soccer.”
Supporting 5. In England, there is a boys’ school called “Rugby”.
Detail
Lesson 2 Summary: A Soccer Success
Main Ideas 3. He played for the Brazilian national team and he won his first World Cup at
age 17.
4. Pelé is considered to be the greatest soccer player of all time.
6. Pelé succeeded because of his hard work and natural talent.
Supporting 1. Pelé was very poor so he earned extra money by shining shoes.
Detail
B. Discussion

p. 73
1a 5c Down Across
2c 6a 1. talent 5. athletic
3b 7c 2. confusion 6. hero
4a 8a 3. meanwhile 7. shorten
4. opponent 8. nickname
Unit 5 Arts: Literature

Lesson 1: Literature and Social Networks
Warm up
p. 75
1. Pre-Reading
p. 76
A B

The answers may vary. 1 dynamic
This section is a teacher-led small group discussion. It is designed to 2 review
prepare the students for reading the passage. 3 embrace
4 promote
5 discussion
6 taste
7 generate
8 rate
2. During Reading
p. 78~80
A B-1 B-2 C D
1b 1d Readers on Social Networks Publishers on Social Networks 1a 1b
2a 2b ① Readers can use social ① Publishers realize that 2a 2c
3c networks to find new books. online reading groups provide
4b an excellent opportunity.
5a ② Readers can share, rate, ② Publishers can promote E F
and review books. their authors’ new books. 1a 1c
2c
③ Readers can use these ③ Publishers can offer
networks to find new friends discussions with authors.
to discuss books.
3. After Reading
p. 81
A-1 A-2 B C
1 generated 1 discussions The answers may vary. The answers
2 reviewed 2 embrace This section is a student-led may vary.
3 promote 3 tastes pair or small group discussion
4 rate 4 rate that reviews the lesson. It is
5 tastes 5 dynamic left to the teacher’s discretion
6 discussions to decide how to teach and
7 dynamic answer this section.
8 embrace

Unit 5 Lesson 2: Publishing in the Digital Age
1. Pre-Reading
p. 82
A B
The answers may vary. 1 author 2 publish
This section is a teacher-led small group discussion. It is 3 billion 4 success
designed to prepare the students for reading the passage. 5 manuscript 6 engage
7 upload 8 feedback
2. During Reading
p. 84~86
A B-1 C D

1c 1b 1c 1b
2b 2d 2a 2b
3b
4a
B-2 E F
5b
Anna Todd Beth Reekles 1c 1a
① Anna published her fan fiction ① A publishing company agreed to 2a
on Wattpad. publish her work after seeing it on
Wattpad.
② Her story titled After had over ② Her work had over 19 million
1.5 billion readers. readers before she turned 16.
③ Paramount Pictures bought the ③ Netflix made her work into a

rights to make a movie version of film.
her work.
3. After Reading
p. 87
A-1 A-2 B C
1 publish 1 author The answers may vary. The answers may
2 upload 2 feedback This section is a student-led vary.
3 author 3 publish pair or small group discussion
4 billion 4 success that reviews the lesson. It is
5 engage 5 billion left to the teacher’s discretion
6 feedback 6 upload to decide how to teach and
7 success answer this section.
8 manuscript

Lesson 1 Summary: Literature and Social Networks
Main Ideas 3. Social networks can help solve both publishers’ and readers’ problems.
5. Communicating with other readers is one of the best ways to learn about
new books.
8. Online reading groups provide an excellent opportunity for publishers.
Supporting 7. Readers can find new friends with similar tastes on the sites.
Detail
Lesson 2 Summary: Publishing in the Digital Age
Main Ideas 1. The internet offers opportunities for potential authors.

