Reading 2 الكتاب كامل ? الاصلي

UNIT ONE
RELIGIOUS PLACES AND

PRACTICES
Religious Places and Practices
2 Unit One
Table of Contents
Subject Page
1. INTRODUCTION ………………………………………………… 5
1.1 Preview .…………………………………………………....... 5
1.2 Unit Objectives ………………………………………………. 5
1.3 Unit Sections …………………………………………………. 6
1.4 Supplementary Reading ……………………………………… 6
1.5 What You Need For This Unit ................................................. 7
1.6 Suggested Methods and Teaching/Learning Activities ............ 8
1.7 Suggested Methods of Evaluation ............................................ 9
2. Reading Selections ……………………………………………….... 10
2.1 Reading Selection (1) (The True Concept of Religion) ............ 10
2.1.1 Reading Comprehension ………………………………. 10
2.1.2 Interpretation and discussion of words and phrases …... 13
2.1.3 Discussion and Evaluation …………………………….. 15
2.2 Reading Selection (2) (The Holy Scriptures) ………………… 17
2.2.1 Reading Comprehension ……........................................ 17
2.2.3 Discussion and Evaluation ……………………………. 22
2.3 Reading Selection (3) (Pilgrimage) …………………………... 23
2.3.1 Reading Comprehension ……........................................ 23
3. Overview …………………………………………………………. 36
4. Preview of Unit Two......................................................................... 36
5. Answer Key ..................................................................................... 36
6. References ........................................................................................ 44
3 Unit One
4 Unit One
1. INTRODUCTION
1.1 Preview
Dear Student,
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the course. Generally, it aims at helping you to enhance your reading
ability in English. Its main theme throughout is religious places and
practices. As in the units of “5150 Reading 1”, this unit as well as the
other units in the book consists of three reading selections with their
related exercises, activities and self- assessment questions (SAQs).
The content of these reading selections (RSs) is related and
integrated, in that they all deal with basic religious topics and contain
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concept of religion, the second one presents the religious scriptures
of the monotheistic religions-being the source of their beliefs and
practices- and the third selection, moreover, presents pilgrimage as a
universal and collective religious practice. The three reading selections
and their subsections must be seen as complementary.
1.2 Unit Objectives

By the end of this unit, students should be able to:
1. ¿QG and understand the writer’s purpose,
2. ¿QG the main idea and basic facts of the text(s),
3. comprehend the details of the text(s),
4. infer the meaning of the key words and use them appropriately,
5. interpret the function of the linking devices,
6. make inferences from the text(s),
7. distinguish true from false statements,
5 Unit One
8. distinguish between what is fact and what is opinion, and
9. list main points of the reading text(s)/ paragraphs in the table.
1.3 Unit Sections

As we have noted in (1.1) above, there are three parts in this
unit, each one is introduced by a reading selection, followed by three
subsections:
Section (1) Reading Comprehension meets the ¿UVW, second and third
objectives in (1.2) above.
Section (2) Interpretation and discussion of Words and Phrases
meets the fourth and ¿IWK objectives in (1.2) above.
Section (3) Discussion and Evaluation meets objectives (6-9) in
(1.2) above.
These three subsections include (24) exercises, (3) activities
and (4) SAQs.
1.4 Supplementary Reading

It would be useful for you to consult the following books to
gain more ideas about and more practice in the main issues discussed
in this unit:
1. Abd al Ati Hammudah. Islam in Focus. Islamic Teaching Center.
Canada 1999 (pp 32-34, 110-112).
2. Blau,EileenK.,andBaker-Conzalez,Joan.BuildingUnderstanding:
A thematic approach to reading comprehension. Reading Mass:
Longman, 1992.
3. Bucaille, Maurica. The Bible, The Qur’an and Science. North
America Trust Publications, U.S.A. 1977 (pp i-iv).
4. Datesman, Maryanne Datesman and Barrett, Mary Ellen. Reading
on Your Own: An Extensive Reading Course. Boston: Heinle and
Heinle Publishers, 1992.
5. Fry, Ron. Improve Your Reading. London: Kogan Page. 1997.

6 Unit One
6. Haj Altom, Bashir. Islamic Moral Education: An Introduction.
Umm-Al Qura University: Makkah, S. A. 1982 (pp 43-44).
7. Hill, L. A. and Leslie, Alexander. Stories for Reading
Comprehension (2), Harlow: Longman Publisher. 1985.
8. Markstein, Linda and Hirasawa, Louise. Development Reading
Skills Advanced. 2nd ed. London: Newbury House Publishers, Inc.
1983.
9. Peters, Francis E. Jerusalem and Mecca: The Typology of the Holy
City in the Near East. New York: New York University Press, 1986
(pp 40-46).
10. Statman, Stella, Levine Andina, and Obed Brend. Clues to
Meaning: Strategies for Better Reading Comprehension. Collier:
Macmillan Press, 1988.
11. Swan, Michael and Greenall, Simon. Effective Reading: Reading
Skills for Advanced Students. Cambridge: Cambridge University
Press, 1990.
12. Swatridge Colin. Improve Your Reading, Book One. Hundon:
13. 7WR¿, Cheis. Reading Comprehension, Hundon: Macmillan Press,
1986.
1.5 What You Need for this Unit

First, you should consider the opening questions under
Reading Comprehension in each reading selection, particularly those
under Before You Read. After that, read as quickly as you can (time
yourself) before you attempt to ¿QG out the answers to the pre-reading
questions under Read Quickly. Having answered the comprehension
questions under Read Again and Answer, try to infer the meaning of
the new words from the context. After you ¿QLVK this section, work
out the exercises. Do not refer to the Answer Key in (5) until you have
¿UVW tried out all the questions by yourself.
7 Unit One
1.6 Suggested Methods and Teaching/Learning
Activities
You have to read the selections by yourself ¿UVW, then try to
answer all the questions before looking at the answer key in (5). You
are also advised to refer to references related to reading comprehension
whether it is books, journals or Internet sites. You should participate in
the class discussion. You are also expected to complete the following
activities to improve your reading skills:
1- Read the Preface and the Introduction.
The preface will provide essential information for understanding
the author’s perspective. Usually included in the preface are the
author’s objectives, an explanation of the organization of the book,
and a statement as to how the book is different from others.
2- Read the text more than once.
Understanding texts and articles often requires more than one
reading. It can take two, three or even more readings to grasp GLI¿FXOW
concepts.
3- Read before Class.
Read the assigned units and selections before class so you are
familiar with the material. Note questions and GLI¿FXOW material and
get answers during class.
4- Take notes.
Take brief notes while reading by adding notes in the margins
of your book and by minimal underlining. Do not be afraid to mark up
your book. You paid for it-it’s yours.
5- Think about the material you are reading.
What prior knowledge do you have about the subject? Think
about the purpose of the reading and what you are supposed to get out
of it.
6- Reading comprehension requires practice.

