Topnotchenglish Select Readings 2nd-Intermediate

LINDA EE+ ERIK GUNDERSEN

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Intermediate

LINDA LEE

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ERIK GUNDERSEN

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OXOR UNIVERSTY PRSS

Teachers tel us that the singe most important important facor in engaging thei students in reading courses is having a book that ofers high-interest, eveappropriate content. So as its tite suggests Select Readings, Secon Eition features dynamic carefuyseected readings chosen y experiened teachers to meet meet the needs nee ds of today's goa eaners The puisher woud ike to thank the foowing teachers who worked cosey with us t o seect and approve the topics and reading passages throughout Select Reaing, Secon Eition:

Paul Batt, EMU, Tichng Tichng drew Boo, Ty Gkn nvsy. Jpn Crytal Bruel Tky gkkn M n High Sch pn le Byduma. Isnb Shi nivsiy, Tky a Cata Ce, Engish ngg Insi f Tsng n Ecn, Zngh iy Km Dammer, nyng ny ng nivsiy,  rdoga rturoglu rturo glu z  z A nvs, Tky Tky Lee Fare, y g  gn nggs, pn Yueu ag, Nn s nvs, Hi Wedy  oug, S My g/Nnik Gig Snn Gkk, pn ael r, hng-Ang nivs,  roum ooawa, kk  Gkn nivsi, pn Zoe u, Nn T inn nivsy, Tinn Cele wag hng Nin nivsi,  eye Kurua T S p Sch Tky Carmela Lee, Shi nivsi, Jpn

Deree L, Tngh nivsiy, ichng y Wayu oa Lu EO gg Ins, Snchng y Weg Luo, Nn Hsinch nvsiy f Ecin, Hk uj arta, Osk nvsiy f Ecncs, pn ye u, yin  yin nvsiy nvsiy Tky aae oda, n niviy f Innin Sis, pn earya �e, (TO y nvsy, Tky  Romero n  Ecci6n Ing  y S. Mxic ea ug e, h Nn nvsiy f hcy f Scinc, Tinn Youg o yngwn nvsy Innn ngg n  ua uowe, Tch Tch Ecin ns nsn n S Dad oett, Svn Svn Sch Sch,,   Walter, gshi Ic I c H nivsi, pn aa Wa Nin in nivsiy, T ip y

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! Contents Scope and Sequence Series Overview

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Chapter

1

Answe;ng 6 ommon Inevew Quesions "While you' never be able to anticipate every question  you might be asked in an interview, you can get a head start by developing strong concise answers to commonly used questions:

Chapter

2

Young Women ngng e Wold "ese young women prove that no matter how young  you are if youre passionate about a cause and take action youre old enough to make a dierence

11

Chapter 3

Suden Lenng Teams "Research has shown that college students can learn as much or more om peers as they do om instructors and textbooks:

21

Chapter 4

Len;ng o Sek People have a tough time learning new languages as the grow older but innts have the ability to learn any language even ke ones easil'

1

Chapter

Te Mn ;n e Moon Hs omny "Have you ever looked at the moon? Really looked? You might be surprised at how much you can see:'

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Chapter 

ulue Sock "Like the thousands of exchange students who enroll in American colleges each year Tamara Blackmore discovered there is a sea of dierence between reading about and experiencing America rsthand:'

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Chapter 7

Pve Lves "Life seems a little less agile when you can depend on a special place to always be there r you:

1

5

1

irLanguage.com

Chapte 8

A Young Blind Whiz

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"ough he is onl 18 ears old and blind, Suleman is amon he op compuer prorammers a InteliDaa Technoloies Corp., a lare merican soware compay' Chapter 9

Hw t Make a Speech

81

"Scar as i is, is imporan r anone o e ale o speak in fon of ohers wheher 20 aound a coference ale or a hall ed wih a housand ces: Chapter 10

Cversatinal Ball Games

91

"A Wesern-sle conversaion beeen wo people is lie a ame of ennis If I inroduce a opic, a conversiona al I expec ou o hi i ac' Chapter 11

Letters f Applicatin

101

"e purpose of an applicaion is o arac an emploers aenion and persuade him or her o ran ou an iervie· Chapter 12

Out t Lunch

111

"Birds do i Cas do i nd Spaniards mos especiall do iever da in broad dalih e nap Chapte 13

Public Attitudes Tard Science

121

"e public needs o have a asic undersandin of science, so ha i can make inrmed decisions and n leave hem in he hands of expers' Chapter 14 Th Art f Genius

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"How do eniuses come up wih ideas? ha links he hinkin sle ha produced Mona Lisa wih he one ha spawned he heor of relavi

Culture and Laguage Noes

141

Maps

159

Mini-Dicionary

163

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Scope and Sequence Chapter

Content

Reading Sl
Buiding Vcabuary

Answering ntervew questons

Usng context

Understanding phrasal verbs

Making a dierence n the world

Makng nerences

Understandng suxes

Achevng academc success through teamwork

Skimming and Scanning

Learning collocations

Chapter 1 Answering 6 Common Intervew Questons

Chapter 2 Young Women Changing the Wold

Chapter 3 Student Learnng Teams

Chapter 4 Leanng to Speak

Chapter 5 The Man in the Moon Has Company

Chapter 6 Culture Shock

Chapter 7 Pvate ves

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How children learn languages

Dstinguishing facts  fom opinons

Understanding connecting words

What you can see when you look at the

Using context clues

Leaning synonyms

Adjusting to life in a reign country

Finding the topic and main idea

Learning collocations

aving a special place to go to refect on lie

Identiing suppoting ideas

Learning noun sues



-

�

Content

Radng Skll

Bulding Vocabulary

Talents and abilities

Identiing pronoun erences

Understanding compound nouns

Preparing and making a gd speech

Undersanding text organization: Headings

Understanding multi-word verbs

'ierent ways ople converse

Understanding patterns of organization Understanding gurative language

earing pxes

Leters of Appicaion

Applying r a job

Notetaking

Understanding concting words

Chapter 2

The siesta tradition

Summarizing

eaning word rms

Taking about the imrtance of science

Recognizing paragraph transitions

eaning antonyms

Understanding how geniuses think

Paraphrasing

Undertanding adective and adverb suxes

• t



Chapter 8 A Young Bind Whiz

Chapter 9 How to Make a Speech

Chapter 10 Conversational Ba Games

Chapter 

Out o Lunch

Chapter 13 Pubic Atitudes Towad Science

Chapter 14 he A of Genius

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Series Overview wth Teaching Suggestions Select Readings, Second Edition is a reading course r students of English. In Select Readings, Second Edition, high-interest, authentic reading passages serve as springboards r reading skills development vocabulary building and thought-provoking discussions and writing

e readings represent a wide range of genrs (newspaper and magazine articles, personal essays texbook chapters book excerpts and on-line discussions) gaered om well-respected sources such as T W r Jur, the U r, and  Nw, and approed by experienced teachers

General Approach to Reading Instruction Te llowing principles have guided the development of Select Readings Second Edition: • Exposing students to a variety of text types and genres helps them develop more ective reading skills. Students learn to handle the richness and depth of writing styles they will encounter as they read more widely in nglish. • Readers become engaged with a selection when they are asked to respond personally to its theme. While comprehension questions help students see if they have understood the inormation in a reading, discussion questions ask students to consider the issues raised by the passage • Readers sha en their reading, vocabulary-building, and language skills when skills work is tied directly to the content and language of each reading passage Tis book introduces students to reading skills such as skimming and scanning and vocabularybuilding strategies such as learning  synonyms and understanding phrasal verbs. ach skill was chosen in consultation with teachers to ensure that the most applicable and appropriate skills were selected r students at the Intermediate level • Good readers make good writers Reading helps students develop writing  skills, while writing experience helps students become beter readers • Background knowledge plays an important role in reading comprehension An important goal of Select Readings, Second Edition is to illustrate how thinking in advance about the topic of a reading prepares readers to better comprehend and interact with a text

Chapter Ov erv iew irLa nguage.com Each chapter in Select Readings, Second Edition includes the eight sections described belo I Opening Page e purpose of this page is to draw readers into the theme and content of the chater with relevant artwork and a comellin quottion

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Teacng Suggeson: • Ak tdt t drib what thy  i th pht() r artwrk  th pa ad  what th haptr i ab. Hv thm rad th qtti, rtat it i thir w wrd ad th y if ty a ith it. Fiall ak what ti thr miht b btw th ima ad th qtati. • Call tdt' attti t th Chapter Focus bx Gv thm a ha t tik abt th tt ad kill thy ar abt t tdy ad t t hir w lari al r h hapt. 2 Bee You Rea  rt atvity i ah Befoe You Read ti i did t t tdt t t pray t th tpi f th haptr ad t atit thir bard kld f th tpi A d ativity r qti i thi ti ak tdt t rthr xplr thir kwld f th tpi y mplti a tak with a part  third ativity ak tdt t mplt a Previewing Chart, whih prid pi tak r prviwi a txt  prp f thi hart i t ra tdt t mak a habit f i impl prwi trati  br thy rad ay txt. Teang Suggeon • Mak r that tdt drtad th prp f th Before u Rad ativti Expai that atiati prir wld will hlp thm t ttr mphd  adi p 3 Reang Paag I ral th radi bm iraily l ad/r mr mplx a th haptr prr.  hlp tdt ly tak ah paa w ha prvidd th wi pprt tl Vocabula glosses. Chali wrd ad xpri a ld thrht th radi. I mt a w hav ld h f wrd itad f  idividal vablary itm. hi apprah hlp tdt dvlp a bttr  f hw imprtat txt i t drtadi th mai f w rd Culture and Lanuae Notes O pa 141-158 tdt ill d xplaati r ltral rr ad laa a that appar i bl typ i th radi Nt ar prvidd  a wid ra f tpi m t irmati t raphial rr t am ppl Maps ah lati atrd i a radi paa i larly markd   f th map d  pa 15916. Numbered lines Fr ay rfr vry h li f ah radi paa i mbrd Recorded readin passas. Liti t m radi a txt ald lp laa lar  hw wrd ar rpd i mail hk th aidi mprhi.

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 Teachng Suggestons: • Encage stdents t ead actively. Cicling wds, witing qestins in the magins, and takng ntes ae thee was in which stdents can make eading a me active and meaningl epeience • Pla the ecded vesin f the eading passage and ask stdents t listen t hw the eade gps wds tgether. As the listen t the ecding, stdents can lightl ndeline  cicle the gps f wds. 4.

 You Re Unesnng h T Fllwing each eading, thee ae tw t thee pst-eading activities that give stdents the chance t (a) clai thei ndestanding f the tet, (b) pactice eading skils pevisl intdced, and (c) discss the isses aised in the eading e st activi in this sectin is designed t give stdents pactice with the pes f cmpehensin qestins sed n es sch as TOL ®,  TOI®, n ILTSn. Qestins ae als labeled t highlight the eading  skl eqied t answe the· qestin.  Teachng Suggestons • Get stdents t discss thei eactins t the eadings in pais  gps e pcess f discssing qestins and answes gives stdents an pptnit  t check thei cmpehensin me citically • f time pemits and  wld like stdents t have additinal witing  pactice, ask them t wite a sht essa  a jnal ent n ne f the qestins in the Consider the Issues sectin

5 Bung Vou eading etensivel is an ecellent wa  stdents t incease thei  vcabla base. Cnsideing this, we pa cael atentin t delping  stdents' vcabla-bilding skills in each chapte f Select Readings, Second Edition. A vaie f vcabla-bilding sks ae intdced and ecled thght the bk ach Building Vocabulary sectin stas t with a sht eplanatin and eamples f the skill n cs n the activities that llw the eplanatin, stdents tpicall scan the eading t gathe and analze vais  tpes f ws and then se the wds in a new cntet  Teaching Suggestons • iew the eplanatin and amples at the beginning f each Building Vocabulay sectin bee askng stdents t tackle the activities that ll. ncage them t ask an qestins the have abt the eplanatins  eamples • ncage stdents t keep a vcabla ntebk esent vais was  in which stdents can ganiz the wds in thei ntebk b chapte, b  tpic, b pat f speech, etc

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6. Readng S  At the begii of each Readig Ski ectio, tuet ecouter a hort explaatio of te kl i cu a whe appropriate, a exampe of how that kll reate o the reaig i the chapter he rt tak lowig thi aao asks sue  retur to the reaig to thik about a e the ew reaig kil he ne Apply the en Skill ectio the give tuet the opportuity to apply the tregy to a ew sor readig that i elae to the topic of the mai reaig paage Teacng Sggetn: • eview the exlaatio a ampe etence at the begiig of each Readig Skis ection bere akig tuent to tacke the quetio that lo Ecourage them to ak ay quetio they have about the expaatio r example • eect with uent o the way i which they ca apply the reaig kil they have leare i each chapter to other reaig paage e have them apply the ew reaig kil a they work with the econ reaig paage in thi ectio 7 Dcn and Wng t the e of eah chapte tuet have a opporuity to tak ad write about a variety f iue e activitie i thi ection prove tuent with a chace to broae their view  he to of the reang an to aress more globa iue a cocer Teacng Sggetn • he time permit et tuent icu a quetion a econd time wth a ieret partner or group i aow them to appy what they earned i their rt icuio of the quetion • Chooe oe or more of the quetio in thi ection a a eay topic r tuet 8 Wd  eee  Each chapter en with a lit of Wods o Remembe.  of thee word appear o the Oxor 3000 wor lt an many are ao hghgted on the cademic or Lit i ectio prve a ecent mean r ent to ep track of important new vocabuary by chapte In adition the  Mn-Dny o page 13-2 ature carey crae enition of each Wod o Remember o the new Ox Aen Dn f l, E giving tuent a aphabeica reference of the wr and their dnition a in oe pace "

Additional Resources for Tachers of Reading • Teacig Secod Lague Readig by om Huon • ciques ad Resoues i Teacig Readig by Sandra Siberten • Redig by ateie ace xJ

Series Components Testing Program CD-ROM with Student Book Answer Key

Students today are cing increased pressure to excel at standardized testing in order o gain entrance to universities and secure competitive jobs. Select Readings, Second Edition oers an exciting new Testing Program CD-ROM, including tests modeled aer the IELTS , TOEFL   and TOEIC standardized tests as well as general achievement and unit tests. he reading tests included on the new esting Program CD-ROM with Sudent Book Answer Key were wrtten and approved by testing experts o ensure a close connection to he widely-used standardized tests above. Each test features a reading passage llowed by questions designed to measure comprehension as well as reading and vocabularyskill procienc. All unit tests feature new and dierent reading passages to test the skills earned in that unit. ™

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sudents te opportunity to isten to a uent English speaker as they llow along in the text signicantly aids comprehension and supports listening and speakng skil deveopment is is particularly usel r aural learners, who absorb inrmaion best through hearing it presented Each Class Audio CD features a vaiety of accents to expose students to the many sounds of English around the world today

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Bef ore You Read A. onnet ith the topi. Hav yu vr ad a jb r scl rvw? w dd yu rar r ? a quss wr yu askd? If yu av' ad a rv, wa quss d yu k a rvwr wuld ask? B Pi Wo c f s cmm rvw quss d yu k wuld b  ms dcul  aswr? Cck (J)  T xla yur asw r  yur arr O O O O O

 suld w r yu? y  d yu a  wrk r? a ar yur waksss? a dd yu dslk abu yur las b? r d yu s yurslf v yars m w?

 Peie the eing Lk qucy vr  arcl  as 3-4  cml  rvw  Car blw Prev iewing Chart

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1. Title of the reading: ____ ____ _ 2. Names of people and places in the reading (List 3 more) Ohi

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4. Read the rst sentence in each paragraph What do you think the reading is probably abot?

2 Chapter

1

I Answering 6 Common Inteiew Questions

Reading Passage

AUDIO L

Answering 6 Common Iterview Questions Copyright CarerBuilde LC. Rep ned wih permision.

Whle you'll never be able to antcpate ever qµeston ou might be asked n an ntevew, o can get a head start 1 b developng strong concse ansers to commonl used qestons. Most nterveers ll ak smlar qestos lke these to gan knoledge about a canddates abltes  and qualcatons and comptblt th2 the job and the compan.  T    s s oen he openng queston n an ntevew I's also one of the most dcult f youre not prepared Remembe the nterveer does not ant to hear about your hometn or yor hobb s qesto calls r our one-mnute commercal that smmarzes our ears of experence and sklls and your personalty n the cotet of the job r ch o are ntereng Get to the pont and sell your professonal sel Develop a fe bref sentences that demonstrate you have hat t takes 3 to do the jobeperence proven results and 15 desre to contrute4 10

20

25

2    e ? he key to aserg an queston about you versus your compettn s usng speccs "Everbod s gong o speak n generaltes so you ned somethng that ll mae ou stand out 5 a bt; sad Lnda a teacher n Sprngeld Oo Gve real eamples that sho them ou are best-sutd r the job Lna says she ould pont ot her achevements and accomplshments throughout her career that are relevant6 to the open poston as ell as her eperences n dealng th derent tpes of students and teachng stuatons Pnpont the qualtes o have that ae tru valabl t th compan

3       e?       ? Peter, a phsca n Indanapols sad that research s mportant n anserng these questons I ould use ths opportunt to sho o hat  I kno abot te compan and, more mportantl, ho I ould t n I 2 3 4 5 6

Map page 161 Culture and Language Notes page 141

get  hed stt ge an ey r  gve yu n dvange comptibity wth uy  o e w t  y ve e kll nd e cotbte gve  nd ef d t lk e  eene ele eet ed; n

3

irLanguage.com

After You Read

Understanding the Text A. Comprehnsion

For each item below, l i the correct crcle.  Idenng e Au's Pupse he rose of the artice is to_ @ he job itervieers ask goo qestios  he eoe aser itervie qestios el © hel eoe ieti their ob skills  sho hat haes at a ob itervie 2 Undesndng Pnun Reeences  ie 7, the or it efers to_ @ a itervie  yor hometo © "Te me abot yorsel C the oeig qestio i a iterve 3 Scng  Des Whe yo are aske to tell a itervieer abot  yorse yo sho  @ say everythig yo ca thik of abot yor backgro a i terests  say  fe thigs that sho yo ca o the ob © tell the itervieer yo ca o the ob C smmarize yor hobbies a iterests 4 Scng  Des f a itevieer asks abot yor eakesses, yo sho @ ieti a eakess a exlai ho yo have leare to eal ith it  say hat yo ot have ay eakesses © ieti a imagiary eakess that ist very imorta C escribe all of yor eakesses i etail 5 denng e Aus Pupe Wy oes the atho qote ieet  eoe i the article? @ e athor ats to a hmor to the article  e athor ats to sho hat yo shot o at a ob iterview © he athor oest have eogh exeriece to rovie his o examles C e athor ats to se secic examles to sort the mai iea

5

B. Identifying Main Ideas and Details 

Look back over the reading r details to support each main idea below. ite them in the chart Several answers are possible

1 Tell me about yoursel

You should summaize your sklls and experience as they reate to the job.

2 Why should we hre you?

You need to give specics to show you are the best person fr the job

3 Why do you want to work here? What do you know about our company?

Show what you know about the company and how you would t in.

4 What are your weaknesses?

Turn your weaknesses into stengths.

 What did you dislke about your last job?

Say something positive about your last ob

6 Whee do you see yourself in ve yeas?

Talk about goals that relate to the company with which you are intervewng.

Don't talk about unrelated things.

C. Consider the Issues 

Work with a partner to answer the qestions belo. I n the article on pages 3-4, the author recommends answering interview  questions with specic rather than general answers For each general answer belo think of a more specic answer.  m a good student  m easy to work with.  My last boss iked my work 2 The author says that you should learn about a company bere the intervie. What are some ways you could do this?  c o the autor's tps o you n the most epl hy

 Chape 

I Answering 6 Common Interview Questions

Building Vocabulary Understanding Phasal Vebs

Phrasal verbs have two or three parts: a verb + one or two other words k down, up, f r ut. A phrasal verb has a special meaning which is dierent om the meanin of the individual words. For example, in the sentence belo, the phrasal verb stand ut means t be easy t ntice "Everybody is oin to spea in eneralities, so you need something that will mae you stand out a bit;' said Linda You can nd the meanin of a phrasal verb in a ood dictionar  Scan the readin on paes 3-4 to nd the missin word in each phrasal  verb belo. Then match each verb to a denition on the riht

a

belng

2tak 

b.

reslt in

3shw 

c

display early

4. ft _

. say negative thig abt

5 ed 

be easy t ntice

1stand _-ou  '.

e

B Now use the corect rm of a phrasal verb om the chart to compete each sentence below 1 Aer a lot of discussion about what to do, they _____ stayin at hoe. 2 When you ov to a new school, it can tae a long time to  It annoys me when someone

about my iends

 A lot of people have tattoos today Fiy years ago people ot tattoos because they wanted to  Now people get them because they want to t in. 5 People who are always can be very iritatin

their epensive clothes

7

Reading Sl< Using Context

When you are readng, t s mportant to use context (the surroundng  words and deas) to guess the meanngs of unmlar words. You mght not be able guess the exact meanng of the word but you can usually guess ts general meanng. You can oen nd an examle n the context that explans the unamlar  word. n the sentence belo, the two underlned exaples help to dene the word iation. does not want to hear that your ve-year ii s I Anntervewer    C       . Tere may also be   r  rm  n or an elanaon n the context that helps you to understand an unmlar word as n the sentences belo. Te key to answerng ay queston about you versus your competton s usng i. "Everybody s gong to speak n  eneralte so you need       ;' sad Lnda, a teacher n Sprngeld, Oho. Gve        that show them you are bestsuted r the job. wl

irLanguage.com

A. Analyze the Reading

Read these sentences and answer the questons belo 1 "Whle you'll never be able to ii every queston you mght be asked n an nterve you can get a head start by developng strong i answers to commonly used questons:' s nticipte a verb noun or adjectve?  What words n the sentence help you to understand the meanng of the  word nticipte? What do you nticipte means?  From the context would you say that a concise answer s somethng good or bad? 2 "Ts queston calls r your onemnute commercal that iz your year of experence and sklls and your personalty n the context of the job r whch you are ntervewng' s summrizes a verb noun, or adjectve?  What words n the sentence help you to understand the meanng of summrizes  What do you thnk the word summrizes means n ths context? think

8

Chapter 1

I Answering 6 Common Interview Questions

, '   

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I

B. Apply the Reading Ski Read the artcle below and use context to guess the missing ords. (Many dferent ords are possible)

Local Girl Among Finalists for ustralian Dream Job by Jean Yueh

In 2009, Clare Wang a young interpreter from Taiwan won a _ (1) among the fnalsts for what has been  (2) "the best job n te woldcaretaker of an Australan tropical sland. The applcaton process started n January 9 and ended Februay 22 Abut 35000 people ncluding dancers scentsts chefs and students from neary 200 countres apped o the  3) Each applcant had to  4) a vde n Englsh no more than one nute long to explan why he or she was the rght person for the job. Wang a 30-yearold ChneseEnglsh nterpreter sad ths was the frst tme she had campagned on the Internet "Usually I do not take part n ths knd of  (5) she tod a ocal newspaper descrbng hersef as a shy person In her applcaton vdeo the young woman used wo puppets to  6) her nerpretg sklls as well as pctures of herself n lesuretme actvites to

(7) onle voters she

was an outdoor erson W ang ended her vdeo by sayng "'ve never been to the Great Barrer Reef whch makes me the perfect explorer She then  (8) that she woud be sper curous as prnted on the Tshrt she put on n front of the camera.

Now copae yor answers wth a partner Are your words the same? Are they simlar?

9

Discussion & Writing 1. hat are some things you probaby shoudn't say at a university or job interview? hy? 2 In writing, describe one of your weaknesses Remember to ow the authors suggestion by turning your weakness into something positive Exl

use to be a pedionist about everhing, but over the years f have lrne that there are times when it is goo to eman peedion an times when it is no. Now f  am able to evafuate a task an ecie how muh time an er to put into  For impornt things f  push mse ver har For fess impont things, I o what is nessar, but f Know when to sp Ling to o this has hepe me in shoo an in m previousjob f

3 Work with a partner to roepay a job interview One person is the interviewer nd the other is the interviewee Foow the steps beo • Choose a job that sounds interesting to you and your partner and decide what abiities and quaications are necessary r the job Sl : an eperienced architect r a arge architecture rm Ql: must have ten years eperience working in a arge company must be abe to work as part of a team must have eperience designing arge oce buidings • Use the chart you competed on page 6 as you roepay the job interview Words to Remember

Min-Dctonary page 163

10

Chr 1

NOUNS

: VEBS

ADJECTIVES

achievements aspect challeges condence contribution opportunity patience qualications specics weakess

: anticipate ! demonstrate ! ed up ! t in ! pretend 1 relate  show of  stand out ( talk dow

bitter paticular elevant

I Answering  Common nterview Questions

Before You Read A. Coect th the topc. ink f w mr l w av mad a dirn in  wrd in sm way Wri abu m in  ar b

Name Mohandas &andhi

I What did this prson do? He was the lder of the nonvolent movement for ndependence in Inda.

B P o Wa d u ink ar  ms srius issus in  wrd da? Wrk wi a arnr  add w r mr idas   is bw Tn k ( )  issu a nrns u  ms D vr D uin

D nuar wans D ima ang

D ---� o  __

o D

 _ ----

C Peve the e. Lk quikl vr  ari n ags 13-15  m  rviwing ar b    1.

 www .i rLanguagecom

 ____ _  Title of the reading: ____________ 

2. Names o peope ad paces in he readi (List 3 more)

A

. Key wods (What wods appea sevea imes? Lis 3 moe) bf

4. Read he headis ad o�k a the picue Wha do you hink the eadi is pobably abou?

12 Chapter 2

I

Young Women Changing the World

AUDIO WNL

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1e foowing artice i ;m te websie TakePr. is website gthe news, photos, ad videos about today' issues and suest actions peope can take to make a dernce 1e website also prvids stories f peope who are workin for chan oca nationa and goba e Soet Team Jssic Lin, Jssic 0. Mhws, Juli ilvrn, nd Hli   Issu: Rnbl Engy In s Ain cnis  h 9 pn f h pplin ls wih cii Ad i yu'v bn  a, yu knw h ls h ny ppl ply soe whnv hy g h chnc Bu i k u yng wn  liz h a h ngy bing usd n h ld uld b usd  pw ppls hs  gi scc b d by vd sdns Jssic in Jssic Mhws Jli ilv, nd li h is bl in is siplii h "sOcck cps ngy  kick, dibbl, nd h, nd ss i  l us Kids cn pl a  g, hn bing h bll h d chg n ED lp, cll phn  b y n lng nd  us unhlhy nd xpnsiv ksn ps  wl h hus  chg hi ll phns And dwn h in, h unds hp h sOck w v bynd singl-iy hs  pw hspis nd schls Bu hink  h idi ipc h bll cn hv n indvidul kids ny is svd ilis n d  snd hi childn  schl, hild lb dcss, nd  b wld gs 1

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

Cama aeo Fund ich w Issu Ipvishd Yuh ugh ih   yuh-d icnc iniiiv2 in h Pes n oesa, in Mncnn  16yld  , pn, i pwing undpivilgd gls by hlping h c sh ls   sndhnd ils 3

Maps pages 159162 Culture and Laguage Notes page 142

I o e e latr  2 mkofce ve a prgram ha pr an t  ng n pr, ay  rt th wn bun 3 secod mes maria u b l

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Stitch Tomorrow provides shion and business education, capita, 4 and resources to help the girls turn their clothing design ideas into a reali. Experts are on hand to help the young designers rene their concepts create partnerships, nd sposors, and show their shion lines o the runwa his year Mancenon brought her idea r Stitch Tomorrow to the World Econoic Forum in Davos, Switzerlad As the  yougest participant she shared her hope r using shion to bridge the gap betwee privileged and underprvileged youth around the world Stephanie Cohen

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s

Fouder Kids Make a Dierence Issue: Endangered Maatees I secod grade Stephaie Cohen read an article about a baby maatee injured by a boats propeer as it came up r air-a accdent that caims the lives of many manatees every year A artice like that would aect most 8yearolds But how many would dedicate their lives to the ssue? At least one From that day rward Cohe dedicated hersef to raisig awareess i her schoo and community about manatees eventually startig a undation clled Kids Make a Dierence e organizatio brings  youth together to ndraise r the preservatio of ildlie and inspires  voluteers to help animals aound the word Maggie Doyne

Fouder he Blik Now Foudation Issue: Word Poverty 55

6

65

Trekking through the Himalayas aer high school Maggie Doyne met hundreds of orphaned and povertystricken Nepalese children hey stuck with her Upon returning to her hometown of Mendham New Jerse she asked her community to help her build a sae ad lvig home r these chidren To Doyne's surprise her eighbors supported the idea W ith their help Doyne and the local Nepalese community built the Kopila Valley Chidren's Home a home that provides young orphans, street children, child laborers and abused children with a educatio, heath car and a ovig pace to grow up oda there are 25 children living in the home and 60 children are enrolled i school through the Kopila Outreach program

capita money or sules nvesed n  bsness o mke  oble 5 g  gap lessen he dfeene

4

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Chapter 2

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Young Women Changing the Wor

Tes young womn prov tha no mar ow young you ar, if you'r passna abou a caus and ak acion, your old nou o ma a drnc.

