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Trang 4Contents
Notes to the Teacher cà co iv Answer Key 0.0.0 0.00 cece cece cece cece cece eee e eee nena tees 1 sẽ 1 S ` nh ttnấgđŒđ 2 Chapter 3 Oe eee ee enn ne eee eee eeeneee 4 06.) htẦẦẦẦẦD 6 S6 120 @Ó@ó MAT 8 Chapter 6.0.0.0 0 0c ccc cece nec c een eee e een e en eenenseeenne 10 67) 81a 12
Chapter 8 ¬ eee eee eee eeeeee 14
PowerPoint® Teaching Tool
ExamView® Test Generator
Trang 5Notes to the Teacher
Welcome to Well Read, a four-level series that teaches and reinforces crucial reading skills and vocabulary strategies step-by-step
through a wide range of authentic texts
that are meant to engage students’ (and
teachers’) interest Well Read 1 Instructor’s
Pack is intended for instructors using Well Read 1 in their beginning level classrooms
All of the texts in Well Read 1 are at the ˆ
5.0-6.0 Flesch-Kincaid Grade Level, and the student book contains 24—48 hours of instructional material, depending on how much in-class work is assigned
In the Well Read Instructor’s Pack, you will find two technological resources that
will enhance your students’ classroom
experience: the PowerPoint® Teaching Tool and the ExamView® Test Generator
In addition, you will find the answer key
to the student book
PowerPoint® Teaching Tool
This data CD includes a set of fully- integrated PowerPoint® slides that serve as a valuable class management tool These visual aids contain every activity
of the student book except for the texts
themselves, which students read in their
books The corresponding student book
page numbers are always included in the bottom right portion of each slide The slides also contain all answers to text questions, and can be used as an answer
key in class The Instructor’s Pack also
indicates where each activity can be found on the PowerPoint® slides with an icon
(TT) that includes the slide number
iv Notes to the Teacher
Given that the visual aids replicate, magnify, and provide color to the images in the text, they are intended to be used along with the student book to accommodate a “heads up/heads down” methodological approach with students looking both down at their books and up at the visual aids as directed by the
instructor For example, the texts are
strictly a “heads down” activity, while reviewing the answers is “heads up.” Questions can have one of three types of
answers: (1) no answer, usually because
there are many possibilities, or it is a
discussion question; (2) an answer or several possible answers; or (3) a click and
type answer box in which the instructor
can type an answer, several possible
answers, a survey, etc
CHAPTER INTRODUCTION WITH POWERPOINT®
In each chapter of the student book, the
opening page introduces the chapter’s
theme The questions and photographs are designed to activate the students’ prior
knowledge, as well as stimulate some
limited discussion before the previewing, reading, and post-reading activities E The PowerPoint® slides contain the introduction page of the text over several slides Students view this material with their books open or closed Answers are provided at the click of the mouse
GETTING STARTED WITH POWERPOINT® This activity precedes each text or graphic
component in the student book It is
designed to help students focus in on a
Trang 6number of critical vocabulary words
or phrases
E—] The PowerPoint® slides can be used to present this activity or students can use their books initially and then the slides can be used for a classroom discussion of partner results Answers are provided at
the click of the mouse Some questions
have a box following them instead of an
answer On every slide that contains a box,
“click and type option” is noted Here, the
instructor can enter answers elicited from
students on the slides without pulling up
the screen to write on the blackboard To type in the box, click anywhere inside the box The answers that are entered will remain until the PowerPoint® file is closed They will remain permanently if the file is saved before closing, making it easy to see which activities have been covered in a given class It is recommended that you
save a copy and rename the file in order to
retain a clean version of each chapter These click and type boxes are not only useful in order to type student responses,
but they can also be used to try out and
then erase possibilities The backspace key works in the same way as with a word processor Finally, the number of students who answered a question a certain way can
be recorded in the boxes in survey format ACTIVE PREVIEWING WITH