8 Unit One
Vary the types of materials you read by referring to textbooks
and resources outside the prescribed book. Reading different types of
texts will improve your abilities.
1.7 Suggested Methods of Evaluation

1- Complete the exercises mentioned in the texts.
2- Complete self-assessment questions (SAQs) and activities
mentioned in the texts.
3- Complete the assignments and submit them on time.
4- Sit for the midterm and ¿QDO exams.
9 Unit One
2. READING SELECTIONS
2.1 READING SELECTION (1)
The True Concept of Religion
2.1.1 Reading Comprehension

A. Before You Read
Before you read the passage below, consider these questions:
- What is your concept of religion?
- Is it just a relationship between the person and God? Or should it also
address community relationships?
- Do you believe in a single world-wide religion? Why/ why not?
B. Read Quickly
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i. the source of a true religion,
ii. names of the prophets who preached ‘ISLAM’, and
iii. what may secure the faithful from fears and psychological losses.
10 Unit One
1- Throughout history, religion has been abused and misunderstood.
Some people used it as a means of exploitation and suppression.
Others, used it as a pretext for prejudice and persecution. Others,
furthermore, manipulated it as a source of power and domination
over the elite and the masses alike. In the name of religion,
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oppressed, science has been persecuted, and man’s dignity and
honour have been debased. In short, in name of religion an injustice
has often been LQÀLFWHG upon humanity with the result that religion
itself suffered many losses.
2- These are historical facts which no one can deny. But is this the
proper function of religion, or the right approach to it? The
indisputable answer is an emphatic ‘no’! There are many religions
in the world; each one claims to be the one and only true religion.
Yet, true religion must come from God for the right guidance of
man. In this respect, the Islamic concept of religion is unique in the
broadest sense of the word.
3- It should be borne in mind that Islam was not preached by prophet
Muhammad alone. It had been taught by all the prominent prophets
before him. The true followers of Abraham, Moses and Jesus-- the
Holy Qur’an asserts—have all been called MUSLIMS. It is in this
sense that Islam has been, and will continue to be the true universal
religion of God, the One and Changeless. Besides, it appeals to the
human nature which is fundamentally the same, irrespective of
time, place, race, age or any other consideration.
4- Bearing this in mind, the Islamic concept maintains that religion is
not only a spiritual and intellectual necessity but also a social and
universal need. It is not to bewilder man but to guide him. It is not
to debase him but to elevate his moral nature. It is not to deprive
man of anything useful, or to burden him, or to oppress his qualities
11 Unit One
but to open for him inexhaustible treasures of sound thinking and
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him into wider horizons of truth and goodness. In other words, true
religion is to reconcile man with his Creator, with himself, and with
the universe.
5- Furthermore, true religion educates man and trains him in hope
and patience, in truthfulness and honesty, in love for the right and
good, in courage and endurance, all of which are required for the
mastery of the great art of living. In addition, true religion secures
man against fears and spiritual losses. Moreover, it assures him of
God’s aid and unbreakable alliance, provides him with peace and
security, and gives his life a purpose and meaning.
6- That is what true religion can do for humanity. Any religion which
falls short of these objectives is not Islam, or rather is not religion
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religion is not religious or God-minded.
(Adapted from: Abdalati, Hammudah. Islam in Focus, Islamic Teaching
Center, Canada, 1999).
Exercise (1) Find the Main Idea

The main idea of this passage is:
a. True religion is God’s wish to guide humanity.
b. True religion is a means of oppression by some people.
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Exercise (2) Read Again and Answer

Read the passage carefully and answer the following:
1. Write four historical abuses of religion.
Begin your answer this way:

12 Unit One
Religion has been used as a means of (a.) ……………, (b)
……………, (c) ………………. and (d) …………………. .
2. Why has religion suffered many losses throughout history?
3. According to the passage, in what sense is Islam a universal religion?
4. Islam meets several human needs, including:
a. ................................. b. ................................. c. .................................
and d. ................................. needs.

5. According to paragraph (5), how does true religion educate and
bring up the youngsters?
6. What does the word alike, (L5) refer to?
7. The writer believes that his strong negative answer, (L12) is:
a. universal. b. personal, expressing his own attitude.
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8. The fourth sentence in paragraph (3) serves as a/an …………. of
the sentence before it.
a. cause b. conclusion
c. contradiction d. explanation
9. The pronoun his, (L28) refers to…………
10. The phrase falls short of, (L40) means:
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c. fails to break. d. falls down.
2.1.2 Interpretation and discussion of Words and Phrases
Exercise (3) Refer to the Text

Find Expressions in the Reading Selection which have similar
meaning to the underlined words/ phrases in the following short texts.
Write your answers in your notebook.
13 Unit One
1. The teacher misused his authority when he did not let the student
who came late to attend the class.
2. Despite the UN declaration of human rights, the dignity and freedom
of man is being mistreated at a low level in many parts of the globe.
3. Some philosophers believe that genuine human brotherhood cannot
be realized unless religion is allowed to occupy a prime position
in the lives of individuals and communities. They maintain that
religion insures
4. equality of man regardless of race, colour, wealth,
5. status and place of origin. It thus tends to raise high man’s moral
behaviour and attitude towards his brethren in humanity.
6. True religion instructs the religious to be patient and pious. It guides
their behaviour in love and hope, in bearing GLI¿FXOWLHV and hardship
and instructs them in persistence, truthfulness and honesty.
7. The treasures of true religion are abundant and countless: they cover
almost all walks of life, as it does not limit human life, but opens
wide horizons of truth, goodness and self- achievement.
8. The followers of the three monotheistic religions are supposed
to IXO¿OO the word of God. They have faith that they will receive
continuous help from him.
Exercise (4) Complete Them

Read the following short texts and ¿OO in the blanks with words/
phrases from this list:
,QÀLFWHG, persecuted, dignity, appeal,
bewildered, burden, reconcile, indisputable,
1. Many thinkers were …………….. because of their adamant
opposition of the views of the Church in the Middle Ages, such
as the famous Italian scientist Galileo, who was forced to deny his
discoveries about the sun and earth.

14 Unit One
2. Because the philosopher objected to the ruler’s abuse of religion to
carry out his wicked policy, the latter ……………….. injustice on
him and FRQ¿QHG him to jail and corporal punishment.
3. Mary was completely ……………… when her husband suddenly
left her. When asked what the matter was, she could not ¿QG a
convincing explanation for his sudden departure.
4. Theoretically, equality of men is …………. . However, in reality
complete equity may not be available.
5. John and Mary have FRQÀLFWLQJ views, so they separated last month.
Nevertheless, some friends interfered to resolve their differences.
After several discussions, they were able to ………….. their aims
and to work out a compromise. Now they are husband and wife
again under the same roof.
6. Religion elevates the …………… of man and UH¿QHV his moral
conduct.
7. Many of the religious ritual practices do not ………… to the
disbelievers, simply because they demand convincing reasons for
such practices. However, the faithful perform such activities in a
good spirit of faith without asking why.
8. The good Muslim does not feel that the Islamic duties would
really………………. him because he receives them as duties which
would induce God’s assent and blessing.
2.1.3 Discussion and Evaluation
Exercise (5) Write a Comment

Should religion segregate people? Write your views EULHÀ\
based on RS (1).
15 Unit One
Exercise (6) Infer the Meaning
The word MUSLIMS, (L. 19) is written in capital letters. Can
you tell why? Does it refer to Muhammad’s followers only? Write
your point of view EULHÀ\ in your notebook.
Exercise (7) List the Main Points

In addition to the last paragraph which comprises the conclusion,
there are ¿YH paragraphs in RS1. List the main and supporting ideas
expressed in these paragraphs in a table like the one below:
Paragraph Main Idea Supporting Ideas

Number
1.
2.
3.
4.
5.
SAQ (1) Discuss It

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true religion, namely, that it is to reconcile man with his Creator, with
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light of RS1. Write your views in your notebook.