Word Cunt: 663  Readig Tme __  : (Minutes)

Wds pe Mnute:  

(Word Co/Reading Time)

After You Read Understanding the Text A. Comprehension

For ach m blo, ll n h corrc crcl I Fnding the Man Idea Whch of s snncs bs xprsss h man da of h aricl? ® s no asy o mak a drnc n  world @ Young popl can mak a drnc n h world © Ter ar many rn wys o chang h world  ung popl nd o spnd m rasng mony r chldrn 2. Understanding Pronoun Refeence n ln 16 h word it rrs o _  h sOcck @ nrgy  © kk drbbl and row   h Harvard sudns

3 Scannng r Detal Whch of h llowng samns abo h sOcck s no ru?   an sav opl m @  an provid lcrci ©  an sav popl mon   s sd in hospals 4 Scannng r Detail Sch morrow hlps young womn   sr a carr n h shon ndusry   y  wn clohs © bom son modls  rvl o Europ o larn abou shon

15

5. Scannig fr Details Unlike Maggie Doyne and Carmina Mancenon

Stephanie Cohen dedicated herself to helping_. @young women  animals © orphans ® kids B. Vocabulary: Using Context Use context to guess the meaning of each boldced word belo 1 Te sOccket captures energy om kick, dribble and thro and stos

it r later use @loses  holds

© shares ® designs

2 But think of the immediate impact the ball can have on individual kids: money is saved, milies can aord to send their children to school child labor decreases and a better world emerges  noise © use  un ® eect 3 Experts are o had to help the young designers rene their concepts create partnerships nd sponsors and show their shion lines on the runway  available © unnecessary   useless ® important 4 From that day rward, Cohen dedicated herself to raising awareness in her  school and community about manatees eventually starting a fudatio called Kids Make a Dierence. @game © solution ® dedication  organization C. Consider the Issues Work with a partner to answer the questions below

1 In what ways are the young people in this article siilar? In what ways are they dierent? 2 Which of these people do you nd the most inspiring? Why? 3 Consider the ur issues in the article Which one do you el most strongly  about? Why? What are some other ways to deal with this issue?

irLanguage.com 16

Chapter 2

I

Young Women Changing the World

Buiding Vocabulary Understanding Sufxes

Understadng suxs can hep you mve your reading compehsion. hese spei enings on word help you to know  a word is a noun, verb, ajective or adveb. Fr exampe, te sx -tion at the end of the wo education sigas tat t is a noun e x ive at the end of the word expensM signas that i gh be an adjetve A Scn te edng n ages 13-5 to nd words tha n  th uxs bo (Try o nd a word r each lk) hen deide  the word are nons or decves ·ity

eledrict

I -ness

I on

busines

eucatn

 shp

I ful

fd e rhi Io 

 s   uae s     l

B Choo a r om he cht above to comte thse senteces Moe than one wor my be possble) cass access to cen wa and od I s h wd's dcreses. 2 ts not easy o k

he you s  rbem

  ard to sy what the mot

pae in h wod i.

4  _ s otan o you you don't need to hae  ot f  possessios  ere has t be an _ of a problem bre i can b se 6 Learing to red d wrie s part f a god  7 n the ur ome poe ope to se

to powe all cars

8  yo wan o b a professor, you w hv to wok ha to ma your  deam beco a   

17

Reading Sl< Making Inferences

An inference is a logical concusion drawn om evidence. Evidence

Possible Inerences

Youriend is crying. - Your friend is sad Your friend just ot some bad news. Eidence

Possible Inferences

Youriend is in the hospital � our friend is not well Yourfriend had an accident Readers make inferences as they read a text ey look at the cts or evidence in the text and draw conclusions A. Analyze the Reading What can you inr om these sentences om the reading? Circle the correct word(s) in parentheses to complete the inferences

1 «In most Aican countries more than 90 percent of the population lives witout electricit And if you've been to Aica, you know that almost that many people play soccer whenever they get the chance" Iferece: You can infer that soccer (is I isn't) very popular in Arica 2 Kids can play a game then bring the ball home and charge an LED lamp cell phone, or batter They no longer need to use unhealthy and expensive kerosene lamps or walk three hours to charge their cell phones" Iference: You can infer that an ED lamp is (more expensive I healthier) than a kerosene lamp 3 In second grade Stephanie Cohen read an artice about a baby manatee injured by a boats propeer as it came up r air-an accient that caims the lives of man manatees every year An article like that would aect most 8yearolds But how many woud dedicate their ives to the issue? At least one: Inference: You can inr that Stephanie Cohen is a (passionate I creative) person

18

Chapter 2

I

Young Women Changing the World

f   �

B. Apply the Reading Skll Read the article an then answer the questions in the chart below.

� i rLanguage.<>m W12

Chen Shu-chu, Taiwanese Vegtabl Se r, Inspires Othrs wih Gnrous D onos t Charty er her liet, Che Su a Tiwee woman o  mak a m iig eing ve a  e 10 ion  ca (e ent of oer $300  S. ) Ce a he mone wor lo 8-hor ay a a l m and lig  For her g oo  oa e a ohg  mgazn me n one o e   pe o 210 Now A   he's genero gg ha e o a naoi   �& J Oer O ma ma o  o chi "e  o  r Chen o i th a oa en an ele nd aeve o he  o e ri, e  b i  ono m o a a  e  e  ai H Y oU Wa r

7

I

She doesn't ea n a lot of money, yet she has ven a lot of money t chaty

5 i v gru.

She has ven money o ophanaes and lbaes

TME maazne named he one

of the most

..

nenta people of 2010

6 modest lii 7 of sm mes wh dn't arn a l  ny

19

Discussion & Writing I. What do these proverbs mean to you? How does each one relate to the ideas in the reading? "Tlk does not cook rice -Chinese proverb "Vision without action is a daydream Action without vision is a nightmare:' -Japanese proerb "he generous and bold have the best lives -Norwegian proverb 2  of someone who has inspired you in some w Write a paragraph describing this person and then share your paragraph with your classmates Ex

You don't have to do gran ings to inspire other peole. y aunt inspires me every day simply by the way she dls with problems Whenever mething negative haens to my aun she fnds a way to laugh about  She never lets d hings upset her or ma1e her angry I am always inspired by her  abil to do this.

Words to Remember

Min-Dctonay I page 163

NOUNS

t t t tt    

VEBS

 (t) t  t (     z t t

20 Chr  I Young Women Changing the World

ADJECTIVES

t  

Before You Read A. Connect th the topc Rad  dii f a am blw T ma a am   l sid f  ar i a gal   rig sid " am is a small umbr f l i mlmary skills!  ar mmid  a mm urs, s f gals ad ara:' -m  Harvard Business Review

Teams

j Gol

1. World Cup tem

a. to sve the lives of ptients

2 sofwre production tem

b to deveop computer pplictions

3 tem of doctors in n emergency room

. to nd nd help lost or injured climers

4. serch nd rescue tem in the mountins

. to compete in nd win the soccer  chmpionship

B P o Wa maks a am sussl? Wy ar sm ams mr sussl a rs? a yu ik f xamls f sussl ams i yur ury? Sar idas i a ar C Peve the en Lk quiky r  aril  ags 2325  ml  riig ar blw      Tite of the readng: _  Headngs. What headings or subtitles appear in the readng? (Lst 1 more)

Atves fr a Lmin T

Key words {What words appear severa tmes? ist 3 more) sdet

I think this readng is probaby about

 e  � n  1 complementay sklls dr biii h rgh h 

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Student Learn;ng Teams

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Reading Pasage

I 

Student Learing Teams by John N. Gardner and A Jerome Jewler ro Your College Experience

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Rsc s s tt cg stuts c  s c,    ps2 s t   istucts  txtks W stts k ctiv i  supptiv up t xpic c   v p  t pv cic civt  stiscti it t ig xpic Rct itvis it cg stuts t H U v tt  v     pt f  s gup csi tis xpic cci t is   cic pgss  succss  st  scis sv iptt ctivitis tt u  u stu gp  g  c ct :    Lg T 1 Sg    p it3 t stuts iit  css t s  c ts O f u tts  v pick p4 stig u iss  vic vs

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2 Cg   g g  cptig c 's igs t p it t stuts t cp  ggg  g   if u  g  t t ts j pits   t iti i t cpt  s stu  xs

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3 Dg   tuis s tt  stuts  uii i i sc  stis xpic "i xit F i sc ts is  ctiv  t v  sci sppt gup  cig tis f   ctig  sig iti

5 4 Mg    vig u t visit t istct

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uig   t sk iti ssistc i ppig  xs is  ctiv t ig sttg  sv ss f u  s  usstiv it   si t s a istuct i t p f   Y  ii       i tt   sis ut ig

Map page 161 Culture and anguage Noes page 143

 peers clamts 3 e up w g gh ih 4 ked  nto  ve vers js h si, i. y y h c  shg y  i

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5. Revieig test resuts. A cn  l, h mmb of a lann am can w h ndda  oh o hlp on anoh dn h oc of h mak and o dn any "modl anw ha cd maxmm cd Yo can  h nmaon o mpo yo pmanc on bqn  o anmn No al lann am, how, a qally c Somm op wok  nccl o l o ach  ll pona bca ncn hoh wa n o how am hold b md o how hy hold ncon h lown on a a  maxmzn h pow of p coaboaon: trteges r Mig  Lerig Te uessu

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1. I rig tes see eers  i triute uit  iversit. ook  flow dn who a moad who and cla lal, a an and pacpa acly whl n cla and compl anmn on m ncld amma fom boh nd  w a dn h dn ponaly chaacc Sch ay wll bn dn f xpnc and dn yl of hnkn and lann a o yo am, whch can nca boh  qaly and aly Fhmo, choon only yo nd o clama who ha mla n and l can on  n a lann op ha  mo lkly o  o ack6 and ono opc ha ha nohn o do wh h lann ak

 2. Kee ur gru sie s (tree  si sstes). Small op allow  mo c-oc nacon and y coac and  oppony  any on nddal o hk h o h ponbl7 lo, ' mch a  mall op o  oh od of cla 6

Cond choon an n nmb of amma o yo can wok n pa n ca h am dcd o dd  wok no paa pa  dn mmb o wok on

6 get f track beome dised o lose us 7 hrk h  hr rpny o d e wo e o e geed o do

24 Chapter 3

I

Student Leaming Teas

65

3. Hold indidual team members accountable rB contributing to the learning of their teammates R  y p  v Uvy   y  v y        q  wk  v   p  O  wy    p   k       p  pp w p     ,  w  w   w y w k  v p   

70

A wy      pp ppy      v v  k     p F xp     p py    p p9   k      

75

T  y   p p  y        p pp   wk  p 10  wk k y       pp  y   py  w y    W  national sures  py y w      wk vy        p  v k  y' w w

8

Word Coun 798 \ Reading Tme: _  Wods pe Mnute  : (Mnutes}

About the Athors

 (Word Coun/Reaing Tme}

irLanguage.com

John N. Gadne  a pofesso of lbay and nfomaon scence, and A eome ewle s a pofeso of jounasm and mass communcaons a he Unvesy of Souh Caolna Columba. The auhos specaze n helpn sudens ake a successul anson fom hgh school o colege

8 hold soeon accontab  mak sm rspsi  9 ag a aca oc m a xp  a spi suj aa O  c o actc pa as a ws  a-f as

25

After You Read Understanding the Text A. Comprehension

Read the sentences below and write T (True), F (False) or I (Impossible to Know) based on the inormation in the reading. _ 1 One of the man purposes of the reading is to encourage students to rm learning teams.  2 In a recent study virtuall all Harvard Universit students said that joining a stud team helped them be more successl.   According to the reading a team that includes men and women will probabl be more eective than a team with onl men.  4. o be successl learning teams need a strong leader  5 It's a good idea to rm teams of people who have similar interests.  6 You can iner that a team of ve people is better than a team of six. B Vocabulary: Word Forms

Scan the reading on pages 3- to nd the missing word rms in the chart belo.

Nouns

j Verb

1. support

2. 3.

4 5 specifcs 6.

j Ad jectiv es

suppot (paragraph 8) (paragraph 2) succeed (paragraph 2) nteract spec (paragraph 0) vary

(paragraph ) (paagraph 2) colaboative (paragaph 8) interactive (paragraph 4) vaious

C. Consider the Issues

Work with a partner to answer the questions belo 1. he authors describe several learning team activities that can improve our academic perrmance. Which team activit would help ou most? Which activit would help ou least? Wh? 2 he reading provides inrmation on what ou should do to rm and maintain an eective stud team Make a list of three to ve things ou shouldn't do when putting together and maintaining a learning team  e authors sa that teamwork is one of the most valued skls in toda's work world Do ou agree? Wh or wh not?

 Chaper 3 I

Student Learning Teams

Building Vocabuary Learning Collocations

 cooation s wo or moe words ha ar oen used ogeher. F xmpl,    vb shirk os equeny wih h nous rsponsibili, duty, or obligations. We do't use is ve wh vey any oher nouns Whe you ae erng new ords   e o ea he wods ha go w th them A Sa te eadg  ge 23-25 t comee e o eo W te mssng wrds n te ines. adjective + noun

academic

achievment

I adeve  noun leaning

oeren, •

I verb  noun share

daM 5

B Use lcatos m is g to complet the sentnce ew Mor tan on nswr m e pose 1  new stud  suggests that schoo end may ay a mjo roe n  tenagr's __  ending a  ar a  schoo in anhe conry is a great   r n student r dong cho aroun  Chiden oe h  4 In  moi te se adlt seem to r the chidn who are le o tak care f themselves.  Man e want to join a  to imove ther test scores 6 Thee is no  este tha aws oe sdets to    _  h wo   7 She recive a scoarshi  unvesiy  due to her   n co 8 Notakn  an eecti 

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Reading Skll Skimming and Scanning

Skmming and scanning are technques r gettng dierent nds of nrmaon om a readng passage. We skim a text to get a general idea about the text We scan a text to nd specc information n a text Purpose

Purpose:

• to get a general idea about the text I · to nd a specic ct • to nd out what the text is about  to nd a specic wod  to answe a specic question • to identi the main ideas n the text How to do it

I How to do it

• Dot ead every wor Let your I  ink about the likely m of eyes "skm quickly ove the text the answer to he question Will  Read the title and subheadings t be a numbe, a dat a pesos name? • ead he ntoduction or rst paagaph  Ask yoursel the question • Read the rst and last sentence repeatedly as you move your eyes quickly over the text of each paagaph  Read the ast paragaph  Move you eyes quicky over several lines at a time A. Alyze the Re ll

Read each queston beo Then decde  you shoud skm the text or scan the text r the nmaton Check ( ) you answes m Scan 1 oes the artcle have the nmaton  need D D 2 What s the atce about D D 3 How s the atce organzed D D 4 What does the word onceps mean D D 5 What does the autho say about askng questons D D 6 Who s the audence  ths eadng D D

[ 28

Chapter 3

I

i rLanguage.com

Student Learning Teams

8. Apply the Reading Skill Skim the reading below to answe the appopiate questions fom Activ A. Ten scan the reading to answe the emaining qestions

Ii

G  for  Mss m You Cle Eprnce

I' r

istening in class is not like litening to a TV program, listeing to a friend or even istening to a speaker at a meting. T he dierence of course, is that what is said in class is vita to your success in the clas. Knowing how to isten can help you get more out of what you hea understand btter what you hve heard nd save you time in the process. H r ei eie  i e  e  m eeie isee i : 1 B     Prepare youelf to hea to isten and to receive the message 2 L        not just to facts and figres Although facts are impotant, they wil be easier to remember when you place them in a context of concepts themes and ideas 3     Even if you a an exe on the topic, you can still ean something n Assuming you hve "aready herd al this bfoe means that your mind will be closed to any new information 4 R     earing ounds is not the me a hearing the intended message. istening invoves hearing what the peaker wants you  to eceive to understand, and to learn. 5 R  Words that you hear can go in one ea and out the other  uness you make an efort to retain them. Think about hat you hear and make an active fort to retain it by repeating it siently to yourself. 6  Decide whether you think what you have heard is important. efect on the new information. 7  q If you did not hear or uderstand what was said, raise your  had! Now is the time to carify things. Typical one tudent wil ask a uestion that many students in the room are wondeng about 8 S z  z When you isten, tr to match what you are hearing with your previous knowedge. Take an active re in deciding ho you want to ecal what you are learning

C E  R  Share your answer to the questions in Activity A with a patner How can smmn an scan  help you bcom  mor ftiv rad?

9

  Ii I !

Discussion E Writing 1 Par Wor. ht des the pveb bew men t yu? Hw des it ete t ides in this chpte? "hen spides unite, they cn tie up  in:' -Ethipin pveb 2. Fming  student lening tem is ne eective wy t impve yu  cdemic pemnce ht e sme the things yu cn d t be me success cdemicy? Add tw me ides t the ist be Ten chse ne ide nd wite  pgph expining t yu cssmtes why yu think  it is  gd wy t impve yu cdemic pemnce Was o ro or aa rora • tke ntes in css • be peped  evey ss • nd  gd pce t study 

•

• schedue yu time cefy  • impve yu memy  • study ctivey 

•

a

One way to improve your aademi permane i to be prad for eve a66. Te beM way to be pred for a a66  to know a lttle about e topi befor the a bin5. You an do thi5 by din9 ahd in your textbook or by doin9 60me 6rh online or exampl, i you know that the topi of your net hio a  going to be the la elecon you an d about the Uet before a 3 Fm  ening tem in this css with  sm gup  students Fw  s mny  the suggestins in this chpte s pssibe Ae ne mnth, te yu cssmtes but the dvntges nd disdvntges  wking  n  ening tem

www.irLanguagecom ·

Words t Remmb

Mtnl·Dcoary I page 163

30

NOUNS

anxiety experience performance potential responsiblity satisfaction source strategy success varety

Chpe 3 I Student Learing Teams

: VERBS consider ensure function reveal shae

   j [

ADJECTIVES crucial eective poper sucent

Before You Read A. onnect with the topic D yu k s sams abu laguags �d aguag ag a u  s? Ck (J) u das Tre Fe  Mdd s s  bs m  bg ag D D a  aguag 2 Wag vs s a gd ay  a baby  a a agag

D

D

3. I s sg  a d  a  aguags a  sam m

D

D

4. Sss a' xa   a  s aguag

D

0

5.  aguags av  sam umb f suds

0

0

B. Pir wor. Cma ass  a a H may  yu ass a  sam? . Preiew the rein. Skm  al  ags -  m  vg Ca b   1    :  N        L  

UnivM o Washig' Isttut fr Li and Bri Sciences

 K       L  

esc

 R                  

32

Chapter 4

I

Learing to Speak

AUDI© OWNLO

Reading Passage Babies Prove Sound Learners by Emily Sohn fr Science News It can be hard to know what newborns want ey cant talk, walk, r even point at what they'r thinking about Yet babies begin to develop language skills long bere they begin speaking according to recent  research. And, cmpared to aduts they develop these skills quickly Peple have a tough time learning new languages as the grow older, but innts have the ability to learn ay langage, even ke 1 ones easily 1

IO

15

\,

For a long time scientists have struggled to explain how suc young children can learn the complicated gramatical rules and sounds required to communicate in words. Now, esearchers are getting a bettr idea of whats happening in the brains of socieys tiniet language leaers. e insights might eventually help id wth learnig disabiities as well as adults who w ant to learn new languages he ork might even help scientists who are trying to desig computers that can communicate like people do. "he brain of the baby is a new rontie: 2 says Patricia Kuhl co-director of the University of Washingtons Inttue  Learnng and Bran Scences.

 Lg  For ecdes sientists hae debated how the brains of young children gure out how t communicate using language. W ith hep om new technologies an research stratgies, scientists are now nding that babes begin life with te ability to learn any language By interacting ith othr 25 people and using their superb listening and wtching skills, they quick master the specic languages they hear most oen 20

30

e [baby] brain is really exibl; says Rebecca Gomez an experimental pschologist at the University of Arizona Tucson. Babies cant say much but theyre learning a lot' Kuhls research, r example, suggests that the progression om babbles like gaga to actual words le good mornng begis wt te ability to tell the derence bew simple sounds such as "ga; ba; and "da· Such studies sho that up t

Culture and Language Notes page 144

I ke not ral   ew fie a uxpd aa

33

Learnng fom the Baby Bain

75

s

85

For teenagers and adults who want to learn new languages, baby studies may oer soe usel tips. For one thing, researchers have und that it is r better r a language learner to talk with people who speak the language than to rely·on educational CDs and VDs with recorded conversations hen infants watched soeone speaing a reign language on T Kuhl und they had a copletely di erent experience than tey did i they watched the same speaker in real lie With rea speakers, the babies' brains lit up with electrical activity wen they heard the sonds they had learned "e babies were looking at the T and they seeme mesmerized; 4 Kuhl says Learning howeve did ot happen "ere was nothing going on in their brains: she says bsolutely nothing Word Count: 883

Readi g Time _ ! (Minutes)

Wods pe Mie  (Word Cont/Reading Tme)

You Read I After Understanding the Text A. Comprehnsion

For each item belo ll in the correct circle 1 Scag  Detals Patricia Kuhl calls babies "citizens o he world because ® all babies are alike  we ae beginning to learn more about the brains o abies © babies can hear the sounds o all languages @ babies can tell the dierence between simple sounds and actual words 2 Sag  Detals According to the reading, which o the llowing statemets is not true about babies? ® hey have the ability to learn any language.  hei brains create a dierent pathway r each language they hear © hey learn languages by listening to and watching people @ By  te time they are nine months old, they can no longe hear the u  l u.

4 mesmerd

hynotiz; fcna

35

3. Understdig Pronoun Rerences The word they in line 25 refers to _.

@ skills

® languages

© people

 babies

4 Using Cotext The verb gure out in line 22 is cosest in meaning to _.

 learn

® rget

© explain

 help

5 Usig Cotext The wordfoe in line 69 is closest in meaning to .

@ recognize

® study

© make

 require

6 Mag Iferenes It may be concluded that a native English speaker

would have trouble leaing Swedish ecause _ @ English has more voel sounds than Swedish ® he or she would't be able to hear all of the vowel sounds in Swedish © the vowel sounds in Swedish would all soud the same  all of the vowel sounds in Swedish would sound unmiliar B. Vocabulary: Word Forms

Look back over the reading to nd the missing word rms in the chart belo Nn·  

 :v� ,· -.t · 1 :,-  �   

. ·�{"   - ·

\, �ol,:h» "(· .\<   -· •.

1. flexiblty 2.

.  I Ad jectiv

ex

development

developmental dier

3

4. esponse

esponsive

5 gamma 6 expement

expement

7

connect

conneted

C Cosider the Issues

Work with a partner to answer the questions belo.  What did you learn about the brains of babies om the article? List 3 cts.  In what order do these events happen in the lives of babies? Number them om 1 to 4. They start to recognize grammatica patterns in the langages they hea. The brain solidies the language pathways in the brain ey can recognize all the sounds in all the languages in the world. Ther brains start to cus o the most common sounds they hea.  Some parents play reig laguage CDs to their young children. Based on te nrmaton n ts readng, do you tn ths s useu

3 Chae 

I

Learning to Speal

Building Vocabulary Understanding Connecting Words

Writers use special words and phrases to connect ideas in a tet For the reader, these words are like signposts; they signal the type of inrmation  that is coming next In this wa, connecting words help the reader to llow the writer's ideas. Connctn1 Words

r eamle r ntance lke such as r one thing however et but 

1

1Purpose

signa that an eamle  coming net

l[ Exampe

Adults can hear only the sounds used n the lanuages  they seak uent To a native Jaanese speake,  , the letters "R and L ound dentca gnals that the ey cant tak, walk, or net entence even pont at what tey are contrasts wth  tnking about Y babie beg to develop lanuage  what came bere k long bere they begn speaking  gna he eu B age even, a chd of omething has doed of all the mentioned unnecesary connections that bere t was born with S, if ou dont tart studyng ansh untl midde chool, t wll be ! harder to learn it

 Comete each entence beow with the correct connecting word  the  e Japanese language has ony ve vowel sounds, wedish language has 16 (so I but) 2 Chidren start to gure out the grammar of a anguage by the age of  two , an English-speaking child may understand tha verbs are action words (however I r instance) 3 abies can hear the sounds of a anguages in the world, _  the are reared to earn an language (o  r eamle 4 When babies were watching someone speakng a reign anguage on V they seemed to be listenng carell , researchers und that there was no electrica activity in their brains (r eamle I however) 37

Reading Sl< Distinguishing Facts from Opinions

Its important to distinguish beween cts and opinions when you are reading. An opion expresses a persos atitude about somehing When people give an opinion, hey oen use words and phrases like these: In my opinion Its my opinion that I think Emple: x

I feel might may

could should ought to

"We ought to be learning new languages between ages zero and seven'

A  expresses what can be proven to be true Writers oen use the simple present rm of verbs to state cts is signals that the writer  views he statement as a ct or general truth Exampe: "If a child regularly hears two languages her brain frms a dierent pathway r each language A. Analyze the Reading Are these sentences cts or opinions? Underline the words that hep you to kno

1 Insights about what is happening in the brains of babies might help kids with learning disabilities 2 Such studies show that up to about six months of age babies can recognize al the sounds that make up al the languages in the world 3 For teenagers and aduts who want to learn new languages baby studies may oer some usel tips 4 Researchers have und that it is r better r a language learner to tak with people who speak the language than to rely on educational CDs and Vs with recorded conversations 5 When inants watched someone speaking a reign language on T Kuh und they had a completely dierent experience than they did if they  watched the same speaker in real life

38 Chapter 4

I

Learning to Speak

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·�, 7;

B. Apply the Reading Skill  irLanguage.com

Read the blog and commens and underine he opinions. Ten ad yor opinion o he bog

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Robots Are Now Teaching English! Get ready. Robots are aout to invade our classrooms From Korea to Japan to the Unted States, schoos are putting Engish-speaking roots n front of ther students In Korea roots are the new teachng assstants n a numer of preschoos and kindergaen. The oung students sa that the roots are  fun ut are these children real learning anthing?  don't thnk a computer i ever e ae to do hat a teacher does A teacher has to e ae to respond to students as individuas. ach student s different and a teacher has to change his or her teachng ste to ft the needs of the student I serious dout hat a computer l ever e ae to do this 4 Commens on

"Robots Ae Now Teaching Englsh!

 sas: In m opnon schoos shoud spend mone training human teachers rather than ung roots. Researc shos that children earn more from rea speakers than from recorded conversations  sas I dont think ou can learn a anguage ithout rea human nteracton H sas Roots mght e ale to hep peope earn a anguage ut I dont thnk the should repace teachers N sas I think roots might e ver hepfu in the classroom A chd mght e less afraid to make a mstake in front of a root than n front of a rea person Add a commen

39

Discussion & Writing 1 hat do you think the ture of robots in the classroom is? Do ou think they will become ore common? Why or why not? Would you like to learn a language om a robot? 2. ink about your experience learning English and take notes in the chart belo  When did you start learning Englsh?