4. Free writing websites help authors share their work and find success.
6. Publishing online offers many advantages for writers.
Supporting 2. Readers have more choices than ever before.
Detail
B. Discussion
p. 89
1a 5b Down Across
2c 6c 2. discussion 1. feedback
3c 7a 3. rate 5. author
4a 8b 4. embrace 7. manuscript
6. review 8. billion
Unit 6 Health: Human Muscles

Lesson 1: Marvelous Muscles
Warm up
p. 93
1. Pre-Reading
p. 94
A B

The answers may vary. 1 adaptable
This section is a teacher-led small group discussion. It is designed to 2 fascinating
prepare the students for reading the passage. 3 load
4 specific
(For your information: The strongest muscle in the human body is the 5 throughout
quadriceps, which is located at the front of your thigh (upper leg).) 6 reminder
7 upper
8 Latin
2. During Reading
p. 96~98
A B-1 C D
1a 1c 2b 1a 1c
2b 2b
3b
B-2 E F
4c
Muscles can only pull in one They often work in pairs. 1b 1a
5a
direction. 2c 2b
If you ask your muscles to lift they will grow bigger and
heavy loads, stronger.
If you don’t use your muscles, they will get smaller.
3. After Reading
p. 99
A-1 A-2 B C
1 throughout 1 upper The answers may vary. The answers
2 fascinating 2 adaptable This section is a student-led may vary.
3 Latin 3 specific pair or small group discussion
4 load 4 fascinating that reviews the lesson. It is
5 reminder 5 throughout left to the teacher’s discretion
6 adaptable to decide how to teach and
7 upper answer this section.
8 specific

Unit 6 Lesson 2: Muscle Man
1. Pre-Reading
p. 100
A B

The answers may vary. 1 drug
This section is a teacher-led small group discussion. It is designed to prepare 2 pressure
the students for reading the passage. 3 focus
4 depression
(For your information: A person’s size and shape is the result of both their 5 desire
genes and their lifestyle. Healthy human beings come in a wide range of sizes 6 individual
and shapes. While it is possible to change a person’s body shape, these 7 permanently
changes can not erase the persons genetic inheritance) 8 confidence
2. During Reading
p. 102~104
A B-1 C D
1a 1a 2a 1b 1a
2b 2a 2b
3c
4c B-2 E F
5c Having 1. They spend huge amounts of time in a gym. 1a 1b

the desire to 2. They start diets focused only on growing muscle.
be muscular 3. They even take drugs that help their muscles to
grow.
Not 1. They might have emotional problems such as a lack
reaching of confidence or depression.
the goal of 2. They might become angry, hard to talk to, or may
becoming stop spending time with people all together.
muscular 3. They might need professional help.
3. After Reading
p. 105
A-1 A-2 B C

1 focus 1 individual The answers may vary. The answers
2 confidence 2 focus This section is a student-led may vary.
3 Depression 3 desire pair or small group discussion
4 desire 4 permanently that reviews the lesson. It is
5 individual 5 depression left to the teacher’s discretion
6 permanently 6 confidence to decide how to teach and
7 pressure answer this section.
8 Drugs

Lesson 1 Summary: Marvelous Muscles
Main Ideas 8. Muscles are found all over your body and are responsible for your movement.
3. Muscles can only pull in one direction, so they often work in pairs.
5. Muscles can grow bigger or smaller depending on the work they have to do.
Supporting 7. The muscle moving in your arm looks like a mouse running under your skin.
Detail
Lesson 2 Summary: Muscle Man
Main Ideas 2. Boys who want to look “perfect” sometimes go to extremes to reach their
goal.
6. The desire to be muscular can lead to emotional problems.
4. Too much strain at a young age can permanently damage bones.
Supporting 1. Drug taking can cause many problems.
Detail
B. Discussion
p. 107
1b 5c Down Across
2b 6b 1. adaptable 5. confidence
3c 7b 2. focus 6. pressure
4a 8a 3. drug 7. Latin
4. reminder 8. load
Unit 7 Environmental Issues: Rainforests

Lesson 1: The Amazing Amazon

Warm up
p. 109
1. Pre-Reading
p. 110
A B
The answers may vary. 1 prevent
This section is a teacher-led small group discussion. It is designed to prepare 2 statistic
the students for reading the passage. 3 effort
4 tropical
(For your information: Rainforests are important because they support a great 5 fund
number of animal and plant species, are home to indigenous tribes, and 6 government
produce a lot of oxygen while absorbing carbon dioxide.) 7 decade
8 preserve
2. During Reading
p. 112~114
A B-1 C D
1c 1b 1c 1b
2b 2a 2b
3c B-2 E F
4a Cause Effect 1b 1a
5b More than half of the Brazilian The rainforest is protected by the
rainforest is national park land. government. G
1b
The UN began a special program The rate of deforestation has been
to deal with the cost of saving the cut by 50% over the past decade.
rainforests.
3. After Reading
p. 115

