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OXOR
Intermediate

LINDA LEE + ERIK GUNDERSEN

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• . �,  L' .I W 'e_ u W u T jl J 

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 Deree L, Tngh nivsiy, ichng y
drew Boo, Ty Gkn nvsy. Jpn Wayu oa Lu EO gg Ins,
Crytal Bruel Tky gkkn M n High Snchng y
Sch pn Weg Luo, Nn Hsinch nvsiy f
le Byduma. Isnb Shi nivsiy, Tky Ecin, Hk
a Cata Ce, Engish ngg Insi f uj arta, Osk nvsiy f Ecncs, pn
Tsng n Ecn, Zngh iy ye u, yin
 yin nvsiy
nvsiy Tky
Km Dammer, nyng
ny ng nivsiy,  aae oda, n niviy f Innin Sis,
rdoga rturoglu
rturo glu z
 z A nvs, Tky
Tky pn
Lee Fare, y g  gn nggs, pn earya �e, (TO y nvsy, Tky
Yueu ag, Nn s nvs, Hi  Romero n  Ecci6n Ing  y
S. Mxic
Wedy  oug, S My g/Nnik Gig
Snn Gkk, pn ea ug e, h Nn nvsiy f
hcy f Scinc, Tinn
ael r, hng-Ang nivs, 
Youg o yngwn nvsy Innn
roum ooawa, kk  Gkn nivsi, ngg n 
pn
ua uowe, Tch
Tch Ecin ns
nsn
n S
Zoe u, Nn T inn nivsy, Tinn
Dad oett, Svn
Svn Sch
Sch,, 
Cele wag hng Nin nivsi, 
 Walter, gshi Ic
I c H nivsi,
eye Kurua T S p Sch Tky
y

pn
Carmela Lee, Shi nivsi, Jpn aa Wa Nin in nivsiy, T ip

iii
 ! Contents
Scope and Sequence vi

Series Overview viii

Chapter 1 Answe;ng 6 ommon Inevew Quesions 1

"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 11

"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
Chapter 3 Suden Lenng Teams 21

"Research has shown that college students can learn as

much or more om peers as they do om instructors
and textbooks:
Chapter 4 Len;ng o Sek 1
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'
Chapter 5 Te Mn ;n e Moon Hs omny 41
"Have you ever looked at the moon? Really looked? You
might be surprised at how much you can see:'
Chapter  ulue Sock 51

"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:'
Chapter 7 Pve Lves 1
"Life seems a little less agile when you can depend on
a special place to always be there r you:


irLanguage.com

Chapte 8 A Young Blind Whiz 71

"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 131
"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

y
Scope and Sequence
Chapter Content Reading Sl<i Buiding Vcabuary

Chapter 1
Answering Answering ntervew Understanding
Usng context
6 Common questons phrasal verbs
Intervew Questons

Chapter 2
Making a dierence n
Young Women Makng nerences Understandng suxes
the world
Changing the Wold

Chapter 3 Achevng academc

Skimming and
Student Learnng success through Learning collocations
Scanning
Teams teamwork

Chapter 4 How children Dstinguishing facts Understanding

Leanng to Speak learn languages  fom opinons connecting words

Chapter 5 What you can see

The Man in the when you look at the Using context clues Leaning synonyms
Moon Has Company 

Chapter 6 Adjusting to life in Finding the topic and

Learning collocations
Culture Shock a reign country main idea

Chapter 7 aving a special place Identiing suppoting

Learning noun sues
Pvate ves to go to refect on lie ideas

vi
 � -

• t

Content Radng Skll Bulding Vocabulary

Chapter 8 Identiing pronoun Understanding

Talents and abilities erences compound nouns
A Young Bind Whiz

Chapter 9 Preparing and making Undersanding Understanding

How to Make a gd speech text organization: multi-word verbs
a Speech Headings

Understanding
Chapter 10 patterns of
'ierent ways ople organization earing pxes
Conversational converse
Ba Games Understanding
gurative language

Chapter  Understanding
Leters of Applying r a job Notetaking concting words
Appicaion

Chapter 2 The siesta tradition Summarizing eaning word rms

Out o Lunch

Chapter 13 Recognizing
Taking about the eaning antonyms
Pubic Atitudes imrtance of science paragraph transitions
Towad Science

Chapter 14 Understanding how Paraphrasing Undertanding adective

he A of Genius geniuses think and adverb suxes

vii
 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

viii
 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.

