WELCOME TO :Skills for Success

Q: Skills for Success is a six-level series with two strands,

Reading and Writing and Listening and Speaking.
READING AND WRITING LISTENING AND SPEAKING

Margot F. Gramer
Nigel A. Caplan Miles Craven
Colin S. Ward Susan Earle-Carlin
Scott Roy Douglas Kristin D. Sherman
SerieS CONSULTANTS SerieS CONSULTANTS
Marguerite Ann Snow Debra Daise SerieS CONSULTANTS SerieS CONSULTANTS
Robert Freire Marguerite Ann Snow
Lawrence J. Zwier Charl Norloff Marguerite Ann Snow Marguerite Ann Snow Lawrence J. Zwier
Lawrence J. Zwier Lawrence J. Zwier Tamara Jones
VOCABULArY CONSULTANT Paul Carne VOCABULArY CONSULTANT
Cheryl Boyd Zimmerman VOCABULArY CONSULTANT
VOCABULA VOCABULArY CONSULTANT SerieS CONSULTANTS Cheryl Boyd Zimmerman
SerieS CONSULTANTS Cheryl Boyd Zimmerman Cheryl Boyd Zimmerman Marguerite Ann Snow
Marguerite Ann Snow Lawrence J. Zwier
Lawrence J. Zwier
VOCABULArY CONSULTANT
VOCABULArY CONSULTANT Cheryl Boyd Zimmerman
Cheryl Boyd Zimmerman

Sarah Lynn Jaimie Scanlon

SerieS CONSULTANTS SerieS CONSULTANTS
Marguerite Ann Snow Marguerite Ann Snow
Lawrence J. Zwier Lawrence J. Zwier
VOCABULArY CONSULTANT Joe McVeigh VOCABULArY CONSULTANT
Cheryl Boyd Zimmerman Cheryl Boyd Zimmerman Margaret Brooks
Jennifer Bixby
SerieS CONSULTANTS
SerieS CONSULTANTS Marguerite Ann Snow
Marguerite Ann Snow Lawrence J. Zwier
Lawrence J. Zwier
VOCABULArY CONSULTANT
VOCABULArY CONSULTANT Cheryl Boyd Zimmerman

2 2
Cheryl Boyd Zimmerman

2 2
2 2

2 2

2 2

web
WITH Q O N L I N E P R AC T I C E

STUDENT AND TEACHER INFORMED

Q: Skills for Success is the result of an extensive development process involving thousands
of teachers and hundreds of students around the world. Their views and opinions helped
shape the content of the series. Q is grounded in teaching theory as well as real-world
classroom practice, making it the most learner-centered series available.

vi

CONTENTS

Quick Guide viii

Scope and Sequence xiv

Unit 1 Q: Why does something become popular? 2

web Q Online Practice Reading:
Reading 1: The Popularity of Social Networks
Predicting Future Trends
Reading 2: A Song Becomes a Hit

Unit 2 Q: How do colors affect the way we feel? 22

web Q Online Practice Reading:
Reading 1: How Colors Make Us Think and Feel Men, Women, and Color
Reading 2: The Importance of Color in Business

Unit 3 Q: What does it mean to be polite? 42

web Q Online Practice Reading:
Reading 1: Being Polite from Culture to Culture Politeness in American Culture
Reading 2: Answers to All Your Travel Questions!

Unit 4 Q: What makes a competition unfair? 62

web Q Online Practice Reading:
Reading 1: Money and Sports An Unusual Game
Reading 2: The Fastest Man on No Legs

Unit 5 Q: What makes a family business successful? 82

web Q Online Practice Reading:
Reading 1: Family Unity Builds Success Who Is in Your Family?
Reading 2: The Challenge of Running a Family Business

Unit 6 Q: Do you prefer to get help from a person or 102

a machine? web Q Online Practice Reading:
The Machine You Can Talk To
Reading 1: Memo to Restaurant Servers
Reading 2: I Hate Machines!

Unit 7 Q: Is it better to save what you have or buy 122

new things? web Q Online Practice Reading:
Selling Things Online
Reading 1: Think Before You Toss
Reading 2: In Praise of a Throwaway Society

Unit 8 Q: What makes a good story? 142

web Q Online Practice Reading:
Reading 1: Nasredddin Hodja and the Candle A Homework Story
Reading 2: Writing a Short Story

Unit 9 Q: Does everyone need math? 162

web Q Online Practice Reading:
Reading 1: Cultural Differences in Counting Monkey Math
Reading 2: Problems with Math

Unit 10 Q: How can we prevent diseases? 184

web Q Online Practice Reading:
Reading 1: Flu FAQ (Frequently Asked Questions) The Common Cold
Reading 2: More Than a Game

vii
 Q connects critical thinking, language skills,
QUICK GUIDE

and learning outcomes.

L ANGUAGE SKILLS
LE ARNING OUTCOMES
Explicit skills instruction enables
students to meet their academic Clearly identified learning outcomes focus
and professional goals. students on the goal of their instruction.

9
Reading making inferences LeArning
leaRning OutcOme
outcoMe
UNIT

VocabulaRy numbers and mathematical terms Describe your personal

WRiting using numbers to support ideas experience of learning math
gRaMMaR the present perfect in a paragraph that includes
Numbers numbers and facts.