A-1 A-2 B C
1 government 1 preserve The answers may vary. The answers may
2 tropical 2 prevent This section is a student-led vary.
3 decade 3 decade pair or small group discussion
4 effort 4 effort that reviews the lesson. It is
5 preserve 5 fund left to the teacher’s discretion
6 prevent to decide how to teach and
7 statistic answer this section.
8 Fund
Unit 7 Lesson 2: Saving the Rainforest

1. Pre-Reading
p. 116
A B
The answers may vary. 1 clear
This section is a teacher-led small group discussion. It is designed to prepare 2 blame
the students for reading the passage. 3 society
4 mature
(For your information: The picture shows rainforest that has been cut down. 5 climate
If we don’t protect the rainforest, many species will become extinct and the 6 local
Earth’s climate will change drastically. We will also lose a valuable source of 7 examine
new medicines.) 8 lifestyle
2. During Reading
p. 118~120
A B-1 C D
1c (blue) cattle ranching 1a 1c
2b (red) logging 2a 2b
3c (green) palm oil production
4c (purple) small-scale farming
5a
B-2 E
Many social and environmental problems: 1c
1. loss of animal and plant species 2a
2. destruction of forest-based societies 3b
3. climate change

3. After Reading
p. 121
A-1 A-2 B C
1 society 1 examine The answers may vary. The answers may
2 lifestyle 2 lifestyle This section is a student-led vary.
3 mature 3 local pair or small group discussion
4 climate 4 society that reviews the lesson. It is
5 blame 5 mature left to the teacher’s discretion
6 examine to decide how to teach and
7 local answer this section.
8 cleared


Lesson 1 Summary: The Amazing Amazon
Main Ideas 2. The Amazon rainforest contains more living things than any other single
place in the world.
5. More than half of the Brazilian rainforest is national park land and protected
by the government.
7. International funds exist to help governments pay for protecting the
rainforest.
Supporting 4. 60% of the Amazon rainforest is located in Brazil.
Detail
Lesson 2 Summary: Saving the Rainforest
Main Ideas 1. Not protecting the rainforest will result in social and environmental
problems.
3. There are different reasons for rainforest clearance, including farming.
8. We need to examine our lifestyle to protect the rainforest.
Supporting 6. In today’s world, international trade is common.
Detail
B. Discussion
p. 123

1a 5b Down Across
2b 6b 1. local 5. government
3a 7b 2. societies 6. effort
4c 8a 3. Fund 7. lifestyle
4. tropical 8. blame
Unit 8 Smart Living: Society

Lesson 1: Replacing What’s Lost
Warm up
p. 125
1. Pre-Reading
p. 126
A B
The answers may vary. 1 realistic
This section is a teacher-led small group discussion. It is designed to prepare 2 weight
the students for reading the passage. 3 limitation
4 mobility
5 prosthesis
6 command
7 application
8 sensor
2. During Reading
p. 128~130
A B-1 C D
1c 1b 1b 1b
2a 2d 2b 2c
3b
B-2 E F

4b Regular Prostheses 3D Printed Prostheses 1b 1a
5c ① They are made from advanced ① They can be created easily (or 2c
plastics and carbon fiber. quickly / or easily and quickly)
by using 3D printing.
② They are light, strong, and look ② They are not as strong as
realistic. regular prostheses.
③ They can cost thousands of ③ They are cheap (or cheaper)
dollars. and can be created quickly.
3. After Reading
p. 131
A-1 A-2 B C
1 weight 1 commands The answers may vary. The answers may
2 commands 2 applications This section is a student-led vary.
3 mobility 3 limitations pair or small group discussion
4 realistic 4 realistic that reviews the lesson. It is
5 sensors 5 mobility left to the teacher’s discretion
6 applications to decide how to teach and
7 prosthesis answer this section.
8 limitations

