大學(xué)英語(yǔ)泛讀教程3（第三版）教師手冊(cè)

Reading

Master3

TeachersManual

TableofContents

UnitTopicPage

1TheConcreteJungle4

2AQuestionofTaste9

3KeepinginTouch14

Review1(Units1-3)19

4WhentheCurtainIalls20

5IntheMoodforLo/e26

6TheOriginofSpeci31

Review2(Units4-6)36

7Life/sSongbook37

8TheLifeofRiley42

9LostinSpace47

Review3(Units7-9)52

10JustBusiness53

11TheDeepBlue58

12TheNextBigThing63

Review4(Units10-12)68

TableofContents

TheConcreteJungle

Unit1

UnitGoal

Theprimarygoalofthisunitistointroducetheconceptofcitylifeasitrelatestosquattingand

movingtoabigcity.Thefirstreadingdetailssomeoftheproblemsthatarisewhensquattersdecide

toexercisetheirrightmakesomeoneelse'shometheirown.Thekeywordbreakanditsusageis

introduced.Theexerciseonphrasalverbsfocusesonexpressionsthatrelatetohousesandhomes.

Thistiesinwiththegrammarfbcusoncohesion.TheFurtherReadingsectiondiscusseshowAmish

youthsaregiventhechancetoexperiencelifeoutsideoftheircommunitieswheretheygrewup.

BeforeYouStart

Inadditiontothestudentquestions,youmayintroducetheideaofwhatasquatterisandaskifitis

possibletosquatonapieceofvacantland/houseintheircountry.Askthemtodescribeitinpairsor

groups.Sharetheiranswerswiththeclass.

SampleAnswers:

1.Themajorityofpeopleinmycountryliveincitiesbecausethatiswheretheymaketheir

livelihoods.

2.Homelessnessisnotahugeproblemhere,butitdoesexisttosomeextentbecauseIhaveseen

peoplesleepingundersomebridges.

3.ThereispublichousingbutIdon'tthinkitisenoughtotakecareofeveryonewhoneedsit.

Reading

MainGoal:Tointroducethesquattingandsquatters9rightsintheU.S.

Givethestudentstimetoscanthereading.Askthemwhatthecentralissuewithsquattingis.Do

theythinksquattersshouldhaverights?Inpairsorsmallgroupsyoumayaskthemtoreadthe

articleoutloud.Tellthemtocircleorhighlightanydifficultvocabularytheyencounter.Goover

anyquestionstheymayhaveasaclass.Explaintothestudentsthatyouaregoingtoplaythetrack

andthattheymaylistenandfollowintheirtextbooks.

A.DoYouGetIt?

MainGoal:Toensurestudentshaveaglobalunderstandingofthereadingmaterial.Bytheendof

theseexercisestheyshouldbeabletoidentifythemainideasputforthineachsectionofthearticle.

4ReadingMaster3Teacher'sManual

MultipleMatching

Havethestudentsworkinpairstoanswerthematchingtogether.Thiswillenablethemtocheck

theirworkandcomprehensionaswellasgeneratediscussion.Thismayalsobedoneinsmall

groupsastheteacherseesfit.Goovertheanswersasaclassandreviewanyerrorsand/orrelated

questions.

Key:1.e2.d3.c4.a5.a6.a7.d8.c

ReadingComprehension

Askstudentstoanswerthemultiplechoicesectionindividually.Setatimelimitandthenasktherr

tocompareanswersinpairsorsmallgroups.Goovertheanswersasaclassandreviewanyerrors

and/orrelatedquestions.

Key:l.d2.b3.b4.b

B.MasterYourVocabulary

MainGoal:Topracticethekeyvocabularyandphrasesfromthereading.Thestudentswillgaina

betterunderstandingofeachkeywordthroughpracticaluseintheexercisesprovided.Thefocuson

theusageofbreakandphrasalverbsrelatedtohousesandhomesarealsointroducedinthissection.

FindtheWord

Havethestudentsrepeatthewordsoutloudaftertheteacher.Assistwithanypronunciation

difficulties.Inpairsorsmallgroups,studentsmayworkontheexercisetogether.Setatimelimit

andgoovertheanswersasaclassandreviewanyerrorsand/orrelatedquestions.

Key:1.prosecuted2.burglar3.resident4.legalizing5.judgment6.residential7.civilians

8.possessions9.foreclosure10.infringement

KeyWord:break

Thewordbreakmaybeusedinavarietyofways.Reviewtheexerciseasaclasswithoutrevealing

theanswers.Setatimelimitandreviewasaclass.