Ix
  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.
Class Audio CDs
Select Readings, Second Edition oers Class Audio CDs featuring careully
recorded audio of  main reading passages in each evel of the series Giving
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
Audio Download Center wwwirLanguage.com

AUIO
DOWNLO
CENTER
The Selec Readings Audio
Download Center allows yo
to acce and downoad audo

e o ec man readg

pase  te Sde Book.

Cho' yur lev > Ementr Pnirmtdlao l Uf�@

oe- _ , .  

Every main reading om the series is availabe r download through the
Select Readings Second Edition Audio Download Center Students and teachers
can visit www.u  pm/r2 r access to the downloadable mp3s
r any time, anywhere practice and selstud
"TOEIC- and TOEFL are registered trademarks of Educationa esng Servce (ES).
is publication is not endorsed or approved by ETS

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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  suld w r yu?
O y  d yu a  wrk r?
O a ar yur waksss?
O a dd yu dslk abu yur las b?
O 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
I

1. Title of the reading: ____ ____ _

2. Names of people and places in  <ey words (What words appear
the reading (List 3 more) several times? List 5 more)
Ohi quesion

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

 AUDIO
Reading Passage 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
10 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
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
20 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
25 tru valabl t th compan
3       e?      Map page 161
 ?
Peter, a phsca n Indanapols sad that research s mportant n Culture and
anserng these questons I ould use ths opportunt to sho o hat Language Notes
 I kno abot te compan and, more mportantl, ho I ould t n page 141

I get  hed stt ge an ey r  gve yu n dvange
2 comptibity wth uy 
3 o e w t  y ve e kll nd e
4 cotbte gve  nd ef
5 d t lk e  eene ele
6 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 You should summaize your Don't talk about unrelated
yoursel sklls and experience as they things.
reate to the job.

2 Why should we You need to give specics

hre you? to show you are the best
person fr the job

3 Why do you want to work Show what you know about

here? What do you know the company and how you
about our company? would t in.

4 What are your Turn your weaknesses into

weaknesses? stengths.

 What did you dislke Say something positive

about your last job? about your last ob

6 Whee do you see Talk about goals that relate

yourself in ve yeas? to the company with which
you are intervewng.

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

1stand _-ou 
'. e 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

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 their epensive clothes
can be very iritatin

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.
I Anntervewer does not want to hear that your ve-year ii s
   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
wl
Sprngeld, Oho. Gve        that show them you are bestsuted
r the job.
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?
think

 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?

8 Chapter 1 I Answering 6 Common Interview Questions

 ,
' 
  

�-:/' •   ,  .·      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

fuse 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

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 NOUNS : VEBS ADJECTIVES

page 163 achievements : anticipate bitter
aspect ! demonstrate paticular
challeges ! ed up elevant
condence ! t in
contribution ! pretend
opportunity 1 relate
patience  show of
qualications  stand out
specics ( talk dow
weakess

10 Chr 1 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 I What did this prson do?

Mohandas &andhi 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 nuar wans
D uin 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

    www .i rLanguagecom

1.  ____ _ 
Title of the reading: ____________ 
2. Names o peope ad paces in . Key wods (What wods appea
he readi (List 3 more) sevea imes? Lis 3 moe)
A 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
Rea<ing Pasage WNL

Young Women Changin th orld

by Jenny lgee

1e foowing artice i ;m te websie TakePr. is website gthe

1
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
5
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
10 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
15 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
1

20 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
Cama aeo
25 Fund ich w
Issu Ipvishd Yuh Maps
pages 159162
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  Culture and
, pn, i pwing undpivilgd gls by hlping h c Laguage Notes
 sh ls   sndhnd ils 3 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
l

th wn bun

3 secod mes maria u b

13
 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
35 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
40 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
45 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
s  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 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
6 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
65 and 60 children are enrolled i school through the Kopila Outreach program

4
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

14 Chapter 2 I 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 __  Wds pe Mnute:  

: (Minutes) (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 © shares
 holds ® 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
 organization ® dedication
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 I -ness I on  shp I ful

eledrict busines eucatn 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)
I s h wd's cass access to cen wa and od
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,

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
I 7

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

She doesn't ea n a lot of money, yet she has 5 i v gru.
ven a lot of money t chaty