Unit 8 Lesson 2: Dr. Robot
1. Pre-Reading
p. 132
A B
The answers may vary. 1 recover
This section is a teacher-led small group discussion. It is designed to prepare 2 value
the students for reading the passage. 3 urgent
4 precise
5 germ
6 accuracy
7 operate
8 disinfect
2. During Reading
p. 134~136
A B-1 C D
1b 1c 1b 1c
2c 2b 2b 2b
3a
4c B-2 E F
5b Tugs Surgical Robots Disinfecting Robots 1c 1c

②⑤ ①④⑦ ③⑥ 2c
3. After Reading
p. 137
A-1 A-2 B C

1 precise 1 disinfect The answers may vary. The answers may
2 operate 2 urgent This section is a student-led vary.
3 germs 3 operate pair or small group discussion
4 recover 4 germs that reviews the lesson. It is
5 value 5 value left to the teacher’s discretion
6 disinfect 6 precise to decide how to teach and
7 accuracy answer this section.
8 urgent

Lesson 1 Summary: Replacing What’s Lost
Main Ideas 2. Technology has helped modern prostheses become better than ever before.
5. Advanced plastics make modern prostheses light, strong, and realistic.
7. Robotics plays an important role in the process of making prostheses.
Supporting 3. Early prostheses were made of pieces of wood or metal.
Detail
Lesson 2 Summary: Dr. Robot
Main Ideas 1. Robots do many tasks that help nurses attend to more important things.
4. Surgical robots are very helpful to surgeons performing operations.
6. Disinfecting robots help prevent the spread of disease.
Supporting 8. Robots can make detailed movements that a surgeon may have difficulty
Detail doing.
B. Discussion
p. 139

1b Down Across
2c 1. urgent 5. limitations
3c 2. sensor 6. accuracy
4b 3. mobility 7. germs
5a 4. prosthesis 8. value
6c
7a
8a
Unit 9 Our Earth: Glaciers

Lesson 1: Rivers of Ice
Warm up
p. 141
1. Pre-Reading
p. 142
A B
The answers may vary. 1 bond
This section is a teacher-led small group discussion. It is designed to prepare 2 valley
the students for reading the passage. 3 melt
4 grind
(For your information: This picture was taken on Mount Kilimanjaro in 5 continent
Tanzania. The evidence that the glacier is moving comes from the absence of 6 slide
snow on the ground. The glacier has obviously formed elsewhere and moved 7 carve
to where this photograph was taken.) 8 stick
2. During Reading
p. 144~146

A B-1 C D
1b 1b 2b 1b 1a
2a 2a 2b
3b
B-2 E F
4a
Many snowflakes fall. 1b 1c
5c
The weight of the snow presses the snowflakes together. 2c
The snowflakes become an ice field. 3b
The ice field grows big and its depth reaches 18 meters.
The ice begins to move.
3. After Reading
p. 147
A-1 A-2 B C
1 stick 1 slide The answers may vary. The answers
2 grind 2 carve This section is a student-led may vary.
3 slide 3 stick pair or small group discussion
4 melt 4 melt that reviews the lesson. It is
5 valleys 5 bond left to the teacher’s discretion
6 carve to decide how to teach and
7 bond answer this section.
8 continents

Unit 9 Lesson 2: Franz Joseph Glacier
1. Pre-Reading
p. 148
A B
The answers may vary. 1 adventure 2 seek
This section is a teacher-led small group discussion. It is 3 accessible 4 slip
designed to prepare the students for reading the passage. 5 feature 6 extreme
7 locate 8 attraction
2. During Reading
p. 150~152
A B-1 C D
1c 1a 2c 1a 1a
2a 2c 2b
3c
B-2 E F
4c
Location: the west coast of New Zealand’s South Island 1c 1b
5b
Length: 12 kilometers 2b
Speed: 50 centimeters a day
Activities: hiking, skydiving, helicopter rides
3. After Reading

p. 153
A-1 A-2 B C
1 accessible 1 accessible The answers may vary. The answers
2 adventure 2 adventure This section is a student-led may vary.
3 attractions 3 features pair or small group discussion
4 located 4 slip that reviews the lesson. It is
5 slip 5 seek left to the teacher’s discretion
6 extreme 6 extreme to decide how to teach and
7 features answer this section.
8 seek