16 Unit One
2.2 Reading Selection (2)
The Holy Scriptures
A. Before You Read

- Should there be different religions, sects, churches, etc. in the world?
- How often do you read in your holy book?
- What effect does this have on you?
B. Read Quickly
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i. the Muslims’ attitudes towards the various religious scriptures,
ii. how many gospels are recognized by the Christian church,
iii. the Western attitudes towards the Qur’an and
iv. when the Second Vatican Council was convened.
1- Each one of the three monotheistic religions possesses its own

collection of holy books. For the faithful -- Jews, Christians and
Muslims -- these sacred documents constitute the foundation
of their belief. They are the transcription of a divine revelation
which was received directly from God, as in the case of Moses who
received the commandments from Allah Himself, or indirectly as in
the case of Jesus and Muhammad: the former stated that he spoke
in the name of Allah, and the latter proclaimed that he transmitted
to men the word of God imparted to him by Archangel Gabriel. For
Muslims, the sacred book is Qur’an; for the Jews, it is the Hebraic
Bible - The Torah, but for the Christians, there are four canonic
gospels.
17 Unit One
2- The fact that the scriptures came down from the same source ought
to incline all believers in God to consider them as equally Sacred.
Nevertheless, unlike Muslims who believe in the revelation of
Moses and Jesus Christ, many of the faithful in the West refuse,
regrettably, to ascribe to The Qur’an the character of a book of
revelation. Judaism does not profess any revelation subsequent to
its own. Thus, Muslims are more tolerant in this respect.
3- On the other hand, the Qur’an relates numerous data found in the
Hebraic Bible- and the Christian Gospels. Moreover, it instructs
all Muslims to revere the revelations that preceded it, and exalts
Allah’s emissaries, such as Noah, Abraham, Moses, and the other
prophets and apostles. Jesus, in particular, receive a noble position:
His birth is described in The Holy Qur’an, and likewise in the
Gospels, as a supernatural event. Also, Mary is so honoured that
Sura bears her name. These facts about Islam seem to be unknown
in the West. This is hardly surprising if we consider the ignorance
which engulfed so many generations in the West who had been kept
away from anything related to Islam.
4- Admittedly, Western attitudes towards Muslims have recently
changed in various ways. Nevertheless, they are still negative
regarding the sanctity of The Holy Qur’an. While many cultivated
people in the West today may be interested in the philosophical,
social, economic and political aspects of Islam, they do not bother to
inquire about the Islamic Revelation itself, as indeed they should.
For some fanatics in the West, a quote from the Qur’an, even for
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devil.
5- However, a noticeable change seems to be underway these days.
Ever since the second Vatican Council in (1962-1965), a positive
dialogue has begun between the authorities of the two world-wide
monotheistic religions. Visits, dialogues, letters of greeting, and
18 Unit One
merry whishes on various religious occasions have been frequently
exchanged, resulting in mutually respectful views about faith. These
new open-minded attitudes will certainly improve the relationships
between the followers of the two religions. They will put an end to
FHQWXULHVRIGRJPDWLFFRQÀLFWVGLYHUJHQFHLQGRFWULQHstereotypes,
and fears, and will ultimately bridge the rift between the believers
in the same and One God.
(Adapted from: Bucaille, Maurice, the Bible, The Qur’an and
Science, North American Trust Publications, U.S.A., 1977, pp. ii-iv).
Activity (1) List Them

a. List the titles of the four Gospels which are accepted by the Church
in English and Arabic in the table below.
Arabic English
Gospel 1
Gospel 2
Gospel 3
Gospel 4
b. List three authentic collections of Prophet Muhammad’s tradition
(Hadith).(1)...................... (2)...................... (3) .......................

The main idea of the passage is: ………………………………..
…………………………………………………………………..

Read the passage more carefully and answer the following in
your notebook.
1. What makes a religious book sacred?
2. How was the word of God revealed to the prophets?
3. According to paragraph (1), did God speak to Muhammad?
19 Unit One
4. Why did some Western Christians have wrong ideas about Islam?
5. In what ways are the Western attitudes towards Islam changing
nowadays?
6. What does the pronoun it, (L20) refer to?
a. The Hebraic Bible. b. The Qur’an.
c. Christianity. d. Chirst’s Birth.
7. The pronoun own (L17) refers to ……………………..
8. What does the phrase Islamic Revelation, (L35), mean?
Exercise (10) Explain the Relationship

By indicating certain meaning relationships, linking devices
help make the written text cohesive and coherent. Thus, for example,
however and nevertheless express an exception, although a
concession; while a contrast, likewise a similarity and moreover and
also an addition.
Now read the passage more carefully and explain the relationships
expressed by:
1. Nevertheless, (L 14)
2. Likewise, (L 24)
3. On the other hand, (L 19)
4. Moreover, (L 20)
5. While (L 32)
2.2.2 Interpretation and Discussion of Words and Phrases

Find expressions in RS(2) which have similar meanings to the
words/phrases in italics in the following short texts.
The three religions which have faith in the One God(1) base their
teachings on the holy

20 Unit One
writings(2) which they assert to be the word of God(3) that forms the
foundation(4) of their belief. They believe and teach(5) the word of God
as imparted to His messengers directly or indirectly through the Holy
Spirit or Archangel Gabriel.
Although many Christians in the West deny the holiness(6) of
the Qur’an, Orthodox Muslims respect in faith(7) the revelations of
Judaism and Christianity which chronologically appeared before(8)
Islam. In this respect, the Muslims are less dogmatic(9) than the Jews
and Christians.
Exercise (12) Match Them

Match the words/ phrases in column A with their similar
meanings in column B.
A. B.
1. on equal footing a. the commands inspired by God to
a prophet.
2. imparted b. an idea, image, phrase, etc that has
become fixed and unchanging.
3. exalted c. passed over.
d. alike, the same.
4. dogmatic g. difference
h. message, mission, teachings
5. revelation i. unnatural
6. supernatural j. place at a high level, consider with
7. divergence great respect and sanctity.
8. stereotype k. with strong feeling, unshakable
views.
9. doctrine e. controlling, already established,
already spreading.
10. predominant f. belief, faith, aqeeda.
21 Unit One
SAQ (2) Complete Them
Complete the following short text by inserting suitable words
from RS (2).
The four Canonic ………….. which are included in the New
………. from the …………….. of the …………. Church. The
Muslims, on the other hand, derive their religious practices from the
…………. Qur’an and the prophet’s Tradition. As the Qur’an instructs
them, Muslims seem to be more …………. than the followers of
the other two religions in that they recognize their ……………….
. However, the Christian views are ………… now and a new era of
……….. understanding and cooperation among the followers of the
two biggest religions in the world is ………… nowadays.
Exercise (13) Complete the Text

Read paragraph (5) again and complete the following text with
its main points.
Ever since the Second Vatican Council in (1962-1965), a
new trend of mutual ……….. has taken place between the Western
Christian Church and Islam. Contacts at all levels have been……….
between the ………. of the two religions. The purpose is to acquaint
each other with the truth of their ……….. . These new ………… will
certainly put closer views of the two ……….. and will ……….. the
differences between them.

For some fanatics “a quote from the Qur’an is considered as
a reference to the devil.” What must be done to change this fanatic
view? Write a brief comment on this statement.

22 Unit One
Exercise (15) Evaluate It
“Unity of faith should lead to peace and cooperation among
people”. Write a brief evaluation of this theme in your notebook.
PILGRIMAGE PILGRIMAGE
A. Before you Read

- Have you been to Makkah/ Jerusalem? When? Why?
- What places did you visit there?
- How did you feel after the journey/ trip was over?
B. Read Quickly
23 Unit One
i. the name of the Church where Jesus was born,
ii. the place where all Muslim pilgrims assemble, and
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1- The performance of pilgrimage is a common feature of the three