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 NOUNS VEBS ADJECTIVES

page 163 t  t
t (t) t 
t  
tt t
 (  
  
 z
 t
t

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

 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 . to nd nd help lost or injured
emergency room climers
4. serch nd rescue tem in . to compete in nd win the soccer 
the mountins 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 Key words {What words appear
subtitles appear in the readng? severa tmes? ist 3 more)
(Lst 1 more)
sdet
Atves fr a Lmin T

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  � i rLanguage.com

 hper  I Student Learn;ng Teams

 I
Reading Pasage 

Student Learing Teams

by John N. Gardner and A Jerome Jewler
ro Your College Experience

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
5 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
10 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
15 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
20 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
uig   t sk iti ssistc i ppig  xs Map page 161
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 Culture and
  Y  ii       i anguage Noes
30 tt   sis ut ig 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

23
 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 
35 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
4 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
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
45 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
Cond choon an n nmb of amma o yo can wok n
6 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

 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     
65   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    
8  wk vy        p  v k
 y' w w

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

About the Athors 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 j Ad jectiv es

1. support suppot (paragraph )
2. (paragraph 8) (paagraph 2) colaboative
3. (paragraph 2) succeed (paragaph 8)
4 (paragraph 2) nteract interactive
5 specifcs spec (paragraph 4)
6. (paragraph 0) vary 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 I adeve  noun I verb  noun
academic achievment leaning oeren,
•
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
 Chiden oe r dong cho aroun
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 

27
 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 identi the main ideas n  to answe a specic question
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
• ead he ntoduction or rst name?
paagaph  Ask yoursel the question
• Read the rst and last sentence repeatedly as you move your eyes
of each paagaph quickly over the text
 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 Student Learning Teams

[
i rLanguage.com
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'
istening in class is not like litening to a TV program, listeing to a friend or
r 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. Ii
I!

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
 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 • schedue yu time cefy 
• be peped  evey ss • impve yu memy 
• nd  gd pce t study  • 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

Words t Remmb www.irLanguagecom ·

Mtnl·Dcoary I NOUNS : VERBS  ADJECTIVES
page 163 anxiety consider  crucial
experience ensure  eective
performance function j poper
potential reveal [ sucent
responsiblity shae
satisfaction
source
strategy
success
varety

30 Chpe 3 I Student Learing Teams

 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  D D
a a agag
3. I s sg  a d  a  aguags D D
a  sam m
4. Sss a' xa   a  D 0
s aguag
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       K    
  L     L  
UnivM o Washig' Isttut esc
fr Li and Bri Sciences

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

32 Chapter 4 I Learing to Speak

 AUDI©
Reading Passage OWNLO

Babies Prove Sound Learners

by Emily Sohn
fr Science News

1 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
For a long time scientists have struggled to
IO 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
15 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.
20  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
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,
30 suggests that the progression om babbles like gaga to actual words Culture and
le good mornng begis wt te ability to tell the derence bew Language Notes
simple sounds such as "ga; ba; and "da· Such studies sho that up t page 144

I ke not ral

  ew fie a uxpd aa

33
 Learnng fom the Baby Bain
For teenagers and adults who want to learn new languages, baby studies
75 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
s 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
85 nothing

Word Count: 883 Readi g Time _ Wods pe Mie 
! (Minutes) (Word Cont/Reading Tme)

I After You Read

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
 -· •. . ·�{"
\,   -  :v�
,· -.t · 1 :,-  �    . 
�ol,:h» "(· .\< 
Nn·   · I Ad jectiv
1. flexiblty ex

2. development developmental

3 dier

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.
1
Connctn1 Words 1Purpose l[ Exampe
r eamle signa that Adults can hear only the
r ntance an eamle  sounds used n the lanuages
lke coming net  they seak uent To a
such as native Jaanese speake, 
r one thing , the letters "R and
L ound dentca
however gnals that the ey cant tak, walk, or
et net entence even pont at what tey are
but contrasts wth  tnking about Y babie
 what came beg to develop lanuage
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

 e Japanese language has ony ve vowel sounds,  the
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 I feel could
Its my opinion that might should
I think may ought to

Emple:
x "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

 -
·�, 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

Home News Business Spors Enteranmen Healh og A& /Lving

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 NOUNS VERBS ADJECTIVES

page 163 ability debate actual
connection distinguish compicated
patten focus
recognize
rely

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  Key words What words appear
the reading (List 3 more) 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. Read the rst sentence in each paragraph Now what do yo think the
reading is probaby abot?