 What do you remember about our rst experience studying English?  What have you und helpl in learning English? What have you und unhelpl? 3 Write a paragraph describing our experience learning English Then read  your paragraph to a classmate and talk about the similarities and derences in your experiences 

I sared lming £nglish when I was ,� yrs old. I sudid £nglish in hool, nd we hd n £nglish dass twice  week for n hou Most of the tie we did exeises   book, nd we didn't sk uh £n glish in dass. When I was 15 I went to  drent shool nd we hd £nglish eve dy for n hour nd we only spoke £nglish in clss. We lso d sy sries in £nglish, nd for  this was  good way to study  foreign lnguge.

Words to Remember

Mini-Dctionary I page 163

NOUNS

VERBS

ADJECTIVES

ability connection patten

debate distinguish focus recognize rely

actual compicated

0 Chae 4  Learning to Speak

Before You Read A. (onnect with the topic What do you know about the moon? Add ur ings to the lst below. •

Te moon is smaller than the 6arth.

•

Te cters on the moon were formed when metorts hit the suce

•

•

•

•

B. Pai work Compae lists wth a partner How many of your deas are the same?

 Preview the reading Skm the eadng on pages 43-45 to compete the Pevewng Chat below Prev iewing Chart

www.irLanguagecom

1. Title of the reading: __________  ____ 2 Names of peope and places in the reading (List 3 more)

 Key words What words appear severa times? List 3 more

6art

4 Look at the iustration on page 3 Based on this, what do you think the reading is probably abot?

s.

42

Chapter 5

I

Read the rst sentence in each paragraph Now what do yo think the reading is probaby abot?

The Mn in the Moon Has Company

AUDIO DOWNLOAD

The Man in the Moon Has Company by Alan M. Macobert from The Boston Globe Have you ever ealy looked at the moon? Realy looked? Yu might be surprised at how uch you can see. he moon is the only world beyond he Earth whose landscape is laid out r view ith the naked eye. 1 Ifyour eyesght s normal (or wel corected by glasses), you can mke out a great many atures on the moon's ceplains moutainous regons and the marks ofmeteorte impacts e most obvious markngs are dak gray patches. ese are at plains of ava 2 but 17th ceury astronomers using the newly nvented telescope assume they were wate hey named each spot as ft wre 10 a sea mare in Latin (pronounced mah-ray).

IS

20

25

he accompaing diagram identies the largest "seas:' Mare Tranquillitatis, th Sea ofanqult is mous as the ste where Neil Armstong rst set ot in 1969  ts upper le s Mare Serenats he Sea  Srt and a Ibrum he Sea o Ran Al three are roughly circula the result oflava's ooding gigantc craters e y meeorite impacts when he moon was young.  ther le is the larger ore rmless Oceanus Procllarum the Ocean of Storms with Mae Humorum (Sea of Mosture) and r Numium (Sea of Clouds) elow it e large bright aeas are mountanous cratered terrain ade oflighter colored rock Tiny bright ptches in Oceanus Procellau are splashes ofbrght-colored rock kcked p by the rmation ofindivdual craters With a litte iagination the gray seas suggest a ce the miliar man in the moon wit his lopsided3 smile and weepy eyes We are born with a brain that tries to nd meaning everyhere even in he most random meaningless patternsand human ces are what we are programed t recognize most readiy ofall. So most people have no trouble seeing the man in the moon with his enigmatic clownish grin 4

Culture and Langage Notes page 145

I is laid out r view with he naed eye ca b   a pca qpm  ava fuid ck fm a ca 3 lsided k 4 enigmatc, ws g puzzl smle lke a dow'

43

30

35

Other cultures have seen other shapes in this celestial R . A surprisingly wide variey of peoples saw a rabbit in the moon. According to the z the moon was pure white until one of their gods ung a rabbit against it. In India the story goes that a rabbit leaped into a re to sacrice himself to feed a starving beggar. e beggar turned out to be the god  in disguise He put the rabbit on the moon so all could remember its act of generosit. n ancient China, the rabbit was carried there by the moon goddess  0 who was leeing her angry husband The Chinese als saw a toad in the moon Others have seen an od man carrying sticks a beetle and a woman reading a book

Te ancient Greeks weren't satised with this sort of antas Some 40 wanted to know what the spots actually were One idea was that they �ere reections of the Earths continents and seas. But others showed that this was not possible Pluto of Chaeronea a omanied Greek who lived om about 46 to 12 CE wrote a book titled On the Face of he Disk of he Moon. He reported a wide variety of opinions about the moon and gave 45 arguments r and against each He reuted some of those theories such as the one that the markings were ilusions in the eye of the beholde  nstead he suggested rightl that the light and dark areas are composed of dierent materials. He demonstrated that the moons phases prove it to be a solid opaque6 sphere with a rough surce lit by sunlight an object   very much like the Earth Extending this analog he declared that the moon was covered with mountains and valleys. his very correct idea may have been suggested by the small irregularities that can be seen in the moons straight edge near its quarter phases. ey are indeed shadows cast by lunar ountains. 5  he eye of he beholder in t min  t psn kig 6 oaque n wig ig  pss g

44 Chapter 5

I

Te Man in the Moon Has Company

Plutarch eoded some even moe emkbe nien ndings. He qoes rarch s deemining e moon o be beween 0.31 nd 0.0 e size of e E (ose enog; e e ve is 027) He ies n nidenied piosope wo esed e moon's disne o be, in mn ni b� 5000 mi   v v 40000 6 A is ws done wi noing b e nked eye, pobby some de siging oos n n exeen knowedge of geomey b peope wo d ogown es bo es nd bbis. Toy wee spoied by enoogy eope ink ey n see nying in e sky wio  eesope, m ess ge o w i is B  ood 65 eye nd bin n go  ong w 55

Word Cunt: 759

 Readin g Tme _ j (Minutes)

Wrds pe Mnue  Word Count/Readng Time)

After You Read Understanding the Text A. Comprehension

Fo e iem beo  in e oe ie 1. Finding the Main Idea Wi semen bes idenes e min ide of e ie? @ Is impon o en bo e moon ® eope om dieen es ve imgined dieen ings on e  of e moon © I i possibe o en  o bo e moon wio  eesope C e nien Geeks knew  o bo e moon

 Sca fr Detals Aoding o e ie, e eesoe ws invened _ @ by e nien Geeks ® in e s eny  © in e 1600s C in e 18 eny  3.

S  Detas i of e mn i no e bo e e of nqii? @ I i wee e s peson on e moon nded ® I i ed wi we © I ws med wen  meeoie i e moon    one o e ges "ses  on  m 45

4. Makng Infrences You can infer om the article that Pluto of  Chaeronea @ was a very rich man ® wasn't interested in the opinions of others © was an independent thinker C had traveled widely  5 Identiing the Author's Purpose The authors purpose in writing this article was most likely to _ .  explain the importance of telescopes ® convince people that we dont know much about the moon © show how people om dierent cultures see dierent things C encourage people to really look at the moon 8. Vocabulary: Word Forms Look back over the reading to nd the missing word rms in the chart below

2

assumption

�-------------   ,

3.

identcaton

dentable magne

4

magnary generous

5 6

fantasze

fantastc

7

reflect

eectve -

rregular

8 9

remar

10. excellence

emak exce

C Consider the Issues Work with a partner to answer the questions belo

I ook again at the title of the article Why do you think the author chose this tile? How do you think it relates to the inrmation in the article? 2 The author describes the dierent things that people have seen in the ce of the moon Wh do you think he provides this inrmation? What point might he be rying to make? 3 e author says that we are spoiled by technolog What do you think he means? Do you agree or disagree with him? Why?

46

Chaper 5

I

The fan in the foon Has Company

Buiding Vocabulary Learning Synonyms

Synonyms are wods that are simiar in meaning. For exampe, the wrds assumed, though n believed ar nonym Tey dn't ea eactly the same thing, but they are cose in meaning You can epand our vcabuary by keepng ists of synonyms r common wods Exple Ne Word

assumd fat _ noal

.

Synonyms

thou gh believd j smooth _ re gula, ona

A Look back thrugh the eading on pages 43-45 to nd the synonyms beo  In paagrap 2, nd a synnym r the word clear.  In paragrap 3 nd a synonym r the phrase very big  n paragrap 3 nd a word that is simiar in meaning to single  n paragraph 4, nd a snym r the word easily  n paragaph 5 nd a wd that is simiar in meaning to threw 6 n paragaph 5 nd a synonym r the word jump. 7 n paagraph  nd a wod that is simiar in meaning to correcly 8 n paragraph , nd a synonym r the wod unuul

irLanguage.com

47

Reading Sl< Using Context Clues

As you earned in Chapter l, yo u can use cotext (the s urro unding words and ideas) to g uess the meanings of unmiar words. These are some common types of context cues that can hep you understand ew words as you read: Common Context Clues A denition

An example

'

• Exampes You can see a lot with the naked eye. Wth normal eysgh ou can make out man features on the ace of the moon. Plutarch recorded some remarkable ancient ndn, such as the sze of the moon and the moon's istance from Earth

-

The subect and object of an unfamliar verb

He suested that the lght and dark areas of the moon are compoed of dferent materials

Contrastn words

The werent sure what it was, but the amed it was water

Words in a series

Its roh mountainous surace led people to see dierent thins

-

Cause and eect

Hs enmac smile confused us compltel

A. Analyze the Reading Read these sentences om the artice and u se cotext to g uess the meaning of each bodced word en ook u p each word in a dictionary to check your guess

1 "If your eyesight is norma (or we-corrected by gasses), you ca make out a great many  on the moon's cepains mo u ntaino us regions, and the marks of meteorite impacts (Look r exampes) My gu ess  Dictionary denitio     2 "We are born with a brain that tries to nd meanig everywhere, eve in the most random, meaningess patternsand human ces are what we are programmed to recognize most readiy of a (Look r words in a series) y guess=� Dictionary deition   

48 haper 5

I

The Man in the Moon Has Company

3. "In ancient Chia, the rabbit was carried there by the moon goddess Heng 0, who was g her angry husband:' (Look at the subject ad object of a verb) My guess-   Dictionary ention     4 "Te Chinese also saw a toad in the moon Others have seen an old an caying sticks, a beetle, and a woman reading a book Te ancient Greeks werent satised with this sort of  (Look r examples)   My guess  Dictionary dention    5. "He reported a ide variety of opinions about the moon and gave arguments r ad against each He  some of those theories, such as the one that the arkings were illusions in the eye of the beholde Istead he suggested, rightl, that the light and dark areas are composed of di erent materials (Loo r contrasting inrmation) My guess _   Dictionay denition     B. Apply the Reading Skill Read these sentencs about the moon and use context to guess the meaning of each boldced word Underline the words that helped you to guess

Interng Fac About the Moon 1 W alas s the me sde of the Mn; the other sde is aways hidden. hi

means-    

2 Whe Alan Shepard as on the moon, he drve a golf ball nealy one half a mie. drve mans

 -  -�

3 The fotprnts of the Apoo astronauts ill not  cause he is no nd or wate on the mn The fotprints could stay the fo  O mion years.

e means __________________ 4 Flyin once aund the moon is equival to flyng rm New Yor to London an back    =   ns�  -   -   -      -   -   -  eq  uW   l tmea

49

Discussion & Writing 1 What do these quotations mean to you? How does each one relate to the ideas in the reading? "ere are three classes of people: those who see, those who see when they are shown those who do not see:' -Leonardo da Vinci Italian artist and scientist "What you see and hear depends a good deal on where you are standing. -CS Lewis British writer We don't see things as they are we see them as we are Ans Nin French writer 2 Look at each o the pictures below and describe what you see (Tere is no right or wrong answe) en compare descriptions with a partner What do you thin your descriptions say about you and your partner?

3

2

1

irLanguage.com Words to Remember

Min-Dctonary page 163

50

Chapter 5

NOUNS

VEBS

ADJECTIVES

argument diagram eature magnation anscape regon theory

assume etermine  ientiy program sat isy· spo

bright famiiar normal obvous remarkabe

I

The Man in the Moon Has Company

Before You Read A. Connect with the topic Which of these sentences describe your listyle?

Check () them. en compare answers with a partner D D D D D D D

I'm aways bus Im time-oriented (I'm aways checking the time) I spend a lot of time talking to my iends I enjoy sitting around and doing nothing I enjoy eating a good meal School is an important part of my ife I have a reaxed lifestye

B. Pair work "Culture sho is a popuar term used to tak about how

 people react when they are in a reign countr What do you think it means? Talk about some possibe denitions C Preview the reading. Skim the reading on pages 53-55 to complete the

Previewing Chart beo Previewing Chart  _ 1. Tle of e ead: __  2 Names of paces  e ead (Ls  moe) Melbure

3 Key ods Wa ods appea seeal mes? Ls  moe) sudent·

4 Read e s seece  eac paaap Wa do you k e ead s pobably abou?

52 Chapter 6

I Culture Shock

�eading Passage

AUDI© OWNLO

Culture Shock by Bob Wejnstein from The Boston Glbe

5

10

15

20

2

I 2 3 4 5

Saing Tamar Blackmore experienced clture shock when she arrived here ast eptember is an understatement t was more like culture trauma 1 r this dventurous student who le Mebourne ' s Monash University to spe her junior year at Boston Colege (BC). Blackmore, 20, was joined at BC by 50 other exchange students om around the world Like the tousands of exchange students who enroll in American colleges each yea, Blackmore discovered rsthand2 there is a sea of dierence3 betwen reading about and experiencing America rsthand She felt the dierence as soon as she stepped o the plane As soon as she landed in Boson, Blackmore coud feel the tensio in the air She was about to taste a lifestyle4 r more hectic than the one she e "Driving in Boston is craz;' says Blackmore It took me a while to get used to the roads and the driving style here I was alway aaid someone was going to hit me It was particulary trick since the steering wheel was on the wrong side of the car In Ausraia its on the right side: Beyond the cas and trac jams, Blackmore said it took a while to get used to so many people in one place all of whom seeed like they were mving at warp speed5 ere are only 18 million people in Australia spread out over an entire countr;' she says, "compared to more thn six million people in the state of Massachusett alone We dont have the knd of congestion you have in Boston ere is a whole dierent perception of space e pressing problem r Blackmore was making a quick adjustment to the American ifestyle that felt like it was run by a stopwatch For this easygoing Australian, Americans seemed like perpetual-motion machines6 eicans are very timeoriented Blackmore says

Maps

pages 160161 Culture and Language Noe page 14

cul auma xtr r of"ctr sock dsvd shad en by ircty sing or xpincing sa  d ry ig irnc as a syl xprnc  w o if  a a sd ng , y qckly

6 ppua- mahs cins  nr stop oing

53

30

35

4

45

50

55

6

7 8 9 0  2

54 Chapter 6

"Everhing is done according o a schedue. ere awas busy, which made me fee gui abou waning o jus si around and occasiona wach eevision Ausraians, on he oher hand, vaue heir eisure ime The pace here is a o sower because we don fee he need o awas be bus Is no ha Ausraians are azy, is jus ha he hve a dieren concep of how ime shoud be spen Back home, I used o spend a o more ime jus aking o m iends I didn ake ong r Backmore o adus o American rhhms 7 "I  he pressure o work harder and do more because everone was running around doing so much; she sas When BC sudens weren hudded over books, Backmore und i odd ha he were compusive ogging, running, bikng, or doing aerobics in order o be hin "Compared o home, he girs here are ver skinn she sas "Bere I go here I heard a o of sories abou he pressure o be hin and ha man oung American women have eatg soes I  go ou wih a fiend and jus uck ino a good mea8 and have a good ime, whereas an American gir woud jus pick a her od:'9 Bu is BCs aid-backlO and iend earning environmen ha ses i apar om her Mebourne coege experience "Genera speaking, earning ciiies are a o beer in Boson she sas In Ausraia sudens and eachers have ie conac ouside he cassroom Is a rma and depersonaized reaionship Coege is a pace ou go r a few hours ever da and hen go home Your socia ife and schoo ife are separae Is jus he opposie a BC according o Bacore "BC sudens and cu are ike one big happ miy she sas here is a rea sense of eam spiri Is ike wre a in his ogeher Going o schoo here is a ifese, whereas a home were jus a number We aend schoo o ge a degree so we can graduae ge a job and ge on wih our ives 11 Anoher peasan shocer 12 was he cose and open reaionships American sudens eno wih heir eachers Is a sharp conras o Ausraia where coege sudens keep a discree bu respec disance om heir eachers I was surprised when I earned sudens go ou o dinner wih heir ecurers she sas We us don do ha back home Professors dea wih hundreds of sudens and oure uc if he remember our name

adjst to meca rhthms g u  Ain lyl tck to a ood mea ny  l (Auin xpin) ck at her od  ny   un f  n  pl ad-back  e o wh o ves   in u i shocke upi

I

Culture Shock

65

When Blackmore returns to Australa at the end of the school yea, she'll have plenty of memories, most of them good ones. BC, lke most Ameran colleges, has gone ot of its wy to create a meorabe experience r Blackmore and ts other exchange sdens Word Count 764

: Reading Time __  Wods pe Minute __

: (Minutes)

\ Word Cout/Readg Tme)

About he Author Bob Wensten s a New Yok jounast who w tes Tech Watch, a weekly syndcated coumn. He wote ths atce fo The Bostn Glbe a majo day newspape n Boston, Massachusetts in the Unted States.

You Read �, After Understanding he Tex   For each iem belo  n he correct cicle 1 Sg  D Which of these statements is not true accordng o Tamara Blackmore? @ Boson is ver crowded. ® Americans are always in a hurr © Amricans spend a lot of time takng to iends  hee are a lot of trac jams in Boston 2 Ig P R e wo they in ine 9 reers to _. @ cars ® trac jams © peole  plaes 3 Ug  e word coestion in line  s clsest in meaning o _  proems ® enterainmen © ovecrowing  relaionships

55

4. Scanning fr Details Accordng to Blackmore, n Australia _.

 @ © ®

students and teachers sometmes become ends professors usually know ther students' names universties are better there s a clear separaton between academc and socal lves

5 Makig Inferences Blackmore would probably agree that 

 Amercans are better drvers than Australans @ Amercans thnk ts mportant to keep busy  © Amercans are more lad-back than Austraans ® Amercan women eat more than Australan women 6 Identing the Author's Pur pose The purpose of the readng s to 

 demonstrate that Amercans study hard and exercse a lot @ pont out some ways n whch regners experence culture shock n the Unted States © argue that everyone should spend a ear as a regn exchange student ® compare schools n the Unted States and Austraa 8. Consider the Issues

Work wth a partner to answe the questons belo 1 What dd you learn about lfe n the Unted States and Australa? Compete th chart below wth nrmaton om the readng on pages 5355 Topics

driving and tac

I in the United State

 in Autrala

Tere are lots  tfjc

ere aren't a lot o tc

jams.

jams

Te steering wheel is on the le side o the cars.

Te steering wheel is on the right side o the cars

the pace of life

fee time activties

univesity utue

2 Blackmore notced many cultura derences between Australa and the Unted States Whch derences do you thnk were eas r her to get used to? Whch do ou thnk were dcult? Wh?  From what Blackmore says do you thnk that unversty l n your country  s more smlar to unversty e n Australa or the Unted States? Why? 56

Capte 6

I

Culture Sho!

Building Vocabulary Learning Collocations

When you are learning a new word, it is helpl to learn the words that are commony usd with it. For exapl, th vrb have and th adjtiv close are equently used with the noun relationship as in the sentence belo. • American students oen have a close relationship with ther teachers

 Scan the reading on pages 53-55 to write the missing adjectives in the spaces belo I a

presn

2 make a  a  have  a  enjoy a 7 a  keep a 9 a

problem (paragraph 4) adjustment (paragraph 4) learning environment (paragraph 6) contact (paragraph 6) relationship (paragraph 6) relationship with (paragraph 8) contrast to (paragraph 8) distance om (paragraph 8) experience (paragraph )

B Complete the questions with an adjective om the chat above (More than one adjective may be possible) Ten take turns asking and answerng the questions with  partner I With whom do you have a 2 Does your school have a  Do students in you school have outside of class?  Do you thin students should keep a teachers?

relationship? learning environment? contact with their teachers distance o their

 What is you most _ experience of last year?

57

Reading Sl< irLanguage.com Finding the Topic and Main Idea Te topic of a piece of writing is its subject-what the writing is about

Te main idea of a piece of writing is the writer's message about the topic. e main idea is sometimes, but not always stated directly in the tet Oen you must iner the main idea om several sentences. When you need to identi the main idea of a paragraph it oen helps to rst identi the topic and then ask yourself what the writer's message is Ex In the article on pages 53-55, the topic of paragraph 2 is "driving in Boston: Te main idea of the paragraph is that "driving in Boston is dierent om driving in Australia

- -   ---        -   --   A. Analyze the Reading Look back at the reading on pages 5355 to complete the chart belo

drivng n Boston

2

I observatons about space

3

I

I 4

5

6

7

8

58

Chapter 6

I

Culture Shock

adjustng to the Amercan lfestyle

Drivin g in Bo5n is dernt from drivin g in Austali.

B. Apply the Reading Skill 

Read ach paragraph below and ient  the oic ad man dea.

As an exchnge tudn in the Uned Saes, I sp sevral ohs t an Amercan hh hol merca schols are ver eent om chls  ky  w    h   lwa kn  eachs q estons nd xpssng their opinions about thing  were vr  tltve and semd to enjo dscssng ther as wh each ohr n cass dional   he e go ogeher in goups ae cass to cmp cas noes  wa aso supried  n that hgh sch studens could coos soe of thei classs. n Turke suden ma chose a "rak o a program suh as mh scence scl scnes o an g bu h do' cs thr lass Fna  , the sudent a m Amrican schol e regula clohs s ws  ig change r me bcus tudnts in m coun ear school uns : ih hls  rk  n he  S Main dea�  ---------------------- For somone om o Jan  tas m t adjut  vig i Nw Yor Cy. Even though o  a expensve c I wa surped t s how mh verhng csts n New ork It s dul r a sudent to d an inxpnsiv place  l, ad h od n grocr sors is xpensv to A m  en  oi bw   n N Yor  h dvy n New ork ou ee eole om ever bacond and cure ad  har ngugs m ll ver the world. s impossble  fel l an s  Nw Yok because verone is deren.    pc   --------  ------     ---  ---     Man dea__   '

Discussion & Writing  Based on Tamara Blackore's comments in the reading would you rather study r a year in Australia or the United States? Why? 2. Have you ever experienced culture shock? Describe your experience Which country were you in? How long were you there? What are your most positive and negative memories of the experience? 3 Imagine that Tamara Blacmore is coming to your country to study r a year What inrmation and advice can you give her? What can you tell her about the od, the students the professors and other aspects of university li in your country? Write an e-mal message to her with your expert advice

l  �  '  \

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-

From: Kaseem Bahar To tblackmore@knol.net Subject Stdy Abroad

Hi, Taara I ear tat you are cong to y countr or a ear an tat you woul lk e soe nraton about unverstes ere I tnk you wll be surprse d 



t IY

4. ink of a country where you would like to study or work r a year What would you do to prepare r living n this country? Make a list of  ve questions you have about lie in this country and then research the answers to these questions

ww.irLanguagecom

Words to Remember

Min-Dctonary page 163

NOUNS

VERBS

ADJECTIVES

on on nvronmn  rr ron  r  non

j  w ovr v

nr form o

0 Chapter 6 I

Culture Shoc

Before You Read A. Coect with the topic nk abu ne f yur vre laes smeee yu lve  g-and anser e quesns bel 1. Where is this place?

2. How ofen do you go here?

3. What do you do here?

-

4. Why s hs one of your avore places?

B Pi wo  Tell yur arner abu e lae yu desrbed n vy  Lsen  yur arner's desrn f er re lae and as ree quesns  ge mre nrman k

C Peiew the ei Sm e readng n ages 6364  mlee e eveng ar bel Previewing Chart 1.

  Ttl of th rd: _ 

 Nms of popl d pcs 

th rd. (Lst S mor)

4u(qMxt

3 Ky ords (Wht ords ppr  srl tms? Lst s mor) prnt,

4 Rd th rst stc  ch prrph. Wht do you thk th rd s probby bout?

6 Chpe 7

I

Prite Lives

Reading Pasage

AUDIO L

Private Lives by Diane Daniel from the S. Petersbug Times

Le seems a litle less Jgile1 when you can depend on a special place  always be here fr you.

Th  a tny lc f th Gu o Mxco that blng t m. Lkng ac h watr,  dwn th hln   th pat s 20 a pla ve and v 2 lk an ld Su 8 oi I'm 16, wtng pt whl ttng n a bnch at unt I'm latng atp the alt a n m llw a I'm ttng at th wat ' dg gathng  anbw f hll. Im n cllg bugund ha gltnng3 Im  wkng wman thnng abut m ca pang  th bll I'm h I'm thn  ha  lng ht lng agan I'm happ ad ng ld gwng up  pant and I mvd m No Co t t Ptbug o whn I wa jut abut t tat m n a f hgh h It wa a dcult tm t b uptd;  hd lvd n Nth ana s a m l But I lvd th wat  Fda d an k pla t lv I can't mem hw I t h  pl bah at th nd f Eghth Avnu But nc I h m pt I n wthd bah Almt dal I wam and unnd th I wathd th un t I thught abut lf On nd nght n g I hung ut 4 t th h wth 20 nd plang mu  jut tnng t th wv  d at  pant' hu d n mm    m f Fda a a a  awa at ghth Anu ch I lv n Btn nw and t m pnt n F tw a a Whnv I t  pnd man hu at  ach uu und  ht 2 un ut mt at nht whn th and is  and th a  t  anw t wn't ha dun th d I  t  h nt only t x and thn ut  t fd  th  5  w a nt th wt thng But  ptnt t   th  pnn and h  6 I ant t  tn  that.

Map page 161 Culture and Language Notes page 14

I fr eaUy hut o bokn

  4 5 6

     • m       1 hug out raxd      ensy and ln piain fm  can , r   stngth 63

30

35

During oe visit to Florida last year I was sad about the ed of a relationship and I knew that my sadness would worry my parets. I had to stop at Eighth Aveue bere I could see them. Aer lying i om Boston I drove straight to the beach It was late aernoo in Ma and the sun had soeed W hen I reached the beach I parked at the end of Eighth Aveue and slowly walked bareot to the water I tasted the Gul, ad with it, some hope.

4

I have take a few iends to my sanctuar ? but its not a place I share with may Five years ago I brought Jack a rmer boyiend, and Im glad I did Now when I look down the shore or across the wate he is there too laughing at the pelicans as they dive r od holding me while we watch the sunset om the edge of the water.