Key:1.brokeout2.breakinto3.break4.broke5.breakingup6.brokeinto

PhrasalVerbs

Theseareallcommonpairingsastheyrelatetohousesandhomes.Explaintostudentsthatthese

phrasalverbsaresometimesseparable.

Havestudentsrepeattheverbsaloudandexplainanymeaningsand/orcorrectpronunciation.Have

themworkinpairsorsmallgroupstocompletethetask.Setatimelimitandgoovertheanswersas

aclassandreviewanyerrorsand/orrelatedquestions.

Key:1.willcut,off2.clean,up3.movedfrom4.settlingin5.put,in6.fixing,up

Unit1TheConcreteJungle5

VocabularyHelper

Askthestudentstoreviewthenotesfromthissection.Goovertheinformationasaclassand

reviewanydifficultiesand/orrelatedquestions.

Key:

PrepositionNoun/Verb

tothreat,authority,solution

ofthreat,matter,effect,problem

forrespect,matter,problem

oneffect

withmatter,problem

overdispute,problem

C.EnhanceYourGrammar

Cohesion:TextReferences

Reviewthegrammarnotesandexamplesasaclass.Gooveranyrelatedquestionsfromstudents.

Youmayexplainthatinmanycasesyouaresimplysubstitutingorreplacingphraseswiththese

commonlyusedwords:he/she,him/her,it,this,that,these,those,here,there,so,etc.

TryItOut

Studentscanworkindividuallyonthisexercise.Then,havethemcomparetheiranswerswitha

friendortwoandreviewtheanswersasaclass.Remindthemthatalloftheexamplesrefertothe

firstreading.Theteachermaywanttodemonstrateandreviewthefirst2togetstudentsstarted.

Key:1.thepolice

2.They=thesquatters;it=thesituationofthesquatterslivingintheapartment.

3.establishingresidency

4.squatters

5.cuttingofftheutilities

6.those=waterandelectricity;they=thesquatters;thesame=(taking)legalaction

7.It二thejudge'sdecision;he=thejudge

8.Theevictionprocess

9.Foreclosedhomesareamajortargetforsquatters.

10.It's=therapvideo;him=Barbosa;this=squatting

6ReadingMaster3Teacher'sManual

D.ReadingOverview

SampleAnswer:

Iwouldbeappalledbythesituationoffindingstrangerslivingonmyproperty.However,evenmore

appallingisthefactthatthesesquattershaverightsandIhavetoswallowthecostofgettingthemof)

myproperty.

E.ThinkingCap

Inthissection,studentsmaywritetheiranswersonpaperorpracticeansweringoutloudwitha

partner.Iftimepermits,havestudentswalkaroundtakingnoteoftheresponsestheyget.Tellthem

tocreativeandcomeupwithinterestinganswers!

B.SampleAnswers

1.1believetherearesomepeoplewhooccupygovernmentpropertysuchasparksandunderneath

highwaysfromtimetotime.Theyoftengetremovedbyauthoritiesbutreturnquicklythenext

dayorevenafewhourslater.Itisdifficultforauthoritiestodealwiththisproblem.

2.1guessthecasefbrsquattingmaybeacceptableintimesofwarorinotherextreme

circumstances.Itishardtojustifyallowingsomeonetojustpickanemptyplaceandmovein.

3.Governmentsneedtoenforcetrespassingbutalsoprovidelocationsfbrhomelesspeopletogo.

Theyshouldalsomakeaconcertedefforttodealwiththisbycollaboratingwiththeappropriate

agenciesthatprovidesupportandaidtothehomeless.

□FurtherReading□

MainGoal:TointroduceRumspinga,theAmishtraditionofpermittingtheiryouthstoexperience

themodemworld.

Givethestudentstimetoscanthereading.AskthemwhatisspecialabouttheAmishteens

mentioned.Inpairsorsmallgroupsyoumayaskthemtoreadthearticleoutloud.Tellthemtocircle

orhighlightanydifficultvocabularytheyencounter.Gooveranyquestionstheymayhaveasa

class.Explaintothestudentsthatyouaregoingtoplaythetrackandthattheymaylistenandfollow

intheirtextbooks.

A.ReadingComprehension

Askstudentstoanswerthemultiplechoicesectionindividually.Setatimelimitandthenasktheir

tocompareanswersinpairsorsmallgroups.Goovertheanswersasaclassandreviewanyerrors

and/orrelatedquestions.