POWERPOINT®
Active Previewing asks students to read only brief and selected parts of the text, and then answer very simple questions that focus on this material This activity encourages the notion that students do
not have to understand each and every word of what they are reading There is a
strong emphasis on how to preview a wide range of genres, both academic and non-
academic, including—but not limited to—
newspaper articles, online texts, magazine
articles, textbook articles, tables, charts,
graphs, timelines, and graphics
E—] The PowerPoint® slides can be used to get this activity started and to review the answers For each set of questions, all the questions are shown first and then the answers come up one at a time In this way, the entire activity can be done “heads up,”
READING AND RECALLING WITH POWERPOINT®
The first reading activity asks students to read and recall This is less daunting
than being presented with an entire text, and also allows the students to retain more Recalling encourages students to be accountable for the material they read
At its most basic, students build their short-term memories On a deeper level,
students begin to process information
more quickly and holistically Perfect recall
is never the goal
FE") The PowerPoint® slides contain the directions for this activity The textbook is
needed for the actual readings
UNDERSTANDING THE TEXT WITH POWERPOINT®
After each text, students are presented
with a two-part reading comprehension
activity The first part checks the students’
comprehension of the most basic ideas expressed in the text, whereas the second
part challenges the students to recall other
key ideas and information
["] With the PowerPoint® slides for this activity, the text doesn’t need to be opened at all
READING SKILLS WITH POWERPOINT® Among other essential reading skills,
students are introduced to topic, main idea, and supporting details in separate chapters, which allows them to practice
and master each of these skills before
progressing to the next Earlier chapters
present choices in a multiple choice
fashion, whereas subsequent chapters
Trang 7require the students to write their own interpretations The ability to think critically about the information that is presented in the text is a crucial part of being an active reader Students are first
taught to distinguish between facts and
opinions, and later, inferences In the final chapters of the student book; students will
be asked to find facts and opinions and to
make inferences of their own
[°"] The PowerPoint® slides contain all
the material from the Reading Skills
boxes, so the instructor can take advantage
of these slides to teach each reading skill VOCABULARY STRATEGIES WITH POWERPOINT®
Students first learn that they can understand the general idea of the text even without understanding every word; however, skipping words is not
always an option, thus students are
introduced to different strategies that can help them determine the meanings of new vocabulary without using their dictionaries The various vocabulary strategies are presented and then
reinforced in later chapters All vocabulary activities present the vocabulary as it
is used in the texts themselves, yet the
vocabulary strategies that are taught can be applied universally to reading that the students do outside class Developing these strategies will allow students to become
more autonomous readers
E") The PowerPoint® slides contain all the material from the Vocabulary Strategies boxes and can be used to guide the class through the activities in this section Both questions and answers
are provided so this can be a “heads up”
activity
DISCUSSING THE ISSUES WITH POWERPOINT®
Every text ends with a series of questions that encourage the students to express
vi Notes to the Teacher
their opinions and ideas about the general subject discussed in the text The questions are designed to be communicative in that they strike upon compelling issues raised in the text
EF") The PowerPoint® slides provide the questions from this discussion activity The instructor can use these slides to remind students to keep on target
PUTTING IT ON PAPER WITH POWERPOINT®
Reading and writing are two skills that inherently go together The writing activity
complements the chapter texts, yet it is
also designed to stand independently should the instructor decide not to read all of the chapter texts Each Putting It On Paper activity offers two writing prompts; the instructor can allow students to choose between the prompts or can select one prompt for all students to use