? Unit Question

Does everyone
need math?

Preview the Unit

A Discuss these questions with your classmates.
Do you like or dislike doing math? Why?
Can you think of any jobs that dont use math?
Look at the photo. How is this person using math?

B Discuss the Unit Question above with your classmates.

Listen to The Q Classroom, Track 11 on CD 2, to hear other answers.

162 UNIT 9 163

4756396_Q_RW_SB2_U09.indd 162 8/12/10 10:37:18 AM 4756396_Q_RW_SB2_U09.indd 163 8/12/10 10:52:02 AM

CRITIC AL THINKING
Thought-provoking unit questions engage
students with the topic and provide a critical
thinking framework for the unit.

Having the learning outcome is important because it gives students and
teachers a clear idea of what the point of each task/activity in the unit is.
Lawrence Lawson, Palomar College, California

viii | Quick Guide

 PreView reading 1
This is a science report that describes some of the ways people think about
numbers and math in different parts of the world. It describes the way
people count and the language that they use for numbers. Do you think L ANGUAGE SKILLS
all cultures count in the same way?
CD 2 Two reading texts provide input
Track 12 Read the science report. on the unit question and give
exposure to academic content.

Cultural Differences in Counting
1 How quickly can you count from one to ten?
Do you use ten different words to do it? Can
you do it in English, or do you have to use
your first language? Do you count on your
fingers? Many people assume that numbers
and math are the same all over the world. But
scientists have discovered that this is not true.
2 People in different parts of the world use
different methods to count on their fingers.
In the United States, people begin counting
with their first, or index, finger, which they
4. In tests, aboriginal children had to
extend or stick out. They then extend the rest
of their fingers and finally the thumb to count
to five. Then they repeat this with the other
hand to get to ten. In some cultures, people
begin with their fingers already extended.
They count by folding the fingers inward. In
China, people count by using a variety of finger
positions. In this way, a Chinese person can
easily count to ten on only one hand, while an
American uses two hands to count to ten.
3 In addition to methods of finger counting,
scientists have found that cultures and
languages also differ when it comes to
numbers. Some languages have only a few
words for numbers, and others dont have
any words for numbers. A group of scientists
worked match
with pictures
aboriginal with numbers.
1 children in Australia.

The scientists studied people who have a very

5. The scientists who went tosmall
Brazil were from
vocabulary forthe California
numbers. Institute
Unlike many
of Technology. groups, these people dont have gestures or
hand movements to indicate numbers. In most
6. The Pirah tribe are aboriginal people
cultures, in Australia.
people count on fingers to indicate
a number, but not in these aboriginal tribes2.
7. The Pirah dont have words for precise numbers.
8. The tribes in the study live1 aboriginal:
in urbanofareas.
or belonging to the race of people who were
the original inhabitants of Australia
9. The Pirah have a word that can mean one or two. CRITIC
2 tribe: a group of people that have the AL THINKING
same language and
customs and that are ruled by a chief or chiefs
Students discuss their opinions of
10. The Pirah need to use numbers in their everyday lives.
166 UNIT 9 | Does everyone need math? each reading text and analyze how
it changes their perspective on the
what d o you think ? unit question.
Q_RW_475639_SB2_U09.indd 166 7/22/10 11:05:02 AM
Discuss the questions in a group. Then choose one question and write five
to eight sentences in response.

1. What was the most surprising thing that you learned in this article?
2. The Pirah tribe and the aboriginal people in Australia dont really seem to
need numbers. What kinds of things do you use numbers for in your daily
life? Can you imagine a day without numbers? Why or why not?

reading Skill Making inferences web
One of the best features is your focus on developing
When you make an inference about materials
a text, youofdetermine
a high interest level. is true
that something
Troy
even though the writer does not tell you directly. Hammond, Tokyo Gakugei University,
International Secondary School, Japan
Suzy yawned as she tried to keep her eyes open.
You can infer that Suzy was tired, even though the writer didnt say, Suzy was
tired. You can infer this because usually when people yawn and cant keep their
| Reading and Writing 2 ix
eyes open, they are tired. However, you cant infer that she stayed up all night.
There are no clues in the text to suggest this, and there are many reasons she
 Explicit skills instruction prepares students
QUICK GUIDE

for academic success.

L ANGUAGE SKILLS
Explicit instruction and practice in reading,
vocabulary, grammar and writing skills help LE ARNING OUTCOMES
students achieve language proficiency.
Practice activities allow students to
master the skills before they are
evaluated at the end of the unit.
4. In tests, aboriginal children had to match pictures with numbers.
5. The scientists who went to Brazil were from the California Institute
of Technology.
6. The Pirah tribe are aboriginal people in Australia. WRiTiNg
7. The Pirah dont have words for precise numbers.
8. The tribes in the study live in urban areas.
writing Skill Using numbers to support ideas web
9. The Pirah have a word that can mean one or two.
When you write a paragraph, you can use facts to support your ideas. Using
10. The Pirah need to use numbers in their everyday lives.
numbers and facts can make your ideas even stronger and more interesting. You
can use sources such as books, magazines, and online articles to find numerical
what d o you think ? facts that support your ideas.
This year, the winter was much colder than usual. This winters average
Discuss the questions in a group. Then choose one question and write five
temperature was five degrees below the usual average.
to eight sentences in response.
Many people support the president. Currently, 65 percent of the people think
1. What was the most surprising thing that you learned in this article? he is doing a good job.
Investments in the stock market have increased. People invested more than
2. The Pirah tribe and the aboriginal people in Australia dont really seem to $5 billion last year.
need numbers. What kinds of things do you use numbers for in your daily
life? Can you imagine a day without numbers? Why or why not?
A. Read the paragraph. Then answer the questions.