42 Chapter 5 I 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).

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
IS 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
20 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
25 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 Culture and
recognize most readiy ofall. So most people have no trouble seeing the Langage Notes
man in the moon with his enigmatic clownish grin 4 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
 Other cultures have seen other shapes in this celestial R .
30 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
35 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

 55 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

Word Cunt: 759  Readin g Tme _ Wrds pe Mnue 
j (Minutes) 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
4 magne magnary
5 generous
6 fantasze fantastc
7 reflect eectve
-

8 rregular
9 remar emak
10. excellence 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 Synonyms
assumd thou gh believd
fat
. j smooth _
noal 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 • Exampes
A denition 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.
-
An example 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 He suested that the lght and dark areas of the
unfamliar verb 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?

1 2 3
irLanguage.com
Words to Remember

Min-Dctonary NOUNS VEBS ADJECTIVES

page 163 argument assume bright
diagram etermine famiiar
eature  ientiy normal
magnation program obvous
anscape sat isy· remarkabe
regon spo
theory

50 Chapter 5 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 I'm aways bus
D Im time-oriented (I'm aways checking the time)
D I spend a lot of time talking to my iends
D I enjoy sitting around and doing nothing
D I enjoy eating a good meal
D School is an important part of my ife
D 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 3 Key ods Wa ods appea
(Ls  moe) seeal mes? Ls  moe)
Melbure 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

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,
5 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
10 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
15 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
20 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 Maps
pages 160161
e pressing problem r Blackmore was making a quick adjustment
2 to the American ifestyle that felt like it was run by a stopwatch For Culture and
this easygoing Australian, Americans seemed like perpetual-motion Language Noe
machines6 eicans are very timeoriented Blackmore says page 14

I cul auma xtr r of"ctr sock

2 dsvd shad en by ircty sing or xpincing
3 sa  d ry ig irnc
4 as a syl xprnc  w o if
5  a a sd ng , y qckly
6 ppua- mahs cins  nr stop oing

53
 "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
30 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
35 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
4 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
45 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
50 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
55 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
6 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

7 adjst to meca rhthms g u  Ain lyl

8 tck to a ood mea ny  l (Auin xpin)
9 ck at her od  ny   un f  n  pl
0 ad-back 
 e o wh o ves   in u i
2 shocke upi

54 Chapter 6 I Culture Shock

 When Blackmore returns to Australa at the end of the school yea,
65 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.

�, After You Read

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 I in the United State  in Autrala

driving and tac Tere are lots  tfjc
jams.
Te steering wheel is on the
le side o the cars.
the pace of life
ere aren't a lot o tc
jams
Te steering wheel is on the
right side o the cars

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 problem (paragraph 4)
2 make a adjustment (paragraph 4)
 a learning environment (paragraph 6)
 have contact (paragraph 6)
 a relationship (paragraph 6)
 enjoy a relationship with (paragraph 8)
7 a contrast to (paragraph 8)
 keep a distance om (paragraph 8)
9 a 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 relationship?
2 Does your school have a learning environment?
 Do students in you school have contact with their teachers
outside of class?
 Do you thin students should keep a distance o their
teachers?
 What is you most _ experience of last year?

57
 Reading Sl<
Finding the Topic and Main Idea irLanguage.com
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

2 drivng n Boston Drivin g in Bo5n is dernt

from drivin g in Austali.

3 I observatons about space

I
I
4 adjustng to the Amercan lfestyle

58 Chapter 6 I Culture Shock

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  '-
� 1 .� - -
From: Kaseem Bahar
To tblackmore@knol.net
Subject Stdy Abroad


t
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 
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

Words to Remember ww.irLanguagecom

Min-Dctonary NOUNS VERBS ADJECTIVES
page 163 on j nr
on  w form
nvronmn ovr o
 v
rr
ron

r

non

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 
k

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

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  3 Ky ords (Wht ords ppr 
th rd. (Lst S mor) srl tms? Lst s mor)
4u(qMxt 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

 AUDIO
Reading Pasage 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 Map page 161
 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 Culture and
wt thng But  ptnt t   th  pnn and Language Notes
h  6 I ant t  tn  that. page 14

I fr eaUy hut o bokn

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

63
 30 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
35 Aveue and slowly walked bareot to the water I tasted the Gul, ad
with it, some hope.
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
4 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 __