Jack will always be there. So wil my iend JoEllen who came to Eighth Avenue with me a couple of years ago. We waked and walked until the sun and sand had ehausted us. Sometimes I talk my mother ito going to 45 watch the sunset and we sit on the bench appreciating our time togeher. Last year I had planned to take Tom to Eighth Avenue. He was going to be he most important visitor of a the person I thought I would spend the rest of my li with A ew days bere we were supposed to leave he chaged his mind about the trip to Florida and about us Im glad he 50 eer saw my beach As long as my parents are alive I will go to Eighth Avenue. It has occurred to me that I wi probably mourn their deaths there listening to the waves and watching the guls. I wonder how oen I will ee my beach aer my parents are gone. Im sure I will go there om time to time maybe 55 even stay in oe of the cottages nearby that Ive passed so oen But it doesn't matter My tiy slice o the Gul of Mexico is always withi reach Word Count 706

: Reading Time _  Words per Minue __

 Word Coun/Readng Time)

( Minutes)

About the Author Diane Danel (195-) is a freeance wer. She was marred near Eighh Avene a Indian ocks Beach in 2004, a decade afer hs essay was wrien

7 sacuary fe, peted ple 8 ak my mohr io nvne y e 

irLanguage.com

_,

 hape 

I

Private Lives

 ou Read After Y 

irLanguage.com

Understanding he Tex A. Comprehension

For eac iem below ll i e corrt ir. I. Findig the Mai dea  min id of his rding is: @ You should only bring  f los inds o your spil pl ®  Eighh Avnu bh hs plyd n imporn rol n h uor's lif r h ps 20 yrs © You nd o b lon o solv your problms  Wn you nd  signin rlionship, is  good id o spnd im lon  your spil l 2 Scanning r Details  uhor hos hr spil bh hn sh_, n s nvr ngd bhs r h  srd high shool ® mod o Norh Crolin © s in ollg  mod o lorid

3 Scannig fr Di e uor s lredy don   h lloing   ig Avnu h xp  pl musi nd ri pory  ® h h suns ih  boyrind © morn h dh of  mily mmb  k long lks nd oll shlls 4 Making nerences I lin 42 h snn "Jk ill lys b hr; mns:  J livs nr h Eighh Avnu bh ® J ompnis  uhor o hr spil bh vry im s gos © Wn h uhor visis hr bh sh rmmbrs h m sh spn hr ih Jk  Vising h Eighh Avnu bh s h highligh of h uhors rlionship ih Jk

5 Making nferences All of h lloing smns  pbbly ru bou  uor x:  Sh hs posiiv flings bou Jk ® Sh hs lys likd h on © Sh nd Tom hd lkd ou ging mrrid  Se hs lys bn slim

65

6. Understanding Tone e overa tone of this reading is:

@ personal and narratve ® serious and inrmatve © sad and depressing   lght and rmantic B. Vocabulary: Using Context In the sentenes beow, use ontext to guess the genera meanngs of the italized rds. en underine the ord(s) that helped yu to guess the meanngs

 I'm oatng atp the saty sea on my yello raf. @ a bathing sui  a type of sh © a type of bat 2 I go to the beah not ony to reax and think, but aso to feed o the sea e aves are gentle, the ater sooting @ calming  ® dangerous © ghtening  3 No hen I ok don the shore or arss the ater, Jack s there, too aughing at the pelicans as they dive r od @ a type of brd ® a type f boat © a type f tree 4 As ong as my parents are aive, I il go to Eghth Avenue It has curred t me that I ll probaby mourn their deaths there listening to the aves and atchng the guls. @ feel sad about  el happy about © stop thnking abut C Consde the Issues Work th a partner to anser the questions below

 Why do·s the author keep going back to the beach? 2 What qualities of the sea are important r the authr? Why? 3 Why d yu think the author s glad that Tom never sa her beah?

66

Chapter 7

I

Private Lives

Building Vocabulary Learning Noun Sufxes

It is possble to change many verbs and  j ecves ino nouns by addng  x. F x  , yo      -ence   v dend to rm the on dependene. Te mo commn n ux in aadec Engls  tion or ion, a n e word eduation (om the veb eduate) Yo can aso ag te meang of some on y addg a u or  empe, f you ad e sux -ship   ou elation yo et e u relationship

Yo can epand o vocabuary quiy y ring ommn non suxes A W   s of e wds w   f  n   e su

Verb+ =Noun f erb+ -ence

occu

oaurenc

pay

ment

=N�un  Verb

at i o n

relax

=oun

dierc

eb Noun

+

-t  on I o

     = J A Noun dj  ective + =  djeti Noun

xhaust sad appeiae ___ _ I gent

es

e=

impotant  ___

B U                     1   ece  g y p do   yo d w  Yo d o     p    2     xe       dg   g  d   H 3 H  cc q     H    o ____     4.         __        5   k  '    eax          _ 67

Reading Sl< Identfying Supporting Ideas

Writers usually cus on one or two main ideas in a piece of writing. ey then support their main ideas with examples and details ese supporting ideas help the reader understand and appreciate the writer's main ideas A. Analyze the Reading Look back at the reading on pages 63-64 and nd two more details that support the man idea given belo

The Eighth Avenue beach has played an important role n the author' life fr the past 20 year.

1 he author took special people n her le to the beach 2.

3.

B Anayze the Reading Look back at the readig in Chapter 3, "Student Learning Teams (pages 23 25) and nd at least three details that support the main idea given belo

Forming a leaning team can mprove your acaemic performance

1

2

3

68 Chaper 7

I

Private Lves

.

'

.  ,

.



;



�-·.,I, �t'" -, .



C. Apply the Reading Skll Read the paragraph below and complete the chart Write the main idea of the paragraph and three supporting ideas.

Korea is surrounded by ocean on three sides, so it has plenty of wonderl beaches Te best beach, howeve, is Jungmun Beach on Jeju Island One thing that distinguishes tis beach is the surng Tere are some good waves ere, especially between August and October Te strong current along this beach makes it a great place r those who enoy wndsurng nother specal thng about this beach is its unique sand; it is a mixture of colors-blac white, and red ungmun Beac also has many subtropical trees and plants right next to the beach When you're there, you really feel that you are in an exotic sot If  yo get tired of the ate there are also some interesting sights to visit ery close to the beach You can easily get to a nearby waterll a small cave, and a hidden cove f this isnt enough to convince you that Jungmun Beach is the best beach in Korea consider that Kores largest triathlon starts here eery summer and that many movies and commercials have been lmed at this scenic spot

1.

2.

3.

69

Discussion & Writing 1.

Complete the chart below with more inormation about the beach in the reading on pages 63-64. Next, think of a place that is special to you Add inrmation about this place to the chart belo Place

I

Things you n do ther

the 6ighth Avenue wr poe swim bach sunthe



 

 

water



n  ca ear nd mll

the sound of waves

2 Use the inrmation in the chart above to write a paragraph describing your special place r your classmates and teacher to read Explain how and why  this place is special to you 

Tere is a butl art musem on the south sie of my i. It is unlike  any other a musem I know bause it was one a very wlthy person's house In the center of the house there is a large garden Ju[[ of unusual owers Its very quiet ther; the only thing you hr is the sound of birds But when you get tird  the garde you can imb the stairs to one of the lae rooms ed with works of ar On a day when  feel stressed o upse this museum is a pet place to relax and be inspird by bautl things Words to Remember

Min·Dlctlonar I pag 163

70

Chapter 7

NOUNS edge force memory sadness

I

Private Lives

VERBS

ADJECTIVES

appecate depend on float gather occur each switch

gentle

Before You Read A. Coect wit te topic Th radng n ags 3-74 s abu a "mur hz -smn h s vry gd h murs Wha ds  ak  b gd h murs? hk (.) h das bl n add  mr das  h ls D D D D D B.

an a gd mmry ravy nrs n al subjs

D D D D D

gd vrbal skls gd sal sks nllgn a sns f humr

Pi wo hs h hr das m vy  ha yu and yur arnr hnk ar h ms mran hararss f a mur hz

C Peiew te ei Mv yur ys qukly vr h radng n ags 3-74  ml h rvng har bl Previewing Chart 1.

 _ Title of the reading: ___ 

2. Names of people and places in the reading (List 3 more}

Suleyman 4Ki

, Key words (What wods appea seveal times? List 3 more} com•uter

4 Read the rst paragraph What would you like to nd out about M Gokyigit? (Write 3 more questions} Hw d h  a wmu •

72 Chapter 8

I A Young Blind Whiz

Reading Pasage

AUDIO DOWNLOAD

A Young Blind Whiz on Computers by Tom Petzinger

fom

The Wal Stret Journal

Sometimes, a perceived disability 1 turns out to be an asset on the  job. ough he i only 18 years old and blind Suleyman Goyigit (ponounced gok-yiit) is among the top computer technicians and programmers at InteliData Technologies Corp a large soware company  with several oces across the United States

10

15

20

25

I 2 3 4 S 6

"Aer a mergr 2 ast October two disparate computer networs 3 were driving us craz;' recalls Douglas Braun an nteliData vic president "We couldnt even send e-mail to each other: In three wees Mr Goygit, a niversity of oledo  who   at nteliDatas oce in the cit created the soware needed to integrate he two networs. "None of the companys 350 other employees could have done the ob in three months says Mr Braun "Suleyman can literally see' into the heart of the computer' Mr oyigit' g as Mr Bn lls it is n nsl bilit t conceptualize4 te innards of a machine "e computer permits me to each out into the world and do almost anhing I wat to do says r Goigit, wo is a computer science engineering major with   Lie most bid people who wor with computers, r Goygit uses a voiesynthesier that reads the video displa on his monitor n a mechanica voic. Devices that produce  screen displays are also available, but  Goyigit says they "waste ime. Insted he depends n emory urning the synthesizer to op speed, he remembers almos everything e as at least until a proect is completed Wile the synthesizer t Mr Goygit mentally "maps the computer screen wth numbered oordinates (such as three across two down) and memorizes the lcaton of each icon on the grid 6 so he can call up les with his mouse

Maps page 159, 161 Culture and Language Notes page 149

a perceived dby somhng you hnk of a a nga thng erger a omg f to o mo ompans nto on  dpe cpr e to goup o omput hat an't ommunat th ah oh cncepze m an a of e d  th n o grd a pattn o nly pa ta an hownta ns

73

he young programer is also at home with· hardware, thanks partly to a highly developed sense of touch. Mitzi Nowaowsi, an oce manager at InteliData, ecalls how he easily disconnected and reconnected their computer systems during a move last year "rough feel, Suleyman can locate connectors, pins, and wires much ster than most other people with sight;' she says.

30

r Gokyigit was born in Turke y, where at age two he developed an eye condition that le him blind His parents brought him to the Mayo Clinic in the US., but nothing could be done "His doctors ept emphasizing, Never shelter him or pity him: recalls his ther, Hasan Toda, Mr Gokyigits co-workers call him "Suleyman the Magnicent: aer the 16th century Turkish sultan who greatly expanded the

35

Otoman Empire.

40

Severa months ago, on a trip to San Francisco, Mr Braun had diculty accessing the companys mainrame using his laptop He needed specic numbers to get into ur InteliData les Instead of asing someone to manually search a thic logbook7 of computer addresses, he called Mr. Gokyigit, who had committed the logbook to memory and produced the proper numbers "n ten seconds; Mr Braun says

45

Much of the student programmers speed comes om his ability to block out8 distractions while at the computer When tping, he listens intently to the synthesizer His long, thin ngers y over the keyboard  "Nothing seems to shae his concentration;' says Ms. owakowski his immediate boss9 r. Goyigit is the only company employee on ca 10 24 hours a da "We consider him our top troubleshooter' 11 says Mr Braun Word Count: 549

 Reading Time _  Words per Mnute: __ (Minutes)

(Word Coun/Readng Tme)

About the Author om Petzinger has worked for The Wall Street Journal as a columnist, editor and reporter for over 20 years. The Wall Street Journal is a leading business publication in the United States. It includes stock quotes national and internationa business news and trends and features articles such as this one on interesting people in the world of business

7 8 9 10 I 7 apter 8

lgb�k written record of nrmaon bk u gnore hs  bss e peron e repor drecy o   avaae o o o wor ubls proem over

I

A Young Blind Whz

After You Read

Understanding he Tex A. Comprehension

For each item below, ll n the correct crce.  Findig the Main Idea e main idea of this reading is: @ Sueyman Gokyigit is a very taented computer programmer  Mr okyigit has the unusua aiity to visuaize the insides of a computer © Peoe have dierent strengths and aiities.  Something you think is a disaiity might actuay e hep in your jo 2 Scanng r Deails According to paragraph 4, hich of the oing statemets is true aout Mr Gokyigit? @ He oesn't use a voice-synthesizer ecause he thinks its a aste of time ® He ses a Braie screen device to nd inrmation on the computer screen © He ses a voice synthesizer that reads aoud the inrmation on the screen  He ses his memory instead of a voicesynthesizer 3 Scannig r Details e authors description of Mr Goyigt does not mentio hich of the oing? @ He as not orn in the United States. ® He earns $,000 annuay © He s a student at the University of Toedo  He s on ca 4 hours a da 4. Makn neeces In ine 17, the artice mentions that SuJeyman Gokyigit is a straightA student n computer science engineering at can you inr m this?  He as a taent r computers. ® He as a lot of mone. © He as aays gotten good grades  He doesnt need to study very much

5 Ma nfereces In ine 4, the artice mentions that M. Gokyigit earned all of the computer addresses in the compays thick ogo ok What can you infer om this? @ He rote the ogboo. ® ts easy r anyone to earn the ogook © He has a good memor  He learned the computer addresses quicy

75

B. Vocabulary: Using Context

Use conte xt clues to guess the meanngs of the words belo.  Te w ord integrate n lne 0 s closest in meanng to_  separate  brng together © make nterestng @ nterpret  Te word voice-synthesizer n lne 19 descrbes_.  a mechancal reader ® a tpe o Bralle © a computer montor  a vdeo dsplay  3 Te phrase at home with n lne 28 s smlar n meanng to_.  not workng wth ® nervous about © unamlar wth  comrtable wth  In lne 42, the word accessing s closest n meanng to _ @ f xing  gettng nto © learnng about  understandng C Consider the Issues

Work wth a partner to answer he questons below.  What are Suleyman Gogt's talents and abltes?  What cn he do better than those wth sght? 3 n addton to computer programmng what jobs do yu thnk he wold be good at? Why?  Choose three adjectves to descrbe Suleyman Gok gt Ten tel the class why  you chose each word.

1.

1.

2.

2.

3.

3

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76

Chapter 8

I A Young Blind Whiz

Building Vocabulary Understanding Compund Nuns

Compond non are two or more word tha nion ogether a one word or conc. Mos comoun nouns r md  of  noun + noun or an adjective  noun. Exples:

computer technician

video dspl

sofware

Te r word in a ompond non aly identie a pei type o he eond non For example, in the ompond non "ompter tehniian:' the word computer identie the te o technician. In the ompond non video dipla; he word video identie he type o display. ot ompond non are ritten either a to eparate word (coputer whiz) or a a inle word (hardware)  ew ompond non hve a hyhen ( voice-synthsizer) A Find a ompond non in the arile on pae 73-74 o omple eah enene belo Beae Seyman i o kled a loaing probem and olving hem he i reeted a he ompany op ___ 2. Seyman major a h Uiy of ldo i ____ engineering and  Seyman i onidered among he be prorammer a hi ompan  lhogh Braile are ailable Sleymn preer o e a voieynheizer 1.

 Creae a ompond non ing wo non om he bo below o omplee eah enene Te omond non migh be one word wo wod or  henaed oe work

ynheizer boo

rogrammer op

omper manager

oie ne

lap og

 any omper onneed o eah oher are lled a omper __ 2  read a video dipla in a mhani voie 3 Nw ow i d h dy by ___   i a hin porabe ompte 5 Companie oen keep omper addree in a _ 6 n i eonible r he oe bildin and ppie

77

Reading Sl< Identifying Pronoun Refeences

In witg, it would be very repetous o use he same non phase over and oer agai, as  Example 1 belo. For ths easo, wrers oe eplce a noun or on phras wih a pronou s  Example 2. Whe you ar eading  s impotant to knw who or what eah prnoun refers o Example : Dvis hat poduce Braie creen dsplys r also avalab b Mr Gogit says devices that produce Braille screen displays wase tme. nsad M. Gokigit depes on memo   Example : Devices hat poduce Bae cre isplays are aso aabe, bu Mr Gokyg y they ast tim nstead  he deps o meo  . A. Analyze the Reading

I h eenes om th n bel de he wod r wrd tha h oded rono  een  Sme  pred dably us ou o b an e n he job ou e  nl 8 e od nd bnd Sulma Gokygt  mong  e p ompur hnns and pogrmms a InlData Tologe Cor he refr o _  Mr Gokyg's g as M Bran ls it,   nusual ablty o opualze h nnad of a ahn it eer  �----- 3 Mr Gokt s born n Turk , wh a age o  vlp an eye ondio h l him bld he nd hm  o _ 4 Serl nhs g on a rp to San Fas, M Ba ad uly  aessg h ompany mm g h lpop He eeded pe br o g no  nlDaa l he  o _

78 Chapter 8 I A Young Blnd Whiz

8. Apply the Reading Ski  What do the boldce ponouns in the aticle below refr to? Wite you answers belo

A Two-YarOld Geography Whiz L Gak   26 m  a e    eg  ea ak,   a aea maee  gega. Se a   am a   a ma a e ae g  a 16 m Ag  e e Jame, L' amazg a eag a ae a  ae "L' e e  Taa e e a 16 m ;  exa  e ae  k ee  e S e f a ma a e  Taa e e me e a a ma e e   '   a ae e e k a ame a e e ak e ee   a e    Te e ak e a e me a   k  '     e e e  k a e' g -ake 20 e A e e  ! (e gega eal)

1

she= _

 ths=  3.

n   � � irLanguage.com

he= 

4 e=  5 it= 6

it

7 it 

79

Discussion & Writing  What do these quotations mean to you? How does each one relate to the ideas in the reading? If you cannot accomplish a thing, leave it and pass to another which you can accomplish." -A Kali Arab phiosopher (901-967) It is not enough to have a good mind The main thing is to use it wel: Ren Descartes French philospher (15961650) If I have made any vauable discoveries, t has been owing more to patient attention than to any other talent' Isaac Newon Eglish physicist (1642-727)  What are your partners taents and abilities? Add one or two questions to the chart belo en interview your partner and check () yor partners answers

a good memory? good at fxing things?

good balance?

a good typist?

a good voie?

a good pubi speake?

a good magnation?

we oganized?

good concentation?

Based on yor partners aswers in what pofession do yo thin your artner coud best se his or her taents? Words to Remember

M-Da ae 163

80

Chapter 8

NOUNS

VEBS

ADJECTIVES

concentaton conditon dvc locaton monito ntwok systm

mphasiz rmit call shlt wast

avalabl to

I

A Young Blind Whiz

� 1 Before You Read A. Connect with the topic. k f a s yu av ard Wa as  ? W as  aud? D yu k  s as gd, bad r kay? Wy? B Pi wo. Wa ar  r ms mra ararss f a gd s? k das m  ls bl  add yur  da   ls     

Has a rsg  Maks  ad fl m s as ass r far Has a lar ad lgal sruur Tas l smg  Is'  lg D  �����������-(Yur da) Wy d y k yur r s ar mra? Exla yur das  ar a pe W k s vry mra r a s  av a rsg  f   s gd  s ll b brg C. Peiew the ein Skm  radg  ags 83-85  ml  rvg ar bl Previewing Chart 1. Title of the reading:    2 Headings (section tites) in the reading (List  more)

 Key words (What words appear  several times? List  more)

Why know o t �pek?

4 I think this reading is probaby about

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Chapter 9

I

How to Make a Speech

topic

AUDIO WNL

How To Make A Speech by George Plimpton fom How to Use the Power of te Printed Word

One of lie's terrors r the uninitiated1 is to be asked to mae a speech. "Why me w probably be your rst reaction I dont have ahng to s. e ct s that each one of us has a store of material which shuld be of interest to others. here is no reason why it should not be adapted to  a speech  h K H  S? cary as it is, its important r anyone to be able to speak in ont of others whether 20 arond a conference table or a hll lled wit a thousand ces. 10

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2

25

Being able to speak an mean better grades in y class. It can mea tlking the tow council ot of 2 increasing yor property taxes It ca mean taking top management into3 bing your plan H  P  T You were probably asked to speak in the rst place in the hope that  you woud be ale to articulte a topc4 that you know something about  it helps to d out abot your audience rst Who are the hy are they there hat are they interested in ow much do yo already know aout your subject H  P   S ere is where you mst do your homework e more yo sweat in advance the less youll hae to swet once yo appear on stage Research yor topc thorouhl Check the lbrary r cts quotes books, and timely magazine and newspaper articles on or subject Get in ouch with experts Write to them mae phone calls et interiews to help rond out your material In short gather-and lean ar more than youll ever use You cant imagine how mch condenc that knowledge will inspire

Culture and Language Notes page 151

I te uitiated peole ong somehng r he s me 2 g te tw cunci ut f onvg govenmen als ha somehng s a ba dea 3 aig  aaget t ovnng yo bosses h smehng s a goo dea 4 atculate a tic alk abo a sbje

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30

Now start organizing and wriing. Most authoriies suggest tha a good speech breaks down into three basic parts: an introducion, the body of the speech, and the summaion



• Introduction: An audience makes up its mind very quickl Once he mood of an audience is set, it is dicult to change i, which is why  introducions are imporant f he speech is to be lighheared in tone, he speaker can sart o by telling a good-natured sor about the suect or himsel • Main body There are ur main intents 7 in the body of the wellmade speech These are (1) o enterain, which is probably he hardes (2) to instruc, which is the easies if the speaer has done he research and knows he subjec (3) to persuade, which one does at a sales presentation, a   , or a own meeing; and nall, ( 4) to inspire, which is what the speaker emphasizes at a sales meeting, in a se, or a a e   . • Summation An ending should probably incorporae a senence or two which sounds like an endinga short summary of the main points of the speech, perhaps, or he repea of a phrase hat mos embodies what he speaker has hoped to conve It is valuable o hink of he last sentence or two as something which might produce applause Phrases which are perfectl appropriae o signal this are n osing ." or I have one las hing to say H  S Se he bes speakers are hose who make their words sound sponaneous s even if memorized Ive und is bes to learn a speech point b poin, not word r word. Carel preparation and a grea deal of pracicing are required o make i come ogether smoohly and easil.   once said I takes hree weeks to prepare a good adlib speech'9

6

Be   e 10 A sensible plan, if you have been asked o speak o an exact limit, is to ta your speech ino a mirror and sop a your alloed ime hen cut the speech accordingl. Te more miliar you become wih your speech, the more condenly you can deliver i

35

40

45



As anyone who lisens o speeches knows, breviy is an asse. weny minues are ideal. An hour is he limi an audience can lisen comrabl.  6 7 8 9 10

8 Chapter 9

ged n ne amusig; ot serious gd-ned  fy story nen uroses e e wd nd pnne seak ver atura, like they're havig a oversatio dUb peec ui tak that i ot reare  avae be  n e shortess is a goo thig

I

How to Make a Speech

65

How Questions Help A question period at the end of a speech is a good notion. One wold not ask questions llowing a trbute to the company treasurer on his retirement, say, but a technical talk or an inrmative speech can be enlivened with  question eriod

70

Te Crowd e larger the rowd the easier it is to speak  because the response is multiplied nd ncreased Most people do not believe this hey pee out 1 om behind the curtain and if the audience is lled to the raers 12 they begin to moan soly in the back of their throats

75

8

What  Stge Frght? Very few speakers escape the so-called «butteries:' 3 here does not seem to be any ure r them except to realize that they are benecia rather than har and never tal he tension usually means that the speae being keyed up 14 will do a better job Edward R  aled stage igt "the sweat of perfection Mar Twain once comrted a  ightozen  iend about to speak Just remember they dont expect much My own eling is that with thought preparation and ith in your deas you can g out there and expect a pleasant surprise

Word Count: 869  Reaig Time _ ( Wos pe Mie _ : (Word Con/Reading Tme) ! (Mnutes)

About the Author

Geoe Pimo 127-2003) was a wie, blic seake. eio a aco who Live i New Yok He is bes kow fo aiciai i may of he aciviies he we abo He aie wih a pofessioal foobal eam boxe hee os wih a ighheavyweigh chamio a aye o he ofessioal golf cici

 ee out lk  imdly l2  e to te raes fll  ppl 3 the so-cae "buttes nvs lings in ne's sc  ee u xid nd nvs 5  ghtoze vy nv  sd

85

After You Read Understandng the Text A. Comprehension For each item belo, ll in the correct circle. 1. Finding the Main Idea Te main idea of the reading is: @ It's very dicult to give a good speech ( With a lot of research and practice, anyone can learn how to give a good speech © Te three basic parts of a speech are the introduction, the main bod, and the summation C Choosing a good topic is the most important part of making a good speech

2. Scanning r Details According to the autho, the llowing is the most dicut to accomplish when giving a speech © entertain @ instruct ( inspire C persuade 3. Making nfences Te author would probably agree that @ Some people can never be good speakers  Some people are natural speakers and dont need practice © New speakers should rst speak to a small audience, and then to a large one  A good introduction is more important than a good summation 4 Using Context Te word persuade in line 39 is closest in meaning to © listen to @ excite  convince  breathe

5 Undestanding Tone Te overall tone of this reading is © inrmative and humorous @ serious and academic  scientic and technical  light and silly 8 Conider te Iue Work with a partner to answer the questions belo

1 Wat are the best ways to research a topic bere writing a speech? 2 Most people get nervous bere giing a speech What can a speaker do to el more relaxed and condent?  What are some things a person can do to sound spontaneous? Why is it iportant to sound spontaneous when giving a speech?

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Chapter 9

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How to Make a Speech

Buiding Vocabulary Understanding Multi-Word Verbs

Multi-word verbs are made up of a verb and one or more other words. These vrbs hv a spcil mning which is difrnt om h mnin

of the individual ords For example, in the sentence belo, the verb talk out of means convine not to. Being able to speak  well can mean tang the town council out of increasing your property taxes A phrasal verb i one type of multiword verb A phrasal verb is red with a verb+ adverbial (eg, in, turn on bring up work out) A phrasal-repoitional verb is another type of multiword verb. It is rmed with a verb+ adverbial+ preposition (e.g, get out o look  forw ard to om up with  Scan the reading on pages 8385 to nd the missing word or words in eac verb below Then match each verb to a denition on the right

Phrasal Verbs and Prasl-Prepositiona Verbs of .

1, tlk out (prgrph 4)

-

6 sr (pgph 9)

. sepre i d len

3 n (prgrph 5)

S ek (prgrph 8)

a. complee b. nvine  

2  (prgrph 4)

 un (prgrph 7)

-�

I Meanng

-

 nvine f egn •



.-

 Now use the corec rm o a verb om the chart to complte each question below More than one verb may be possible) Ten ask   te te questions doing a iend 1 How would you something dngerous? _ where someone lives? 2 How ca you  How would ou like to  your education? 4 What s the best way to a vacation?

87

Reading Sl< Understanding teJt organization: Headings

You can use headings to help you understand text organization-the structure of a reading passage. A heading is a small group of words that serves as a title r a paragraph or several paragraphs Headngs help you sk a reading to understand "the big picture;' or scan it to nd specic inrmation Exple:

!Heading1

 --·

ow to Pck  Topc

You were probably asked to speak in the rst place in the hope that  you would be able to articulate a topic that you know something about Still, it helps to nd out about your audience rst. Who are they? hy are they there? hat are they interested in? How much do you already know about your subject?

jHeadng

 --

ow o Pl Wht o Sy

Here is where you must do your home w   ork A. Analyze the Reading

Scan the reading on pages 8385 to answer the questons belo

1. How many headngs does the author use? 2 Under which heading does the author talk about dong research?  Under whch headingcan you nd inrmation on the deal length r a speech? 4 Why do you thnk the author chose to use so many headings r ths article?  Do you thnk the headngs helped you read ths artcle more quickly and eecively? Why or why not?

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I

How to Make a Speech

8. Apply the Reading Skill Read the rst part of the reading below. Then use the six headings in the reading to answer the questions that llo Register fr a  ctst! Feeling strongly about an impoant goba issue? Regster to compete in the Speak for Yoursef speech contest. Tis contet provides passionate Singaporean youths with a plaform to express their views on gobal and socia isses.

