In memory of Fida, whose greatest story is the rescue of Max. ‘More True Stories: A Beginning Reader, Second Edition Copyright © 1990, 1997 by Addison Wesley Longman Publishing Conipany Allrights reserved. [No part ofthis publication may be reproduced, stored in a retieval system, or transmitted in any form or by an} electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher. Pearson Ealucation, 10 Bank Street, White Plains, NY 10606 Editorial Director: Joanne Dresner Senior Acquisitions Editor: Allen Ascher Project Editor: Penny Laporte Development Editor: Frangoise Leffler Production Editor: Karen Philippidis Blectronic Production Supervisor: Kim Teixeira Composition: Kathleen Marks ‘Text Design Adaptation: Curt Belshe Cover Design: Naomi Ganor Ilustrations: Lloyd P Birmingham, Pencil Point Studio . Library of Congress Cataloging in Publication Data Heyer, Sandra More true stories: a beginning reader/Sandra Heyer, p. on. (Originally published: White Plains, N.Y: Longman, 1990. ISBN 0201-69516 1. English language—Texthooks for foreign speakers, 2, Readers, 2nd ed, L Tite PEN28H8368 1997 428.64 deal 9650034 Credits cr We wish to thank the following for providing us with photographs: Page 2, Hiroaki Yamashiro /courtesy of the Ryulyu Skinpo; Page 6, Courtesy f the Bridington Free Press; Page 10, AP/Wide ‘World Photos; Page 14, AP/Wide World Photos; Page 18, im Estrin/SIPA Pross; Page 22, Miitter Museum, The College of Physicians of Philadotphia: Page 26, Foha de San Paulo; Page 30, Sandra Heyer; Page HM, Scott Shaw /SIPA Press; Page 35, Brant Ward San Francisco Chronicle; Page 42, Alan Zale/NYT Pictures; Page 46, Courtesy of Honda Motor Company; Page 50, AP/Wide World Photos; Page 54, Sandra Heyer; Page 57, Reprinted by pemmssion of Addison Wesley Longman from. 1000 Pictures for Teaclwrs to Copy by Andrew Wright. Copyright 1984; Page 58, Courtesy of Bruce Burns; Page 62, Lynn Ischay/ Columbus Disptcs, Page 66, James Schnept/ Wheeler Pictures; Page 70, Trans Time, Inc, Page 74, Peter Seriing; Page 78, Eugene Louie/San jose Mercury News; Page 82, Gary Quiring; Page 86, Reprinted with the permission of Simon and Schuster ftom Across Tine and Daath by Jenny Cockell. Copyright 1983 by Jenny Cockell, Published in the UK and (Commonwealth by Piatus Books under the title Yesterday’ Chil; Page 89, Map of Malahide reproduced with the permission of the Malahide Chamber of Commerce ‘We wish to thank the following for permission to adapt material (Gor page 3) The Ryle Skinpo,1-10-%, Feumnizali, Naha, Okinaves, 90 Japan, 1987; (for page 7) “Guess who's the groom? ts you.” Bridlington Free Press, 4 February 1985; (for page 19) "Oh boy, what a ride!” by Larry Cole and Don Singleton, Daily News, § December 1997; (for page 28) Special pennission granted by Wholly Resiey, published by Field Publications, copyright 1987 by Field Publications; (or page 27) “Criancas ‘Bocadas.” For de Sao Paulo, 1986; (or page 39) “Chinese Herbal Magic," by Bruce Cost, Se Francisco Chronicle, 11 March 1987; (for page 47) “Late sleepers: Beware of Japanese beating gifts,” by Bob Greene, 1988; (for page 63) "Bidders show their heat,” by Rita Pice, Columbus (Ohio) Dispatch, 23 July 1985; for page 67) “Mad money burns hole in woman's... oven?” by John Shaughnessy, Indianapolis Star, 1 April 188; (for page 9) “Iwill be a surgeon again," by E.A. Tortiero, Son jase Mercury News, 21 Apeil 1986; (for page 87) Across Time ‘an Dest: &\ Mothers Soc for Her Past Life Chen by Jenny Coskell, New York: Simon and Schuster, 1993. Published in the UK and Commonwealth by Piatus Books uncler the title Yestenay’s Chal ~ 12131418 16-CRS-06 05 0403 02MORE = TRUE STORIES SEER eee by Sandra HeyerINTRODUCTION MORE TRUE STORIES is a high-beginning reader for students of English as a Second Language. It consists of 22 units based on human-interest stories adapted from. newspapers and magazines. The vocabulary and structures used in the stories are carefully controlled to match those ofa typical beginning ESL class. At the same time, all attempts were made to keep the language natural In answer to those students who think some stories are to0 amazing to be true: Yes, the stories are true, to the best of ‘our knowledge. A special "To the Teacher" section at the back of the book provides additional information about each story. Following are some suggestions for using MORE TRUE STORIES. Teachers new to the field