reading Skill Making inferences web
When you make an inference about a text, you determine that something is true
even though the writer does not tell you directly.
Suzy yawned as she tried to keep her eyes open.
You can infer that Suzy was tired, even though the writer didnt say, Suzy was
tired. You can infer this because usually when people yawn and cant keep their
eyes open, they are tired. However, you cant infer that she stayed up all night.
There are no clues in the text to suggest this, and there are many reasons she
could be tired.
To make inferences, use clues from the text and your own knowledge and
experience to figure out what the author is trying to tell you. Making inferences
is a useful skill because its a way to gain a deeper understanding of the text. It is
sometimes called reading between the lines.
The population of the world is increasing at a dangerous rate. In 1810, the
worlds population was about one billion people. That figure doubled by 1930.
The population reached three billion by 1965, four billion by 1975, and five
billion by 1990. By the year 2000, the earths population was more than six
billion people. If the population continues to grow at this rate, the earth may run
out of food and water for all of the people who live here.
1. What is the main idea of the paragraph?
2. What happened in 1930?
3. What kinds of numbers and facts does the writer use to support his ideas?

4. What numbers or information might be helpful to support the idea in the

last sentence of the paragraph?
| Reading and Writing 169

178 UNIT 9 | Does everyone need math?

Q_RW_475639_SB2_U09.indd 178 7/22/10 11:05:19 AM

The tasks are simple, accessible, user-friendly, and very useful.
Jessica March, American University of Sharjah, U.A.E.