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SPEAK FOR

But wat do I talk about? You can tak about any goba or socia issus you are concerned wth, such as fre trade gobaiztion anima rights onine music pirac youths at risk just to name a few. Afer you've dentified  your issue of concern you n go on to ta about how youd go about soving the probem or why peope houd  concerned about the issue. Applic prss

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YOURSELF

1 Under which heading can you nd inormation on appropiate topics to speak about?  But what do I ta/K bout?

2 Which section cotains inrmtion about the undation that supports this speech contet?  3 Where can you lern i there is a registration ee?  4 Which section tells you i the organization wants you to e-mail a digital recording o yor speech?  5 Where can you d out the inimum and maximum ages o people    

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Discussion & Writing 1. Prepare a short speech to your classmates Choose one of the topics below and put a check () beside it If you have your own idea, write it down D how to rm a study group D how to increase your English vocabulary D how to�-------------your own idea) 2 Write your speech Like good pieces of writing, most speeches include an introduction, a main body with key points, and a conclusion (summation) Use this model to help you

!Itct  I ' • d   o f n oo     L M  na        a  a n < U a    n n g f o  j   a  u  e  u hr.e ]�&war iYop nsid vn9     By  1ma dJae} ub aso w b   a       e     a s u      s  ,   go a  l a  ae    m x   Y e  a r .    \   �  _ wrLCc !   :  u s i      o _  d_  _ i     z  -------  WNONS  R  VEBS ADECTVES 

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3 Stand ont of a mirror and practice your speech You can also practice with a classmate Try to learn your speech "point by point not word r word:'

Min-Dctona page 163

audience authority cue expert knowledge limit mood eaction

) adapt : entertain j organize \ persuade  produce  signal

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appropriate exact ideal sensible valuable

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16 reasuer the peson esponsible f managing moey and payments

0 Chr 9 I

How to Make a Speech

• Befre You Read A. Connet t te top. Which sams dsrib h gam f is? Whih dsrib bwlig? Wri T (is) r B (bwlig) _ . T ly u d a ball ad  is  . Fr his gam, u d a ball a raqu ad a  _ . Plars hi h bal bak ad rh  ah h _ . If u miss h ball ur  gs a i B  o. Wha ls d u kw abu is ad bwlig? Shar ifrmai wh a ar C. ee te e. Lk quikl vr h radig  ags 93-95  ml h Prviwig har b Previewing Chart   1 Ttle of tbe readn:-          2. Names of peope and paces n the readn (Lst  more)

3 Key ords (What ords appear  seera tmes? Lst  more)

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4 Read the rst pararaph What do you thnk the readn s proaly aout?

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Read the rst sentence n each pararaph No hat do you thnk the readn s aout?

Conversational Ball Games

AUDIO

irLanguge.com DOWOAD

Conversational Ball Games by Nancy Masterson Sakamoto from Polite Fictions-Why Japan and Amricans Sm Rud to Each Othr

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Aer I was married and had lived in Jp r a while, my aanese gradually imroved to the oint where I could tae art in simle conversations with my husband and is iends and fm. And I began to notic that oen, when I joined in, the others would look startled, and the conversational toic would come to a halt 1 Aer this haened sveral times, it became clear to me that I was doing something wrong But r a long time, I didn't know what it was Finall, aer lstening carely to many aanese conversations, I discovered what my roblem was Even though I was seaing aanese, I was andling the conversation2 in a W w aanese-styl conversations develo quite dierently om estern syle conversations And the dierence isnt only in te languages I lizd  us s I k tyng  ld estern-style conversations een when I was seakng aanese, so my English students ket trying to hold aanesestyle conversations even when they were seakng English e were uconsciosly layng entirely derent conversational ball game A esternstle conversati
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Culture and Language Notes page 52

come to a ha sp handing the conveaion papang n  nsan itduce a toc bn akng ab sng eaboaton xra a e the ba to me aw   nn  nrsan bounce   g an g p aan

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If there are more than t people in the conversation, then it is lie 30 doules in tennis, or like eyb. ere's no waiting in line. Whoever is nearest and quickest hits the all, and if you step ac, someone else will hit it No one stops the game to give you a turn7 Youre responsile r taking your own turn But whether it s two players or a group, everyone does his or her est to 35 keep the all going, and no one person hs the all r very long A Japanese-syle converstion, howeve, is not at al like tennis or  volleyall. Its lie bi. You wait r your turn. And you always know your place in line t depends on such things as whether  you are older or younger, a close iend or a reltive stranger s to the previous speake in a senior or junior position, and so on.

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When your turn comes, you step up to the starting line with your owling all and carelly owl it. Everyone else stands ac and watches politel murmuring encouragement9 Everyone waits until the ll hs reached the end of the alley and watches to see if it knocs down all the 45 pins, or only some of them, or none of them. ere is a pause, while everyone registers lO your score. Ten, aer everyone is sure that you hve completely nished your turn, the next person in line steps up to the same starting line, with  dierent ll He doesn' t return your all, and he does not egin om  where your ll stopped And there is always a suitle pause etween turns ere is no rush, no scramle11 r the all. No wonder 2 everyone looed startled when  too part in Japnese conversations  pid no atention to whose turn t was nd ept sntching the all 3 haly down the alley and throwing it c t the owle Of  course the converstion died  was playing the wrong game But if you have een trained ll your life to ply one game, it is no simple matter to switch to anothe, even if you know the rules Knowing the rules is not at ll the sme thing s plying the game

7 ve you a tu g   cnc  p 8 a rlat strar smn  dn' nw  w 9 ururg oura t gng gmn n  s ic 1 r ws dwn n n fc m   o rabl n cmpn; n gng  2 o wor Is n spsng  sah th a qck kng   m smn s

94 Chapter 10

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Conversational Ball mes

Even now, during a conversaion in Japanese I ill noce a sarled 60 reacin and belaedly relize 14 ha once again I have rudely inerruped by instincively rying o hi back he oher person's boling ball. I is no easier r me o "jus lisen during a conversaion han i is r my apanese sudens o "jus relax hen speaking ih reigners. No  can rly smpahize ih ho har hey mus nd i o ry  rry o 65 a Western-syle conversaion. 1  Word Count: 779

 Reading Time _  Wods pe Minute 

\ (Minutes)

 (Word Count/Readng Time)

About he Author Ameican Nancy Sakamoto wote "Convesational Bal Games whie she was teaching Engish in Japan. She wote about othe expeiences and coss-cutua obsvations of he Life in Japan in a book called Polite Fictions: Why Japanese and Amerians Seem Rude to Each Othe.

After You Read

Understanding the Text A. Comprehension For each iem belo ll in he correc cicle

1 g e M e The main idea of his aicle is:  Peole convese dieenly in apn han in he Wes C Is mpoan o e pa in convesions © Is icul o have a convesaion ih someone om anohe coun @ Is ude o inerup someone ho is speing 2 Sg  Des e uho mes ll of e llong gumens exep  apanesesyle convesions ae le oling ( Weensyle conversions e lie ennis o vlley © In anesesle convesaions you mus i you un o spea < ensle convesions ae longe than apnesesyle  convesaions

I 4 bedy reu eize fe i's t late 15 y on  oneon hve  cve

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3. Using Context In line 44, the word alley probably means_ in bowling. @ the place where you write your score ® the place where players sit © something you wear  C the place where you roll the ball 4 Idetiig Prooun References In line 6 the word this refers to: @ I had simple conversations with my iends ® Peole looked surprised when I said something in Japanese © My aanese became good enough r me to have conversations with Japanese iends C When I joined the conversation, people looked surprised and the conversation stopped 5 Maig Iereces You can inr om the article that the author  @ was born in Japan ® has always lived in Japan © is a teacher  C no longer lives in Japan 6 Idtiig the Author,s Purpose The author's purpose in writing this article was not to  @ instruct ® entertain © compare C criticize B. Consider the Issues

Work with a partner to answer the questions belo 1 Wat are the characteristics of a Western-stle conversation and a Japanese style conversation? Add ideas om the article to the chart belo

Wetern Conversation  okay to disagr

I Japanee Conveation impont to wait fo you tu to speak

2 When you are haing a conversation with a iend, is it more like a Western-stle or a Japanesetye conversation? Why? 3 What is the authors attitude toward Western- and Japanese-style o v saons Does se n one sye s eer an e oer 96

Chapter 10

I

Conversational Ball Games

Buiding Vocabulary Learning Prefxes

You can add a pex to cetain wods to add the meaning not to the o. · Fo exampl, the word unconscious mean not nc. P   : un n  abim disA dd a pex m the bo to each bodced wod beow to add the meanng not. 1 an  answe  an uexot aswer • 2

a e peson

3

a  ause

4

a e student

5.

a sv goup

6

a  team

7

a  equest

8

an ee way to study

9

s nteests

10.

an e peson

11

a  eak

B Look n a dctnay to nd thee moe eampes of adjectes with these pees meanng not and wte them in the chat beow

un po pufar

97

Reading Sl< Understanding Patterns of Organization

As you read, it's helpl to understand how the ideas in a piece of writing are organized. Below are three commonly-used organizational patterns in English Organized by time. When writers tell a stor, they oen present the events in the story in the order in which they happened Dates and time phrases (in the morning; when I was 16) indicate that the riting is organized by time. Orgnized by order of importance. When writers want to explain something, they may provide reasons or examples starting with the most important inrmation and ending with the least important. Alternativel, they may start with the least important inormation and end with the most important Organized by similarities or dierences. When writers want to show how two things are similar or dierent, they can rst describe one thing in detail and then go on to describe the other thing. Alternativel, they can say something short about one thing and then immediately say how the second thing is similar or dierent. A. Apply the Reading Skil Look back at the readings listed below and identi the general pattern of orgaization Write Time, Order of m porance or Drences.

Title of Reading 1. Conversational Ball Games (page 93) 2.

Answeng 6 Common Intevew Quesons (page 3)

3

Student Leaning Teams (page 23)

4 Culture Shock (page 53) 5

8 Chpe 0

Prvate Lives (page 63)

I

Conversational Ball Games

j Organizatonal Patten

Understanding Figurative Language

Wrier ue gurive lnguge lngu ge to help reder viulize viul ize omehing omeh ing or ee omehing in in  new wy. One w writer do thi i b mking m king n unul omprion ompri on between to dierent thing th hve omething in ommon For exmple, in the reding on page 93-95, the writer compre  Wetern Weterntle tle onvertion to  gme of enni Sometime wriers mke omprion direl direl b uing word uh  like, as, or resemble. Exples A Weterntle onverion between wo people i le  gme of tenni f here re more thn two people in he onvertion then it i l double in tenni or le vollebll B. A A y y th th Rading Rading Sk Ski i Red he enene om previou reding below nd nwer he h e queion

1 ere ere i  in le of the Gulf Gulf of Mexico th belong o me Looking ro he wter or or down he horeline I ee he pt 20 er pl over nd ove like n old uper 8 movie  Wh two two hing i he wrier ompring ompring?? b Do ou hink hi hi i n n eetive omprion? omprion? Wh or wh wh no?  I go o m beh no onl o rel nd think bu lo o feed o he e The wve re re genle he wer oothing But more imporn to me i te e' permnene nd nd heer re  wn o be trong like h  Wh Wh wo hing i the wrier wrier ompring? ompring? b Do ou hink thi i i n eeive omprion? omprion? Wh or wh not?  The preing preing problem problem r Blkmore w ming  quik djumen o he Amerin lifetle th lt like i i w run b  topwh or thi egoing e going Autrlin Amerin eemed like perpetulmoion mhine  Wh wo thing thing i the writer ompring? ompring? b Do ou hink hi i i n eetive omprion? Wh or wh wh not? 4 "BC uden nd ult re like like one big hpp hpp mil;· mil;· e  !ere   rel ene of e em m pirit: pirit:  Wh two two hing i he he wrier ompring? b Do ou hink hi hi i n n eetive omprio omprion? n? Wh or wh not?

99

Discussion & Writing 1 Is the conversation below a Japanese-stle conversation or a Westernstle conversation? Why W hy do ou think so? Paul: Wha Whatt did ou think of the movie? Susan I thought thought it was greatespeciall the endng. Paul: Real? Didnt ou thk it was sad? Susan Well, a little bit, but it was nn too Paul: W hat do ou mean? Susan: 2 W hat could ou sa to keep the the conversation conversation below going Westernstle? n the boxes belo, write three possible responses to ohn's statement  A          1. Agree Agree and and then then add something

2. As Askk a que questi stion on

3 Dsagr Dsagree ee and ad add d somethng

3 Complete the opinions below hen read one of ou opinions to a partner par tner and see how long ou can keep a Westernstle conversation going Tke turns until ou have discussed each opinion  I think is a realy good movie  _ __ _  is a great place  a vacation   think think its dangeous to to __ __  _  (ou (ourr ow ownn idea idea))    ____    _ Words to Remember

Mini-Dictioary page 163

NOUNS

 um m us ss

00 Catr  I

: VERBS :

 x ! dl ) mv : u    s  

Conversational Ball Games

ADJECTIVES

fuh l vus sml subl

• Before You Read

irLanguage.com

A. Connect t te topc h l aly r a jb, hy  sd a lr f aiai  h mlyr ha d yu k abu lrs f aliai? hk ( )Tru r Fals r ah sam True False I  ras r riig a lr f aliai is  g D  a jb irviw 2. h sdig a lr f aliai yu mus alays D D sd a rsum l  3. 's a gd ida  alk abu yur bs qualiis ad D D biggs amlishms i a lr f aliai 4 Yu shuld mi h salary yu a i a lr D D f aliai B. Pair work Hav yu vr had a jb? H did yu g yur jb? mar yur xris ih a arr C. review the reading. Lk quikly vr h radig  ags 10-105  ml h Prviig har blw           :   K  {W        lter

 R       W        

 R    W         W    ?

l rum one- o twopage say ofyo edcation and wok expeience

102

Chapter 11

I

Letters of Application

AUDI© OWNLO

Letters of Application by Andrea B. Gefne from Business Leer the Easy Way

A letter of appicton is a sales etter in which you are both salesperson and product, r the purpose of an appication is to attract an empoyer's ttention and persuade him or her to grant you an interview. 2 To do this the etter presents what you can oer the employer rather than what you want fom the job.

5

Like a  the etter of appication is a sample of your work; and it is as we, an opportunity to demonstrate not just tak about  your skils and personait If it is written with air3 and understanding and prepared ith professiona care it is ikey to hit its mark 4 10

ere are to types of appication letters A solicited letter (see page 10) is sent in response to a hep-wnted  Because such a etter wi be in competition with many perhaps severa hundred others it must be composed with distinction. 5 At the same time it must refer t the ad and the specic job advertised

15

An unsolicied letter is sent to a company r which you woud ike to work thoug you know of no particuar opening. e advantage of this type of appication however is that there wil be litte competition and you can dne yourself the position you woud like to appy r You can send out as many etters as you wish to as many companies as you are aware o i is a good idea though to nd out the name of a specic person to whom you can send the letter-a more eective approach thn simpy addresing the etter to "P:

20

25

2 3 4 5 6

Because a ltter of application must sel your quaications 6 it must do more than imply restate your rsum in paragraph rm Whie the rsu must be ctua objective and brie the etter is you r chance to interpret and xpand It should state expicitly how your background reates to the specic job and it should emphasize your strongest and most pertinen characteristics he etter should demonstrate that you know both yourself and the compan .

Culture and Language Noes page 153

gat you a tiew schdl an ntvw wth  w w fa rn wh spca l ad s t t mak b v c omos w s.to wtn x wl s you quaatos psn r sks and abs n th bs wa

103

30

35

A etter of appication must communicate your ambition and enthusiasm. Yet it must, at the same time be odest. t shoud be neither aggressive nor meek: neither pat yoursef on the back7 nor ask r sympath. t shoud never express dissatisction with a present or rmer job or empoyer And you shoud avoid discussing your reasons r eaving your ast ob Keep in mind the owing principes when writing your etter of appication

1 Start by attracting attention. You ust sa of course that you are appying and ention both the specic job and how you heard about it. But ty to avoid a undane opening 8 Instead o  I would like to apply for the position of legal ecretar, which you advertised in the Los Angees imes of Sunda August 10 .. Try soething a bit more origina I believe you will nd my experiences in the Alameda D ' oce have prepared me well for the position of legal secetar which you advertised in the Los Angees imes o Sunda August 10 

45

2 Continue by describing your qualcations. Highight your strengths and achievements and say how they suit you r the job at hand.9 Provide detais and expanations not und on your rsum and rer the reader to the rsu r the remaining, ess pertinent cts.  3 Assure the employer that you are the person for the job List veriabe ctsl that prove you are not exaggerating or ying Mention the names of any amiiar or prominent  you ay have n some wa distinguish yoursef om the mass of other quaied appicants. I I  4 Conclude by requesting an interview Urge the epoyer to action by aking it easy to contact you. ention your teephone nuber and the best hours to reach you or state that you wi ca hi or her within a few days. A copete appication shoud contan both a etter of appication and 6 a rsum. Whie it is possibe to write a etter so compete in detai that a rsum seems redundant 12 it is aways most professiona to incude both

- irLanguage.com 7 8 9 0 1 1

104

pat yoe on the bac giv ursf crdi r u accmpiss nane openn ig r uigia irduci the job at han  wrk   d eable ct prfssia irmai a sm ca asi cck a o othe qale appcan a f  r uaid pp  appid r   ennt ucssar caus i rpas  sam irmai

Chapter 11

I

Lettr of Applkation

65

Finay, a word about saary: basicall unless instructed Finay, instru cted by the want ad 1 it is bst that you not broach the subject. re quirs subjec t. 3 Indd even if an ad requirs that yu mention your salary requiremnts, it is advisable a dvisable simply to cal thm "negotiabl' 14 Howeve, when you go on and intervie, you shoud b reared to mention m ention a salary range (eg, $40,00-$45000 $40,00-$45000). ). For this reason, you should investigate both your eld and, if possible, the particar compan. Yo dont Yo  dont want to ask r less than yo deserv or more than is reasonabe reaso nabe Word Count: 896

 Reading Tme __ Tme  __   Wods pe Mnute  

! (Minutes}

 (Word Count/Readng Tme)

About he Auhor Andea B. Gefne is a business business educao and wie She is he e dean of he Taylo Business Insiue n New Yok

Af ter ter You Read

Understanding he he Tex A. Comp Comprehe rehensio nsion n

For eac itm bow, ll in the t he corrct circl main purpos I. denting the Author,s Purpose The main pu rpos of this rading r ading is to _ _ ® sho pope how to write ective ettrs of application  p people nd interesting interesting jobs © expain the dierences betwen a rsum and a letter of application  expain how to hav a good job interview  2 Sc  D A etter written in respons to a hep-wanted ad is   ® an nsoicitd nsoicitd tter  a soicited soicited etter © a re renc renc etter  a rum

13 broach broach the subjct ind    gabl gabl mg    ng f s

105

3. Scanning fr Details A letter le tter of application should _ the inrmation contained in a rsum @ restate © expand upon  analye ® not address 4. Using Context

Pertinent characteri characteristics stics in

to @ qualities you used to have ® interesting qualities

line 28 is closest in i n meaning 

© unusual qualities  qualities tha thatt are directly related to the job

5. Understandng Tone The overall tone of this reading is  @ light and inrmative © personal and inrmal ® serious and inrmative  entertaining B. Con Consid sider er the Iss Issues ues

Work with a partner to answer the questions belo

1. According to the author, what are the things you should and shouldn't do when writing a lett letter er of application? Fill Fil l in the chart char t with ideas om the article en add two ideas of your own to each column

Should

j Shouln Shouln''t

be orignal

Your idea:

Your dea

Your dea

You dea

. Its good to now some inrmat inrmation ion about about a company bere bere you write a letter of applicati application on What are three ways you can gather nrmation on a company? 3 Why is it important not to express dissatisction with a rmer job or  empoyer empo yer n a eer  p    

106 Chapte  I

Letters of Application Application

Building Vocabulary Understanding Coneing Words

As you earned in Chaper 4, connecing words signa h e  e of x. W aso us connecing words o sho inrmaio ha i omg x. relaionshipss bween phrass or senences Each connecing word ha relaionship a spcic purpose add n inrmaion

I aso andd  an i addiion o

compar an andd onras

u ye or

show a rsul

rr  us

In addition to my adminisraiv

duis  was rsponsibe r scheduingg a of Ms Jnkis' scheduin appoinmns A er of appicaion mus communicae your ambiion an nhusiasm Yet, i mus a h sa ime b modes  did ring  ould o mak Ms enkins hey rsponsibilies asi Tus, I am famiar it   duis o an ecui assisan

 Look bak bak a a h h reading reading on on pages 103-105. Cirle one eample of ese conncing wors: and, but yet and however. B Us a onnein onnein ord ord om he char aboe aboe o complee ach ach senece belo More ha one answer answer is possib 1 oh as nrou nrouss abou abou his iri iri he bgan o fel onden r reading reading a book abou ho o prpare r an inerie 2. ohn knw h ouldn war his usual casua jeans and T-shir o he eri  h wen ou ou  and bough a sui 3 ookng ery prossional in his his new sui sui ohn made sure o arrie a h ineriew earl  he was able o make a good goo d rs impression  h i s sah abou h oay b b  his ii  __ e praciced answring qusions he hough he  __ ineriewr igh as 5 h ineri inerir r as a ry impora prson prson in h ompan • he had a warm and fiendly smile ha pu ohn  ohn a ese

107

Reading Sl< Noektng

Tkng notes on a reading helps you to remember and study the inrmation Good notes are always short and clea. ey should help  you to remember something without consing you late Follow these tips r takng good notes: I Write dow only the most important ideas Look r: • bold, italicized or underlined words • headings or subheadings • inrmation that is repeated 2 Don't write complete sentences 3 Abbreate words (resident= pres, you are = u ) and use symbols (+ -  <) 4 Use bueted lists A. Analyze the Reading e notes beow are based on the reading on pages 10105 Write E (r efctive) or I (r inefective) next to each note en explain why the note is efectie or inefective

2. _ Like a rsum, the letter of application is a sample of your work; and it is as wel, an opportunity to demonstrate not just talk about your skills and personality 3 _ application letter= sales letter  4. _ would like to apply fr position of legal secretary 5  •  • •

108 Chapter  I

Use original opening Describe qualif Assure emplyr u r person fr job Request intvw

Letters of Application

B. Apply the Reading Skill Read the selecton below and take notes. Use the notetakng rules you have learned. A a Job Inw

y Peggy Schmidt om Te 90-Minute Iterview Pep Book is section provides some guidelines that ill help you end a good job interie Bor You Leave the Inteiew

• an the intervieer r the opportunity to meet ith m or her Mention  your interest in the job and the compan. • A aout the company's time ame r maing a hiring decision • A if it's all right r you to call bac in a wees time to chec here tings stand. 15 Inteiew Folow-Up

Witig a note to the person or people ith whom you intervieed is an incredily simple but important idea And it can mae the dierence in getting hired 1 T h l; i' o poiol-looig 2 an the interiewer r talng to you Mention something he or she said that as particularly interesting to you. 3 Explain in a sentence or two hy you thin you are a good match r the jo or compan Be specic about hat you thin you can do r the compa n 4 Conclude your letter y sying you hope to get the job ad that you are happy  to anser any additional questions that the interieer has r you

 I

IS hek where things stnd

s f  compay as ma a so o  a y o

09

Discussion & Writing 1. You ar gog to wrt a lttr of alcato r a job you would lk to hav Comlt th chart Your qualcatons ca b ral or magd Name of the job:

My qualications:

2 Writ a lttr of alcaton Us your das  th chart abov ad th advc  th radng o ags 03-05 Expe Dar Ms Martz, Havg srvd r th ast svral yars as th admnstratv assstant r a rvat busss I would lk to aly r th osto of cutv assstat whch you advrtsd o th AssstatJobscom wbst o Suda, Fbruary 8 As admstratv assstat at th Bnlow ororaton in hcago I was drctly rsosbl to Alba nkns th comay's own I addto to my admstratv duts,  was rsonsbl r

Words to Remember

Min-Dictoay page 163 I

110

NOUNS

VERBS

ADJECTIVES

advantage ambton approach characterstc cmpetiton enthsasm mass objectve prncpe

assure contan deserve exaggerate expand grant hghlight menton refer

aggressive aware bref reasonable

Chapter 11 I Letters ofApplicaton

Before You Read A. oect t te topc In sm unris, businsss and shls ls r svral hurs in h middl f h day s ha l an g h�m  a and rlax Wha d yu hink ar h advanags and disadvanags f his usm? Lis yur idas in h har blw

Advantages

.

I Disavaage

You have more time to spend with  yur family.

B 

Pair work

h sam?

Cmar hars ih a arnr H many f yur idas r

Skim h rading n ags 13-115  ml h Prviing Char blw Prevew the readng .

Prev iewing Chat

 T   : 2 N       K  (      (  )     ) 6e I

nav

4 R               

n  � L irLanguage.com

112

Chapter 12

I Out to Lunch

AUDIO DWNLOAD

Out To Lunch by Joe Robinson from Escape magazine

A big meal and a· long nap is still a way of le in Mari.

Birds do i. Cats do i And Spaniards mos especially do i-every da, i broad dayigh. They nap Grown aduls-execuives, eachers civil servans 1 -wink o 2 in he middle of he workda From 1 or 2 o'lok  o 4:30 or so every aeroon  sops he world r a sroll home, a eisurely meal nd a few zs 3  M echocras4 have irmed he Spnish ha his is no he way higs will ge done i a unied Europe

10

15

I

2

3 4 5 6 7 8

A a ime whe produciviy is he worlds larges religion, he  radiion lives o. 5 In Spain, work operaes under he command of life, 6 isead of he oer way aroud No ask is so criical ha i ca  wai a couple of hours hile you aend o 7 more imporan maers le eag, relaxig, or cachig up on sleep When he mdday reak his, oces empy and sree clear Beddled reigers quicky lear ha hey have enered a new circadia order

Map page 159

Culture and Lagage Noes page 154

c va government eployees w    sleep a few z' a nap; a short sleep ecca governnt experts in siene and tenoogy  e  ontiues wk eae e e ca f e orig is le iportat ta ig ae  ae are o do a ew ccaa e a ne ay o organiing sleep ad ae patterns

113

the year, Spnids tuned to shde nd stillness to void icinetion I 7  in the middle of the d. At night pcked simmeing dwellings dove people into the steets to cool down While climte is still  cto the siest lifestyle tody is diven  miy by the so ietive  of Snish life which lces n equl if not gete emphsis on li outside the oce "We e not so osessed 55 only ith wok;' sys Floentino Sotomyo of the Spnis Touist Bod "We take  ek nd hve the oppotunity of hving coee with iends nd tinking nd tlking out dieent issues, not only wok Word Count: 661

 Reading Tme _  Words per Minute  : (Minutes) j (Word Con/Reading Time)

About the Source Escape magazne, publshed n Santa Monca, Caiornia features a wide range

o advce and feature articles or the adventurous travele. It ocses on unusual vacaton to out-oftheway places, ecotourism, and outdoor adventure

After You Read Understanding the Text A. Comprehension

Fo ech iem elo ll in the coect cicle 1   M I he min ide of this ticle is tht _ @ pele eveywhee should tke nps ( nping is n impotnt tdition in Spin © it i impotnt to hve tditions < the nightlie is exciting in Spin 2   M I he min ide of �gph 4 is tht _ @ its oky to el sleepy in the middle of the dy  ll nimls hve iologicl clocks © od mkes you el dowsy C its ntul nd helthy  humns to np 17 inineation bug up 18 sial ieraive cy' dmd • 115

3 Scannng r Detals uig he midday beak i Spai, people _. @ go home  luch © make busiess calls ® do eads  go shoppig 4 Scannng r Detas A biphasic ceaue eeds © wo days of sleep @ wo peiods of sleep pe day  a log igh igh of sleep ® eigh hous of sleep pe day 5 Usg Ctet e wod peak i lie 1 is closes i meaig o. @ high poi © cause ® mouai op  decease 6 Makng Inereces You ca ife om he aicle ha some busiesspeople i ohe Euopea couies. couies. @ hope he siesa adiio will be ioduced i hei couies ® hik ha he siesa adiio adiio is impacical © hik ha he siesa adiio will gow i populai  do' agee ha appig is good  you 7 Ieg Prnn Reereces  paagaph  he wod this efes o. @ eaig quicky © goig home  luch ad a ap ® joiig he ommo ake  sleepig a igh 8 Unerstanng Unerstanng Te e oveall oe of of his aicle aicle is is _. @ seious ad academic  © ligh ad imaive ® ligh ad silly  scieic ad echical B. Con Consid sider er th the e Issu Issues es

Wok wih a pae o aswe he quesios belo.  ccodig o he he aicle, wha ae he advaages advaages of he siesa? 2  lie 9 he wie claims ha "poducviy is he he wolds lages eligio:  Wha do you hik he meas by his? o you agee? Why o o why o? 3 Each of he saemes below is a exaggeaio exaggeaio of of he uh. Wha is a exaggeaio of he uh? Why do you hik he auho exaggeaes he uh? •  was a housad housad degee degeess ouside. ouside. • s a bad igh i adid adid if you you ge home bee bee six i he moig

116 Chapter 12

I

Out to Lunch

Building Vocabuar Learning Word Foms

Wen you learn a new word, you can easily expand your vocab vocabulary ulary by of e  e sae word. For exaple e noun r r  of lnngg othe ms of lnn e verb em phasiz is em phasis. You can nd dieren die ren rs of a word in a dicionar A Scan e readin readin on on pages 113-115 113-115 o add e issing words o e cr belo

informatve informatve

1. inf infr rmat mation ion 2.

productve

produce

suggestive

3 suggeston 4.

drowse

drowsy

5.

sleep

sleepy

6

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1.