Lesson 1 Summary: Rivers of Ice
Main Ideas 4. Glaciers are formed when snow sticks together and forms a huge field of ice.
2. Glaciers crush, grind, and carve out the landscape.
7. Glaciers can move in two ways; sliding on water or being pushed by layers on
top.
Supporting 5. Glaciers are normally around 18 meters thick.
Detail
Lesson 2 Summary: The Franz Joseph Glacier
Main Ideas 1. The Franz Joseph Glacier is one of the most popular attractions in New
Zealand.
8. The glacier is popular with adventure tourists because they are permitted to
hike on the ice.
3. The glacier is 12 km long and is still growing.
Supporting 6. Most helicopter rides last for 30 minutes.
Detail
B. Discussion

p. 155
1a 5a Down Across
2b 6c 1. extreme 5. slip
3a 7c 2. continent 6. attraction
4b 8a 3. located 7. valleys
4. stick 8. adventure
Unit 10 A “How-to” Guide: Do It Yourself

Lesson 1: Homemade Toothpaste
Warm up
p. 157
1. Pre-Reading
p. 158
A B
The answers may vary. 1 contain
This section is a teacher-led small group discussion. It is designed to prepare 2 flavor
the students for reading the passage. 3 benefit
4 sensitive
(For your information, the items in the picture are articles of tie-dyed clothing.) 5 toxic
6 soften
7 abrasive
8 swallow

2. During Reading
p. 160~162
A B-1 (1) C D
1b Your toothpaste is ready. 1b 1a
5
2c Put a small amount on your toothbrush and brush away! 2a 2c
3b Add the baking soda, stevia powder, and peppermint oil and mix
2
4c together.
5b In a bowl, soften the coconut oil.
1
Gently stir or heat it up.
3 Put the mixture into a mason jar and seal it.
4 Wait a few days before using.

B-1 (2) E F
1c 1a
2
First step 2c
Last step 1
3. After Reading
p. 163
A-1 A-2 B C
1 sensitive 1 benefit The answers may vary. The answers may
2 benefit 2 swallowed This section is a student-led vary.
3 swallowed 3 abrasive pair or small group discussion
4 toxic 4 toxic that reviews the lesson. It is
5 abrasive 5 contain left to the teacher’s discretion
6 flavors to decide how to teach and
7 soften answer this section.
8 contain

Unit 10 Lesson 2: DIY Air Conditioner
1. Pre-Reading
p. 164
A B
The answers may vary. 1 cap
This section is a teacher-led small group discussion. It is designed to prepare 2 completely
the students for reading the passage. 3 wonder
4 endure
5 option
6 shake
7 pour
8 freezing point
2. During Reading
p. 166~168
A B-1 C D
1a 4 Remove the bottles from the freezer. 1a 1c
2c 1 Pour 3 tablespoons of salt into each bottle. 2b 2b
3c 5 Place the bottles about 15 cm in front of the fan.
4a 2 Close the caps and shake the bottles.

5b 6 Turn on your fan and feel the cool air.
3 Place the bottles in the freezer for about 3 hours, or until frozen.
7 When the ice completely melts, put the bottles back in the
freezer.
B-2 E F
Saltwater Pure water 1c 1c
1. The freezing point is -21 0
1. The freezing point is 0⁰ Celsius. 2c
Celsius. (or -210 C) (or 0⁰ C)
2. It has a lower freezing point 2. It has a higher freezing point
than pure water. than saltwater.
3. After Reading
p. 169
A-1 A-2 B C
1 wonder 1 cap The answers may vary. The answers may
2 completely 2 completely This section is a student-led vary.
3 shake 3 option pair or small group discussion
4 freezing point 4 endure that reviews the lesson. It is
5 endure 5 wonder left to the teacher’s discretion
6 Pour to decide how to teach and
7 option answer this section.
8 cap


Lesson 1 Summary: Homemade Toothpaste
Main Ideas
5. Homemade toothpaste is a safe and natural alternative to most store-bought toothpaste.
3. You can make homemade toothpaste in four steps using four items.
1. The recipe is easy to follow and kids enjoy making the toothpaste.
Supporting 6. Artificial flavors and colorings can cause skin rashes.
Detail
Lesson 2 Summary: DIY Air Conditioner
Main Ideas
4. It is an awesome way to save money, to stay cool, and to learn something about science.
7. DIY air conditioners are a cheap alternative to normal air conditioners.