Ê The PowerPoint® slides contain
all the material from this section to
facilitate discussion and review Therefore
this activity can be “heads up” to give
students the directions and “heads down”
to do the writing
TAKING IT ONLINE WITH POWERPOINT® Each Taking It Online activity guides the
students through the steps necessary
for conducting online research, based
on the theme of the chapter Instructors might opt to prescreen a select number of websites in advance, thus directing the students to more reliable and useful sites Taking It Online finishes with a follow-up
activity that enables the students to take
their research one step further, in pairs or groups
Trang 8worthwhile Websites to enter into these
locations and the students can copy them
Alternatively, the file can be saved and that
slide can be printed out and copied for dissemination Given the complexity of
some Web addresses, that can be a way to
avoid errors and frustration
F=| ADDITIONAL TIPS FOR USING THE POWERPOINT® SLIDES
The use of the slides can foster an
enjoyable, effective and efficient classroom
experience That they follow the textbook
exactly means that the coordination between text activities and the visual aids is seamless Instructors find that the
use of this teaching tool facilitates many
aspects of teaching, especially planning This total class management tool takes the instructor and class step-by-step through
each chapter
In the best case scenario, a instructor
would turn on the projector and keep it on throughout class and let the slides
guide the way through each activity in the chapters For the classroom in which the
use of a projector is limited, one could
use the slides to begin the chapter, for the Understanding the Text section and also
to go over all answers In either case, the
ability to have students in the “heads up”
mode can add a great deal to the dynamic
in the classroom The instructor can see the faces of the students and read their expressions for understanding or a lack
of it Students enjoy the beautiful art and
photos and often pay more attention than they would with only a textbook
If a computer/projection system is not
available, overhead transparencies could
be made to simulate the experience
ExamView® Test Generator
This CD-ROM enables you to create
customized reading skills tests for use
with Well Read 1 You can use these tests
to assess student progress at any phase of the learning process: pre-test, chapter-
by-chapter, or final exam This tool will
help you evaluate the effectiveness of your
teaching, and it will allow your students to
gauge their own progress based on their test results
A large selection of questions in familiar
question formats are featured on the
CD-ROM: multiple choice, true/false,
completion, and essay The questions are always based on the skills and strategies covered in the corresponding student
book chapter In the Banks folder, there is
a folder called Well Read 1 OUP, in which you will find Question Banks for each
chapter of Well Read 1
There are many ways to create tests using
this CD-ROM:
Create a test in just minutes:
Use the QuickTest Wizard to select the
type and number of questions you want to include from the question banks in the Banks folder
Select specific questions:
Use the Test Builder to navigate your way through the question banks in the Banks folder, and pick specific questions to include on your test
Write your own questions:
Create completely new tests using your own questions or edit the questions
provided In order for these questions to be available at a later time, they need to be added to the Bank file
Important note: In Exam View Assessment
Suite®, the reading passage is designed to appear with each different question type For example, if you choose multiple choice, completion, and essay questions, the reading passage will appear three times If you want the reading passage to
appear only once at the beginning of each
test, simply highlight and delete the other
reading passages once you have finished creating your test `
Trang 9All tests can be printed out for students to take at their desks Test questions can be scrambled to appear in any order, multiple versions of a test can be created, and you can save all your tests on your computer to
use for future classes An answer key is automatically generated for each test you create
Alternatively, tests may be administered
by computer or online through a school website for an additional fee The
ExamView® website (www.examview.com)