x | Quick Guide
 death situation b STEAL/COPY 4 [T] lift sth (from sb/sth) (informal) to
steal or copy something: Most of his essay was lifted
lifeboat /"laIfboUt/ noun [C] 1 a small boat that is straight from the textbook. A Look at shoplif.
carried on a large ship and that is used by people to b OF MIST/CLOUDS 5 [I] (used about clouds, fog, etc.) to
escape from the ship if it is in danger of sinking 2 a rise up or disappear: The mist lifted toward the end of
special boat that is used for rescuing people who the morning.
are in danger in the ocean p lift off (used about a space vehicle) to rise
life cycle noun [C] (BIOLOGY ) the series of forms or straight up from the ground
stages of development that a plant, animal, etc. lift 2 /lIft/ noun 1 [sing.] a feeling of happiness or
goes through from the beginning of its life to the
end LE ARNER CENTERED
excitement: Her words of encouragement gave the
whole team a lift. 2 [C] a free ride in a car, etc.: Can you
life expectancy noun [C, U] (pl. life expectan- give me a lift to the store? 3 [sing.] an act of lifting or
cies) (BIOLOGY ) the number of years that a person or
animal is likely to live Black plate (403,1)
being lifted
Q Online Practice provides all new content
liftoff /"lIftOf/ noun [C] the start of the flight of a
lifeguard /"laIfgArd/ noun [C] a person at a beach for additional practice in an easy-to-use
space vehicle: Only ten seconds to liftoff!
or swimming pool whose job is to rescue people ligament /"lIg@m@nt/ noun [C] (BIOLOGY ) a strong
a bcdefghijklmnopqrstuvwxyz
who are in difficulties in the water
light online workbook. Every student book
band in a persons or animals body that holds the
life insurance noun [U] a type of insurance that bones, etc. together
pays a certain amount of money to someones
family after he/she dies
includes a Q Online Practice access
light 1 k /laIt/ noun 1 [C, U] the energy from the
sun, a lamp, etc. that allows you to see things: a
a walk of life A WALK
code card. Use the access code to register
2 different position: She lifted the suitcase down from the
a/sbs way of life A WAY 1 life jacket (also "life vest) noun [C] a plastic or
rack. beam/ray of light x the light of the sun x The light was
rubber jacket with no sleeves that can be filled with too bad for us to read by. 2 [C] something that
life-and-death (also life-or-"death) adj. (only b REMOVE LAW/RULE 3 [T] to end or remove a rule, law,
air. A ban
life jacket is worn by someone for your Q Online Practice account at
produces light, for example an electric lamp:
before a noun) very serious or dangerous: a life-or- etc.: The on imports has been lifted. to stop him/
her from4sinking
b STEAL/COPY [T] lift sth in water.
(from sb/sth) (informal) to Suddenly, all the lights came on/went out. x the lights of
death situation
life
steal less
or "laIfl@s/ adj.Most
copy/something: 1 dead: of his
web
essaypulled
Police was lifted
her www.Qonlinepractice.com.
the city in the distance x a neon light x That cars lights
vocabulary Skill
lifeboat /"laIfboUt/ noun [C] 1 a small boat that is straight
lifeless Using the dictionary
frombody thefromtextbook.
the river.A Look
carried on a large ship and that is used by people to b OF MIST/CLOUDS 5 [I] (used about clouds, fog, etc.) to
2 withoutat shoplif.
life (9) or energy arent on. x Please switch the lights off before you leave.
3 [C] one of three colored lights, or a set of these
escape from the ship if it is in danger of sinking 2 a lifelike /"laIflaIk/ adj. looking like the real person lights (red, yellow, and green) that control traffic:
riseorup or disappear:
thing: a lifelike baby The doll
mist lifted toward the end of
special boat that is used for rescuing people who Slow down theres a red light ahead. 4 [C] something,
are in danger in the ocean Words
the morning.
life linewith / more
"laIflaIn / than
noun
p lift off (used about a space vehicle) to rise
[ C ] one
something meaning that for example a match, that can be used to light a cig-
life cycle noun [C] (BIOLOGY ) the series of forms or Many someone
straight words
up from needs
Forhave
theinground
order to survive in a difficult
more than theirone meaning, or arette,
definition, even if they are spelled
start a fire, etc.: Can you give me a light?
situation: many old people, telephone is a i come to light to be found or become known
stages of development that a plant, animal, etc. lift lifeline.
2 /lIft/ noun 1 [sing.] a feeling of happiness or
goes through from the beginning of its life to the and pronounced
excitement: Her wordsthe same way. gave
of encouragement Using the a dictionary can help you identify the
give sb/get the green light A GREEN 1
life long /"laIflON/ adj. (only before a noun) for all in a good, bad, etc. light (used about the way that
end
correct
whole team meaning
a lift. 2 [C] aof a new
free ride inword. a car, etc.: If Can
a wordyou has two definitions that are the same
life expectancy noun [C, U] (pl. life expectan- giveofme your life:
a lift to thea lifelong
store? friend
3 [sing.] an act of lifting or something is seen or described by other people)
cies) (BIOLOGY ) the number of years that a person or part
life
being of speech
preserver
lifted (noun,
noun [ Cverb,
] an adjective,
object, shaped adverb),
like a they will
well, badly, appear under the
etc.: The newspapers
behavior in a bad light.
same
often portray his
animal is likely to live lift off
entry ring,/"lIftOf
in that is/made
the noun [from
dictionary. C] thelight startIf material
the
of thetwo which
flight of awill
meanings are in different parts
light of because of;of speech,
considering: they willhave
We might
lifeguard /"laIfgArd/ noun [C] a person at a beach float. A life preserver
space vehicle: Only ten seconds to liftoff! is thrown to a person who has
or swimming pool whose job is to rescue people appear
lig
fallenunder
ament
into water different
/"lIg@m@nt / nounentries
to stop him/her from
[C] (BIOLOGY insinking.
)the dictionary.
a strong
to change our decision in light of what you just said.
set light to sth to cause something to start
who are in difficulties in the water life-size ( also "life-sized
band in a persons or animals body that holds the ) adj. (only before a noun) burning
life insurance noun [U] a type of insurance that of the
bones,
statue
same
etc. size as the real person or thing: a life-size
together shed light on sth A SHED 2
pays a certain amount of money to someones light 1 k /laIt/ noun 1 [C, U] the energy from the light 2 k /laIt/ adj.
family after he/she dies lifeaspan
sun, lamp, etc. noun [C]allows
that (BIOLOGY you) the length
to see things:of time
a that b NOT DARK 1 having a lot of light: In the summer its still
life jacket (also "life vest) noun [C] a plastic or someone
beam/ray or something
of light lives, works, lasts, etc.
x the light of the sun x The light was light at 9 oclock. x a light room ANT dark
rubber jacket with no sleeves that can be filled with life style / "laIfstaIl / noun
too bad for us to read by. 2 [C] something that [ C] the way that you live: b OF A COLOR 2 pale in color: a light blue sweater ANT
air. A life jacket is worn by someone to stop him/ After I got
produces divorced,
light, for examplemy whole anlifestyle
electricchanged.
lamp: x a dark
her from sinking in water. healthyall
Suddenly, lifestyle
the lights came on/went out. x the lights of b NOT HEAVY 3 not of great weight: Carry this bag its

lifeless /"laIfl@s/ adj. 1 dead: Police pulled her life

the citysupport
in the distance noun [U] (HEALTH ) medical equip-
x a neon light x That cars lights the lightest. x Ive lost weight Im five pounds lighter
arent on. x Please switch the lights off before you leave. than I used to be. x light clothes (= for summer) ANT
lifeless body from the river. 2 without life (9) or energy ment that keeps someone alive when he/she
3 [Ccannot
] one ofbreathe,
three colored etc. lights,
alone: She orspent
a settwo of these
weeks in the heavy
life like /"laIflaIk/ adj. looking like the real person