( Minutes)  Word Coun/Readng Time)

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 irLanguage.com

8 ak my mohr io nvne y e 

_,

 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 ment =N�un  Verb at i o n =oun
occu oaurenc pay relax
dierc
eb
Noun + -t  on I o dj  ective + =  djeti
= J A Noun es
Noun    e=

xhaust sad impotant  ___

appeiae ___ _ I gent

B U               
    
1   ece  g y p do   yo d w 
Yo d o     p   
2     xe       dg
H   g  d  
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
  
   n  ca
ear nd mll
the 6ighth Avenue wr poe water the sound of
bach swim waves
sunthe

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 NOUNS VERBS ADJECTIVES

pag 163 edge appecate gentle
force depend on
memory float
sadness gather
occur
each
switch

70 Chapter 7 I Private Lives

 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 an D gd vrbal skls
D a gd mmry D gd sal sks
D ravy D nllgn
D nrs n al subjs D a sns f humr
D D

B. 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 , Key words (What wods appea
the reading (List 3 more} seveal times? List 3 more}
Suleyman 4Ki 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

 AUDIO
Reading Pasage 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
"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  
10 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
15 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
20 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 Maps
everything e as at least until a proect is completed Wile the page 159, 161
synthesizer t Mr Goygit mentally "maps the computer screen
25 wth numbered oordinates (such as three across two down) and Culture and
memorizes the lcaton of each icon on the grid 6 so he can call up les Language Notes
with his mouse page 149

I a perceived dby somhng you hnk of a a nga thng

2 erger a omg f to o mo ompans nto on
3  dpe cpr e to goup o omput hat an't ommunat th ah oh
4 cncepze m an a of
S e d  th n o
6 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
30
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.
r Gokyigit was born in Turke y, where at age two he developed
35 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
40 Otoman Empire.
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.
45 Gokyigit, who had committed the logbook to memory and produced the
proper numbers "n ten seconds; Mr Braun says
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 lgb�k written record of nrmaon

8 bk u gnore
9 hs  bss e peron e repor drecy o
10   avaae o o o wor
I ubls proem over

7 apter 8 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
.

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
1. 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
 Seyman i onidered among he be and
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

 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 ynheizer rogrammer omper oie lap

work boo op manager ne 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= _
n 
 �
 ths=  �
irLanguage.com
3. 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 NOUNS VEBS ADJECTIVES

ae 163 concentaton mphasiz avalabl
conditon rmit to
dvc call
locaton shlt
monito wast
ntwok
systm

80 Chapter 8 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  Key words (What words appear 
reading (List  more) several times? List  more)
Why know o t �pek? topic

4 I think this reading is probaby about

82 Chapter 9 I How to Make a Speech

 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 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
15  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
2 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
25 interiews to help rond out your material In short gather-and lean Culture and
ar more than youll ever use You cant imagine how mch condenc Language Notes
that knowledge will inspire 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

83
 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
30 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
35 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
40 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
45 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
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
6 more condenly you can deliver i
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.

 ged n ne amusig; ot serious

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

8 Chapter 9 I How to Make a Speech

 How Questions Help
A question period at the end of a speech is a good notion. One wold
65 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
Te Crowd
e larger the rowd the easier it is to speak  because the response is
70 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
What  Stge Frght?
Very few speakers escape the so-called «butteries:' 3 here does not
75 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
8 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 _
! (Mnutes) : (Word Con/Reading Tme)

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
@ instruct © entertain
( 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
@ excite © listen to
 breathe  convince
5 Undestanding Tone Te overall tone of this reading is
@ serious and academic © inrmative and humorous
 light and silly  scientic and technical
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?

86 Chapter 9 I 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 I Meanng

1, tlk out of
. -� a. complee
(prgrph 4)
b. nvine  
2  - . sepre i
(prgrph 4)
d len
3 n -

(prgrph 5)  nvine

 un - f egn
•
(prgrph 7)
S ek 
(prgrph 8)
6 sr
.-
(pgph 9)

 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
1 How would you a iend doing
something dngerous?
2 How ca you _ where someone lives?
 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?