Key:1.b2.c3.a

Unit1TheConcreteJungle7

B.ThinkingCap

Inthissection,studentsmaywritetheiranswersonpaperorpracticeansweringoutloudwithz

partner.Iftimepermits,havestudentswalkaroundtakingnoteoftheresponsestheyget.Extn

pointsforthemostinterestinganswers!

B.SampleAnswers

1.TheAmishlifestyleisintriguingatfirstbecauseitseemsthattheyareveryself-sufficient.ButI

don'tthinkIwouldlastverylongintheirsocietysinceIembracemoderntechnologyonadaily

basiswhetheritissurfingthenetortextingmyfriends.

2.Seeingeveryonewithasmartphonemightmakeonethinkpeopleareinattentiveandzombie-like.

Anothershockmightbethecommercialismweareexposedtoeverywherewego.

8ReadingMaster3Teacher'sManual

AQuestionofTaste

Unit2

UnitGoal

Theprimarygoalofthisunitistointroduceartandhowtastesvarydependingonthepersonand

theartwork.Thefirstreadingdetailssomeoftheinterpretationsofartbysomewell-known

academicsandartists.Thekeywordpayanditsusageisintroduced.Theexerciseonphrasalverbs

focusesonexpressionsthatrelatetodrawing,paintingandcreativeactivities.Thistiesinwiththe

grammarfocusoninversion.TheFurtherReadingsectiondiscusseshowaforgerofartalmostgot

awaywithsellingfakeart.

BeforeYouStart

Inadditiontothestudentquestions,youmayaskwhatsortofarttheyaremostinterestedin.

Remindstudentsthatartisnotlimitedtopaintingsbutalsosculptures,mosaicsandpotteryaswell

asothers.Askthemtodescribesomeartinpairsorgroups.Sharetheiranswerswiththeclass.

SampleAnswers:

1.1oncesawaMonetexhibitatthelocalartmuseum.Heusedalotofcolorsandpaintedmostly

naturalscenery;heisconsideredtobeanimpressionist.

2.WehavealotofartgalleriesandmuseumswhereIlive.Sometimeswecanseelocalartists5

worksaswellasfamousexhibitsthroughouttheyear.

3.1haveseensomeabstractpaintings,butitdoesn'treallyappealtome.Iknowalotofpeople

appreciatestrangeartworksbutIlikenaturalscenery.

Reading

MainGoal:TointroducesomehistoricalinterpretationsofartbyHume,BarthesandDuchamp.

Givethestudentstimetoscanthereading.AskthemwhatwaswrongwithHumesargumentabout

art.DotheythinkDuchamp'ssubmissionisart?Inpairsorsmallgroupsyoumayaskthemtoread

thearticleoutloud.Tellthemtocircleorhighlightanydifficultvocabularytheyencounter.Goover

anyquestionstheymayhaveasaclass.Explaintothestudentsthatyouaregoingtoplaythetrack

andthattheymaylistenandfollowintheirtextbooks.

A.DoYouGetIt?

MainGoal:Toensurestudentshaveaglobalunderstandingofthereadingmaterial.Bytheendof

theseexercisestheyshouldbeabletoidentifythemainideasputforthineachsectionofthearticle.

Unit2AQuestionofTaste9

MultipleMatching

Havethestudentsworkinpairstoanswerthematchingtogether.Thiswillenablethemtocheck

theirworkandcomprehensionaswellasgeneratediscussion.Thismayalsobedoneinsmall

groupsastheteacherseesfit.Goovertheanswersasaclassandreviewanyerrorsand/orrelated

questions.

Key:1.c2.a3.d4.b

ReadingComprehension

Askstudentstoanswerthemultiplechoicesectionindividually.Setatimelimitandthenasktherr

tocompareanswersinpairsorsmallgroups.Goovertheanswersasaclassandreviewanyerrors

and/orrelatedquestions.

Key:1.c2.d3.c4.c5.b

B.MasterYourVocabulary

MainGoal:Topracticethekeyvocabularyandphrasesfromthereading.Thestudentswillgaina

betterunderstandingofeachkeywordthroughpracticaluseintheexercisesprovided.Thefocuson

theusageofpayandphrasalverbsrelatedtodrawing,paintingandcreativeactivitiesarealso

introducedinthissection.