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i:;?t>.'� � . : · .  \f1_  /

B Now use  word o e e car bove o coplee eac senence beo  One of e e os os aricles I ever read on e subjec appeared in e Ja pan Times 2 Soe resercers resercers ink  peopl peop l would be ore ook  nap dring e d  Do you you ave ave ny 

if ey

on ow o iprove y speec?

4 Ho weaer an give you a eadace eadace and and ake you feel _ _  If you you suer suer o o excessie excessie need o ge ore sunlig sun lig

during e wine you yo u ay 

6 I el sleepy i e orning orning bu round round  p I sar o feel    7 Soe people people don' ave a  wi new ecnology; i sees esy r e 8 I ad suc a ressl orning  I' in need of a __ lnc lnc

117

Reading Sl< Summarzing Summarzing

When you summarize you summarize a piece of witing, you use your own o wn words to express the main points in he text. he text. A summary is always shorter than the original tex When you write a summary: • Focu Focuss on the main main point pointss in the the reading • Don't include include detai details ls or examp examples les • Use you yourr own own word words s • Keep th thee author authorss viewpoin viewpoint t Hint! Y ou ou might need need to create the topic sentence r your summary om

a combination of sevral points points in the original A. An Anal alyz yze e the the Read Reading ing

e ideas below are om the reading on pages 13-115 Write M next to the main points Write D next to the detals _     

 In Spain your life is more important than your job 2 he siesta starts at 1 or  olock and lasts until 430 430  Everything  closes  closes during the siesta; you can't do business  If you feel drowsy drowsy in the aernoon its because of the time of of da  Tking a noontime break is is healthy healthy and and natural 6 he hot climate in places like Spain gave rise rise to the siesta tradition 7 In Spai Spain n people people sta stayy out out very late late  8 Most people don don t have dinner until until 9 or 0 pm 8 Eva Evalua luate te the the Readin Reading g Skill Skill

Read this summary of of the reading and answer the questions belo Everyday om 1 or or  olock o lock to 430 the people in Span stop the world r a stroll home a leisurely meal and a few zs In Spain the siesta tradition lives on kng a long break �n the middle· middle· of the day is healthier and more natural than the than the conventional lunch Claudio Stampi Stam pi says that all all animals including humans have a biological biological rhythm  Does the summary summary include include all all of the main points points in the reading? 2 Did the the writer of the the summary summary use his own words?  Did the writer writer include include any unnecessary details details or examples?

118 Chapter 2

I

Out o Lunch

C. Apply the Reading Skill Read the paragraph below and identi the writer's main points. Then write a short summary of the paragraph.

A few years ago, I was sent by my company to work in Abu Dhabi.  really didnt know very mch about the place When  rst arrived,  noticed two things that I thougt were very dierent om the United States. First, te  working week is dierent. t begins on Sunda, and the weekend is Friday and Saturda In th U.S., the working week is Monday through Friday At rst it was hard to get up early r work on Sunday- wanted to sleep late that day! Another dierence that I noticed in bu Dhabi is that services like housecleaning and laundry are very aordable. For example, most peo le  met have maids This really surprised me Back in the US., these ser vices are quite expensive and  am used to doing these things mysel Main Ponts •



•

Summary

119

Discussion & Writing I. Group wor Taditins give inmatin abt vales,  hat ele believe i imtant What d y think these taditins say abt vales? • n Sain, it's a taditin t take a lng lnch beak s y can have a leisely lnc it y famiy and take a na • n ke its a cstm t take y shes  bee y ente a hse  n te United States, its a taditin  ele t give es n bithdays, annivesaies and the secial ccasins 2 Wk ith y g t anse the qestins bel en sae y anses t te cass • Wat is ne  y cltes mst imtant taditins? What des it say  abt y cltes vales? • We y ee a chid, at a ne  y ite hliday taditins? Wy id y like it? • Wat d these t qtatins mean t y? "A taditin itht intelligence is nt t having: -S Eit, Bitish ie (18881965) "aditin is a gide and nt a jaile:  Smeset Magham, Bitis ite 18741965) Words to Remember

Mini-Dictionary I page 163

120

Chatr 2 I

NOUNS

VEBS

ADJECTIVES

command dculty emphasis factor oigns shft task tradition

include inform operate remain reque

average complete onventional citical key

Out to Lunch

Before You Read

irLanguage.com

A Connect th the topc Wi f  llwig mds av yu usd  lar abu si-rlad is? k (.)  s r . Yes No 0 0 I mmriz s 2 wa TV dumaris abu si

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0

3 g  a si musum

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4 rad wsar r magai arils abu si

0

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5 rad si i vls

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6 d si xrims

0

0

B P o Talk abu s qusis wi a arr I Lk a  lis i iviy  Wi d yu ik is  bs way  lar abu si? Wi d yu ik is  wrs? Wy? 2 r yu irsd i si? f s, wi aras f si irs yu  ms? 3 r yu irsd i si i? f s, wa ar yur vri si i bks r mvis? f  w ? C Pee the en Skim  radig  ags 1  ml  rviwig ar bl    1.

Title of the readng: _ 

2. Key words (What wods appear severa tmes? Lst 3 more)

chne

 Read the rst sentence n each paragraph What do you thnk the readng s probaby about?

122

Chapter 13

I

Public Attitudes Toward Science

AUDI© O

Public Attitdes Toward Science by Stephen Hawkin g from Black Holes and Baby Universes and Other Essays

Whether we ike it or not, the world we live in has changed a great deal in the last hundred years, and it is likely to change even more in the next hunded. Some peope would like to stop these canges and go back to wht they see as a purer and simpler age But as istory  sows, the past was not that wonderfl It was not so bad r a privieged miorit, 1 though even they had to do wiout modern medicine and childbirth was highly risky r women. But r the vast majority o th popuation, lie was nasty and short. 10

Anywa, een i one wanted to, one couldn't put the clock back to an earier age Knoledge and tecniques cant ust be rgotten Nor can one prevent rther advances in the ture Even i all government money r research were cut o, te rce o competition would sti bring about advances in tecnolog Moreoe, one cannot stop inquiring minds2 om thinking about basic science, wether or not they were paid r it

1

I we accept that we cannot prevent science and technology om changing our world, we can at least try to ensure that the changes they make are in te right directions In a democratic soiet, tis means tat the public neds to have a basic understanding o science, so tat it can make inrmd decisions and not leave them in the hands o experts At 3 20 the moment, te public has a rather ambivalent attitude toward siene It has come t expect the steady increae in te s  vg that new developents in science and technology have brought to continue, but it also distrusts science because it doesn't understand it Tis distrust is evident in te cartoon gure o te mad scientist working in his 25 laboratory to produce a Fese But the public also as a great interest in science, as is shown by te large audiences r see 

Culture and Language Notes page 155

l  miy sa group of ky peope 2 iq m peope who are very nterested n a top 3  mbin i   ng certan pets oence and dskng oth

123

35

What can be done to harness this interest4 nd giv the public the scientc back gound it needs to mak inrmed decisions on subjects like acid , e grnhous fct, nuclear weapons, and gntic nginring? Cleay, the basis must lie in what is tauht in schools. But n schools science is oen presented n a dr and uninterestin manne Children must learn it b rote 5 to pass examnatons, and the don't see its reevanc to the world around thm Moreove, science is oen tauht in terms of equations Althouh equations are a concise and accurate wa of describin mathematcal deas, the ihten most people



Scentists nd enineers tend to express their ideas in the rm of equaions ecause the need to know the precise vaue of quantties. But r the rest of us, a qualitative rasp of scientic concepts is sucient, and this can be conveed b words and diarams, without the use of equations.

3

e scence people learn in school can provide the basic amework. 6 But the rate of scientic prress is now so rapid that there are alwas new developments that have occurred since one was at school or universit. I never learned about molcular biology or transistors 7 at school, but 45 enetic enineerin and computers are two of he developments most ikel to chane the wa we live in the ture Popuar books and maazine artcles about science can help to put across new developments, but even the most successu popular book is read b onl a small proportion of the popuation ere are some ver ood science prorams on T but others  present scienc wonders sipl as maic, without explainin them or showin how the t into the amework of scientic ideas. roducers of television science prorams should realize that the have a resonsibilit to educate the public, not just entertain it Vhat are the science-related issues that the public wi have to make decisions on in the near ture? B r the most urent is that of nuclear weapons Oher lobal probems, such as od suppl or the reenhouse eect, are relatiel slowactin, but a nuclear war could mean the end of ll human lie on earth wthin das. e relaxation of Eas-Wst sons has meant that the fear of nuclear war has receded om public consciousness.8 But the daner is sti there as lon as there re enouh weapons to kill the entire population of the world man times ove.

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4 5 6 7 8

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hrness ths nterest s s s lern by rote a y pag  sam g ma ms bs ework ga fcs ad ida  a pc trnsstors sma cc pas  ads ad TVs reee om ub onsousness  pp's vday gs

Chapter 1�

I Public Attitudes Toward Science 

Nuclear weapons ae stil poised to strike9 all the major cities i the Norther Heisphere. 10 It would ony tae a computer error to trgger 1 a global wa 65

 we maage to avoid a uclear wa, there are still other danger that ud destry us l. ere' a  je 12 hat the reason we have not been cntacted y an alien civilization 13 is that clizations tend to desty themselves when they reach our stage 14 But I have suciet fith in the good sense o the public to believe that we might pre this wron l

Word Count 821 \ Reading Time: __  Words per Minte: _ 

: (Minutes)

_ /

; (Word CountReadng Tme)

About the Author

Stephen Hawking (1942-) is a physicist professor at Cambridge University in England, and athor of the awardwinning book A Bref Histo f Tme. Hawking stdies black holes the big bang theor and other scientic mysteries of the niers.

After You Read

Understanding the Tex� A. Comprehensi

For each iem belo l i the correct cicle 1   Mai  The main ide o this readig is: @ e pubic should be edcted about sciece so they can mae ood decisions  The meia can educate people about the most recent deelopments in technolog © e scienc people learn in school ca prvide a basic amewrk r scienti understanding ® Many people dont trust science because they dont understad t

9 p   y  ck lO Nh Hh   f E    q  triger sa 2  j          l3  z     4   v   v o

ur

125

2. Scanning r Detas Hsoy shows ha  he pas lfe was_ @ o so bad ( comable  mos people © had  mos people  ease  wome 3. Scanning r Detais e pubc feels_ @ ambvale owad scece  compleely posve abou scece © compleely eave abou scece  eave abou scece co 4. Scannng r Deais Scece poams o TV should_ @ pese a lo of equaos  cus o scece co © show scece as a kd of mac  educae he publc, as well as eea 5. Using Cntext e phase qualitative grsp of  le 8 s closes  mea o_  dealed udesad of   ees  © geeal udesadg of   hold of  6. Mag Inerenes he auho beleves ha_  huma cv:zao wo' suvve  moe ha a huded moe yeas  oly aed scess ca solve he wolds poblems © he publc wll pobably d ways o solve he wold's bgges poblems ® ales om aohe plae wll vs Eah someday  B. Consider the Issues

Wok wh a pae o aswe he quesos belo 1. Accod o he auho, wha ae he easos ha may people do lke scece? o you aee wh he easos he ves? Why o why o? 2. Accodg o he auho, wha ae some of he ways people ca educae hemselves abou scec ssues? Ae hey he same ways ha you have used o lea abou scece? 3. e auho wes, "e wold has chaged a ea deal  he las huded  yeas, ad  s lkly o chae eve moe  he ex hudred Wha ae oe o  scec dscovees ha you h wll be made du you lfeme?

126

Chapter 13

I

Public Attitudes Toward S cience 

Buiding Vocabulary Learning Antoynms

Learnng words n relaton to other words heps you remember them. Syig ys, or oppostes s an eectve way to ncrease your  vocabular Ees f s: • smple and complcated • modern and od-shoned

 prveged and dsadvantaged  mpressve and unmpressve

A can he readng on pages 123-125 to nd antonyms r the owng words I. sae (paragaph ) _  norty (aragraph 1) __   3 gnorance (paragraph 2)  4 decrease (paragraph )    5 ncorrect (aragraph )    6 approxmae (paragraph ) _   7 slow (paragraph )  8 ntenscaton (paragraph ) _   9 advance (paragraph ) _   0. create (paragraph ) _   B Now use an a�wer om ctvty  to complete each sentence belo I n n government ndng o the space program allowed astronomer to study Mars  Many people ear that nuclear war wll human cvlzaton 3 pace travel s always but the benets are worth the danger that astronats must ce 4 about scence wll help the publc to make nrmed decsons 5  w people wsh r the days bere scentc and technologcal advances bt the apprecate the convenences o the moern wo

127

Reading Sl< Recognizing Parraph Transitions

Paragraph transitions connect the ideas in one paragraph to the ideas in the nex paragraph. Writers oen make a transition by repeating parts of an idea fom the previous paragraph Eple

Last Sentence/Prarah 3: But the public also has a great interst in science, as is shown by the large audiences r science ction. Fist Sentence/Parara h 4 What can be done to harness this interest and give the public the scientic background it needs to make inormed decisions on subjects like acid rain the greenhouse eect, nuclear weapons, and genetic engineering? A. Analyze the Reading

Circle the word(s) in the second paragrah that repeat the italicized idea om the rst paragraph  Middle of Pararah 1: Some people would like to stop these changes and go back to what they see as a purer and impler age. But as history shows, the past was not that wonderl First Sentence Pararah 2 Anya, even if one wanted to, one couldn't put the clock back to an earier age  Last Sentence/Pararah 4 Moreover sciece is oen taught in terms of equations. Although equations are a concise and accurate way of describing mathematical ideas, they ighten most people First SentenceParaah 5 Scientists and engineers tend to epress heir ideas in the m o equations because they need to know the precise value of quantities  Last SentencePararah 7  Nuclear weapons are still poised to strike all the major cities in the Northern Hemisphere It would only take a computer error to trigger a global war First SentencePararah 8 If we manage to avoid a nulear war there are still other dangers that could destroy us all 128

Chapter 13

I Publc Attitudes Toward Scence

B. Apply the Reading Skll Fill in the blanks to make paragraph transitions. Circle the ideas fo the previous paragraph that are repeated in yor transition. Ten add a coent givig yor opinion on the topic.

The SciFi Guy Blog Science fiction doesn't always get the respect it desees. My friend Ryan cals it brain candy" My siser says science fiction novels are fairy taes for teenager If you ask me, people think they shoudnt take science fiction seriousy becaus its so much fun to ead Yes science fiction is

 but its aso real" iterature

After all some of the greats of iterature-Ray Bradbu, Isaac Asimo Ursula Le Guin-hae written science fiction Not

only

are

science

fiction

books

often

exames

of

great

______  he peition made y siene iion writers hep 2

spark poples imagination and ly the ground work for inventions of the uture One accurate

by a science fictio writer ws the

invention of te automatic sliding doo which HG Wls wote about in When the Sleeper akes in 1899 The first automat doors were inented in 954

 wonder if the inventors got the idea from HG Ws? Ok so maybe we could suive withou

, but in

his shot stoy From the London Tmes of 1904 (pubished in 1898) Mark Twain described a more significant invention-the Internet (specifical video bogging)! agine what the world woud be ike withot the Internt Thank you M Twain Thank you science fiction Add a comment

129

Discussion & Writing  What is the most important invention of the past 50 years? Why is it mporant In he chart, make notes about the invention you have �hosen. Name of the invention:

Why the invention is important:

2 G w Explain your deas om queston 1 to your group 3 Wre a summary of your group's ideas about the most mporant invenions of the past 0 years Words to Remember

Min-Dctonary page 63

10 Chae  I

NOUNS

VERBS

ADJECTIVES

attitude background basis development mnority progress proportion standard technique

avod destroy manage prevent

accurate basic precise pure rapd vast

Public Attitudes Toward Science 

Before You Read A. Coect t te topc Idni h rfssn f ah "gnius m h  as n h har blw Tn ink f smn wih a dirn rfssn  add  h har

Galleo

inveted the rs elescope

Mozar

composed moe ha 600 pieces of musc

Dickes

wroe may fmous ovels

B P wor mr hars wh yur arn asd n hs nrman, hw wuld yu dn h wrd "gnus? C Prevew the readg. Lk qukly vr h radg n ags 133-35  ml h rviwing har bl

wwwirLanguage.com

 

1. Title of the readng: _  2. Names o people in the readng 3. Key words (What words appear (List  more) several tmes? Lst  moe) Dri

gens

4 Read the rst paagraph and the headngs What do you thnk the readng s probably about?

132

Chape 4

I

The Ar of Genjus

Reacing Passag

AUDI© LO

The Art of Genius: Six Ways to Think Like Einstein by Mhael Michalk  from The Futuris!Une Reader How do geniuses come up with ideas? What lnks the thinkng stle that poduce Mona Lisa with the one that spawned 1 the r f rv ? What can we lean om the thinking stategies o the G E, and Mzr  (see painting) o histoy? 5

10

15

20

25

30

Fo yeas, scholas tied to study genius by analying statistics. n 1904 Haelock lis noted that most geniuses wee theed by men olde tha 30 had mothes younge than 25, and usualy wee sicky childen Ohe eseaches epoted that many wee celibate2 (Descates) theless (Dickens) o moteless (Dawin) n the end the daa illuinaed noting Academics also tied to measue the link between intelligence and genius But they und that un-otheml physicists had IQ much highe than N Prz winne and extaodina genius Rr  we  was a meely espectable 12 enius is not about masteing 14 lang ages at the age o seen o een being especially smat Ceatit is not the same as iteigence

irLanguage.com

ost people o aeage inteigence ca ge out the expected conentional espnse to a gien poblem Fo example when asked "What is onehal o 13? most o us immediately answe sx and onehal at's because we tend t think reproductively. Wen cononted wth a poblem we si though wat wee been taught ad what has woked  us in the past select the most pomising appoach and wok towad the solution enuses on the othe hand think producivey ey ask How may dieent ways can  look at this poble? and How many ways can  sole it? A poductie think  exaple would nd a numbe o ways to "hae 13: 65 13 =and 3 THT4 X/  and 

Culture and Language Nots pa 157

 spawned gv bth to;  roil f 2 ceae ot ctv xuly

133

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every six months Joha Sebastia Bach wrote a catata every week, eve whe h was sick or exhausted. Wolfgag Mozart produced more ha 600 pieces of music 4 G   . Like plal childre with uckets o uilig locks, 12 geuses cosatly combi  recombie ideas, images, ad thoughts. e laws of heredity13 were developed by regor Medel who combied mathematics ad biology to create a ew sciece of geetics 5 G   eir cility 4 to coect the ucoected eables geiuses to see thigs others miss. Da Vici oticed the smilariy betwee the soud of a bell ad a stoe hittig  waterad cocluded that soud travels i waves  G    . Wheever we attempt to do somethi ad il we ed up doig somethig else at's the rst priciple of creative accidet We may ask ourselves why we have iled to do ha we iteded, which is a reasoable questio But the creative acciet leads to the questio: What have we doe? Aswerig that oe i a ovel, uexpected way is the essetial creative act It is ot luck, but cretive isight of the highest order1   m b  st importat lesso of all Whe ou d soethig iterestig, dro everythig ad go with it Too may taleted peope il to make sigicat leaps of imagiatio because theyve become xated o their precoceived pa. 16 But ot the truly great mids. ey dot wait r gis of chace; the make them happe Word Count: 87 4

Reading Time _

Words per Minute _

(Minutes)

(Word Count/Reading Time)

About the Source Utne Reader is a bi-onthly magazine that publishes

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 2 13 4 IS 6

catata piee of religios musi wih singing  bdg bck sml piees of woo h hien ply wih dty sieni poess of pssing qiies om pens o hilen act iiy o o omehing wel hgt d highe level or quiy bc atd  t -ccd a e only le o hink ou heir oigin pn

135

� ] After You Read

Understanding the Text

A. Comprehension For each item below, ll in the correct circle. 1. g the M Idea e main idea of the readin is: @ Genius€s are dierent om other people because they ork hard ® Geniuses are dierent om other peope ecause they thin productive. © e most intellient people are not necessarily eniuses.  ere aren' many eniuses in the orld

2 Sg  D Accordin to pararaph 3 hich of the loin staements is true aout Rchard eynman? @ He had an unusually hih IQ ® He could spea may lanuaes. © e did not have an unusually hih IQ.  He as not hihly creative.  Ug Cx The ord illuminated in ine 10 is closest in meanin to _ © made sic @ shoed ® helped  desined 4 Ug Cx e ord mastering in line 15 is cosest in meanin to . @ teachn © learnin  solvin ® ndin  Mg  t may be concluded that the author thinks that Gaieo as a enius because _ @ he as very intelient © he as a creative thiner ® he orked hard  he mastered many anuaes B. Consider the Issues Wor ith a partner to anser the questions belo  Ho are eniuses dierent om the rest of the population? What specia abiities or skis do eniuses have that other peope don't have?

2 The author outlines si "thinin strateies that help eniuses de velop oriinal ideas In your opinion hich of these strateies is most important to the success of a scientist? An artist? A businessperson? Why?

136

Chapter 14

I

The Ar of Genius

Buding Vocabulary Understanding Ajecive and Adverb Sufxes

May adjectives in Eglish ae med by addig a sux at the ed of a veb r .     r -al, -ent, -ive -ous -Jl ad ess. Example: fther (ou)+ ess (sux)= ftheess (adjecive)

May advebs i glish ae med y addig the sux y at the ed of adjectives poductive (adectie)+ y (sux) poductivey (adve) You ca easily expad you vocabulay by leaig the dieet ms of a wod u ca keep tack of the wods you lea i a wod m chat like the oe i Activity A belo Example

 Sca the eadig o pages 33-135 o d eithe he adjetive o aveb  of each wd i he chat belo e use what you kow about suxes to wite the othe m of the wod

2.

signicance

3. productivity 4

play

5  vsion

sgnify produce play envsion

6 convention 7

origin

8

ceatvity

9 spe 10

dierence

create pae dier

B Now use a wo om the chat to copete each seece elo (oe ha oe aswe may be possible) evet i the developmet of a mily  The bih of a child is a 2 Geiuses ae moe _ tha odiay people  Atists usually have vey good  emoies ey ca eeme clealy what they sa 4 A sit ad ti is  oce attie  a male possioal  the United Stae  I live i Eglad o, ut I'm  om Te   137

Reading Sl< Paraphrasing  me y te me t wt deet wod.  el you to udetd d emembe wt you ve ed We you e  etece you ue deet wod d deet mmtcl tuctue but you do't ce e me of te ol etece Original sentence: Creatvity is not the same as inteigence.

/Good e: Be cetve d be telet e deet t XBd e Cetv  deet om tellece (too similar) XBd e It dcult to be tellet d cetve. (dernt maning) A. Analyze the Reading Ak youelf te queto  te box to evlute ec et of e belo e cooe te bet e  ec ou

Is it dierent enough fom the original? Does it contain the same information?  Ol Fo ye col ted to tudy eue by lyz tttc e  To le bout eue, eece et ye look t tttc  Scol ttemted to tudy eue  ye by lyz  tttc  Reece ve et  lot of tme lyz eue 2 Ol e mk of  eu  te wlle to exloe all te ltetve ot jut te mot lkely oluto e  e  of  eu  te wlle to look to ll te ltetve ot ut te mot lkely oluto  A eu  omeoe wo  wll to oe te mot lkely oluto  Geue dot look  te mot obvou oluto to   oblem; tey wt to look t ll te oble oluto 3 Ol To olve  oblem cetvel you mut bdo te t oc tt come to md e  If you wt to be  cetve oblem olve you ct lwy o wt you t de  You mut bdo te t de tt come to md to olve  oblem cetvely  f you wt to oc  de cetvel you mut bdo t

138 Cp 4 

The Ar of Genius

8. Apply the Reading Skill Choose one of the cts about Einstein below and paraphrase it. Ten ask your  classmates to evaluae your paraphrase

FIVe ascinating ac Aout br Einsin As a chld, Albert instein was slow to speak. Even at the age of sx, he dd not speak well. He thoght r a long  time bere answering a ueston, and his parents were aad he  was abnormal nste hated te strict dscplne of school nd certain subjects tat requred memorzon. When asked what work te boy should pursue, a class teacer sad t dd not mater; he ould never make a succes of anytng nkg back on s chldhood, nsten lt that s bacardess actually elped im A "normal adult does not stop to thn about space and tie, he sad, because he has alread y done so as a cild In hs case, because he wondered about the unverse aer he was grown, he went nto it more deepl. He tre to mak life as simple as possble so that e would hae more tme r hs  wor He wore s har long n later years so he world not ave to go to te barber, and he felt socks were unnecessar nste ded at the age of 76 He dd not wt a neral grave, or monument. He also d not want is ouse turned nto a museum, and he anted his oce used by others. He le s bran to research, but doctors und notng unusual n ts size,  weigh, or rmaton

My :

 e  � n  � irLanguage.com

139

Discussion & Writing I ho are the geniuses of our tme? Tink of a odern-day genius and add notes to the chart below.