88 Chapter 9 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.
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
SPEAK FOR -�
�

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
   

89
 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 noo L M  na      a  an<U a

u hr.e ]�&war iYop nsid vn9    n n gfo  j   a u e  of

 11

I By  1ma dJae} ub

! • aso w l a  b
aea
 
  
me
x 
 asuY
e 
ars
.
,
\ 
  go a
�  _ wrL-
ICc !   :  u s i      o _  d_  _ i     z  -------
 }

-


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

WNONS  R  VEBS

r word:'

Min-Dctona
page 163 audience ) adapt
:

j
ADECTVES
appropriate
authority : entertain  exact
cue j organize 1 ideal
expert \ persuade  sensible
knowledge  produce  valuable
limit  signal
mood
eaction :

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

Jon
•

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

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

92 Chapter 10 .I 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

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
5 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
10 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
15 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<n betwen two eole is like a game o
tennis I I introduce a toic,3 a coversational ball, I exect you to hit
it bac I you agree wit me, I dont exect you simly to agree and do
20 nothing more I exect you to add somethinga reason r agreeing,
anoter eaml, or an elaboration4 to cary the idea the But I dont
exec you always to agree I am just as hay i you question me, or
chalenge me, o comletely disagree wit me  heter you agree or
disagree, your rsonse wi return the bal to me  Map page 162
25 And then it i my tu again I dont sere a new ball om my orgial
starting line I hit your ball back again om where it has bounced6 I carry Culture and
 your idea rthr, or answer your questions or objections, or challenge or Language Notes
question you And so the ball goes back and rth page 52

l come to a ha sp

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

93
 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
4 a senior or junior position, and so on.
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 I 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

'
 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 I Japanee Conveation

 okay to disagr 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  ab- dis- im

A 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 j Organizatonal Patten

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 Prvate Lives (page 63)

8 Chpe 0 I Conversational Ball Games

 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 likelike 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: WhaWhatt 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 2. As
Askk a que
questi
stion
on 3 Dsagr
Dsagree
ee and ad
add
d
something 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 NOUNS : VERBS ADJECTIVES

page 163 
:
 x fuh
um ! dl l
m ) mv vus
us : u sml
ss   subl
 s
 

00 Catr  I Conversational Ball Games

 • 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
5 employer rather than what you want fom the job.
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
20 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:
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
25 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 Culture and
most pertinen characteristics he etter should demonstrate that you Language Noes
know both yourself and the compan . page 153

2 gat you a tiew schdl an ntvw wth 

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

103
 30 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
35 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 '
45 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 
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 pat yoe on the bac giv ursf crdi r u accmpiss
8 nane openn ig r uigia irduci
9 the job at han  wrk   d
0 eable ct prfssia irmai a sm ca asi cck
1 a o othe qale appcan a f  r uaid pp  appid r  
1 ennt ucssar caus i rpas  sam irmai

104 Chapter 11 I Lettr of Applkation

 Finay, a word about saary: basicall unless instructed
Finay, instru cted by the want ad
it is bst that you not broach the subject. 1
subjec t. 3 Indd even if an ad requirs
re quirs
that yu mention your salary requiremnts, it is advisable
a dvisable simply to
65 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
I. denting the Author,s Purpose The main main purpos
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
® not address  analye
4. Using Context Pertinent characteristics in
characteristics line 28 is closest in
i n meaning 
to
@ qualities you used to have © unusual qualities
® interesting 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oyer 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
inrmaio ha i omg x.
x. W aso us connecing words o sho
relaionshipss bween phrass or senences Each connecing word ha
relaionship
a spcic purpose

add n I aso In addition to my adminisraiv

inrmaion  an
andd duis  was rsponsibe r
i addiion o scheduingg a of Ms Jnkis'
scheduin
appoinmns
compar an
andd u A er of appicaion mus
onras ye communicae your ambiion an
or nhusiasm Yet, i mus a h
sa ime b modes
show a rsul rr  did ring  ould o mak
 us 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 hishis new sui
sui ohn made sure o arrie
a h ineriew earl  he was able o make a goodgoo 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  • Use original opening
 Describe qualif
• Assure emplyr u r person fr job
• Request intvw

108 Chapter  I 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 ADJECTIVES
page 163 I NOUNS
advantage
VERBS
assure aggressive
ambton contan aware
approach deserve bref
characterstc exaggerate reasonable
cmpetiton expand
enthsasm grant
mass hghlight
objectve menton
prncpe refer