monotheistic religions. While Makkah is restricted to Muslims, the
followers of these religions in call on the holy shrines in Jerusalem
in great numbers. They travel on foot, by car, bus, train, ship and
plane, from every place, near and far.
2- The Christians’ impulse to visit the Holy Land is a pious desire to
see where Jesus had lived and the Gospel had been preached. They
want to see the Church of the Holy Sepulchre (the Sacred Tomb)
and the Church of Ascension in Jerusalem, the Church of Nativity
in Bethlehem, the Church of John the Baptist on the River Jordan
near Jericho, the shrines at Nassarath in North Palestine where
Christ was brought up, and the relics of the other prophets in the
Holy Land.
3- Muslims perform their pilgrimage at Makkah, some volunteer to
visit the holy shrines at Medina and Jerusalem, because the former
is associated with the Prophet’s life and tomb, and the latter with
his leadership of the prophets in prayer at the Aqsa Mosque site and
his night’s ascension from there to heaven.
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institutions of Islam. It is obligatory, at least once in a lifetime, upon
HYHU\0XVOLPPDOHDQGIHPDOHZKRLVPHQWDOO\¿QDQFLDOO\DQG
SK\VLFDOO\¿W7KHLGHDXQGHUO\LQJLWVordinance is that Muslims
should go to the place where the experience of Abraham’s life of
utter dedication and sincere obedience to God had taken place.
24 Unit One
Before they arrive at Makkah, they must get themselves ready and
¿WVSLULWXDOO\IRUWKHJUHDWRFFDVLRQ7KHUHVKRXOGEHQRobscenity,
wickedness or wrangling among the Muslim pilgrims. The idea
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ULFKPRUDOEHQH¿WVFRPLQJIURPWKHLUSLOJULPDJH:LWKRXWWKLVWKH
Muslim’s Hajj will remain a routine and an empty ceremony.
5- The course of Hajj is a remarkable characteristic of Islam. It is
enjoined by Allah the Glorious to serve many purposes. Firstly,
it is the largest annual convention of faith. Muslims meet to know
one another, study their common affairs and promote their general
welfare. In the course of Hajj, a genuine ‘God’s truce’ is observed.
Peace becomes the dominate theme; peace with Allah and one’s
soul, peace with one another and even with animals, birds and
insects. To disturb the peace of any creature in any form is strictly
prohibited.
25 Unit One
6- Secondly, it is a wholesome demonstration of the brotherhood and
equality of Muslims. From all walks of life, from all classes, and
from every corner of the globe, Muslim pilgrims assemble at Makkah
in response to the call of Allah. They dress in the same simple way,
observe the same regulations, utter the same supplications at the
same time, in the same way, and for the same end. There is no
royalty, but loyalty of all to The Almighty. There is no aristocracy,
but humility and devotion.
7- Moreover, Hajj serves to acquaint the pilgrims with the spiritual
and historical environment of Prophet Muhammad, so that they
may derive warm inspirations and strengthen their faith. Besides,
as hinted above, it is intended to commemorate the divine rituals
observed by Abraham and Ishmael who are known to have been the
¿UVWSLOJULPVWRWKH¿UVWKRXVHRI*RGRQHDUWK±WKHKa’bah- whose
foundations they had erected with their own hands.
)XUWKHUPRUHWKHSLOJULPV¶DQQXDOJDWKHULQJRQDGH¿QLWHGD\DWD
GH¿QLWHVLWHLVYLHZHGDVDUHPLQGHURIWKHGrand Assembly on the
26 Unit One
Day of Judgment when people will stand equal before their Lord,
ZDLWLQJIRUWKHLU¿QDOGHVWLQ\DQGZKHUHQRVXSHULRULW\RIUDFHRU
stock can be claimed. It also symbolizes the fact that Makkah alone,
in the whole world, has been honoured by God as being the centre
of pure monotheism since meeting is a great occasion for charity
and benevolence. The pilgrim is required to give alms and provide
meat to the needy as a practical application of Muslims’ solidarity
and cooperation.
9- Finally, Hajj is a spiritual enrichment and a moral charge, a course of
humanitarian interests and inspiring knowledge, all put together in
one single institution of Islam.
Based on:
1. Abd al Ati, Hammudah., Islam in Focus., Islamic Teaching Center.
Canada, 1999 (pp 100-112).
2. Haj Altom, Bashir. Islamic Moral Education. An Introduction. Umm
Al-Qura University: Makkah, S.A.: 1982, pp. 43-44.
3. Peters, F.E., Jerusalem and Mecca: The Typology of the Holy City
in the Near East. New York University Press; N.Y., 1986, pp. 40-45.

The main idea of paragraph 3 is that the Muslim pilgrims:
DPXVWEHVSLULWXDOO\¿WRQO\
EPXVWEHVSLULWXDOO\PHQWDOO\SK\VLFDOO\DQG¿QDQFLDOO\¿W
c. should follow Abraham’s religious rituals.
d. should not argue about the rituals of Hajj.

Read the passage again carefully and answer the following:
1. Where do Christians perform their pilgrimage?
2. What is the motive of Western Christians to visit Palestine?
27 Unit One
3. Based on paragraph (2), complete this table: (No. 1 is given as an
example).
Christian pilgrimage to the Holy Land
Place Shrine Purpose
a. Jerusalem The To see the place
Sepulchre of Christ’s tomb
b.
c.
d.
e.
4. Why do some Muslim pilgrims visit Medina and Jerusalem?
5. What does the word (latter), (L 15) refer to?
6. How should a Muslim pilgrim prepare himself for Hajj?
7. What does the pronoun (their), (L 52) refer to?
8. Its ordinance, (L 21) refers to: ………………
a. Makkah b. Ka’bah
c. pilgrimage d. Abraham’s worshipping
9. What does the phrase “God’s Truce” (L 34) cover?
a. Mankind all the time.
b. The pilgrims’ behaviour in the course of Hajj.
c. Animals behaviour during the pilgrimage season.
d. The Muslim relationship with nature at large.
SAQ (3) What Are They?

,QWKHFRXUVHRI+DMMWKHSLOJULPQHHGVWRPDNHKLPVHOI¿WIRU
Hajj. There are three things which he must abstain from doing. What
are they?
They are:
(a.) ……………………… (b.) ……………………… and
(c.) ………………………….... .

28 Unit One

)LQGWKHZRUGVSKUDVHVLQ56ZKLFK¿WLQWKHEODQNVSDFHVLQ
the following short texts:
1. Christians and Muslims feel a strong obligation to visit the Holy
…………. in Palestine. However, while Muslims perform an
………… pilgrimage at Makkah, at least once in one’s life,
some might ……….. to visit the Prophet’s …………. at Madina,
the Aqsa Mosque and the Dome of the Holy Rock at Jerusalem.
Furthermore, …………… Christians come over to the Holy Land
to see the places in which Christ had ………… and the Gospel
had been …………… . In the course of their pilgrimage, they visit
several ………… churches and sites which serve as ………. of the
prophets in Palestine.
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««««¿WQHVV0RUHRYHUWKHUHVKRXOGEHQR«««««
or wrangling in the course of Hajj. Thus, the pilgrim would meet
WKLV JUHDW RFFDVLRQ ZLWK FRPSOHWH RXWHU DQG ««« ¿WQHVV DQG
FRQVHTXHQWO\ ZRXOG DFKLHYH WKH ULFK «««« EHQH¿WV FRPLQJ
from it.
3. Pilgrimage is a noble ……….. for Muslims. It ……….. them of the
equality of all men. They all stand in the sight of Allah, wearing the
same simple uniform, with ……….. obedience to him, and uttering
the same ………….. at the same time. There is no ……….. but
loyalty to Him. There is no aristocracy, but ……… and …………
to Him.
4. The Muslims’ pilgrimage season is certainly the truce of God.
Peace is ………….. everywhere; with Allah, the individual himself
and the surrounding ecology. It is .……. forbidden to ……… the
natural life.
29 Unit One
Exercise (19) Find the Synonym
Choose a word from the boxes next to the texts below that
means the same as the italicized words or phrases.
1. The government established a grand monument at an elevated site
to honour the memory of the martyrs who gave up their souls for
the independence and freedom of their country.
commemorate,
comrade,
communicate,
memorize
.2. In the course of Hajj, a standard religious practice of the pilgrim

LVWRRIIHUDVDFUL¿FHRQWKH6DFUL¿FH'D\WREHRIIHUHGWRWKH
SRRUDQGQHHG\1RZDGD\VVDFUL¿FHVDUHFDUULHGDEURDGLQODUJH
refrigerators to the poor in the Muslim countries.
liturgical,
ritual,
ordinance,
practical
3. The command of fasting is the third fundamental basis of Islam. It

is a demonstration of the sympathy of the fasting with the hungry
SRRUZKRFRXOG¿QGDOPRVWQRWKLQJWRHDW
odour,
ordinance,
origin,
ordination
4. During his night’s journey from Makkah to Jerusalem, the Prophet
led the ceremony of the previous prophets, and from there he went
up to heaven. Whether his going up had been spiritual or physical
is unsettled. However, most Islamic theologians assert that it was
by both body and soul.