might find these suggestions especially helpful. Please remember that these are only suggestions, Teachers should, of course, feel free to adapt these strategies to best suit their teaching styles and their stents’ learning styles. PRE-READING Beneath the photo that introduces each unit are two sets of questions, The first set guides students as they describe the photo. The second set asks students to speculate on the content of the reading, If the pre-reading activity is done orally in class, you might prompt students to describe the photo by saying, “Look at the picture. What do you see?” Sometimes students respond more readily to the question "What do you see?” than to a more specific question (ie., "Who are ‘hese people?"). When asked a specific question, some students are reluctant to speak; they assume there is a specific correct answer. When asked "What do you see?” they are more inclined to respond because itis clearer that any reasonable answer is acceptable. If your students are comfortable speaking English, you may wish to guide them into posing theit own pre-reading questions. After the class describes the photo and reads the title of the story, ask, "What do you want to know?” Write the students’ questions on the board, Return to the questions after reading the story to see which were answered. READING THE STORY If your students understand spoken English well but have lide experience reading, you may wish to begin by reacling the story aloud, or by playing the tape recording of the story If the story has a surprise ending, you could pique students’ interest by stopping short ofthe last few paragraphs. Students who have a tendency to stop at every unknown ‘word should be encouraged to read the story twice, once without stopping to get the gist of the story, and then a second time, stopping to underkine new vocabulary. Introduction ‘THE EXERCISES, Each unit has four types of exercises: vocabulary, comprehension, discussion, and writing, Students can complete the exercises individually, in pairs, in small groups, or with the whole class. The exercises can be Completed in class or assigned as homework. At the back of the book there is an answer key to the exercises, ‘Vocabulary. The vocabulary exercises highlight words that ESL students identified as new and that could be clearly drawn, described, or defined, The exercises clarify, meaning while giving students practice in establishing meaning through contextual clues. ‘Comprehension. The comprehension exercises test students’ understanding of the story; more important, the exercises help students develop reading skills they will use throughout their reading careers—skills such as scanning, summarizing, identifying the main idea, and recognizing connectors and other rhetorical devices. Discussion. Most of the discussion exercises require stuclents to complete a task—to fill in a chart, to interview a classmate, to draw a picture or a map—so that there is a concrete focus to the discussion. The task-centered exercises ake it possible for students to talk without the direct supervision of the teacher, a necessity in lange classes, Several of the discussion exercises ask students to share information about their native countries with a partner from a different country. Teachers whose students are learning English in their native countries will need to modify those exercises that are designed for the multinational classroom, ‘Writing, Most of the writing exercises are structured. Students rewrite a story in the past tense, create a list, complete a story, or write a paragraph on a specific topic. Students who are fairly accomplished writers may need a ‘more challenging assignment, such as writing a short essay. Students who are Jess experienced writers may need to see some samples before they write. ‘The vocabulary, comprehension, discussion, and writing exercises are at approximately parallel levels; that is, they assume that students speak and write about as well as they read. Of course, that is not always the case. Please feel free to tamper with the exercises—to adjust them up or down to suit students’ proficiency levels, to skip some, or to add some of your own. Both the exercises and reading selections are intended to build students’ confidence along with their reading skills ‘Above all, itis hoped that reading MORE TRUE STORIES will be a pleasute, for both you and your students.