provides instructions for computer and
online testing You can also subscribe to the Exam View® Testing Center for access to a variety of services
For easy, step-by-step instructions for using Well Read 1 ExamView® Test Generator, see the Manual on the CD-ROM
Trang 10Answer Key
CHAPTER 1 THE SOCIOLOGY OF FOOD
Text 1 School Lunches fo) SB p 4 Understanding the Text A b Sa WN a,b,c os oA oF a Text 2 Restaurant Fare SB p 7 Understanding the Text A FoR WNP
The Royal, The Mocambo, five sixty one five sixty one
The Mocambo The Royal
The Royal, The Mocambo Text 3 Food Inventions
(261 SB p 8 Active Previewing
1
=
A Timeline of Food Inventions; important words: timeline, food, inventions
1889 2002
boldfaced words and expressions include:
dishwasher, first ice cream cone, frozen food,
canned soft drinks, first microwave oven,
Seedless watermelon, Flavr Savr tomatoes, tear-free onions f28| SB p 9 Scanning ni BI nụ Italo Marchiony Clarence Birdseye Warren Barham Calgene Shinsuke Imai (29; $B p 9 Understanding the Graphics 1 Oe WN
ice cream cone, frozen food, canned soft
drinks, seedless watermelon, Flavr Savr
tomatoes, tear-free onions dishwasher, microwave oven microwave oven canned soft drinks frozen food Text 4 The History of the Restaurant (32; SB p 10 Getting Started A Bene wre a
All answers are true
Trang 11CHAPTER 2 TECHNOLOGY IN MOVIES Text 1 A Movie Classic f51SB p 18 Getting Started A 1 a King Kong, 1933 b King Kong, 2005 SB p 19 Skipping Words A noun verb adjective verb noun e1 6 Bị mm SB p 21 Understanding the Text A AG PONE oF 2 ao ® 8 Text 2 A Special Effects Genius SB p 22 Skipping Words A noun verb verb noun verb OF Oye SB p 24 Understanding the Text A ne of fond the stop-motion technique King Kong
3 Evolution, a history of the beginning of the world He didn’t finish it
là
2_ Answer Key
4 He made an octopus with only six tentacles
5 The Voyage of Sinbad, Jason and the Argonauts,
Clash of the Titans SB p 25 Understanding Vocabulary in Context—Synonyms A 1 noun 2 noun 3 noun 4 noun B
1 turning the camera off, changing a scene, and
turning the camera on again 2 drawings 3 an extinct type of elephant 4 arms Text 3 Special Effects Statistics SB p 26 Active Previewing
1 The Cost of Special Effects; important words:
cost, special, effects
2 Title, Year Released, Cost of Making the Movie, Total Amount Earned
3 movie titles: Jurassic Park, Titanic, The Matrix,
Mission to Mars, The Mummy Returns
4 a `
lãi SB p 28 Scanning Tables
King Kong; $459 m Titanic; $200 m
The Lord of the Rings: Return of the King $94 m The Mummy Returns & AL: Artificial
Intelligence; The Mummy Returns
Trang 12SB p 29 Understanding Vocabulary in A a pons Toe WON re Context—Synonyms noun verb noun noun noun a creature that is half-man, half-wolf put on people who study ancient animals a dinosaur systems that use the force of water to make machines move SB p 30 Active Previewing 1, 2 3 Changing Disappearing Fantastic Creatures SB p 32 Understanding the Text A 1 2 2 a
Section 1: how EX specialists make things and people change; Section 2: how EX specialists make things and people disappear; Section 3: how EX specialists make fantastic creatures
Section 1 example: a man becomes a
werewolf in The Wolf Man; Section 2 example:
a witch “melts” in The Wizard of Oz; Section 3
example: making the dinosaurs for Jurassic
Park
half-man, half-wolf
She’s standing on an elevator with her
clothes nailed to the floor They stay in place as she goes down the elevator
dry ice mixed with water
they learned by studying the work of paleontologists
The computers made the dinosaurs move
Trang 13Text 1 Weird Sports
SB p 38 Understanding the Text A b Text 2 Skydiving fiz) SB p 39 Skipping Words A noun verb adjective noun adjective Soe Nr SB p 41 Understanding the Text A b ƠI Gv bồ ‘oped 'rỊ HH fis] SB p 42 Understanding the Topic 0® T G 8 SB p 42 Understanding Subject Pronouns Kerry Smith the wind the wind My parents my mom Oe ON rs 4 Answer Key Text 3 Sports Injuries (26) SB 1 2 3 4 (28) SB 1 NAGE WN p 43 Active Previewing Sport Injuries; important words: sports, injuries
Sport, Number of Participants, Number of
Injuries, Percent (%) of Injuries per Number of Participants names of sports: Basketball, Bicycling (BMX), Football (American) a p 44 Scanning Tables Bicycling (BMX), Paintball, Skateboarding, Snowboarding Basketball (36,584) Basketball (2,783) Paintball (1) Football (American) (18.8 percent) Paintball (.02) Paintball Text 4 Taking Risks in Sports (35) SB 1 2 3 7] SB pF Pp p 47 Active Previewing high-risk sports