30 Unit One
ascension,
descent,
access,
procession
5. During the prophet’s journey to heaven, Allah has imposed the

¿YH GDLO\ SUD\HUV RQ WKH 0XVOLPV PDOH DQG IHPDOH $W ¿UVW
Muslims turned their faces in their prayers towards Jerusalem,
an unmistakable sign of the sanctity of the blessed territory of
Palestine for the Muslims. Later on, the prophet was instructed to
turn his face in his prayers towards Makkah, which is the present
state of Muslim prayers wherever they happen to exist.
adjoined,
enjoined,
adjuncted,
procession
6. In the course of Hajj, the Muslim pilgrim strives to keep spiritually

¿W VR WKDW KH ZRXOG PDWFK KLV IDLWK DQG SUDFWLFHV:KHQ IDLWK LV
not practiced or when it is out of use, it quickly loses its liveliness
and motivating power. Practice provides faith with nourishment,
survival and effectiveness. In return, faith inspires man to be
constant in his complete submission to God and persistent in his
practices.
demotion,
derivation,
division,
devotion
31 Unit One
7. The fasting month of Ramadan is a great occasion for the Muslim
to train his body and soul in the obedience of God’s commands. It
is also a great occasion for charity and generosity. Muslims tend to
be more kind and more charitable in this month.
benefactor,
benevolence,
benediction,
EHQH¿W
Exercise (20)'H¿QHWKHP
&RPSOHWHWKHGH¿QLWLRQVLQWKHIROORZLQJVHQWHQFHV
1. The act of traveling from near and far, alone or in groups to a certain
revered destination is known as ………………. .
2. The holy scripture of the Christian Church is called the ……………
and that for Judaism is called the ……………. and that for Islam is
called the ……………………. .
3. The name of the church on the site from which Christ is said to have
risen from his tomb and gone to heaven after his resurrection is the
Church of ………….. .
4. The most important Muslim holy shrine in Jerusalem is the
…...……….. .
5. ……………….. in the course of Hajj is denounced.

32 Unit One
Activity (2) Locate them
Here is the map of Palestine. Locate on it the Christian and
Islamic holy shrines.
SAQ (4) Complete them

All the missing words/phrases in the texts below are found in
the three RSs of this unit. You can refer to them to decide on the
missing word/phrase:
1. Some people tend to use religion to subject the others to their will
and exploit them on the …………… that the religious teachings
authorize them to do so and provide them with power and
superiority.
2. For the faithful, the notion of Supreme God, the Creator and
Cherisher of the World is ………….. . For the disbelievers, this
is a debatable issue. It is the duty of the faithful, therefore, to
convince those who lack faith in Allah to change their minds.
33 Unit One
3. Both the beliefs and practices of Islam …………. to pure state
RIQDWXUHRIPDQ ¿WUDK 0XVOLPVGRQRWVHHDQ\GLVKDUPRQ\RU
contradiction between faith, reason and natural phenomena.
4. For the believers, the treasures of faith are………..: they lead to
sound thinking and right behaviour, to say the least.
5. The false notion that Muslims are polygamous is …………..
among many people in the west, particularly among women who
think that Muslim women are only an asset or part of the property
of men.
6. Religion plays a fundamental role in the development of a
balanced character of the believer. It helps to ……………. his
moral character.
7. The black stone at the corner of the Ka’ba is ……. Pilgrims try
hard to touch it or kiss it because the prophet himself had kissed it.
8. One of the lessons drawn from Hajj is for the pilgrim to experience
Abraham’s complete…………… and submission to Allah’s
commands.
9. In Hajj, people stand equal before Allah, regardless of their riches,
status, colour, race and ………….. .
Exercise (21) Discuss it

Why shouldn’t Muslims argue with each other in the course of
Hajj? Write your viewpoints in your notebook.

Write a brief comment on the importance of Jerusalem for the
faithful.

34 Unit One
Exercise (23) Explain It
In what ways is the pilgrim’s purpose different from the tourist’s
when visiting Palestine or Hijaz?
Exercise (24) List them

'UDZ D WDEOH RI WKH EHQH¿WV RI ,VODPLF +DMM EDVHG RQ WKH
information in RS3. No. (1) is provided as an illustrative example.
%HQH¿WVRI,VODPLF+DMM
Topic Action / purpose
1. Faith meeting To know each other and
discuss their general affairs
2. Truce of God
3. Uniform and similar practices
4. Worshipping
5. Visiting the pilgrimage sites
6. Offering sacrifice and alms
35 Unit One
3. Overview
In this unit, you have read about some religious concepts. You
have learned about the scriptures of the three monotheistic religions,
namely Judaism, Christianity and Islam. Moreover, you read about
pilgrimage practices. You have also done a number of comprehension,
vocabulary and evaluation exercises, activities and SAQs. We hope
you have learned some new vocabulary and improved your reading
skill.
4. Preview of Unit Two

Unit Two is about Sports. You will read about three topics,
namely the origins of soccer, the Olympic games and Volley ball.
Besides, you will have exercises on reading comprehension, vocabulary
use, and discussion and evaluation of the important ideas of the given
UHDGLQJ WH[WV :H KRSH \RX ZLOO ¿QG WKH XQLW ERWK LQWHUHVWLQJ DQG
informative.
5. Answer Key
(N.B. Answer all the Before You Read questions and SAQs by
yourself.)
RS1
A. Before you Read
Consider the answers by yourself.
B. Read Quickly
i. God.
ii. Abraham, Moses, Jesus and the other prophets.
iii. Faith in Allah.

36 Unit One
Exercises
Exercise (1): Find the Main Idea

(a).
Exercise (2): Read Again and Answer

1. a. exploitation,
b. suppression,
c. prejudice and persecution,
d. power and domination.
%HFDXVHLQWKHQDPHRIUHOLJLRQDQLQMXVWLFHKDVEHHQLQÀLFWHGXSRQ
humanity.
3. Because it was not preached by Muhammad alone; it had been
preached by the other prophets just as well.
4. a. spiritual.
b. intellectual.
c. social.
d. universal.
5. It brings them up to be patient, hopeful, truthful, honest, loving for
the good and right, courageous, and enduring.
6. The elite and the masses.
7. (a)
8. (b)
9. man
10. (b)
Exercise (3): Refer to the Text

1. abused 2. debased
3. prominent 4. irrespective
5. elevate 6. endurance
7. inexhaustible 8. unbreakable alliance
37 Unit One
Exercise (4): Complete Them
SHUVHFXWHG LQÀLFWHG
3. bewildered 4. indisputable
5. reconcile 6. dignity
7. appeal 8. burden
Exercise (5): Write a Comment

Do it yourself.
Exercise (6): Infer the Meaning

Because it refers to all the believers in God.
Exercise (7): List the Main Points

Paragraph (1): Main Idea: Religion has been abused for different
purposes.
Supporting idea: Religion has been used as a means of
exploitation, suppression, prejudice, persecution
and pretext for war.
Paragraph (2): Main Idea: True religion must come from God to
guide humanity.
Supporting Idea: Islam is unique in that it provides
guidance for humanity.
Paragraph (3): Main Idea: Islam is a universal religion.
Supporting Ideas: - All believers in God are Muslims.
- All people are equal.
Paragraph (4): Main Idea: Islam elevates the moral nature of man.
Supporting Idea: Islam is not to burden, oppress or limit
man, but to reconcile him with his Creator, with
himself, and with the universe.

38 Unit One
Paragraph (5): Main Idea: True religion educates man.
Supporting Idea: It teaches endurance, courage, patience
and insures him against fears and spiritual losses.
RS2
A. Before You Read
Consider the answers to the questions by yourself.
B. Read Quickly
i. They believe in the scriptures of the other religions.
ii. Four.
iii. They do not believe in its sanctity.
iv. (1962-1965).

The main idea of the passage is that Islam is the religion of God.
It recognizes the other monotheistic religions and their scriptures. The
Western attitudes towards Islam have been negative, though changing
these days, especially on the matter of faith.