lights (red,on
hospital yellow,
life and green) that control traffic:
support. b GENTLE 4 not using much force; gentle: a light touch
or thing: a lifelike baby doll Slow down theres a red light ahead. 4 [C] something, on the shoulder
lifeline /"laIflaIn/ noun [C] something that life time /"laIftaIm/ noun [C] the period of time that
forsomeone
example aismatch, that can beof used to lightDont
a cig- b OF WORK, ETC. 5 easy to do; not making you tired:
alive: Its a chance a lifetime. miss light exercise x light reading
someone needs in order to survive in a difficult
You Allcan
arette, startimprove
a fire, etc.: your
Can youvocabulary
give me a light?by using aofbdictionary togreat
lookinup words withetc.: Traffic
situation: For many old people, their telephone is a it! dictionary entries are taken
i come to light to be found or become known
lifesb/get
vest
from the Oxford American Dictionary for learners English.
NOT GREAT 6 not amount, L ANGUAGE SKILLS
degree,
lifeline. more
give thannoun one [Cmeaning.
the green ] = LIFE lightJACKET A GREEN 1 downtown is light on Sundays. x a light wind x a light
lifelong /"laIflON/ adj. (only before a noun) for all inlift 1
a good, k /lIft bad, / verbetc. light (used about the way that breakfast
b OF FOOD/DRINKS 7 (informal) (also lite) not containing
b RAISE 1 [T is] lift sb/sth (up) to move
of your life: a lifelong friend
life preserver noun [C] an object, shaped like a All dictionary
something
well, entries
something
badly,
seen
are
etc.:to The
or described
afrom
higherthe Oxford
level or
newspapers
by other
American
someone
position:
often
people)or
Dictionary
portray Hehis learners ofmuch
for the
lifted fator
English not having
Oxford a strong
University Press 2011. A research-based vocabulary
flavor: light cheese-
child up onto his shoulders. x Lift your arm very gently cake
ring, that is made from light material which will
float. A life preserver is thrown to a person who has
behavior
in light
and see
in
of
a bad
ifbecause
light.
it hurts. of; considering: We might have
lightness noun [U]
program focuses students on
b OF SLEEP 8 not deep: Ive always been a light sleeper. d

fallen into water to stop him/her from sinking. Use A.

tobchange your
MOVE SOMEONEour dictionary
decision in light to
OR SOMETHING of whatfind
2 [Tyou the
] to
All dictionary entries are taken from different
takesaid.
just hold of definitions
light 3 k /laItof the words below.
the words they need to know
/ verb (pt., pp. lit or lighted) 1 [I, T] to
setsomeone
light to sth or something
to cause something and moveto him/her/it
start to a
life-size (also "life-sized) adj. (only before a noun) Then write the definition and the sentence that uses the word in context.
of the same size as the real person or thing: a life-size
burning
shed light on
Compare yoursth Aanswers the Oxford American Dictionary
SHED 2
with a partner. academically and professionally,
statue r bird
light r/near r hair ar car r north r tour vision h hat sing
life span noun [C] (BIOLOGY) the length of time that b NOT DARK
2
k /laIt adj.
for learners of English.
1 having a lot of light: In the summer its still using skill strategies based
someone or something lives, works, lasts, etc.
1. row
light at 9 oclock. x a light room ANT dark
lifestyle /"laIfstaIl/ noun [C] the way that you live: b OF A COLOR 2 pale in color: a light blue sweater AN T on the same research as the
After I got divorced, my whole lifestyle changed. x a dark
healthy lifestyle b Definition
NOT HEAVY 3 not 1:of great
to move weight: aCarry
boatthisthroughbag its water using long wooden poles with Oxford dictionaries.
life support noun [U] (HEALTH ) medical equip- the lightest. x Ive lost weight Im five pounds lighter
ment that keeps someone alive when he/she than I used to be. x light clothes (= for summer) ANT
cannot breathe, etc. alone: She spent two weeks in the flat ends
heavy
b GENTLE 4 not using much force; gentle: a light touch
hospital on life support.
on the shoulder
lifetime /"laIftaIm/ noun [C] the period of time that b Sentence:OF WORK, ETC. 5Ieasy liketotodo;watch not making theyou teams tired: row on the river.
someone is alive: Its a chance of a lifetime. Dont miss light exercise x light reading
it! b NOT GREAT 6 not great in amount, degree, etc.: Traffic
life vest noun [C] = LIFE JACKET Definition
downtown is light 2:on aSundays. The Oxford American Dictionary for learners of English was developed
line ofx apeople light wind orx athings
light
lift 1 k /lIft/ verb breakfast
b RAISE 1 [T] lift sb/sth (up) to move someone or with English learners in mind, and provides extra learning tools for
b OF FOOD/DRINKS 7 (informal) (also lite) not containing
Sentence:
much fat or notAll having of the a strong students flavor: light lined
cheese-up in a row.
something to a higher level or position: He lifted the
child up onto his shoulders. x Lift your arm very gently cake pronunciation, verb types, basic grammar structures, and more.
b OF SLEEP 8 not deep: Ive always been a light sleeper. d
and see if it hurts.
b MOVE SOMEONE OR SOMETHING 2 [T] to take hold of
2. light
lightness noun [U]
someone or something and move him/her/it to a The Oxford 3000
light 3 k /laIt/ verb (pt., pp. lit or lighted) 1 [I, T] to
Definition 1:
The Oxford 3000 encompasses the 3000 most important words to
r bird r near r hair ar car r north r tour vision h hat sing
Sentence: learn in English. It is based on a comprehensive analysis of the Oxford
English Corpus, a two billion word collection of English text, and on
Definition 2:
extensive research with both language and pedagogical experts.
Sentence:
The Academic Word List
The Academic Word List was created
| Readingby
andAveril
WritingCoxhead
115 and
contains 570 words that are commonly used in academic
English, such as in textbooks or articles across a wide range
Q_RW_475639_SB2_U06.indd 115 of academic subject areas. These words are a great place
7/22/10 11:04:04to
AM

start if you are studying English for academic purposes.