who takes risks, people who take sports risks, mountain climbers / The author will probably explain the
characteristics of risk-takers, how people
who take sports risks have the characteristics, and give examples from mountain climbers
p 49 Understanding the Topic
Trang 14SB p 50 Understanding the Text A B TPN rae awe 1, 3, 5, 6, 7 (42) $B p 52 Understanding Vocabulary in 1 ° Context—Definitions noun; an action that has a possible danger or an uncertain result
noun; people who study human behavior noun; people who lead companies
noun; a condition in which freezing injures the skin
noun; a sickness that comes from not having
enough oxygen
Trang 15FCHAPTER 4 THE CULTURE OF MUSIC
Text 1 Favorite Music
SB p 58 Understanding the Topic lic SB p 58 Understanding the Text A Oe WNP pangs f œđ,f c, f e a, b, f a,b, f AIP WON Ss SB p 59 Understanding Vocabulary in Context—Examples 1 violin 2 Eroica Trio: a group with more than one player
3 music from the Caribbean
Text 2 Earth Harp (2t| SB p 62 Understanding the Topic ove HOO (22) SB p 63 Understanding the Text A DAS WN re aor ® Œ 6 Answer Key
The player of the Earth Harp is the inventor’s husband.; The inventor of the Earth Harp invents other kinds of instruments.; The MASS
ensemble plays invented instruments with
traditional instruments.; The MASS ensemble combines dance with their performances
f25]SB p 64 Understanding Vocabulary in
A
Context
an entertainer, usually in a circus, who makes
difficult or dangerous body movements
very loud, like thunder
the surrounding area; outside
SB p 65 Understanding Vocabulary in
L Context—Examples
outdoor spaces; open spaces; surrounding
buildings
people who are listening (to a performance)
instruments that are not new such as violins,
cellos, flutes, and drums
theaters, museums, open spaces
SB p 65 Understanding Subject Pronouns
Poe
the player
Bill Close
the MASS ensemble
the MASS ensemble
Text 3 Hit Songs
(331 SB p 66 Active Previewing
1 The Top Ten Selling Singles in the World 2 Rank, Song Title, Artist, Global Sales
(millions)
The ten singles that have sold the most
Trang 16(36| SB p 66 Scanning Tables ụ Ta Paul Anka 10
I Want to Hold Your Hand; Hey, Jude Hey, Jude, It’s Now or Never, I Will always
Love You (10); Hound Dog, Diana (9); I’m a Believer, (Everything I Do) I Do It For You (8) The Beatles, Elvis Presley, Whitney Houston (5); Elvis Presley, Paul Anka (8), The Monkees, Bryan Adams (10)
2
The Monkees and Bryan Adams Candle in the Wind ‘97
Text 4 Hip-Hop Music
SB p 68 Getting Started
B
Students will learn the correct answers as they
read the text Correct answers are TR ON A Sd at ey ed SB p 71 Understanding the Topic and eo TP yn Sepp the Main Idea T G S G MI 5 SB p 71 Understanding the Text A th Ge WN => Ro fA nN
An immigrant from Jamaica started the hip-
hop musical style
Hip-hop started in the 1970s /1979
Rapping the chanting that accompanies hip- hop music SB p 72 Understanding Vocabulary in 1 2 Context—Definitions
noun; a culture and a style of pop music
noun; speaking or singing rhyming words to music
noun, mixing sections from two or more
records and/or scratching the records while they play
noun; an acrobatic dance style
Trang 17(CHAPTER 5 THE GLOBAL COMMUNITY 4 a 5 Text 1 A Young Environmentalist b “ €
(s" SB p 79 Understanding the Topic and
¡ the Main idea SB p 85 Understanding the Text A 5 s 1.T c S 2E 2 3 F a MI : re b.S ` c B
teacher, engineer, filmmaker, designer, doctor,
py ` CEO (of a nonprofit organization), maker
SB p 79 Understanding the Text of health care products, writer, pianist and A composer 1 Costa Rica 2 9 years old 3 50 (24) SB p 85 Understanding Vocabulary in Context-—Examples
1 not having any conditions
2 areas of work or study
3 poor countries The earth cannot survive without trees.; People
can help save the rainforest by recycling.; Costa Rica is a peaceful country.; It is possible to make
the world a better place
(25]SB p 85 Understanding Subject Pronouns
1 The winners
[73] SB p 80 Understanding Object Pronouns 2 Nominators
1 money 3 Gretchen Berland
2 the world 4 Her organization
3 people
Text 2 “Genius” Grants
Trang 18
Text 3 Making a Difference SB p 91 Understanding the Text A SB p 86 Active Previewing 1 The Most Influential People of the 20th Century
2 Rank, Name, Percent, Tally
3 Leaders and Revolutionaries, Business
Leaders, Builders and Titans, Scientists and ƠI Hà G2 bà Ba = mm m gd
Thinkers, Heroes and Icons B - - -
4 important/famous/influential people of the They get satisfaction from helping others.; They