1. It becoms Sacred if it comes doun from the same soucce.
2. The word fo God revealed to the prophets either directly from
God, as in the case of moses, or indirecty as the case of juses and
Mohammd.
3. No, he did not speak to mohammd directly, The word of God was
imported to him by Archangel Gabreil.
4. Because they have not been exposed to anything relating to Islam
for many generations.
5. Many of them are interested in the political, social and economic
aspects of Islam. Lately, the Vatican has changed its views towards
the Muslims’ life, but not towards the Islamic faith itself.
6. It refers to the Qur’an.
7. “Own” refers to Judaic revelation (the Torah).
8. ‘Islamic Revelation’ means The Holy Qur’an.
39 Unit One
Exercise (10): Explain the Relationship
1. Nevertheless expresses an exception: the reader expects that since
the divergence in the content of their holy books does not cause
a difference in their doctrine, the two religions should recognize
each other, but it turned out that this is not so; Judaism does not
acknowledge Christianity.
2. Likewise expresses ‘similarity’. A similar position is that
Christianity does not acknowledge the islamic revelation.
3. On the other hand expresses a contrast e.g., contrasting the
Jewish and Christian positions with the Islamic position which
acknowledge their holy scriptures and relates from them.
4. Moreover expresses addition, e.g. in addition to quoting from the
previous holy books, the Qur’an also instructs Muslims to revere
them.
5. While expresses a contrast, contrasting the state of the Western
people’s interest in the social, philosophical, economic and
political affairs of Muslims with their state of disinterest in asking
about the truth of Islamic revelation.

1. monotheistic 2. scriptures (Gosples)
3. revelation 4. constitutes
5. preach 6. sanctity
7. revere 8. preceded
9. tolerant
Exercise (12): Match Them

1/d ; 2/c ; 3/j ; 4/k ; 5/a
6/i ; 7/g ; 8/b ; 9/f ; 10/e.

40 Unit One
Exercise (13): Complete The Text
Understanding/ exchanged/ authorities/ faith/ attitudes/
religions/ bridge.
Provide your own points of view.
Exercise (15): Evaluate It

Write your own views.
RS3
A. Before You Read
Consider the answers to the questions by yourself.
B. Read Quickly
i. The Church of Nativity.
ii. Makkah.
iii. Abraham and Ishmael.

(b).

1. In Jerusalem and Palestine.
2. In order to see the places where Christ lived.
3. b) in Jerusalem: The church of Ascension, to see the place where
Christ had ascended to heaven after his resurrection.
c) Jericho: Church of John the Baptist, to see where Christ was
baptized.
d) Bethlehem: The Church of Nativity to see where Christ was
born.
e) Nassareth: Church of Good Tiding to see the places where Christ
was brought up, and where he lived with the apostles.
41 Unit One
4. Because the Tomb of the prophet is in Medina, and because the
Prophet led the prayer of the prophets at the Aqsa Mosque site in
Jerusalem on his night’s Journey from Makkah to Jerusalem and his
ascension from there to heaven.
5. (Latter) refers to Jerusalem.
+HVKRXOGEHVSLULWXDOO\PHQWDOO\SK\VLFDOO\DQG¿QDQFLDOO\¿W
7. (Their) refers to Abraham and Ishmael.
8. (Ordinance) refers to (c) Hajj/ pilgrimage.
9. (b).

1. shrines/ obligatory/ volunteer/ tomb/ western (pious)/ lived/
preached/ holy/ relics.
2. spiritual/ obscenity/ wickedness/ inner/ moral.
3. occasion/ reminds/ complete/ supplication/ royalty/ humility/
devotion.
4. dominant/ strictly/ disturb.
Exercise (19): Find the Synonym

1. commemorate. 2. liturgical.
3. ordinance. 4. ascension.
5. enjoined. 6. devotion.
7. benevolence.
([HUFLVH 'H¿QH7KHP
1. pilgrimage. 2. Gospel or Bible/ Torah/ Qur’an.
3. ascension. 4. Aqsa Mosque.
5. Wrangling.

42 Unit One
Exercise (21): Discuss It

Present your own view points.
Exercise (23): Explain It
(as a ritual obligation, a duty).
Exercise (24): List Them

(provide your answers from RS3)
Activities:
Activity (1): List Them
a. Gospel of John, Gospel of Marcus, Gospel of Lucas, and
Gospel of Mathew.
Activity (2): Locate Them

Do it by yourself.
43 Unit One
6. References
1- Abd al Ati Hammudah. Islam in Focus. Islamic Teaching Center.
Canada 1999.
2- Blau, Eileen K., and Baker-Cozalez, Joan. Building Understanding:
A thematic approach to reading comprehension. Reading Mass:
Longman, 1992.
3- Bucaille, Maurica. The Bible, The Qur’an and Science. North
America Trust Publications, U.S.A. 1977.
4- Datesman, Maryanne Datesman and Barrett, Mary Ellen. Reading
on Your Own: An Extensive Reading Course. Boston: Heinle and
Heinle Publishers, 1992.
5- Fry, Ron. Improve Your Reading. London: Kogan Page. 1997.
6- Haj Altom, Bashir. Islamic Moral Education: An Introduction.
Umm-Al Qura University: Makkah, S. A. 1982.
7- Hill, L. A. and Leslie, Alexander. Stories for Reading
Comprehension (2), Harlow: Longman Publisher, 1985.
8- Markstein, Linda and Hirasawa, Louise. Development Reading
Skills Advanced. 2nd ed. London: Newbury House Publishers,
Inc. 1983.
9- Peters, Francis E. Jerusalem and Mecca: The Typology of the
Holy City in the Near East. New York: New York University
Press, 1986.
10- Statman, Stella, Levine Andina, and Obed Brend. Clues to
Meaning: Strategies for Better Reading Comprehension. Collier:
11- Swan, Michael and Greenall, Simon. Effective Reading: Reading
Skills for Advanced Students. Cambridge: Cambridge University
Press, 1990.
12- Swatridge Colin. Improve Your Reading, Book One. Hundon:
7WR¿&KHLV5HDGLQJ&RPSUHKHQVLRQ+XQGRQ0DFPLOODQ3UHVV
1986.

44 Unit One
UNIT TWO
SPORTS
Sports
46 Unit Two
Table of Contents
Subject Page
1. INTRODUCTION ………………………………………………… 49
1.1 Preview .…………………………………………………….... 49
1.2 Unit Objectives ………………………………………………. 49
1.3 Unit Sections ……………………………………………..….. 49
1.4 Supplementary Reading …………………………………..…. 50
1.5 What You Need For This Unit ................................................. 50
1.6 Suggested Methods and Teaching/Learning Activities ............ 51
2. Reading Selections ………………………………………………... 53
2.1 Reading Selection (1) (A Brief History of Soccer) .................... 53
2.1.1 Reading comprehension ……………………………….. 53
2.1.2 Interpretation and discussion of words and phrases ……. 57
2.2 Reading Selection (2) (The First Olympic Games) …………... 60
2.2.1 Reading Comprehension …………………………….... 60
2.3 Reading Selection (3) (The Volleyball) .……………………... 69
2.3.1 Reading Comprehension …………………………….... 69
3. Overview ………………………………………………………….. 76
4. Preview of Unit Three ...................................................................... 76
5. Answer Key ..................................................................................... 77
6. References ........................................................................................ 82
47 Unit Two
Sports
Sports
48 Unit Two
1. INTRODUCTION
1.1 Preview
Dear Student,
This is the second unit in the book. It aims at helping you
develop your reading ability in English. As in Unit One, this unit
consists of three reading selections on sports with their related
exercises, activities and SAQs.
<RX ZLOO ¿QG WKDW DOWKRXJK WKH FRQWHQW RI WKH WKUHH UHDGLQJ
selections is varied, they are all thematically- related, in that they
SUHVHQW WKUHH SDVVDJHV LQ VSRUWV 7KH ¿UVW RQH EULHÀ\ GLVFXVVHV
the history of soccer in the West, the second passage describes the
FRQYHQLQJRIWKH¿UVW2O\PSLF*DPHVLQPRGHUQWLPHVDQGWKHWKLUG
one deals with volleyball and the organization of the game. Thus, the
WKUHHSDVVDJHVFRYHUYDULRXVDVSHFWVRIVSRUWV:HKRSH\RXZLOO¿QG
them interesting and enjoyable.
1.2 Unit Objectives