Name Oktay Sinanoglu

I Pofession scentist

j Why a g�nius? very productive combnes ideas in dferent ways experiments with derent sciences

2 Wite a paragraph describing the person you chose Expain why you think this person is a genius 

5omt toplt CI Oay 5innoglu t TrKish 6insin." Ht is TrKtys mos fmous in nd h winntr f mny inionl wards for his conbuons o itnt. UKt mos niu, 5innoglu hs  hih ltvtl of  ducv. Ht comlttd his P.D in only o yrs nd tmt  ll  roftssor  Y niM  ht  of 2 5innoglu lso hs  e-ius's  ili o u ids n ntw cominns or txmlt louh ht silzes in htmis nd molulr iolo his sh lso drws m mhtmis. Adiionll 5innoglu hs word for imrovtmtn in duion nd for he    reon of ht urKish lnue nd culure

Words to Remember

M-Dcty  pg 163

NOUNS

: VEBS

ADJECTIVES

alternative image link method view

: ab{ndon analyze confront dominate enabe generat intend note proceed tend

essentia extraordinary signicant

40 Chr  I The Ar of Genius

Chapter 1 Culture and Laguae Noes Benets Benefts (or employee benefts) are ways of compensang eployees

n addton to ther reglar earngs. Some eamples of benet are health insurance, retrement sangs plans chldcare money r educaton vacation days and sck das Revenue Revenue (also called gross income) is he total amoun of oney a

organzaton earns durng a specc perod of tme r the goos t sells or the serce it prodes From ths aount busness costs are sbtraced o determine he net income. Attorney In the Unted Staes the terms attorney and lawyer are used

inerchangabl An atorey is someone ho has attended law school passed an exam and practices la Some attorneys and laers work n court (ringing cases to tral) and soe do not A corporate ttorne mght wre legal docuents or adse the copany on busness proposals  some other counres (Canada he UK and Australa r example) there are two types of attorneys caled barriste and solicito Vice president of corporate commnications A vice pesident s the second-

hghest rakg person  an Amercan organzaton llowng the presdent Withn an rganizato corporate communications s a departent that shares he compay's news pracces or goals wth the publc Anohr term r this department s public lations

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Chapter 2 Culture and Language Notes Africa Separated om Europe by the Mediterranean Sea, Africa is the second

largest continent with the second highest population (one billion people). Almost 15% of the world's population lives in Aica. Anthropologists consider Aica to be the oldest inhabited place and have und signs of huans living there seven illion years ago. ere are 54 countries in Aica, and over 2,000 languages are spoken. he most visited places in Aica are Egt and South Arica. Soccer Soccer is a sport in which two teams try to kick a ball into a goal at

the opposing eams end of a eld. he sport is known to ost countries as  football, but it is called soccer in the United States and Canada. (American  football is a sport involving a dierent tpe of ball and more ways of moving the ball toward a goal.) Soccer is a very old sport, dating back to the ancient Greeks and Romans Today it is extremely popular worldwide, especially in South America and Arica. he biggest international soccer copetition is the World Cup, which takes place every ur years Philippines A chain of 7,107 islands makes up the southeastern Asian country

of the Philipnes. Many of the islands are mountainous and covered with tropical rainrest. A population of 92 million people makes the Philippines the welh most populous country in the world. In addition, 1 mllion Filipinos people om the Philippines) live in other parts of the world e Philippies  were rst controlled by Spain in the 1500s) and later by the nited States. e Philippines became an independent country aer World ar II, but English, along with Filipino, are the ocial languages tod Indonesia Located near the Philippines in Southeast Asia, Indonesia is an

island countr. It is made up of 17,508 islands, of wch 6,000 are inhabited e biggest, ost well-known islands are Java, Sumatra, Borneo, and New uinea With a population of 38 illion, Indonesia is the worlds uth ost populous countr. It is also a diverse countr, with thousands of regional languages and 00 ethnic groups. e landscape of Indonesia has any natural resources, including beaches and jungles, which have drawn international tourists to the region  especially to the island of Bali) It also has 150 active volcanoes and experiences equent earthquakes. World Economic Forum e World Economic Forum based in Switzerland,

is an international organization that promotes new business ideas to help the  world. Its members believe that economic progress and social development go together. e organization also encourages world leaders to become ore involved in local counities e Young Global Leaders Forum chooses 100200 young leaders o all over the world every year to share their ideas  nfn nd hr n h bigg nnul nfrn i hld in Davos, Switzerland 142

I Culture and Language Notes

Chapter 3

Culture and Language Notes

Harvard University Harvard Univesity is the oldest and most mous

niversit n North Ameria. Fonded in 1636, Harvard is a private nvy ocatd n Cambdg, Massahsetts, ner Boston Tee e abot 8,000 undergraduate and graduate students at Harvard and 2,000 lt members. arak Obama, John  Kenne, and six other United States presidents were Hvard Universit graduates, and more than 40 members of its ul have been Nobel Prize winners Seior Seiors are students in their nal ear of high shool or ollege First

ear students are alledfeshmen; seond-ear students are sophomores and sudents i their third ear of high shool or ollege re junior. Learig team A learning team, also lled a study group, is a group of

students tat meets on a regular basis to tak about lass readings, stud r exams, and do other things to improve the students' grades Hihlting and taking margin notes are two was to help ou reord and remember important inrmtion when o read  highlight b sing a olored pen to mark the important words, sentenes, or paragraph h  want to mb and iw late Yo write marin notes next to important ideas in the book ou are reading (e margin is the white spae around the edges of the page) ur margin notes ould be of various tpes: • Generl reations to the reading (eg, Great idea!) • onnetions between the reading and our own lie (e.g, Tis city sound like the place where I grew up.) • Questons about the reading (eg, Wat is the main idea here?) Highlightig ad margi otes

Ofce hours Most possors n Amerin nivrsities hold ofce hours ever

week to help students with an questions the have Prossors suall set aside three to ur hours at the same time eah week r their oe hours. Students suall do not need to make an appointment to visit their professors during oe hours. It is a time r a professor and a student t have a more asual oversation and r the professor to give help and adve Natioal rvey A national survey is sed to nd out publi pinion on a

partiular issue ere are man prossional groups and ompanies tat take national srves e ask hundreds or thousands of people te same set of questions and then report the reslts Man businesses se naional surves to see ho popular or eetive their produts are During eletion ampaigns, natonal sves are oen sed to show how popular the dierent andidates are or how the voters el abot spei politial isses 143

irLanuage.com

Chapter 4 Culture and Language Notes Learning disabilities Some students have learning disabilities, or probems

with earning, which make it ard r the brain to receive process anayze or store inrmation. Learning disabiities can aect people's ability to concentrate (to cus attention on something) read write speak understand  visua inrmation or do math Learning disabiities are not the same as learning styles whic describe the ways in which peope earn most eective eg through seeing through istening etc. Learning disabilities do not go awa but aer a disability is diagnosed students can work wit a specia tutor or teacher or use speci equipment to improve their abiity to earn Learning disabiities do not aect a person's inteigence; many geniuses suc as Abert Einstein have had earning disabilities Institute f Learning and Brain Sciences Located at the University of

Washington in Seatte ashington the Institute for Learning and Bin Sciences studies how humans earn Its members conduct research on earning and deveopment at a stages oie Researchers come om various academic discipines (eds o study) such as psychoog bioog inguistics education and neuroscience. ey communiate their researc resuts to peope a over the world who are interested in the science oearning Electrical language pathways Eletrial language pathways in the brain are

aso caed neural pathways or nerves (which run by eectricity) These nerves contro how the brain processes anguage

144 I Culture and Language Noes

Chapter 5 Culture and Language Notes Rorschach tes In 1921 a German psychoogist named Herman Rorschach

created a pychological test based on ten images of inkbots (in patterns on pper).  e i lo known  he Rorschach Inkblt Te r te nl . Te ten inkbots appear to have no meaning. Howeve Rorschach beieved ha a persn's interpretations of the shapes and how they answered questions about them could give inrmation about a person's personalit and emotions e test wa the most popular psychological test used in th 1960s Te test is stil sometimes used toda though critics think it is not vaid or reliable especiay snce the inkblot images are widely avaiable r viewing Azecs Te Az were made up of severa ethnic groups of peope who ived

in centra Mexico in the 14th 15th and 16th centuries. Te rst Aztecs buit a big and power city in what is now known as exico Cit ey gradually conquered (took over) surrounding areas and expanded their empire so that it covered uch of Centra exico. During the time of Spanish colonization of the Americas the Spanish conqueror Hernn Corts led an attack on the Aztecs. Te Aztec Empire fe in 1521 when the ast Aztec emperor surrendered to Hernn Corts e Spanish rebuit the capita city and renamed it exico Cit Indra ndr is a character in Hindu mythoog. He is the king of the gods,

a great warrior defending both gods and humans against evi He is aso known as the god of war and the god of weather (specicall of storms rain and thunder). In art he is commonly shown as a thunder god carrying a lightning bolt as a weapon. Heng O Hng O ( or Hng-0) is the Chinese goddess of the moon According

to legend he tried to steal om her husband a drink that woud make her live rever and let her rise up to Heaven. Her husband caught her drinking it and stopped her bere she nished Since she ony nished haf of the drink she could not rise as r as she wanted to and instead settled on the moon Pluarch (c 46-120 CE) Plur was a historin biographer and essay writer

who was born in Greece and ater became a Roman citizen He is amous r writing  Liv f h mn Emprr from Auguu  Villiu and Prlll Li, a series of biographies of mous Greeks and Romans His writin e  ge inuene on nglh nd Frenh ierue Arisarchs (c 310230 BCE) Arirhu f Sm was a Greek mathematician

and astronomer He was the rst to disagree with Aristotles idea that the sun moved around the earth and to suggest instead that the earth moved around the sun e was ao on f           distances of the sun and the moon 145

Chapter 6 . Culture and Language Notes Culture shock Culture shock is the feeling some people experience when they

travel to a new country or part of the world r the rst time. Sometimes the od, style of dress, and other aspects of life in a new country are so dierent that people have a hard time adjusting to this new way of li. Culture shock can last r days, weeks, or even months Melboune Melbourne is the capital of Victoria, a state in the southeastern

part of Australia. here are roughly 3,900,000 people in Melbourne, the second largest city in Australia, aer Sydne Melbourne was established by English settlers in 1835 and is the youngest city of its size in the world. It is a busy trade and manucturing center that has attracted immigrants om many countries, including Greece, Ital, Poland, Turke, Cambodia, and Vietnam. Boston College Boston College (BC) is a major American university located

 just outside Boston in Chestnut Hill, Massachusetts Founded in 1863, BC is one of the oldest and largest Catholic universities in the United States, with 9,200 undergraduates and 4,000 graduate students. In 2010, there were students om 93 dierent countries studying at BC. Exchange students Exchange students go to schools or universities

outside of their home countries. Each yea, more than 1,200,000 students around the world leave their home ountries to study aroad. Roughly 670,000 international students come each year to study at colleges or universities in the United States, while about 262,000 Americans study abroad Many American colleges and universities recruit reign students to study in their undergraduate and graduate programs Boston Boston is the capital of the state of Massachusetts, about 200 miles

north of New York City on the Atlantic Ocean. About 623,000 people live in the city itsel, and about 5,000,000 live in the surrounding suburbs Boston is one of the oldest and most historically important cities in North America; it was unded in 1630. e Revolutionary War between the American colonies and England egan near Boston in 1775. Boston is kown r its ne universities, beautil architecture, and delicious seaod.

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I Culture and Language Notes

Australia Australi is the smallest continent on the planet and also one of the

largest countries. It is located south of Asia between the ndian and Pacic Oceans Australia's apital is Canberra and the largest cities are Sydne, Melbourne Brisbane and Perth. The population of Australia is roughl 22500000 people with 91 % living in cities. Te koala bea kangaroo and several other Australian animals are not und in the wild anywhere else in the world. Massachusetts Mssachusetts is a state located on the Atlantic Ocean

northeast of New Yrk Cit t was one of the 3 original American colnies. Tese colonies got heir independence om England in 1783 when they became the United States of America. Roughly half the population of Massachusetts lives in and around the capital city of Boston. Eating disorders n eating disorder is a medical condition relating to od

and weight. A persn with an eating disorder uses dangerous methods to be thin including starvation or abuse of diet pills. Tis behior can reult in serious health poblems Some researchers believe that 64% of Ameican college women show some symptoms of an eating disorder

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. 147

Chapter 7 Culture and Language Notes Gulf of Mexico e Gu of Mexico is bordered by Mexco to the west and

south Texas and other US. states to the north, and the coast of Florida to the east e ocean water in the Gulf of Mexco is usuay cam and warm but the area is occasionally hit by severe hurricanes Super 8 movie Super 8mm lm was a popuar technoogy r making home

moies in the 1960s and 970s. hese were caled Super 8 movies. Parents  woud ake movies of their miies on vacation, during hoidays and on other specia occasions Videotape technoog replaced Super 8 cameras in the 1980s as video was easier and cheaper to use North Carolina North Carolina is a .S state ocated in the southeastern part

o the country along the Atlantic Ocean North Caroina borders the states of Virginia South Carolina Tennessee and Georgia More than 9250000 peope ive in North Carolina making it the tenth largest state by population in the United States Raeigh is the capital and Charlotte is its largest cit Florida Forida, an important US tourist destination is called Te

Sunshine State and is located in the southeastern corner of the nited States e weather is sunny and warm there r most of the year here are miles and iles of beaches in Forida aong the Atantic Ocean and the Guf of Mexco. ahassee situated in the northern part of the state is the capita and Miami is its argest city Boyfriend In North America boyfriend means a man of any age who has a

roantic relationship with someone else Girriend is a simlar expression that eans a woman of an age who has a romantic reationship with soeone else. However a woman may aso use the word giriend to rer to a woman iend

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Chapter 8 Culture and Language Notes Sophomore Sophomoes are students in their second year of high school

or college. First-year students are calle freshmen; thirdyear stdents are ale juirs a uen  he uh y of hh hool  ollg a calle senors. Work part-time Many North American high school an university students

work part-tme while attending school ese students typically work ve to 15 hours each week in the aernoons and evenings or o n the weekends A lot of stuents nd part-time work in restaurants and retail sores or as babysitter In general people must be 4 years old to work legally in the  United States, although the legal age varies according to the t ype of job e  US Deparment of Labor has guidelines r the maximum number of hours which people uner 8 can work Straight As American students who get strat As usually score between 90

an _ 00% n all of their tests and receive a grade of "' in al of their courses e lowing chart shows in general the dierent grades given to students in the Unite States an the corresponding percentages

Grade

I Pcntag (%)

A

90-100

B

8089

c

7079

D

6069

F (Fail)

059

Braille Brlle is a system of writing r the blind in which paterns of raise

ots represent letters letter combinations (such as ch), some cmmonly used short wor numbers and punctuation marks It can also be used r writing music Blin people read Braille by running their ngers over rows of the dot patterns Tey can write in Braille by making the dot patterns themselves using special equipment

149

Turky Turkey, poplation 75,000000 is loced on the Anatolian peninsla and bidges Eope and Asia. Its Eopean and Asian sections ae maed  b the Dadanelles the Sea of Mamaa and the Bosphos. Becase the Anatolian peninsla is one of the oldest inhabited egions in the wold e has a ich cltal heitage. It also has divese geogaph: coastline montains plains and steppes. e geatest toist attactions ae the capital ci of Istanbl the caes and nsal volcanic landscapes of Cappadoccia and he coast e Mediteanean coast of e aveages 300 snn das a ea. O r e Ottoman Em p ie  began in the eal 14th cent and lasted  six centies. At its pea it led the entie easten Mediteanean egion mch of Easten Eope and Noth Aica. e ttoman Empie was most powel nde the eign of Mehet the Conqeo (1451-1481) who geatl expanded its le Anothe impotant leade of the ttoman Empie was Sltan Sleman the Magnicent (1520-1566) who made lage impovements to Istanbl and extended ttoman powe to Vienna Astia e ttoman Empie declined in the nineteenth cent and boe p soon ae Wold a I.

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I Culture and Language Noes

Chapter 9 Culture and Language Notes Poltcal rlly A large meeting held to support a politician or someone

running r public oce is caed a political rally. At political rallies, you oen hear loud usic and shouting, as Lhese events are designed to excite pople about a poitician's ideas. Sermon A sermon is a type of speech similar to a lecture. It is usually given by

a religious ocial and at a house of worship or a religious service A sermon may eplain a religious tet to an audience, relate a past story to the present time, teac the importance of a religious tradition, or encourage listeners to embrace teir religious ith Pep rally Pep rallies are popular in North American schools A pep rally

is a large eeting bere a sports event to show support r the school and the sports team It is usually nois, with a lot of yelling, chanting, and music (drums or a marching band). Mark Twain (1835-190) Mark Twain, one of the us: most amous authors,

is best known r his novels e Adventures of Tom Sawer and e Adventures  of Huckleberr Finn. Tese novels have become classics of American literature and are used around the country to teach students in English liteature classes Trbute to the company treasurer on hs/her retrement Wen an

American businessperson leaves his or her job aer many years, the company usually throws a retirement part Colleagues typically honor the person by giving toasts, making speeches, and telling stories about the persons contributins to the compan. Edward R. Murrow (19081965) Edward R Murrow was one of the greatest

American radio and television journalists. He provided Amercans with radio news throghout World ar I and became mous r his bradcasts om ondons ooops during the Germa bombing of that cit He was kown througot his li as an ecellent public speaker

151

Chapter

10 I Culture and anguage Notes

Japan Located in northeast Asia, Japan is comprised of roughly 3,900 islands

with 27,000 kilometers of coastline. e ur largest Japanese islands are Kushu, Shikoku, Hokkaido, and Honshu With a population of 2 million, Japan is one of the most densely populated countries in the world Roughly 30 million people live in and around Tokyo, the nation's capital Westem e term Western refers to people, places, or things relating to the

West, the group of countries including Europe and the United States that share a heritage om Ancient Greece and the Roman Empire. We can, r example refer to cars manuctured in Sweden, German, or the United States as Western cars A person om the West is sometimes called a Westerner. We use the term Eastern to talk about Asian people, places, or things Volleyball V olleyball was invented in the United States in 1895 when Wlliam

G Morgan decided to blend the elements of basketball, baseball, tennis, and handball to create an exciting game that would involve minimal physical contact Indoor volleyballcm an Olympic sport in 964 during the T okyo Olypics while beah volleyball was introduced at Atlantas Summer Olympic Games in 996. First made popular on the beaches of Caliornia, beach  volleyball is now played throughout the world and is especially popular with Brazilians and others living in warm climates Bowling Enjoyed in over 90 countries around the world, bowling is especialy

popular in the United States where 80 million people bowl at least once in a while. Bowling is also extremel popular in Japan. A discovery of objects und in an gyptian grave seems to suggest that the sport has been around since 3200 BCE

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Chapter

11 I Culture and Language Notes

Letter of application If you are interested in working r an American

company, ou usually send a letter of application and a rsum to the company's personnel or human resources department Note tat a letter of application is oen called a cover letter. Rsum A rsum is a short summary of our education and job history.

Most rsus are one to three pages long an include only the highlights of  your experience Help-wanted ad Many people in the Unite States nd their obs through

help-wanted advertisements in newspapers or online Companies are increasingl advertising their ob openings on websites When people are looking  a ob the review the as an then send a letter of application and rsum to the companies where they would lik to work Personnel Te personnel department, also called the human resoures

departmen handles the interviewing hiring and training of new employees in a company It is also responsible r handling benets like health insurance and retireent plans If a compan decides that an employee sould be red the personel department handles this process District attorney  district attorney is a lawyer in the United tates who

works r the government Many mericans refer to a istrict attorney as a D.A  dstrict attorney is usually responsible r prosecutin crimes within a particula area Reference  referene can be two dierent things Firstl a rerence can

be a lettr iving inrmation about your skils and personality Tis letter is usually wrtten by a rmer teacher or employer and is oen sent to a company r which ou would like to work  reference can also be a peson whom an employer contacts to ask questions about your background

153

Chapter 12 Culture and Language Notes Spain Spain is the third largest country in Europe and is located in

the southwestern corner of the continent he population of Spain is 46,000,000. Tourism brings 57,000,000 visitors to the country each year Madrid is the capital, and other important cities include Barcelona, Valencia, Seville, and Granada e ocial name r the Common Market is the Euroean Union (EU) e 27 countries in the EU cooperate in a variety of economic and political areas In 1999, the EU introduced the euro a currency that can be used in most Europen countries In 2002, the euro replaced several national currencies Countries in the EU are: Austria, Belgium, Bulgaria, Cyprus, the Czech Republic, Denmark, Estonia, Finland, Franc, German, Greece, Hungar, Italy, Latva, Lithuania, Luxembourg, Malta, the Netherlands, Poland, ortugal, Republic of Ireland, Romania, Slovaka, Slovenia, Spain, Sweden, and the United Kingdom. Common Market

Siesta Siesta is the Spnish word r a nap, or a short

period of sleep in the middle of the da Many people in Spain and Latin America take a siesta in the aernoon lowing their lunch e typical siesta is om 200 to 430 In the ' past almost everyone in Spain took a siesta every d. While this tradition is still popular, fewer people stop r a siesta nowadays Especially in large cities like Madrid and Barcelona, many professional people work om 9:00 to 500 with only a short break r lunch a city of 3,200,000 people, is the capital of Spain Located at roughl 600 meters above sea level, Madrid is a city with er hot summers and cool winters e Palacio Real the enormous royal palace where Spains king and queen live, is located in the midde of the ci Madrid Madrid,

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Chapter 13

ulu nd Lngug Nos

Standard of ng e standard of living is  wy  escibe he quliy  lvi ciis   iiiul    cu Yu c mesue e s lii i  uy y li  e ee sl, e l uliy  usi  el ce, e ilbiliy    eucil ppuies, ec. e jecies h  low escibe e s  lii i  cu  ei, e, e standa of liing in Sweden is h. Frankntn e ceue  e esei ies is e bes-w se i ie is Oiil, Frankenstin s  cce i  el we y y lley i 1818 is el,  my  e s b e  i, is e sy   " scieis w cees  e  eeuly lls i Te us Hlly mie nkenstein {1931) is bse  lley's el Sn on Science ction is  i  ci  els wi pssible ue esus  ew eclies ciece ci bs  mies  cus  peple lii i spce  lies  e wls w isi E us sciece ci wes iclue Isc si  Ry Bbu e Star Wrs  Star Trek ls e se  e s ppul  mus sciece c mies  e le 20 ceu Ad an Acid rain is i  cis  leel  ci  is l  e eie  is l  iwe  e  cei u   Hee, e eu ceics  cs  cies x wi i, e pecee   i e i c bece  i We is  i ls, i c u  ill pls  ils Grno t e greenhouse eect ees  e wy  es i e spee u e E c lie e ls ceili i  eee eeuses e lss bulis  ce les  pl s  ey c sy w  w i e wie Li  eeuse, e Es spee eeps e he  e u e e E s  we sy w  ece  yes, scieis  u  se s  i plui i e spee e eepi e e ise  euse ses ciue  icese,  empeues cul cuse clie es  sul i eiel ss Gnt nnrng Genetic engineering is  e  sie  ls wi suyi  ci e ul elpe  pls  il y ci e DN,  eeic sucue,   li i, scie c ec e wy i s  exple, ey c cee ew i  es  sy es le My peple i  s exple ses   us   eeic eieei Hee, es eel   i things i  wy may  be cpeey se  e  e

155

Molecular biolog Molecular biology is an area of science that cuses mainly

on cells the smallest independently-workng parts of living things. Molecular biologists re interested in learning about how cells work and interact with each other Molecular biology also has much in common with other areas of scientic stud, such as chemistry and genetics East-West tensions Aer World ar II, the communist Soviet Union had

control of eastern Europe while the governments of western Europe and other democracies like the United States and Canada cooperated with each other to stop the spread of communism Tis period of East- West tensions was called the Cold War. During the Cold War countries on both sides built nuclear weapons and developed strong armies in case they had to go to war In the late 1980s however, many countries in eastern Europe began to reject Soviet control By 1995 there were democracies throughout eastern Europe and the rmer Sovet Uion Durng the 1990s, EastWest tensions were grea yl reduced

156

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Culture and Language Noes

Chapter 14 Culture and Language Notes Mona Lisa e na Lisa is probably the most mous painting in Western

art It was painted by Leonardo da Vinci in 1504. Thousands of people see the Mona Lsa every ay in the ouvre Museum n Pas Te a La s a small picture o a wealthy oman om Florence tal who seems t be smiling  very slightl For 500 years people hve talked about what this mysterious smile meas Theory of relativity Albert Einstein (1879-1955) is one o the greatest

scientists the world has ever known. His general heory of relativiy explains his theory o gravit, as el as more general scientic concepts. ( Gviy rers to the rce which causes objects to ll toward Earth.) ublished n 1915 Einstein's theory o reltivity is a general amework tha allos us to understand the birth o our universe its current structure and ideas about the ture devlopment o the solar system. Galileo Glilei (15641642) Galileo was a amous talian astrnomer and

mathematcian. Aer developing the rst telescope Galileo spent much o his time oserving and writing about the stars ad planets H was the rst o discove r example the moons around the planet Jupite. Thomas Alva Edison (18471931) he American iventor Tomas Alva

Edison is esponsible r a large number o inventions that hve changed our

world. He is best knon r inventing the light bulb ad the record pl but these re only two o his more than 1 000 inventions Edisn also developed the carbon transmitter that alloed Alexander Graham Bll to invent the telephone Wolfgang Amadeus Mozart (1756-1791) Te Austrian musician Wogan

Amadeus Mozar was one o the greatest composers o classical music Mozart

was an amazing child who could play and write great music by the age o six. During his short lie Mozart composed more tha 600 pieces o music ese include the operas Te rria of Fro and Don Gioanni as we as 41 symhonies and many concertos. Amadeus is a popular American lm about the composers li Q An IQ is used to measure a persons level o intelligence. Te etters IQ stand r nellience quoen.  tests measure ceran ment aes ha have been traditionally associated ith intelligence. On an  test the average score is 10. Many people argue that an I test is not a good ay to measure a persons intelligence because it only tests a e abilities. n the past e years educational researchers have argued that we should look at ma ctors when measurn a persons negec u  e  to get aon with others, atletic skils or musical abilit 157

Nobel Prize Sx Nobel Prizes are given each year to people who have made

the most important contributions in the elds of physics chemistr medicne economics, and iterature, as well as to the person or people who have done the most to promote peace in the world. e Nobel Prizes were estabished by the Swedish inventor Aled Bernhard Nobel and were rst given in 1901 Receiving a Nobe Prize is considered by many to be one of the greatest h onors in the world Richard Feynman (1918-1988) Richard Feynman was an American phsicist

om New York who is most mous r his work on the Manhattan Project om 1941 to 1945 On this topsecret proect Feynman and a group of other scientists worked to develop the rst atomic bombs Twenty years late Feynman won the 1965 Nobe Prize in physics r his work in a eld called quantum electrodynamics. igmund Freud (18561939) Sigmund Freud is the ther of psychoanalysis

and the most important person in the history of psycholog Psychoanalysis is a medica method of curing mental illness Freud was an Austrian doctor who began experimenting in the 1890s with a "talkng cure to assist his patients who were mentally ill In 1900 Freud published his most important book, Te Interpretation of Dreams. hroughout his career Freud argued that thinking and talkng about your dreams was an important way to achieve mental health Renaissance Renaissance is a French word tt means rebirth We use this

term to refer to the period in Europe beteen roughly 1400 and 1550 For more than 1000 years the writings and the art of the Greek and Romans had been rgoen by Europeans e Renaissance wa a time of "rebirt because of a new interest in classical Greek and Roman art and ideas Great masterpieces like da Vinci's Mona Ls and Michelangelos statue Dvid were completed during the High Renaissance, the nal years of this period in histor Leonardo da Vinci (1452 519) Leonrdo d Vinci was a remarkble man;

an exceptional painte architect sculpto and enginee he was perhaps the greatest genius of the talian Renaissance His most mous painting is the Mona Lisa Da Vincis notebook show his amazing understanding of the human bod as well as hs creative ideas r many inventions that we hae toda includng the contact lens and the airplane

158

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Culture and Language Nos

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162

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Mini-Dictionary All dictionay content is taken fom the Oxord American Dictina fr leaers f English© Oxfod Univesity Pess. All wods in the Mini-Dictionay are fom he Oxfod 30001" wod i. The Oxod 3000™ e he wod h e ued most often acoss the widest ange of contexts, so they ae impotant wods to know, and to know well  Academic Word Lst The Academic Wod List contains 570 wods that ae commonly used in academic Engis.

a-ban-don r /'b/ rb to stop

doing something without nishing it or without achieving what you wanted to do: Te seach fo te missing sailos ws abandoned afte tw days.

nou the mental or physical power or skill that makes it possible to do somthing A peson of his

a-bil,ity //

abili will have no icul getting a job

a,buse /z/ rb to treat someone

badly, often violenty Te victim had been

 sexuall abuse

ac curate  /k/ . careful

and exact; without mistakes an accuate descption of the huse

a·chievement m /Jv/

ou

something that is done successfull especially through hard work or skill She consideed the ook her geatest achievement

ac tion /'J/ rb

  to do soething in order · to solve a problem etc.: Te goeno 

ag-gres-sive /s/ . using or

showing frce or pressure in oder to succeed an aggessie salesma

ater native r /v/ ou

one of two or more things that you can choose �etween Tere ae sevel altenatives available to us ight now.

ambition /J/ ou a strong

desire to be successful to have power etc One poblem with young pople today is thei lack of ambition

analyze  /'z/ rb o look

at or think about the different arts or details of something carefully in order to undersand or explan t Te watr

 samples ae now being analyze in a laboato.

antic ipate  /s/ rb

to expect something to happen (and to prepare for it): I anticipate that the

 situation will get wose

anxiety /z ou a feeling of

worry or fear especially about the future

 pomised to take acion to educe  unemployment in the state

Tee ae anieties ove the ec of unemployment

ac tua /J/ adj. real that

apprecate  /pJ1/ r o

happened Te actal damage to the ca was not as geat as we had thought it might be

a,dapt r /p rb to change

something so that ou can use it in a diferent situation Te van was adapted fo use by a peson n a wheelchai

adjust  /3As/ vrb to get used to

e odiion o  n on h

found it had to adst to woking at night

advantage /13/ ou

something that ma hel you to do better than other peope Her management

epeience gave her an advantage ove othr ob anddate

enjoy something or to understand the value of someone or somethin My boss doesn't appeciate me

approach  /'J/ ou a way

of dealing with someone or something

Paents dont always know what appoach to take with teenages

ap,propri-ate  /pop/ dj.

sl  h f  l on person use etc I dont think this moie is appopriate for childen

ar gu-ment // ou the

reason(s) that you give to support your  opinion about something His  gument was that if they oght a smallr ca, they would sae money.