FindtheWord

Havethestudentsrepeatthewordsoutloudaftertheteacher.Assistwithanypronunciation

difficulties.Inpairsorsmallgroups,studentsmayworkontheexercisetogether.Setatimelimit

andgoovertheanswersasaclassandreviewanyerrorsand/orrelatedquestions.

Key:1.contemporary2.disciplines3?groundbreaking4.meaningful5.endeavors

KeyWord:pay

Thewordpaymaybeusedinavarietyofways.Reviewtheexerciseasaclasswithoutrevealing

theanswers.Setatimelimitandreviewtheanswerstogetherasaclass.

Key:1.tribute2.afine3.throughthenose4.acompliment5.lipservice6.theprice

7.herway8.peanuts9.thebill10.hisdues

PhrasalVerbs

Theseareallcommonpairingsastheyrelatetohousesandhomes.Explaintostudentsthatthese

phrasalverbsaresometimesseparable.

Havestudentsrepeattheverbsaloudandexplainanymeaningsand/orcorrectpronunciation.Have

themworkinpairsorsmallgroupstocompletethetask.Setatimelimitandgoovertheanswersas

aclassandreviewanyerrorsand/orrelatedquestions.

Key:1.coloringin/tocolorin2.paintover3.touchup4.cutout5.puttogether6.pencilin

7.paperedover8.roughedout9.printingout

10ReadingMaster3Teacher'sManual

VocabularyHelper

Askthestudentstoreviewthenotesfromthissection.Goovertheinformationasaclassand

reviewanydifficultiesand/orrelatedquestions.

Othercommoncompounds:lifetime,crosswalk,moonlight,cannot,elsewhere,scapegoat,

peppermint,homemade,passport,skateboard,footprint

C.EnhanceYourGrammar

A.Inversion:Function

Reviewthegrammarnotesandexamplesasaclass.Gooveranyrelatedquestionsfromstudents.

TryItOut

Studentscanworkindividuallyonthisexercise.Then,havethemcompai*etheiranswerswitha

friendortwoandreviewtheanswersasaclass.Theteachermayreviewthefirstonetogetstudents

started.

Key:2.OnlyafterhehadbeenwalkingforseveralhoursdidClivebegintofeeltired.

3.Notuntilwegothomedidwerealizethatwehadleftourumbrellaattherestaurant.

4.NeverwillHerbieforgetthevacationhehadinSpain.

5.Soannoyedwastheteacherthatsheshoutedatthestudents.

B.Inversion:Form

Reviewthegrammarnotesandexamplesasaclass.Gooveranyrelatedquestionsfromstudents.

Then,havestudentspracticethefollowingquestions.

1._________shouldsmallchildrenbeallowedtogoontherollercoaster.

a.Nosoonerb.Undernocircumstances

2._________aftermonthsofplanningweretheyreadyforthegraduationceremony.

a.Rarelyb.Only

3._________hadIleftthanIheardthemlaughing.

a.Nosoonerb.Onlywhen

4.Now__________toescapefromprisonandhejumpedfromthewindow.

a.wasthetimeb.thetimewas

5.Manyatime________plantoquitherjob,butsheneverdid.

a.shedidb.didshe

'Key:1.b2.b3.a4.a5.b

Unit2AQuestionofTaste11

D.ReadingOverview

SampleAnswer:

Generallyspeaking,theappreciationofartisuptotheindividualwhoisviewingit.Everyonehas

theirownopiniononartsotherecanneverbeonesingledefinitionIbelieve.Ithinkthatthe

academicsfromthereadingstruggledwiththisbecausetheybelievedinaspecificformofart.

However,anypieceofartcanbeinterpretedinavarietyofways.

E.ThinkingCap

Inthissection,studentsmaywritetheiranswersonpaperorpracticeansweringoutloudwitha

partner.Iftimepermits,havestudentswalkaroundtakingnoteoftheresponsestheyget.Tellthem

tocreativeandcomeupwithinterestinganswers!

B.SampleAnswers

1.Beautyisintheeyeofthebeholder,isn'tit?Whatonepersonbelievestobebeautifuldoesnot

alwaysleadtotheconsensusofothers.

2.1thinkthefountainmentionedworksasapieceofart.Itmustholdsomeartisticvalueifitisstill

atopiceventoday.However,itmaynotmeanthateveryoneagreeswithitorvaluesitasanart

piece.

3.Anartistfriendofminetoldmeoncethatallarthasbeendone.Ithinkthisissadforthefutureof

artandbuddingartists.However,therearesomanymoreelectronicapplicationstodaythanever

before.Ithinkthefutureofartliesinthetechnologiesweuseoncomputerstoday.