1. discuss and answer the pre-reading and post-reading questions,
¿QGWKHPDLQLGHD V RIWKHWH[WV
3. understand and use the key words in appropriate contexts,
4. assess true/false statements based on the texts,
5. list the main points of the text(s),
¿QGDQGXQGHUVWDQGWKHZULWHU¶VSXUSRVH
7. locate and understand the textual relationships in the texts, and
8. make inferences and comment on parts of the texts.
1.3 Unit Sections

There are three parts in the unit, each one begins with a reading
passage and is followed by three subsections:
49 Unit Two
Sports
Section 1: Reading Comprehension PHHWV WKH ¿UVW DQG VHFRQG
objectives in (1.2) above,
Section 2: Interpretation and discussion of Words and Phrases
meets the third objective in (1.2) above, and
Section 3: Discussion and Evaluation meets the 4th-8th objectives in
(1.2) above.
These three subsections include (19) exercises, (3) activities,
and (4) SAQs.

1. Allen, Neil. Olympic Diary: Tokyo 1964. London: Nicholus Kaye
Limited, 1964.
2. Bornes Mildred, et al. Sport Activities for Girls and Women, New
York: Appleton Century-Crofts, 1966, (pp 447-449).
3- Davis, D. Michael. Black American Women In Olympic Track and
Field. North Carolina: McFarland and Company, Inc. 1992.
4- Durant, John. Highlights of Olympics, New York: Hastings House
publishers, 1977.
5- Hupprich, Florence L. Soccer and Speedball for Girls, New York:
A.S. Barnes and Company, 1942, (pp 3-11).
6- Roxborough, Henry Hall. Canada at the Olympics, Toronto: The
Ryerson press, 1963, (pp 14-99).

For this unit you need to consider the opening questions in each
reading selection, particularly those under Before You Read. After
\RX¿QLVKWKLVUHDGWKHSDVVDJHTXLFNO\DQGDQVZHUWKHSUHUHDGLQJ
tasks under Read Quickly. Then take time to read the passage again to
answer the exercises, activities and SAQs. Try to provide the answers
E\\RXUVHOI¿UVWEXWLI\RXQHHG\RXFDQ¿QGWKHPLQVHFWLRQ DW
the end of the unit.
Sports
50 Unit Two
Activities
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UHDGLQJ,WFDQWDNHWZRWKUHHRUHYHQPRUHUHDGLQJVWRJUDVSGLI¿FXOW
concepts.
IDPLOLDUZLWKWKHPDWHULDO1RWHTXHVWLRQVDQGGLI¿FXOWPDWHULDODQG
4- Take notes.
What prior knowledge do you have about the subject? Think about
the purpose of the reading and what you are supposed to get out of it.
51 Unit Two
Sports

6LWIRUWKHPLGWHUPDQG¿QDOH[DPV
Sports
52 Unit Two
A Brief History of Soccer

A. Before You Read
- Name at least three ball games.
- Which do you think is older, football or basketball?
- Name at least three football teams in your country.
- What are the advantages of a football match?
B. Read Quickly
i. where soccer originated,
LLZKHQVRFFHUZDVRI¿FLDOO\NQRZQDV³IRRWEDOO´DQG
iii. why James I revoked the law of Henry II to prevent football games.
1. It has been said that the sun never sets on the game of soccer. The
origin of the game, however, is not fully known. Some say it
53 Unit Two
Sports
originated in Sparta, while others claim it was born in England
between 1050-1075. Whatever the truth may be, game has many
years of popularity and now has millions of devotees in nearly every
nation of the world.
6RFFHU ZKLFK ZDV SXUHO\ D NLFNLQJ JDPH ZDV ¿UVW NQRZQ LQ
England as football. Later, and simply by chance, the element of
running with the ball was introduced at Rugby College, hence the
name “Rugby” was attached to the new game. In 1863, the London
Football Association was formed, and it pledged to play the pure,
unadulterated kicking type of game, which was given the name
“association football”. Later, the name was abbreviated to “soccer”.
3. Some authorities give the credit of the origin of football to Sparta in
500 B.C., but there seems to be few details of the Spartan game and
players; no statues or drawings to support the fact that the Greeks
and Romans “were” footballers. However, there might have been
a ballgame of a similar type played by teams of Spartan boys. In
the book, Greek Athletic Sports and Festivals, Norman Gardener
maintains that the Spartan games resembled the English games
more closely than any other games of the ancient world about which
we know.
)RRWEDOO¿UVWSOD\HGVRPHWLPHEHWZHHQDQGIRXQGTXLFN
favour among the English. The game as played in the twelfth century
seemed to be without limits as to playing area. The beginning of
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But there was no standardized number of players, and teams ranged
IURP¿IWHHQWR¿IW\3RLQWVZHUHVFRUHGZKHQWKHEDOOZDVNLFNHG
over the goal-line. It was until the twelfth century that the game
FDPHWREHNQRZQRI¿FLDOO\DVfootball.
5. King Henry II (1154-1189) became alarmed because his subjects
were neglecting the compulsory practice of archery and so he
ordered football players to cease playing the game. His successors
Sports
54 Unit Two
continued to ban football for more than 400 years. However, the
game was played occasionally, and thus the principles of the sport
were passed on the future generations. James I, who took over
the English throne in 1603, revoked the law of Henry II, because
¿UHDUPVKDGsucceeded archery and there was no need for archery
practice.
6. This early form of football, which might really be called soccer, from
the time it started in England in the eleventh century until the middle
of the nineteenth century, was strictly a kicking game. Picking up
and running with the ball was never allowed until the unexpected
violation of the rules by William Ellis of Rugby College. The new
style of play was called Rugby football although the game was not
¿UVWSOD\HGDW5XJE\&ROOHJH
6RFFHUZDVWKH¿UVWNLQGRIIRRWEDOOSOD\HGLQWKH8QLWHG6WDWHVDQG
is the only kind played in many countries other than the United
States and Great Britain. However, the crowds that attend soccer
games in England, Germany, France and Brazil surpass the biggest
football spectator group in America. From 1820 until 1830 soccer
games between the freshmen and sophomores were played at Yale
and Harvard as a means of hazing the freshmen. The faculties at
Yale and Harvard banned the game in the 1830’s because of the
many injuries resulting from that. However, the game was revived
LQ WKH ¶V DQG WKH ¿UVW FROOHJH JDPH ZDV SOD\HG E\ 3ULQFHWRQ
and Rutgers in 1869. The majority of rules adopted by the London
Football Association in 1866 continued to govern the game until
1925 when a few radical changes were made.
7KH RI¿FLDO ZRPHQ¶V UXOHV ZHUH HVWDEOLVKHG LQ 7KHVH UXOHV
came about as a result of changes in the men’s rules. The resulting
new rules were introduced to make the game suitable for girls and
women. In general, doctors have supported the opinion that soccer
is a good sport for women and girls under wholesome conditions
55 Unit Two
Sports
and when properly supervised.
(Adapted from: Florence L. Hupprich, Soccer and Speedball for
Girls. New York: A. S. Barnes & Company, 1942, pp. (3-14).

1. Decide which one of the following is the main idea of the second
paragraph in the passage:
a. The formation of “association football’ or Rugby College
football.
b. Men’s and women’s soccer.
c. How soccer started and developed in England.
d. How “association football” was abbreviated to “soccer”.
2. The main idea of the last paragraph is ……….