20th century don’t need recognition.; They became better at their work because of the students
3) SB p 87 Scanning Tables
1 Business Leaders, Builders and Titans SB p 92 Understanding Supporting
2 769,453 Details
3 Heroes and Icons 1 students participated in several activities 4 9.670 with the altruists while shadowing them
5 Winston Churchill 2 b,¢
6 1.49 percent 3 the altruism class was not easy for the
7 Henry Ford students 8 Elvis Presley 4A ac
Text 4 What Motivates Altruism? (44) SB p 92 Understanding Vocabulary
in Context—Synonyms,
SB p 90 Understanding the Topic and Definitions, and Examples
the Main Idea 1 noun; acting for other people and not for
1 anew college course on what motivates oneself
altruism 2 verb; following
3 noun; people who think and write about
G the meaning of life such as Martin Luther
Trang 19fiãâmiinffậọN0ẸEmmTmm
Text 1 Etiquette Intelligence
SB p 98 Understanding the Topic and
the Main idea @ m0 I pF eyn opr M G 5 fo] SB p 99 Understanding the Text A PONS toh aon SB p 99 Understanding Object Pronouns 1 the people 2 the caller 3 someone
4 your cell phone
Text 2 Polite Business Behavior
SB p 100 Understanding the Topic and the Main Idea MI G S aT Pr RA TP Ba TP yep pe 10 Answer Key SB p 102 Understanding the Text A 1 2 3 4 handshake; maintain an arm’s length; introduce self
handshake, eye contact, hug; stand close;
hugging and backslapping, tough arms,
hands, and shoulders
slight bow, handshake, bow at meetings; wait
for someone to introduce you; no touching
shake hands; greet oldest SB p 103 Understanding Vocabulary in 1 2 Context—Definitions looking into the other person’s eyes while you speak
the space between you and the other person
Text 3 Too Close or Too Far
(27) SB p 104 Active Previewing
1 Personal Distance in Different Cultures 2 No
3 There are pictures of people from above that
show how far apart people stand when they
are talking to each other
Japanese, Mediterranean, North American,
Brazilian, Turkish, and Australian They
represent different cultures the distance in feet and meters personal distance in different cultures
(29) SB P 105 Scanning Diagrams
Ơn
Gò
bọ 1.5~2 feet; 45~.60 meters 1.5-2 feet; 45-.60 meters North American, Australian
Japanese and Turkish Japanese
Trang 20Text 4 Interviewing for a Job SB p 109 Understanding the Text
A
(34) SB p 106 Skimming LT
1 Yes 2#
2, job interviewing in different cultures 3 T
3 Job interviews differ in different cultures 4 T
4, The author will probably explain things to 5 F think about when you have a job interview
in a different culture such as what to wear, : : how to behave, how important credentials SB p 110 Understanding Vocabulary in
are, and how to get information on the Context—Collocations
company before you have the interview
BON
ee
aogm
oa
Trang 21Text 2 The 80s Look ‘CHAPTER 7 FASHION PHILOSOPHY
Text 1 A Thai Fashion Designer SB p 121 Understanding the Topic, the
Main Idea, and Supporting
Fé] SB p 116 Understanding the Topic and Details
the Main idea 1 1 a G a G b 5 b T c T c5 2 2 a MI a MI b G b GC € 5 c 5 3 a S b T E8] SB p 116 Understanding the Text có A 4, loc a MI 2 ¢ b S 3 b c G 4 a B 5b lac B 2 bc
works as the secretary of the Bangkok Fashion
Society; collected vintage clothing from the :
United States, France, and Thailand; opened SB p 122 Understanding the Text the Senada Theory store; studied biochemistry; A
sewed wedding dresses SB p 117 Understanding Vocabulary in Context—Synonyms, Definitions, and Examples GB ON 'TÌ Hị 'Tị
1 adjective; (very) modern 8
2 adjective; styles from the past 1 brightly colored sweatshirts with the collar
3 adjective; creative and sleeves cut off
Trang 22SB p 124 Understanding Possessive SB p 129 Understanding the Text
Pronouns A
an 80s woman 1 to stay warm, to be attractive, to express 80s girls
1
2 emotion, to show the group they belong to
3 2 music, books, and television, musicians,
a 80s guys movie stars, political figures and royalty b 80s guys; the style of a small group of men and women
c 80s guys 4 necklaces made from shells, clothing
decorated with beads and animal teeth, hats
Text 3 Clothing Costs with animal bones on them, wigs, jewelry,
and makeup in ancient Egypt
sad
oa SB p 124 Active Previewing
1 Clothing Costs, Then and Now
2, Year, Annual apparel expenditures, Percent of total expenditures 3 No 4 how much people spent on clothing in certain years a PON mà ste] mj] m : (47, SB p 130 Understanding Vocabulary in (35) SB Pe Scanning Tables Context—Collocations — $435 $1,640 1917-1919 2000-2003 1 2 3 Foe WN noo Text 4 What is Fashion?