110 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 Cmar hars ih a arnr H many f yur idas r
h sam?
 Prevew the readng .Skim h rading n ags 13-115  ml h
Prviing Char blw
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

A a ime whe produciviy is he worlds larges religion, he 

10 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 Map page 159
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 Culture and
empy and sree clear Beddled reigers quicky lear ha hey have Lagage Noes
15 enered a new circadia order page 154

I
c va government eployees
2 w    sleep
3 a few z' a nap; a short sleep
4 ecca governnt experts in siene and tenoogy 
5 e  ontiues
6 wk eae e e ca f e orig is le iportat ta ig
7 ae  ae are o do
8 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 peiods of sleep pe day © wo days of sleep
® eigh hous of sleep pe day  a log igh
igh of sleep
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
lnngg othe ms of
lnn of e
 e sae word. For exaple e noun r
r  of
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

1. inf
infr
rmat
mation
ion informatve
informatve

2. produce productve

3 suggeston suggestive

4. drowse drowsy

5. sleep sleepy

6  alert alert
<
x>, '�I·  :· ' .
1. dcult
)�:"ir\. · !'    
8 le
les
sur
uree
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 if ey
ook  nap dring e d
 Do you
you ave
ave ny  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 during e wine you
yo u ay 
need o ge ore sunlig
sun lig
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 NOUNS VEBS ADJECTIVES

page 163 command include average
dculty inform complete
emphasis operate onventional
factor remain citical
oigns reque key
shft
task
tradition

120 Chatr 2 I 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
I mmriz s 0 0

2 wa TV dumaris abu si  0

3 g  a si musum 0 0

4 rad wsar r magai arils abu si 0 0

5 rad si i vls 0 0

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.
Anywa, een i one wanted to, one couldn't put the clock back to
10 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
20 the moment, te public has a rather ambivalent attitude toward siene
3
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 Culture and
25 laboratory to produce a Fese But the public also as a great Language Notes
interest in science, as is shown by te large audiences r see  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
 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
3 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
35 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.
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
55 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
6 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.

4 hrness ths nterest s s s

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

124 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
l

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

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  
o ur v   v

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  prveged and dsadvantaged
• modern and od-shoned  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 NOUNS VERBS ADJECTIVES

page 63 attitude avod accurate
background destroy basic
basis manage precise
development prevent pure
mnority rapd
progress vast
proportion
standard
technique

10 Chae  I 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

composed moe ha 600 pieces

Mozar
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

 AUDI©
Reacing Passag 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 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
10 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 irLanguage.com
Rr  we  was a meely espectable 12 enius is not
15 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
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
20 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 
25 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 Culture and
THT4 Language Nots
30 X/  and  pa 157

 spawned gv bth to;  roil f

2 ceae ot ctv xuly

133
 65 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 
70 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
75 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
s 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
8 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 articles from over 2,000
sources. Subtitled "he Best of the Alternative Media Utne Reader covers
topics including race, feminism, environment, global
· politics, art, media, humo,
relationships, and depth news

 catata piee of religios musi wih singing 

2 bdg bck sml piees of woo h hien ply wih
13 dty sieni poess of pssing qiies om pens o hilen
4 act iiy o o omehing wel
IS hgt d highe level or quiy
6 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 _
@ shoed © made sic
® helped  desined
4 Ug Cx e ord mastering in line 15 is cosest in meanin to .
@ teachn © learnin
® ndin  solvin
 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
Example 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

 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 sgnify
3. productivity produce
4 play play
5  vsion envsion
6 convention
7 origin
8 ceatvity create
9 spe pae
10 dierence 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)
 The bih of a child is a evet i the developmet of a mily
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 I Pofession j Why a g�nius?

Oktay Sinanoglu scentist 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  NOUNS : VEBS ADJECTIVES

pg 163 alternative : ab{ndon essentia
image analyze extraordinary
link confront signicant
method dominate
view enabe
generat
intend
note
proceed
tend

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
irLanguage.com

141
 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

Highlightig ad margi otes 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?)

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.

146 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
wwwirLanguage.com

. 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

148 I Culture and Language Notes

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.