| Reading and Writing 2 xi

 3. How many foreign countries have you visited?

Clear learning outcomes focus students on

QUICK GUIDE
4. How many times have you seen your favorite movie?

the goals of instruction.5. How long have you known your best friend?

LE ARNING OUTCOMES
A culminating unit
assignment evaluates the
Unit Assignment write a paragraph using numbers to support ideas
students mastery of the
learning outcome.
In this assignment you will write a paragraph about your personal experience
of learning math and use numbers to support your ideas. As you prepare your
paragraph, think about the Unit Question, "Does everyone need math?" and
refer to the Self-Assessment checklist on page 182.
For alternative unit assignments, see the Q: Skills for Success Teachers Handbook.

Plan and w riteYour Success

track
A. BRaiNSTORM Think about your experience learning math. Write your
positive and negative experiences learning math in the T-chart below.
Circle the words you learned in this unit.
Positive experiences Negative experiences
Noun indicate Phrasal Verb
amusement overestimate pick up
concept struggle make sense
method adjective Phrases
process complicated as opposed to
recommendation flattered
Verb precise
assume remote
determine
extend
skip
B. PLaN Discuss the notes in your T-chart with a partner. Are there more
Oxford 3000 words
positive or negative experiences in your chart? Complete the activities.
Academic Word List
1. Circle the best ideas from your T-chart.
LE ARNER CENTERED
Check
2. Organize your () in
ideas thethe
skills you order
correct learned. if younotebook.
in your need more workabout
Think on a skill, refer to the
Track Your Success allows pages in parentheses.
how you can use numbers to support your ideas.
students to assess their
Reading I can make inferences. (p. 169)
own progress and
VocabulaRy I can use numbers and mathematical
| Reading and Writing terms.
181 (p. 176)
provides guidance on
WRiting I can use numbers to support ideas. (p. 178)
remediation.
gRaMMaR I can use the present perfect. (p. 179)
Q_RW_475639_SB2_U09.indd 181
leaRning outcoMe I can describe my personal experience7/22/10
of learning
11:05:19 AMmath

in a paragraph that includes numbers and facts.

Students can check their learning . . . and they can focus on the essential
points when they study.
Suh Yoomi, Seoul, South Korea

xii | Quick Guide

| Reading and Writing 183
Q Online Prac tice

For the student

Easy-to-use: a simple interface allows students to focus on
enhancing their speaking and listening skills, not learning a
new software program
Flexible: for use anywhere theres an Internet connection
Access code card: a Q Online Practice access code is
included with this bookuse the access code to register
for Q Online Practice at www.Qonlinepractice.com

For the teacher

Simple yet powerful: automatically grades student exercises and tracks progress
Straightforward: online management system to review, print, or export the reports they need
Flexible: for use in the classroom or easily assigned as homework
Access code card: contact your sales rep for your Q Online Practice teachers access code

Teacher Resources

Q Teachers Handbook gives strategic support through:

specic teaching notes for each activity
ideas for ensuring student participation
multilevel strategies and expansion activities
the answer key
special sections on 21st Century Skills and critical thinking
a Testing Program CD-ROM with a customizable test for each unit

:Skills for Succes

s 2

Q Class Audio includes:

READING AND WRITING

:Skills for Success 2

Class CD 1
Units 15

2
1 READING AND WRITING
listening texts
cess
:Skills for Suc ING
AND WRIT
READ ING
Class CD 1
Units 15
All rights reserved.
Unauthorized duplication
is a violation of applicable

pronunciation presentations
laws.
2010 Oxford University
Press
ISBN 978-0-19-475633-4
Produced by Full House 1
Productions

Unauthorized
All rights reserved.
duplication
2010 Oxford
is a violation
of applicable
University Press
laws.
Class
Audio
and exercises
For additional resources visit the
475633-4
ISBN 978-0-19- ns
Full House Productio
Produced by

2
The Q Classroom
Q: Skills for Success companion website at
www.oup.com/elt/teacher/Qskillsforsuccess

Its an interesting, engaging series which provides plenty of materials

that are easy to use in class, as well as instructionally promising.
Donald Weasenforth, Collin College, Texas

| Reading and Writing 2 xiii
 scope and sequence Reading and Writing 2

UNIT READING WRITING

1 Trends
Preview text using a variety of strategies
Read for main ideas
Write paragraphs of different genres
Plan before writing
Why does Read for details Revise, edit, and rewrite
something Activate schema with photos/pictures Give feedback to peers and self
become popular? Use glosses and footnotes to Write a topic sentence to convey ideas clearly
aid comprehension Write a descriptive paragraph
Reading 1: The Popularity of Read and recognize different text types
Social Networks
Make predictions before reading
An online article (Marketing)
Order ideas to recognize sequence
Reading 2: A Song Becomes
a Hit
A Magazine Article (Music)