□FurtherReading口

MainGoal:TointroducethetruestoryofAndrewFatheyaforgeroffamousart.

Givethestudentstimetoscanthereading.Askthemwhatisspecialabouttheartistmentioned.In

pairsorsmallgroupsyoumayaskthemtoreadthearticleoutloud.Tellthemtocircleorhighlight

anydifficultvocabularytheyencounter.Gooveranyquestionstheymayhaveasaclass.Explainto

thestudentsthatyouaregoingtoplaythetrackandthattheymaylistenandfollowintheirtext

books.

A.ReadingComprehension

Askstudentstoanswerthemultiplechoicesectionindividually.Setatimelimitandthenasktherr

tocompareanswersinpairsorsmallgroups.Goovertheanswersasaclassandreviewanyerrors

and/orrelatedquestions.

Key:1.a2.a3.c

12ReadingMaster3Teacher'sManual

B.ThinkingCap

Inthissection,studentsmaywritetheiranswersonpaperorpracticeansweringoutloudwithe

partner.Iftimepermits,havestudentswalkaroundtakingnoteoftheresponsestheyget.Extre

pointsforthemostinterestinganswers!

B.SampleAnswers

1.Aslongasthebuyerofaforgeryknowsthattheyarebuyingafake,Iseenoproblemwith

copyingaworkofart.Thisisnodifferentthantakingaphoto.Anupcomingartistmayalso

benefitfromdoingthissincetheycanmakeextramoneytofundtheiroriginalworks.

2.Ofcoursetheywereannoyedathavingpaidforafake,butevenmorebecausetheywerefooled.

Thisdoesn'treflectwellontheirso-calledexpertise.Thiscasetellsusthatanyonecanbean

expertandcriticofartaslongastheyshowinterestandhaveanopiniononartworks.

Unit2AQuestionofTaste13

KeepinginTouch

Unit3

UnitGoal

Themaingoalofthisunitistointroduceafunmodeofcommunicationthroughsmartphoneusage.

ThefirstreadingdiscussesanItalianmethodofcommunicatingwithfriendsusingthemissedcall

functiononsmartphones.Thekeywordpointanditsusageisintroduced.Theexerciseonphrasal

verbsfocusesonexpressionsthatrelatetocommunication.Thistiesinwiththegrammarfocuson

comparativeadverbs.TheFurtherReadingsectiontalksabouthowcommunicationoverlong

distancestookplacebeforethemoderntelegraph.

BeforeYouStart

Inadditiontothestudentquestions,youmayaskwhatsortofsmartphonetheyuse.Whatdothey

primarilyuseitfor?Askthemtodescribetheirsmartphoneinpairsorgroups.Sharetheiranswers

withtheclass.

SampleAnswers:

1.Smartphonesaresocommoninmycountrythatitishai'dtoimaginetheworldwithoutthem.

Everyonehasone;evenelderlypeoplecanbeseenonthestreetsutilizingtheirdevices.

2.1usetextmessagesorLinetocommunicatewitheveryone.Itisquick,easytouse,andcheap.

3.1thinkLineisinterestingtouse.Youdon'thavetowriteanything;justsendstickerstoexpress

yourmoodorshowwhatyouaredoingatthemoment.

Reading

MainGoal:TointroduceSquillo,acommonmodeofcommunicationonsmartphonesusedby

Italians.

Givethestudentstimetoscanthereading.AskthemwhatSquillois.Dotheyuseanythingsimilar

ontheirsmartphone?Inpairsorsmallgroupsyoumayaskthemtoreadthearticleoutloud.Tell

themtocircleorhighlightanydifficultvocabularytheyencounter.Gooveranyquestionstheymay

haveasaclass.Explaintothestudentsthatyouaregoingtoplaythetrackandthattheymaylisten

andfollowintheirtextbooks.

A.DoYouGetIt?

MainGoal:Toensurestudentshaveaglobalunderstandingofthereadingmaterial.Bytheendof

theseexercisestheyshouldbeabletoidentifythemainideasputforthineachsectionofthearticle.

14ReadingMaster3Teacher'sManual

MultipleMatching

Havethestudentsworkinpairstoanswerthematchingtogether.Thiswillenablethemtocheck

theirworkandcomprehensionaswellasgeneratediscussion.Thismayalsobedoneinsmall

groupsastheteacherseesfit.Goovertheanswersasaclassandreviewanyerrorsand/orrelated

questions.