8. You can make a DIY air conditioner in three steps using four items.
Supporting 2. The ice from saltwater is colder than ice from pure water.
Detail
B. Discussion

p. 171
1b 5c Down Across
2c 6a 1. sensitive 2. abrasive
3a 7b 3. shake 4. wonder
4a 8c 5. benefit 6. freezing point
6. flavors
7. soften

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Reading Town 2

Unit 1 Animals: Ocean Giants Unit 6 Health: Human Muscles

Unit 2 The Origins of Names: Unit 7 Environmental Issues:

Unit 3 Technology: Energy Unit 8 Smart Living: Society

Unit 9 Our Earth: Glaciers

Reading Town 2_ Answer Key_ e-future 1

Reading Town 2_ Answer Key_ e-future 2

Humans kill almost 40 million Sharks should be afraid of people.

Reading Town 2_ Answer Key_ e-future 3

5a 1 Both breathe air. 1 Whales live in water. 1c 1b

Reading Town 2_ Answer Key_ e-future 4

Reading Town 2_ Answer Key_ e-future 5

1. Summary and Discussion

Reading Town 2_ Answer Key_ e-future 6

Reading Town 2_ Answer Key_ e-future 7

Reading Town 2_ Answer Key_ e-future 8

Reading Town 2_ Answer Key_ e-future 9

Unit 2 Review: Connecting Lesson 1 and Lesson 2

1. Summary and Discussion

Reading Town 2_ Answer Key_ e-future 10

Unit 3 Technology: Energy

Reading Town 2_ Answer Key_ e-future 11

No, they didn’t. Yes, they did.

Reading Town 2_ Answer Key_ e-future 12

Reading Town 2_ Answer Key_ e-future 13

Reading Town 2_ Answer Key_ e-future 14

1. Summary and Discussion

Reading Town 2_ Answer Key_ e-future 15

Unit 4 Sports: Soccer

Reading Town 2_ Answer Key_ e-future 16

Reading Town 2_ Answer Key_ e-future 17

Reading Town 2_ Answer Key_ e-future 18

Reading Town 2_ Answer Key_ e-future 19

1. Summary and Discussion

Reading Town 2_ Answer Key_ e-future 20

Unit 5 Arts: Literature

Reading Town 2_ Answer Key_ e-future 21

Reading Town 2_ Answer Key_ e-future 22

Reading Town 2_ Answer Key_ e-future 23

③ Paramount Pictures bought the ③ Netflix made her work into a

Reading Town 2_ Answer Key_ e-future 24

Reading Town 2_ Answer Key_ e-future 25

Unit 6 Health: Human Muscles

Reading Town 2_ Answer Key_ e-future 26

Reading Town 2_ Answer Key_ e-future 27

Reading Town 2_ Answer Key_ e-future 28

5c Having 1. They spend huge amounts of time in a gym. 1a 1b

Reading Town 2_ Answer Key_ e-future 29

Unit 6 Review: Connecting Lesson 1 and Lesson 2

Reading Town 2_ Answer Key_ e-future 30

Unit 7 Environmental Issues: Rainforests

Reading Town 2_ Answer Key_ e-future 31

Reading Town 2_ Answer Key_ e-future 32

Unit 7 Lesson 2: Saving the Rainforest

Reading Town 2_ Answer Key_ e-future 33

Reading Town 2_ Answer Key_ e-future 34

Reading Town 2_ Answer Key_ e-future 35

1. Summary and Discussion

Reading Town 2_ Answer Key_ e-future 36

Unit 8 Smart Living: Society