2 Color
Preview text using a variety of strategies
Read for main ideas
Write paragraphs of different genres
Plan before writing
How do colors Read for details Revise, edit, and rewrite
affect the way Activate schema with photos/pictures Give feedback to peers and self
we feel? Use glosses and footnotes to Use freewriting to brainstorm
aid comprehension ideas before writing
Reading 1: How Colors Make Read and recognize different text types Write a business proposal
Us Think and Feel
Use context to understand
A Textbook Article unfamiliar words while reading
(Psychology)
Complete a chart to organize
Reading 2: The Importance of information from reading
Color in Business
A Magazine Article
(Marketing)

3 Courtesy
Preview text using a variety of strategies
Read for main ideas
Write paragraphs of different genres
Plan before writing
Read for details Revise, edit, and rewrite
What does it mean Activate schema with photos/pictures Give feedback to peers and self
to be polite? Use glosses and footnotes to Write a paragraph with supporting ideas
aid comprehension Complete a cluster diagram before writing
Reading 1: Being Polite from Read and recognize different text types Write a paragraph
Culture to Culture
Identify supporting details
A Magazine Article to aid comprehension
(Interpersonal
Communication)
Reading 2: Answers to All Your
Travel Questions!
An Online Discussion Group
(Cultural Etiquette)

xiv | Scope and Sequence

Q_RW_475639_SB2_FM.indd 14 7/22/10 11:07:18 AM

 Vocabulary Grammar Critical Thinking Unit Outcome
Match definitions Simple present and Reflect on the unit question Write a paragraph
Define new terms present continuous Connect ideas across describing a current trend
Understand meaning texts or readings and why it is popular.
from context Apply unit tips and Q online
Distinguish word to be a strategic learner
forms (nouns, verbs) to Set and achieve goals
expand vocabulary Support opinions with reasons
Complete a T-chart to
categorize information

Match definitions Conjunctions: Reflect on the unit question Create a business and
Define new terms and, but, or, so Connect ideas across write a description
Understand meaning texts or readings explaining the colors
from context Apply unit tips and Q online you will use and why.
Learn suffixes to to be a strategic learner
expand vocabulary Set and achieve goals
Complete a chart to Relate information from
identify word forms reading to self

Match definitions Subect-verb agreement Reflect on the unit question Write a paragraph in
Define new terms Connect ideas across response to a question
Understand meaning texts or readings on an online discussion
from context Apply unit tips and Q online forum about politeness.
Learn prefixes to to be a strategic learner
expand vocabulary Set and achieve goals
Complete a T-chart Support opinions with
to categorize prefixes reasons or examples
and suffixes

| Reading and Writing 2 xv

Q_RW_475639_SB2_FM.indd 15 7/22/10 11:07:18 AM

 UNIT
4 Games
What makes a
competition unfair?
Reading 1: Money and Sports
A Magazine Article (Sports)
Reading 2: The Fastest Man
on No Legs
A News Magazine Article
(Ethics)
5 Family Ties
What makes a family
business successful?
Reading 1: Family Unity
Builds Success
A Magazine Article (Business)
Reading 2: The Challenge of
Running a Family Business
A Textbook Article (Business)
6 Self-Reliance
Do you prefer to get
help from a person or
a machine?
Reading 1: Memo to
Restaurant Servers
A Business Memo
(Technology)
Reading 2: I Hate Machines!
An Excerpt From a Blog
(Opinion)
7 Buy or Reuse
Is it better to save
what you have or
buy new things?
Reading 1: Think Before You
Toss
A Magazine Article
(Consumerism)
Reading 2: In Praise of the
Throwaway Society
A Blog (Opinion)
xvi | Scope and Sequence
Q_RW_475639_SB2_FM.indd 16
READING
Preview text using a variety of strategies
Read for main ideas
Read for details
Activate schema with photos/pictures
Use glosses and footnotes to
aid comprehension
Read and recognize different text types
Read a chart to obtain
information while reading
Take notes to retain information
Use a graphic organizer to categorize
information from a reading
Preview text using a variety of strategies
Read for main ideas
Read for details
Activate schema with photos/pictures
Use glosses and footnotes to
aid comprehension
Read and recognize different text types
Skim a text quickly to get the general idea
Use a chart to compare
information across readings
Preview text using a variety of strategies
Read for main ideas
Read for details
Activate schema with photos/pictures
Use glosses and footnotes to
aid comprehension
Read and recognize different text types
Identify the authors purpose for writing
a text
Preview text using a variety of strategies
Read for main ideas
Read for details
Activate schema with photos/pictures
Use glosses and footnotes to
aid comprehension
Read and recognize different text types
Distinguish between fact and
opinion to read critically
WRITING
Write paragraphs of different genres
Plan before writing
Revise, edit, and rewrite
Give feedback to peers and self
Use a cluster diagram to brainstorm
ideas before writing
Write an opinion paragraph
with supporting details
Write paragraphs of different genres
Plan before writing
Revise, edit, and rewrite
Give feedback to peers and self
Write a personal letter using
a standard format
Write paragraphs of different genres
Plan before writing
Revise, edit, and rewrite
Give feedback to peers and self
Write a paragraph describing a process
Use time order words: first, next,
then, later, after that, finallyto
make steps in a process clear
Write paragraphs of different genres
Plan before writing
Revise, edit, and rewrite
Give feedback to peers and self
Vary sentence types to make
writing more interesting
Write an answer to a test question
7/22/10 11:07:18 AM
 Vocabulary Grammar Critical Thinking Unit Outcome
Match definitions Modals: should, should Reflect on the unit question Express and support your
Define new terms not, ought to Connect ideas across opinion about what makes
Understand meaning texts or readings a competition unfair.
from context Apply Tips for Success to
Use the dictionary to be a strategic learner
learn more about words Set and achieve goals
pronunciation, parts of Support opinions with reasons,
speech, and related forms examples, or supporting details