Key:1.c2.c3.b4.c5.a6.d7.d8.c9.a10.c

ReadingComprehension

Askstudentstoanswerthemultiplechoicesectionindividually.Setatimelimitandthenasktherr

tocompareanswersinpairsorsmallgroups.Goovertheanswersasaclassandreviewanyerrors

and/orrelatedquestions.

Key:1.a2.a3.c4.b5.d

B.MasterYourVocabulary

MainGoal:Topracticethekeyvocabularyandphrasesfromthereading.Thestudentswillgaina

betterunderstandingofeachkeywordthroughpracticaluseintheexercisesprovided.Thefocuson

theusageofpointandphrasalverbsrelatedtocommunicationarealsointroducedinthissection.

FindtheWord

Havethestudentsrepeatthewordsoutloudaftertheteacher.Assistwithanypronunciation

difficulties.Inpairsorsmallgroups,studentsmayworkontheexercisetogether.Setatimelimit

andgoovertheanswersasaclassandreviewanyerrorsand/orrelatedquestions.

Key:1.utilizes2.standard3.subtle4.endearing5.interact6.versatile

KeyWord:point

Thewordpointmaybeusedinavarietyofways.Reviewtheexerciseasaclasswithoutrevealing

theanswers.Setatimelimitandreviewtheanswerstogetherasaclass.

Key:1.b2.f3.d4.e5.a6.c

PhrasalVerbs

Theseareallcommonpairingsastheyrelatetocommunication.Explaintostudentsthatthese

phrasalverbsaresometimesseparable.

Havestudentsrepeattheverbsaloudandexplainanymeaningsand/orcorrectpronunciation.Have

themworkinpairsorsmallgroupstocompletethetask.Setatimelimitandgoovertheanswersas

aclassandreviewanyerrorsand/orrelatedquestions.

Key:1.runninglate2.cuttingout3.calledin4.posted,up5.sendout6.takendown

Unit3KeepinginTouch15

VocabularyHelper

Askthestudentstoreviewthenotesfromthissection.Goovertheinformationasaclassand

reviewanydifficultiesand/orrelatedquestions.Someofthewordslistedcangoundermore

thanonecategory.

Key:

MakeSend

callmessageanswer

inquiryletterresponse

commente-mailadvice

advicetextcall

message[possible]

text[possible]

C.EnhanceYourGrammar

Reviewthegrammarandex分mplen分saclassGceveranyrelrfedqiiesticqsfromrhidenfs

TryItOutA

Studentscanworkindividuallyonthisexercise.Then,havethemcomparetheiraiiswerswitha-

friendortwoandrevieztheanswersasaclass.Theteachermayreviewthefirstonetogetstudents

started.

Key:assimplyyeteffectivelyas,muchmoreinventively,muchmoreeasily,morecheaply,as

expressivelyas,morevocally,asefficientlyas

TryItOutB

Reviewtheexamplesasaclass.Studentscanworkindividuallyonthisexercise.Then,havethem

comparetheiranswerswithafriendortwoandreviewtheanswersasaclass.

Key:1.Adultslosetheirconcentrationlesseasilythanyoungchildren/Adultsdonotlosetheir

concentrationaseasilyasyoungchildren.

2.Tony'sfriendsdidn'thavetowalkasfarashedidtogettoschool.(Note:lessfardoes

notworkhere.)

3.Mycolleagueshavetreatedmelesskindlythan/Mycolleagueshavenottreatedmeas

kindlyasmymanagerhas.

4.Therestaurant'spastaissellingbetterthanitspizza.

5.MostpeoplegoforcheckupsmoreregularlythanShirley.

16ReadingMaster3Teacher'sManual

D.ReadingOverview

SampleAnswer:

ItisaninterestingwaytocommunicateIthink,butitdoesn7seemtoodijferentfromemoticonsana

smileyfaces.Inmyopinionjustaboutanykindofshorthandmessagesworkformostpeople.Inmy

country,thecutersomethingisthemorelikelyitwillappealtothegeneralpublic.

E.ThinkingCap

Remindstudentsthatthequestionsgivenaresimplyusedasgreetingandnotmeantasaseriousin-

depthquestionabouttheirlives.Askthemhowtheymightanswerthesequestionsinaconversatior

andwritethemontheboard.

A.Possibleanswersfor,“How'sitgoing?”

Good,you?/Great,howaboutyou?/Good,what'supwithyou?

Possibleanswersfor,u