150 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

152 I Culture and Language Notes

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
Common Market 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.
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
Madrid Madrid, 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

154 I Culture and Language Notes

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 I 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 I Culture and Language Nos

Map 1 Euroe

,
Map 2 South Pcifc

160 I Maps
Map 3 Estern United Sttes

Lah I
Michgan

16
Map 4 Est Asi

RUSSIA

CHINA

Yellow
Sea

PACIFIC
OCEAN
Taipei
•

Taiwan

Philippine
Sea

162 I Maps
f B C D E F G H I J K L M N O P Q R S T U V WX Y Z abandon
,�

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 ag-gres-sive /s/ . using or

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.
a-bil,ity // nou the mental or
physical power or skill that makes it
possible to do somthing A peson of his
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  worry or fear especially about the future
 pomised to take acion to educe  Tee ae anieties ove the ec of
unemployment in the state
ac tua /J/ adj. real that
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
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
unemployment
apprecate  /pJ1/ r o
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
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
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
 safe
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
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  ·ea·  /k'/
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
ass /'1/ noun th rincil or
ron tht li bhind omthing We
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
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
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
noun th ct of giving lor ttntion
or ffort to omthing is tp of work
requires total concentration
 diference A B C FG H IJ K L M N O P Q R S T U V WX Y Z
dif ·fer ·ence /'drans/ noun
make a,
a, some etc.. difrence to hve
some etc
 eect o omeoe o omethig:
A week of vacation made a big difference
to her health.
dif ·f
f··cul
cul··ty /'d1ka/ noun  itutio
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)
noun
pecil impotce o ttetio to
omethig): There's a lot of emphasis on
 sciene at our school.
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gg tht ecouge
omeoe He needs all the encouragement
he can get
166 I Mini-Dictionary
end  nd/ r
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
en..sure  /'Jr/ r to me
en
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
noun
ower e frce f the explsin nced
the t the grund.
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:
fur-
Are 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
167
I
inform A B C D E F G H:
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
lim,it // noun a pont o lne that
aks the en o ege o soethng
No alcohol is sold within th city limi
(=nse the cty).
link r /Jk/ 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
168 I Mii-Dictiar
1 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
meth,od r /0d/ noun a way o
ong soethng modrn mthods of
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
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
A B C D E F G H IJ K LM N
occur t /a'kar/ verb to come into
someones mind: it nvr occurrd t  well o bdy you do sometin o
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.
' QRS TUVWXYZ occur
perform·ance /paa/ nn 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  hve een  hed befe I rcognizd
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 
nn) ht  cect information on
th propr us of chmical
propor· tion B /pra'pr/ noun  t
 he f  whle A larg proportion of  hw feeln inin etc Hr fac
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  feel bt  behve twd ech the
has all th right qualications (or th
managrs jo
rap.id /'rpa/ adj. henin vey
qickly  vn wth et eed
Sh mad rapid progrss and was soon
th st in th class
reach /rt/ verb t ve t  lce 
cndtn W wont rach th airport
in tim
reaC tion B /r/ ethin
noun
tht y d  y bece f ethin
tht h hened  been id at is
 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  nd in in  wy tht ele
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
170 I Mini-Dictionar
STU V W X Y Z
recOgnize /rag1z/ verb t knw
in ene  ethin tht y
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 
ry at
reg is  ter B /r3asar/ verb t
0 0
 
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
Th polic ha a poor rlationship with
th local popl
relevant B /'laa/ adj cnnected
wth wht i henin  bein tlked
bt Plas nclos all th rlant
documns with your isa application
rely B /rl/ verb t need ene
 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
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
show   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
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  top /p/ ad (ony efoe  non) hghes
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/
Il support you
he/ hel, money ec
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 The whole
compuer system crshe
talk /k/ vr
talk down to k o someone s if he/she
is ess neligen mon ec. hn yo
task m /k/  ece of wok h
noun
hs o e done eseciy n nesn
o dfc one: 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
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
diffeen knds of hings 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
view /u/ noun n onion o de o
somehng He expesse he view tht
 snrs were flling
waste // vr o se o send
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

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
A Tae of Two Cities
harles ickens
etl y alph Mw
"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
Wd ont 14850
BN 978  19 479187 8
D 978  19 479155 7
D ac 978  19 479327 8
14 adds ag d un 6  B/8
wupm/wms
�HRER
 & VERE
Treasure Island
ert Lus Sees
etl by h st
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
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 <umar,
Anne Ranasinge Ruskin
Bond, Anita Desai iita
ernando and Amara
Bavani Dev
Wod coun 16.937
BN 978 0 19 479235 6
D 978  19 479210 3
D ac 978  19 479281 3