Match definitions Comparative and
Define new terms
Understand meaning
from context
Use the dictionary
to learn more about
wordscount/noncount
nouns, irregular forms
Reflect on the unit question Write a personal letter
superlative adjectives Connect ideas across describing a new
texts or readings family business.
Apply Tips for Success to
be a strategic learner
Set and achieve goals
Support opinions with
reasons and examples
Relate information from
reading to self
Compare information
using a chart

Match definitions Infinitives of purpose Reflect on the unit question Describe the steps of
Define new terms Time order words: Connect ideas across a process performed
Understand meaning first, next, then, later, texts or readings by either a person
from context after that, finally Apply Tips for Success to or a machine.
Use the dictionary to be a strategic learner
distinguish words with Set and achieve goals
multiple meanings Support opinions with
reasons and examples
Complete a chart to identify
steps in a process

Match definitions Future Time clauses Discuss advantages Respond to a test

Define new terms and disadvantages question by writing a
Understand meaning Relate information from paragraph that states and
from context reading to self supports your opinion.
Recognize the features
of phrasal verbs in order
to use them correctly

| Reading and Writing 2 xvii

Q_RW_475639_SB2_FM.indd 17 7/22/10 11:07:19 AM

 UNIT
8 Stories
What makes a
good story?
Reading 1: Nasreddin Hodja
and the Candle
A Turkish Folktale (Literature)
Reading 2: Writing a Short
Story
A Textbook Excerpt (Writing)
9 Numbers
Does everyone
need math?
Reading 1: Cultural
Differences in Counting
A Science Report
(Mathematics)
Reading 2: Problems with
Math
A Personal Essay (Narrative)
10 Global Health
How can we
prevent diseases?
Reading 1: Flu FAQ
(Frequently Asked Questions)
An Online FAQ (Health)
Reading 2: More Than a Game
A Magazine Article
(Psychology)
xviii | Scope and Sequence
Q_RW_475639_SB2_FM.indd 18
READING WRITING
Preview text using a variety of strategies
Read for main ideas
Write paragraphs of different genres
Plan before writing
Read for details Revise, edit, and rewrite
Activate schema with photos/pictures Give feedback to peers and self
Use glosses and footnotes to Write a narrative paragraph
aid comprehension
Read and recognize different text types
Summarize text to check comprehension
Preview text using a variety of strategies
Read for main ideas
Write paragraphs of different genres
Plan before writing
Read for details Revise, edit, and rewrite
Activate schema with photos/pictures Give feedback to peers and self
Use glosses and footnotes to Write a paragraph using numbers/
aid comprehension figures to support ideas
Read and recognize different text types
Make inferences using clues from
text and background knowledge
in order to read critically
Preview text using a variety of strategies
Read for main ideas
Write paragraphs of different genres
Plan before writing
Read for details Revise, edit, and rewrite
Activate schema with photos/pictures Give feedback to peers and self
Use glosses and footnotes to Write a definition paragraph
aid comprehension Analyze the structure of definitions
Read and recognize different text types Write an FAQ page
Synthesize information from multiple sources
to deepen understanding while reading
Complete a Venn diagram to find
similarities and differences in text
7/22/10 11:07:19 AM
 Vocabulary Grammar Critical Thinking Unit Outcome
Match definitions Simple past and Support opinions with reasons Write a short story
Define new terms past continuous Relate information from that includes a main
Understand meaning reading to self character, setting,
from context conflict, and resolution.
Recognize word
connotations to aid
reading comprehension
and apply to writing

Match definitions Present perfect Support opinions with reasons Describe your
Define new terms Relate information from personal experience
Understand meaning reading to self of learning math in a
from context Use a T-chart to organize paragraph that includes
information numbers and facts.
Use numbers and
mathematical terms
for academic and
everyday applications

Match definitions Adverbs of manner Support opinions with Create a FAQ (Frequently
Define new terms and degree reasons and examples Asked Questions) page
Understand meaning Relate information in about an illness that
from context reading to self includes a definition
Complete a flow chart of your topic.
Learn verb + preposition
collocations to to display details
expand vocabulary

| Reading and Writing 2 xix

Q_RW_475639_SB2_FM.indd 19 7/22/10 11:07:19 AM