163

,' "·

aspect

DEFGHIJK LMNOPQRSTUVWXYZ

. \'�

as·pe  /'k/ noun on of th quliti or rt of  itution, id, roblm tc. This  the most important

ass /'1/ noun th rincil or ron tht li bhind omthing We

omon tht omthing will crtinly hn or b tru cilly if h/h i worrid  assure you that it  per{ecty

made our decision on the basis of your repor e /'/ j ud bout  ron) vy unhy or ngy bout omthing tht h hnd diointd She was ery bitter about the way the company treated her e  // j hor or quick Please be brie We dont hae much time  //  hving  lot of light a bright sunny day

ae /'/ noun th ct of wtchng litnng to or thinking bout omthing crfully Can you get the

ap·a /'k noun n mount of mony tht you u to trt  buin or to invt o tht you rn mor mony on it Wen she had enough capital she

asect of the debate.

as·se  /'/ v to cct or blv tht omthing i tru vn though you hv no roof; to xct omthing to b tru: I assume that you

hae the necessary documen as·se  /'/ vrb to romi  safe

waiter' attention?

a·e  /'/ noun th wy tht you think fl, or bhv She has a

ery positie attitude toward her work

a·ee // noun th grou of ol who  wtchng or li�tning to  l concrt ch, th tlviion, tc.

The audience was wild with excitement

a··  /0; '0-/ noun  ron with cil knowldg Shes an

authori on ancient Egypt

aaae  //  (ud bout thing) tht you cn gt bu u tc Are ther still tickets aailable for the

concert?

aeae /3/ j norml or tycl children of aboe/elow aerage

intelligence

a /'1/ vrb to rvnt omthng rom hning or to try not to do omthing He always tried to aoid an

aument if possible aae  /'/ j knowing bout or rlizing omthing conciou of omon or omthng I am aware of the diculties you face a  /'k/ noun fct  or vnt tht r connctd wth  itution The talks are taking place

against a background of increasing tesion as /1k/ j forming th r of  omthing tht i mot ncry nd rm whih othr thin dvlo The basic question s, can we aord it?

164  M-Do

bought some new equipment

aee  /3/ noun omthing nw nd difcult tht orc you to mk  lot of ffort After oer 15  years at her old Job Laura wanted a new challenge

a·aes /kk'k/ noun  quliy tht i tycl of omon o omthing nd tht mk him/hr/it diffrnt from othr ol or thing e chief characteristic of reptiles  that

they are coldblooded ae /3/ vrb to ut lctricity into omthing to charge a batte

a /k/ noun control ovr omon o omthing General

eston has numerous adisers under his command

·pe· /k1/ noun  itution whr wo or mo ol r trying to chiv th m thing or gin n dvntg There was erce

competition among the players for places on the team pee /k'/  only bfor  noun  grt  i oibl in vry wy I was a complete waste of time ·pa·e /kk/ j difcultto undrtnd; md u of mny rt I cant tell you all the details no its too complicated ·ea·  /k'/ noun th ct of giving lor ttntion or ffort to omthing is tp of work

requires total concentration

diference

FG H IJ K L M N O P Q R S T U V WX Y Z

A B C

dif ·fer ·ence /'drans/ noun

end  nd/ r

make a, a, some some etc etc.. difrence to hve  eect o omeoe o omethig: A week of vacation made a big difference to her health.

end up to  youel i  plce/ itutio tht you i ot ite o expect: We got lost and ended up in a ad part of town

dif ·f f··cul cul··ty /'d1ka/ noun  itutio

en..sure  /'Jr/ r to me en

tht i h to el with We didn't have any dicult selling ou car

dis··COV dis COV••er /d1s'kAar/ r to  o le omethig ew o uexpecte o omethig tht you i ot ow beoe: I think  discoered why the computer won't print out

dis·tinguish /d1sf  to dis·tin ecogize the ieece etwee thig o people Peole who are color blind often cant distinguish red rm green

dom··i·nate  /'dan/ r to dom e moe poweul, impott o oticeble th othe The Raiders' offense dominated throughout the  second half ha lf of the game. ga me.

edge Ed3/ noun the plce whee. whee. omethig epecilly  uce e: the edge of a table

ef .fec-tive /k/ j poucig the eult tht you wt Scientists are looking for an effective way to reduce ene consumption

emerge

f /'ard3/ r to ppe

o come out om omewhee A man emerged rom the shadows

em··pha em pha··sis  /'sas/

(givig) pecil impotce o ttetio to omethig): There's a lot of emphasis on  sciene at our school. noun

em·pha··size  /as1/ r em·pha to plce impotce o omethig: hey emphasized that healthy eating is important.

en··able  IE'n1/ r to me it en poible o omeoe o omethig to o omethig: Computer technology enables us to predict the weather more accurately.

en..cour ·age en agement /kad3an/ noun the ct o ecougig omeoe to o omethig;; omethi omethig omethig g tht ecouge omeoe He needs all the encouragement he can get

166

I

Mini-Dictionary

omethig ceti to hppe a plan that would ensure a victory in the election

enter·tain /nar/ r to iteet en  mue omeoe: He entertained us with okes all evening.

e··hu·S•sm e

/rn'0uziam/

nn

 tog eelig o excitemet o iteet i omethig Jan showed great enthusiasm for the new proect

entire /'1ar/ j oly beoe  ou en (ue to emphie tht the whole o omethig i ivolve icluig eveythig eveyoe o evey pt: the entire world

en··Vi·ron en Vi·ron··ment  /n'arnan/ noun the coitio i which you live wo etc: A bad home envionment ca affect a child's progress in school

essen··tial   completely essen ecey tht you mut hve o o It is asolutely essential to have a pasort to travel to the US

exa /'k/ j. completely coect ex ccute: He's in his mid-fties Well, 56 to be exact.

ex··ag·ger ate /'d3ar1/ r to ex me omethig eem lge bette woe etc th it elly i: Dont exaggerate I was only two minutes late, not twenty

ex··pand  k'snd/ r ex expand on to give moe etil o  toy pl ie etc ex·pe k'sk/ r to thi o believe tht omeoe o omethig will come o tht omethig will hppe She was expecting an email rom them this morning, but it didnt come.

ex·pe·ri·ence /k'srans/ noun omethig tht h hppee to you, ote omethig uuul o excitig: She wrote a book about her experiences in Africa.

AB C D

J KLMNOPQRSTUVWXYZ

ex--pert t /'Ekspa/ noun  eron ex who h  lot of cl knowledge or kll: He's an expert on the hist f mk usic

ex--traor ex traor--di di--nar nar··y /k'sa,E dj. unuully good lre etc. She had an extrardinary ability t learn new languages

fac-tor m /ka noun one of the hng tht infuenc  decon tuton etc His unhainess at he was a ar (actr i his decisin t ve away

fa··mil·iar /'ma dj well known (to fa oeone) It was a relief t see a failiar face in the crwd

fea--ture m /'Ja/ fea

noun n ortnt o notceble r o oehng La are a ain feature  the lanscae f Ontari.

t // vr   to be ble to lv work ec n n ey nd nurl wy wth oeone or oehng) e ne girl fund i dicult t t in with the ther ids) at sch.

oat // vr o ty or ove gently on the urfce of  lqud nd not nk Cr {ats in water

fo··cus m /kas/ vr to gve ll fo your ttenton o ethng t fcus n a ble

force /s/

ycl trength or ower e frce f the explsin nced the t the grund. noun

for--mal /'m/ d ued when you for wnt to er erou or ofcl nd when you re n  tuton n whch you do not know te other eole very well "Yurs sincerely is a fral way f ending a letter

foun-da··tion m J/ noun n foun-da orgnzton tht rovde oney for  ecl uroe fr exe for reerch or to hel eole ho hve  rtculr o T National Kidney Foundation (= reseahing the causes f idney disease)

funC •tion t /AkJ/ vr o WOrk correctly; to be n cton My new cuterr isnt functinin cute functining g ve well fur-ther /'rOa/ adj. moe; ddtionl: furAre there any further questins?

expert

gath··er /'a/ vr to brng ny gath hng together o collect hey have  gathered tgether a lt f infrati infratin n n the subect

gen--er gen er-- ate t /'3a1/ vr o roduce or crete oethng l hin this idea will generate a lt f inerest

gentle /'3a/ dj no rough or volent A gentle breeze was blwing thrugh the trees

grant B // vr to gve oeone wht he/he h ked for He as  granted erissin t leave earl

han··dle /'/ vr to del wth or to han conrol oeone or oethng I have a  ble at wr and  dnt really nw hw t handle it

high--light m // vr o gve high ecl ttenton to oethng e rert highlighted the need fr irved safety

i·de··al /a/  the bet oble I i·de an ideal wrld, there wuld be n vet

i-den den--ti ti·· t /!'af/ vr o recognze or be e to y wh or wh oeone or oethng  e lice need  sene t identi the dy.

im--age t /'m3/ noun  etl im cture or de of oeone or oehng I have an iage f y childh as always war and sunny

i·mag mag-- i,na-tion Im3a'J/ noun the bly to crete entl cture or new de He has a lively iagination

immedi-ate ma/ dj henng im or done whout dely I' lie n iediate answer t y rsal

im pa /'mpk/ im

noun n effect or reon Her seech ade a grat iact n the audience.

im--prove m'p/ vr to becoe or im to ke oethng better I he the weather will irve later n.

in-lude /k/ vr to hve  one rt to contn ong other thng) he rice f the r includes one drin in the htel bar.

in-di-vid,u··a /a'3a/ j. (only in-di-vid,u before  noun) ngle or rculr Each individual batte is tested befre being

pckge

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A B C D E F G H:

inform

in,form /m'r/ verb to gve soeone

inoaton (about soethng): You

 should inform th polic aout th accidnt

in,i,tia,tive /I'f/ noun ocal

acton that s taken to sove a poble o pove a stuaton a nw gornmnt initiati to hlp popl start small usinsss

in,tend /md/ verb to pan o ean to

o soethng I spnt mor mony than



had intndd.

in,ter,rupt /,m'rA verb to say o o

soethng that akes soeone stop what he/she s sayg o ong I'm

 sorr to intrrut, ut thrs a phon call for you

is,sue l'If/ noun a pole o

subject o scusson  gornmnt

cannot aoid th issu of homlsnss any longr

key /k/  ve potant Tourism is a k industry in Florida.

knowl,edge /d3/ noun noaton

o acts that you have n you n about soethng H has xtnsi knowldg of ancint Egypt

land,scape /k/ noun eveythng

you can see when you ook acoss a lage aea o lan h prairi landscap is v {at

aks the en o ege o soethng

No alcohol is sold within th city limi

(=nse the cty). r /Jk/

PQRSTUVWXYZ

mass // noun a age aount o

nube o soethng: Th gardn was a ma of owrs.

mat ,ter /r/ noun a subect o

stuaton that you ust thnk abot an

 yo attenton to Its a prsonal mattr and I dont want to discuss it with you

mem,o,ry /'r/ noun soethng that

you eebe That is on of my happist

mmoris.

men,tion /f/ verb to say o wte

soethng about soeone o soethng to tak about soeone o soethng

I wouldnt mntion hr xams to h sh fling nrvous r /0d/ noun a way o ong soethng modrn mthods of

meth,od

taching languags

mi-nor·ity c /r 1- r/ noun the sale nube o pat o 

a goup less than hal Most womn continu to work whn thy ar marrid. Only a minorit stays/stay at hom.

mon,i,tor c /r/ noun a

achne oten a pa o a copute that shows noaton o pctues on a sceen lke a televson

mood /d/ noun the way that a goup

o people eel about soethng Th

mood of th mting was vry optimistic

lim,it // noun a pont o lne that

link

1

noun a peson o thng

that connects two othe peope o things: Thr is a strong link btwn smoking and hart disas

lo,cal /'k/ . o o n a patcula

place (nea you) local nwspaprs

lo,ca,tion c /kf/ noun a place

o poston· Svral locations ha n

 suggstd for th nw stadium

manage /d3/ verb to succee

in ong o ealng wth soethng cut; to be able to o soethng

Im sor I didnt manag to writ that rport last wk

net ,work  /'rk/ noun a syste

o coputes that ae connecte by cabes o telephone lnes

nor,mal c /r/ j (use about a

peson o anal) oe o eveope n the usua way  child was compltly normal at irth

note // verb to enton soethng I lik to not that th proct has n xtrmly succssful so far

no,tice // verb to see an be awae

o soethng "Wat kind of car was th man driing? " didnt notic

ob, jec,tive c /d3k/ noun you

a o pupose: Our obctiv is to nish y th nd of th yar.

ob,vi,ous c // j. easly seen o unestoo clea  was oious that h was not wll

168

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Mii-Dictiar

A B C D E F G H IJ K LM N

' QRS TUVWXYZ

occur t /a'kar/ verb to come into someones mind: it nvr occurrd t  John that his wi mght b unhap.

dd   tnge; unusu Thr's  somthing odd abou him

oper,ate /'part/ vb to do business o mne o diect sometin Th corporation oprats om its hadquartrs in Atlanta

opportunity /,a'a nn  cnce to do somethin tt you would ike to do  sitution o  time in wic it is ossibe to do metin  trip  gav m a grat opportunity to us my Spanish.

organize /raz/ v to ut tins into ode to ne into  system o oicl ode Cn yu dcid what nds to b don? I'm trril at organizing.

O·rig·i·nal /a'3a/ j st eliest (beoe cnes o develoments)  original maning of this wor is diffrnt from th maning it has nowadays

ori·gin /'a3 '·/ nn te time

wen o ce wee sometin st comes into existene te eson wy sometin stts Culd you xplain th origins of this tradition to m?

pace /p1/ nn t seed t wic you do sometin o t wic sometin ens Run at a tady pac and you wont gt tird so qickly

particular /partJkaa/ j (only beoe  noun moe tn usul secil: This articl is of particular intrst to m

patience /p1f/ nn te quity o bein be to ein clm nd not et n esecily wen tee is  dicuty o you ve to wit  on time I hav no patinc ith popl who dont vn t

pat tern /'pa/ nun te wy in wic sometin ens deveos o is done Hr days all md to follow th  sam patrn

pause /p/ nn  sot eiod o time duin wic sometin stos: H continud playig r tn minuts without a paus.

occur

perform·ance /paa/ nn o well o bdy you do sometin o well o bdly sometin woks  companys prforman was isappointing last 

permit /pa1t/ vb to lo sometin: Food and drink a� ot  prmitd in this buiding.

persuade /pa1/ vrb to ke someone beieve sometin: Th attorny  puadd th u that sh as nnocnt

poten·tial t /pa't/ nn te qulities o bilities tt someone o sometin s but tt my not be ully deveoed yet at boy hs grat  potntal as   pianist

precise t /p1/  (on beoe  noun) exct icul I is dcult o dtrmin th prcis momnt whn th crim occurd.

pessue /'pa/ nn  sitution tt cuses you to be woied o uny: y movd to th suburbs to ap th  pssur of cit li

pretend p/ rb o beve   ticul wy in ode to mke ote eole believe somein tt is not tue rancs walkd past, prtnding (that) sh didnt s m

pre-vent /p'/ vrb to sto sometin om enin o o to someone om doin somtin Eon hos th ngotiation will  prvnt a war.

preVi•OUS t /'pa/  comin o  enin beoe o eie D you hav  prvious princ in this  of wok?

principle

c /'pap/ n  bsic enel ule o tut bout soetin W bliv in h principl of qual opportuni for on

proceed  /pa' p-/ vrb to o on to do sometin ele ftr gtting an stimat w can dcid whth  not to  procd with th work.

produce /pa'/ vb to cuse to en: Hr rmaks prducd roa of laughtr

169

program

ABC DEF G H I J KL MN O

pro-gram /'prougrm; -gram/ verb t

ke  iece f eqient wk  ct ttclly in  ticl wy: Th  lights ar pgrammd to com on as soon as it gts dark.

progress /'prgrs -gras/

noun

chne

 iveent n cety Popl who

oppos nw tchnologis ar accusd of holding ack progrss

proper /'prpar/ adj. (nly befe 

in ene  ethin tht y hve een  hed befe I rcognizd him ut I couldn't rmmr his nam

refer /'r/ verb t.be ed t decibe

ene  ethn Th trm

"adolscnt rfrs to young popl twn th ags of 13 and 17

region /ri3a/ noun   f the

cnty  he wld  le e f lnd This rgion of th country 

th propr us of chmical

ry at

 he f  whle A larg proportion of 

th arth's suac is cord y ocans

pure /pur/ adj ldfhned nt din

 knwn nyhn evl to rmain

 spirituall pur

quali ca tion /,la'k1/ noun

 kill  qlty tht ke y tble t d ethn ch   jb Sh 

reg is  ter B /r3asar/ verb t 0

0

hw feeln inin etc Hr fac 

rgistrd intns dislik

relate /'/ verb t hw  cnnectin

between tw  e thn Th rport rlats hart disas to high lls of strss

relationship /'p/ noun the

wy tht ele  cnte etc feel bt  behve twd ech the

has all th right qualications (or th managrs jo

Th polic ha a poor rlationship with th local popl

rap.id /'rpa/ adj. henin vey

relevant B /'laa/ adj cnnected

qickly  vn wth et eed

wth wht i henin  bein tlked bt Plas nclos all th rlant

Sh mad rapid progrss and was soon th st in th class

documns with your isa application

reach /rt/ verb t ve t  lce 

rely B /rl/ verb t need ene

cndtn W wont rach th airport

in tim

reaC tion B /r/

ethin tht y d  y bece f ethin tht h hened  been id at is noun

 your raction to th nws?

reality /ri'ai/ noun ethin

tht elly exit nt ethin tht  iined Dath is a rali that ryon  has to (ac ntuall

realize /rialz/ verb t bece we

f ethin  tht ethn h hened lly e tie lte

Whn I got hom, I ralzd that I had lft my kys at th oc

reasonable /'riz·a/ adj ccetble

nd ite n  ticl ittin That sms lik a rasonal dcision undr th circumstancs

recall /r'l/ verb t eebe

ethn ( fct event ctin etc) f the t I dont rcall xactly whn  rt mt hr

I

recOgnize /rag1z/ verb t knw

nn) ht  cect information on

propor· tion B /pra'pr/ noun  t

170

STU V W X Y Z

Mini-Dictionar

 ethin nd nt be ble t live  wk well with h/he/it  old

lady had to rly on othr popl to go  shopping for hr

remain /'m/ verb t ty  cntine

in the e lce  cnditin Thy 

rmaind silnt throughout th trial

remarkable /mrka/ ad. nl

nd in in  wy tht ele ntice Sh ctainly s a rmarkal 

woman

require B /'kar/ verb t need

ethin Plas contact us if you rquir furthr information

resource B /'risrs srs/ noun

 y f ethin  iece f eqient etc tht i vilble f ene t e Th ido is an xcllnt rsourc for tachrs

response B /'sps/ noun n nwe

 ectn t ene  ethin

I snt my rsum to 20 companis ut I hant rcid an rpon t

ABC D E F G H I J KL MN OP Q

re·spon,sibil·i·ty /,sponsabat noun  duy  del wh mehg  h   yur ful  f mehg ge wrg: It is Jhn's respnsibility t make sre the rders are sent t n time.

re,vea  /'v/ v  hw mehig h w hdde efre Clse inspectin f the phtgraph reealed the identity f the gnman

sadness /snas/ noun he eelg f eig d I elt a deep sadnss

satisfaction /staskJn/ noun  feelg f leure h yu  whe yu  de ge r cheed wh yu wed Gwen std back and lked at her wrk with a sense f satisactin

satis,fy /sas1/ v  me mee leed y dg r gg hm/her wh he/he w Nthing satises him-hes always cmplaining

sensibe /snsa/ dj hg  hwg he liy  h r c   rele wy; hg r hwg gd judgme It was a realistic and sensible plan

share / v  ell mee u mehg;  llw ee  w mehg Smetimes it helps t share  yr prblems

sheter /JEa/ v  rec mee r mehg  ge mee r mehg heler he tees shelter the hse m the wind

shi  I 1/ noun (  fcr ec.)  d f he wrg dy he ele wh wr durg h erd an eight hr shit

show J/ v   ry  mre ele y hwg hem hw gd yu re  mehg r y hwg hem mehg h yu re rud f Hes always shwing  in frnt f his iends

show

signa /sna/ vb  me  gl  ed  rculr mege ug  gl He signaled his disappal by leaing the m

signif i·cant  /snan/ adj. mr r lrge eugh  e ced: There has been a signicant incease in the nmber f crimes reprted this year

TU V W X Y Z

responsibilit

sim·pe /sp/ adj ey  uderd d r ue;  dfcul r cmlced is dictina is written in simple English

sim·pici·ty /spsa/ noun he quly f eg ey  uderd d r ue  all admired the simplicity  the plan

source  /ss/ noun  lce er r hg where mehg cme r r fm r where mehg  ed Sals tax is an imprtant srce  incme fr the gernment

space /sp1s/ noun  re h  emy r  ued s there engh space r me t park the car there?

specif ics  /spass/ noun he del f  uec h yu eed  h u r dcu Oka, thats the bad  plan-lets get dwn t the specics

spir·it /sp/ noun  rg feelg f eg lyl   gru  rgz ec d f wg  hel  n actiities t bild shl spirit

spoi /sp1/ v  d  much fr mee eeclly  chld  h yu he  d effec  h/her chrcer His grandmther spils him by bying him all the candy he wants

stand /sn/ v sand out

 e ey ee r ced

standard /'sna/ noun  leel f quly  need t impre edcatnal standards in ths sae

strat,egy  /'sta3/ noun  l h yu ue  rder   mehg a strategy t redce inatin

stye  /s1/ noun he wy h mee uully wre ehe ec Hemingways style is ery clear and simple

success /sass/ noun he fc h yu he cheed wh yu w dg well d ecmg fmu rch ec Hard wrk is the key t ses

suf cient  /san/ adj  much   ecery; eugh W hae scien il reseres t last r three mnths

sug·gest /sas sa-/ v  re  l r de fr mee  dcu r cder Can anyne sggest ways f raising mre mney

171

suitable

A BCD E F G H I J KL MN OP QR�·1  \ W X Y Z

suit·able /'utab/

ad igh o 

convenien fo someone o somehing:

ls this  suitble ime o hve  meeting? sup,port /apr/ vr o gee wh he ims of someone o somehng o wih n de,  n ec. nd o gve him/ he/ hel, money ec

Il support you s much s I cn. switch /1J/ vr o chnge o e chnged fom one hng o nohe

We've swiche from eing frie foos o more fresh fruit n vegebles system /a/ noun  go of hngs o s h wok ogehe

compuer system crshe talk /k/ vr

The whole

k o someone s if he/she is ess neligen mon ec. hn yo

talk down to

task

m /k/

 ece of wok h hs o e done eseciy n nesn o dfc one: noun

Your rst tsk will be o  sen these leers technique m /kk/ noun  c wy of dong somehing:

new echniques for eching lnguges tend // vr o s do o e somehing Woen ten o live longer hn men ten-sion

m /'/ noun  feeling of nxey nd sess h mkes  mosse o ex

I coul her the ension in her voice s she spoke

theOry

r /'Or; 'Oar/ noun n ide o se of ides h y o exin somehng

the theory bout how life on erh begn

172

 M-Dr

top /p/ ad (ony efoe  non) hghes in osion nk o degee one of he couns op busines execuives

tradi-tion m /r/ noun  csom o elief h hs conned fom he s o he esen

Its  trition to ply rick on people on April 1s. train /r/ vr o ech  eson o n nm o do somehng which s dfcl o which needs cce:

The orgnizion trins guie ogs for the blin valUable /'ab-uab/ adj. vey sef  vluble piece of informtion value /u/ vr o hnk someone o somehing s vey mon nd woh  o Lur hs lwys vlue her inepenence va-riety /a'rt noun  nme of

You cn ke evening clsses in  vriey of subects incluing photogrph, Spnish n compuers vast // ad exemey ig The vst moriy of (=lmos ll) locl resiens  support the proposl diffeen knds of hings

view /u/ noun n onion o de o

He expesse he view tht  snrs were flling waste // vr o se o send somehng

somehing n  ceess wy o fo somehing h s no necessy:

He wse his ie  college becuse he int work hr weak-ness /ka/ noun  f o ck of sengh esecl n  esons chce

Its importn to know your own  strengths n weknesses

r irLanguage.com

14 adds ag d un 6  B/8 wupm/wms

B TRUE SORIES Desert, Mountain, Sea Sue Leather Tree different parts of te world, but al of them dangerous. onely places Tree diferent women, but al of them determined to go-and to come back aive! Robyn Davidson walked nearly 3,000 kilometers across te Austra _ian desert wit a dog and four camels Arlene Bum ed a team of ten women to te top of Annapurna-one of te igest mountains in the world Only eight came down again Naomi James sailed around the world alone, on a journey asting more tan 250 days

Word count 15,580 BN 978  19 479169 4

FACLS The History of the English Language Brigt Vney About a quarter of the people in te world today speak or use Engis In homes nd scoos oces and meeting rooms, ships and airports peope are speaking Englis How as this happened? How did Engish begin and wat will become of it in te future? he story of te Engish anguage is a ourney troug space and time, from tousands of years ago to today and beyond and to all parts of the word Come on that ourney and meet te monks and sodiers te kings and scientists, te printers poets, and travelers wo have elped to make the Englis of today

Wod count 16753 BN 978 0 19 423397 2 D 978 0 19 423612 6 D Pack 978 0 19 423614 0

R SSS

�HRER  & VERE

A Tae of Two Cities

Treasure Island

harles ickens etl y alph Mw

ert Lus Sees etl by h st

"The arquis lay there, ike stone, wit a knife pushed into is heart On is cest ay a piece of paper, with te words: Drive hm fast to the grve. Ths s rom JACQUES" The French Revolution brings terror and death to many people But even in these troubed times people can stil ove and be knd Tey can be generous and trueearted and bra ve

uddenly, tere was a high voice screaming in the darkness 'Pieces of eight! ieces of eigt! ieces of eight! It was ong ohn ilvers parrot Captain lint!  turned to run But young im Hawkins does not escape from te pirates tis tme Wi he and his friends nd the treasure before te pirates do? Wil they escape from te isand and sail back to England with a sip full of gold

Wd ont 14850 BN 978  19 479187 8 D 978  19 479155 7 D ac 978  19 479327 8

Wod nt 15125 BN 98  19 479190 8 D 98  19 47958 8 D a 978 0 19 479330 8

 m OR SORES Land of my Chidhood: Stories from South Asia eld y lare es y broter preferred being wit mother and me He used to help us prepare vegetables in the kitcen or make te bread But wat e iked best was istening to my mothers stories But those cildood days are ong gone and now a great dstance divides sister and brothe children and moter e stories in tis volume of World tories come from India akistan, and ri anka The writers are Romes Gunesekera  Athar Tahir, Citra Divakaruni Anu 
Wod coun 16.937 BN 978 0 19 479235 6 D 978  19 479210 3 D ac 978  19 479281 3