[4ã] SB p 129 Understanding the Topic, the Main Idea, and Supporting Details
1 why people wear clothes and where fashion comes from
Trang 23CHAPTER 8 ETHICS IN EbUCATION
Text 1 What is Cheating?
(9 SB p 136 Understanding the Topic and the Main idea S G T MI 8 G OTP NO TP fio] SB p 136 Understanding the Text A fir] SB p 137 Understanding Subject, Object, AR ENE hoe} ep ee] HH and Possessive Pronouns You : an expert a friend a friend papers Gym WON re Text 2 Plagiarism SB p 137 Getting Started B
All items should be checked Students will see
correct answers in text 14 Answer Key SB p 140 Understanding the Topic and a Fp Pn Te on TPN op the Main Idea ZO PAH œ HO fig] SB p 140 Understanding the Text A 1 Schools often ask students who commit plagiarism to leave
The Internet makes it easy to find articles and copy them
when you are using somebody else’s words
or ideas; when you copy exact words from
anywhere; when you use someone else’s
diagrams, illustrations, charts, or pictures;
when you use ideas that you got from other
people in an interview, a conversation, or in
when you are writing about your own
experiences, your own observations, your own thoughts; or your own conclusions
about a subject; when you are using common
knowledge; when you are writing about generally accepted facts; when you are writing the results of your own experiments marking other people’s words with a big Q or with big quotation marks; marking ideas
that are from sources with an S; marking
your own ideas with ME; making notes on
all of the source information
Trang 24Ge ON re Cc Cc NC for the story; C for the photo NC Cc f22|SB p 141 Understanding Vocabulary in Gontext—Definitioms,
Examples, and Contrasts
noun; using somebody else’s words or ideas without giving that person credit
adjective; not accidental
verb; giving someone a penalty for example, having to leave school
noun; giving credit SB p 142 Understanding Vocabulary in 1.b 2 ¢ Context—-Collocations Text 3 Citing Sources [Z5] SB p 143 Previewing Flowcharts ma When Do You Need to Cite a Source? four three
making decisions about citing sources
fei] SB k 144 Scanning Flowcharts
en
Put the copied material inside quotation marks and cite the source
Ask yourself: Is it common knowledge?
You don’t need to cite the source
Cite the source: use a credit statement You don’t need to use quotation marks
Text 4 Cheating with Technology SB p 146 Understanding the Topic, the Ne = Ayn Tp Po TP w Main Idea, and Supporting Details
software for detecting plagiarism
Many companies and organizations use
plagiarism software to detect plagiarism 8 G T G S MI
Web-based plagiarism software
One type of plagiarism software is a Web- based subscription service
a,b
It can be just as much work to plagiarize as it
is to write something original
Most people agrée that plagiarism isn’t
worth the time that it takes and the trouble
that it can cause
(40| SB p 147 Understanding the Text
A
Oe
ON
Internet plagiarism
Software checks digital documents and finds similarities and differences
the United Nations; law firms; publishing companies; newspapers
Companies don’t want the public to know about their plagiarizing authors, employees, or consultants
Some companies are afraid of lawsuits Also,
the definition of plagiarism is unclear
‘tom
aor
4
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N
Context—Combining Strategies
examines; a kind of map of the document
information that the pubic hears
worth doing, even though there is a chance
of being punished
being accused of something and having to go
to court
lãi SB p 148 Understanding Subject, Object,
1 This software and Possessive Pronouns
2 these organizations
3 A publishing company (Note: An
organization is often referred to in the plural; the people who work for or run the company
is the actual referent.)
plagiarizing; the author’s act of plagiarism The author
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