Read the text again carefully, then answer the following:
1. What year was the London Football Association formed?
2. Why do some people doubt that football originated in Sparta?
3. What does Gardener indicate in his book, Greek Athletic Sports and
Festivals?
4. 3DUDJUDSKLQGLFDWHVWKDWIRRWEDOOZDV¿UVWSOD\HGLQ(QJODQGLQWKH
a. tenth century. b. twelfth century.
F¿IWHHQWKFHQWXU\ GHOHYHQWKFHQWXU\
7KHIRXUWKSDUDJUDSKVKRZVWKDWZKHQIRRWEDOOZDV¿UVWSOD\HGLQ
England there seemed to be:
a. a limit as to the playing area.
b. a limit as to the number of players.
c. no limit as to the playing area or number of players.
GQRÀH[LELOLW\LQWKHUXOHVDQGVFRULQJV\VWHP
6. Why did King Henry II order his subjects to stop playing football?
7. Why was there no need for archery during the reign of James I?
Sports
56 Unit Two
8. When was picking up and running with the ball allowed?
9. When was soccer revived in the United States?
10. When were women’s football rules introduced?
Activity (1) Find the Difference

Find out the difference between soccer and football, write
your answers in a table in your notebook.
Activity (2) Find Related Words

In soccer, the following terms and expressions are used: foul,
off-side, free-kick, pass, penalty, corner.
1RZ LQ \RXU QRWHERRN OLVW DW OHDVW ¿YH H[SUHVVLRQV RU WHUPV
that are used in basketball.

Find expressions in RS1 which have similar meanings to the
words/ phrases printed in italics in the following short texts. Write
your answer, in the space provided.
1. ……….. Police RI¿FLDOVDUUHVWHG¿YHRIWKHVSHFWDWRUVZKRVHW¿UH
to the stadium.
2. ………. It is obligatory that each player should take part in the
training camp to be held in Cyprus.
3. ……….. The back players treated the forwards as if they were
inferior.
4. ………… The Olympic athletes swore publicly to play in a spirit of
brotherhood and respect.
5. ………… The referee was totally frightened when dozens of fans
assaulted him during the half-time.
57 Unit Two
Sports
6. …………. Striking the ball out with the feet is unique to soccer.
7. ………… Constant breaking of the rules of the game will
undoubtedly disqualify our team in the play offs.
8. …………. Many sports historians assert that tennis came after
basketball.
9. ……….. The ancient Greeks decreed that all hostilities be stopped
during the month of Olympiad.
10. …….…. From time to time, the goal-keeper would get into
argument with the back players.
Exercise (4) Complete the Sentences

5HDG WKH IROORZLQJ VHQWHQFHV DQG ¿OO LQ HDFK VSDFH ZLWK D
word/ phrase from RS.
1. In volleyball there is a ………… number of players on the
playground which is six.
2. The doctor said it is ………. to eat more fruit and vegetables and
less meat and chicken.
3. A soccer match was played between the women’s team and men’s
team to …………….. women.
4. The South African cricket team was ………. from taking part in
the Olympic Games on political grounds.
7KHUHZHUHPDQ\KRFNH\SOD\HUVWDNLQJSDUWLQWKHVFXIÀH7KH\
are ……….. from 3 to 6.
6. Maria doesn’t like to play soft ball. She is more in ……….. of
tennis.
7. The host football team couldn’t ………….. one single goal, so
their trainer was disappointed.
8. Weight lifting is ………….. a masculine sport.
9. The National Basketball Association is ………… to N.B.A. in the
United States.
10. ………… changes were introduced in football rules in the last ten
years or so
.
Sports
58 Unit Two
SAQ (1) Match Them
Match the words in column A with their meaning in column B.
$OOWKHZRUGVLQFROXPQ$KDYHRFFXUUHGLQ567KH¿UVWRQHLVJLYHQ
as an example:
A. B.
1. (f) strictly a. exceed
2. ( ) alarmed b. power
3. ( ) surpass c. uncommonly
4. ( ) authority d. simulate
5. ( ) revived e. credence
6. ( ) occasionally f. absulutely
7. ( ) resemble g. restored
8. ( ) generated h. frightened
9. ( ) credit i. created
10. ( ) standardized pledged
Exercise (5) Match Them

Which one of the following statements represents paragraph
1,7 and 8 respectively in RS1?
a. Soccer is the only football form played in countries other than the
U.S.A.
b. Women’s football rules were derived from men’s football rules.
c. It is not known when and how football originated.
Exercise (6) List the Main Points

Read the following text, then answer the questions below it.
The answers to these questions should help you outline the main
points of the text.
59 Unit Two
Sports
“Basketball is America’s greatest contribution to the sports
¿HOG ,W LV WKH RQO\ PDMRU VSRUW WKDW LV HQWLUHO\$PHULFDQ LQ RULJLQ
Basketball was invented in 1891 by Dr. James Naismith. Little did
the inventor realize at that time that the game would develop to its
SUHVHQWSRVLWLRQLQWKH¿HOGRIQDWLRQDOVSRUWV,WZDVDOVRKLVLQWHQWLRQ
to eliminate bodily contact as far as possible, and thereby lessen the
risk of injury prevalent in football.
%HDFK EDVNHWV ZHUH ¿UVW XVHG DV JRDOV DQG VLQFH WKHUH ZHUH
no openings in the bottoms, the ball had to be retrieved by the use of
ladders after each goal. Originally, there were nine players on each
side but because of the congestion caused when eighteen players
moved rapidly over a small area, the number was reduced to seven
DQG¿QDOO\WR¿YH´
1. Who invented the basketball game?
2. When was it invented?
3. When Dr. Naismith invented the game, he intended:
(a.) ……………………..……,
(b.) ……………………........., and
(c.) ………………………….. .
4. Why were ladders used?
5. How many players were there on each team in the past, and why
was the number reduced?

The First Olympic Games

A. Before you Read
- There are many national and regional games which are organized
regularly. Name at least two of them. When and where were they held
Sports
60 Unit Two
last time?
- Has your country’s favorite team ever won? What prize did it win?
B. Read Quickly
i. who revived the modern Olympic Games,
LLZKHUHDQGZKHQWKHPRGHUQ2O\PSLF*DPHVZHUH¿UVWKHOGDQG
iii. what the contribution of Averoff was to the 1896 Olympic Games.
1. Baron de Coubertin was born in January, 1863, and when he was
seven years old he was attending a Jesuit school in Paris. He became
a cadet at a famous military school and contemplated the career of
soldiering. But a military career did not satisfy his restless mind.
Somehow, he got the idea that there was something wrong with the
education of his day and that, for balance, education had to include
sport. He was unathletic, but supported sports. He traveled widely
preaching the idea of a sound mind in a sound body. Soon he became
convinced that the youth of the world were searching for a great
peaceful force that would promote understanding and encourage
harmony among nations. So he resolved to devote his life to the
task of using international sport to unify the human race. This noble
objective had been the original purpose of the Ancient Olympic
Games.
2. At the Paris meeting of Union des Sports Athletiques in 1892, he
appealed for the revival of the Olympic Games, but his appeal failed
to attract much enthusiasm, yet he continued pleading for the revival.
It seemed that there was still no rush to the Olympic band-wagon.
One country was hostile, another was indifferent, and only a few
were interested. At last, the revival was endorsed in June 1894. An
International Olympic committee was formed, and it was proposed
WRKROGWKH¿UVWJDPHVRIPRGHUQWLPHVLQ$WKHQV*UHHFH
3. The Greek capital was not fully prepared for the big event. There
61 Unit Two
Sports
were also other obstacles. Modern Athenians were not athletically
prominent and lacked even a stadium in which to conduct the contest.
This last problem was overcome when a wealthy citizen of Athens,
named Averoff, generously donated one million drachmas for the
construction of a new stadium to be erected on an ancient site. The
Stadium was a huge, horse-shoe affair capable of accommodating
60.000 spectators. However, the track itself was hardly a joy.
Its surface was not smoothed. The curves were so abrupt that
competitors, in the 400-meter race especially, had to slow down or
be swept into the marble railing.
7KH NLQJ RI *UHHFH VROHPQO\ RSHQHG WKH ¿UVW 2O\PSLF JDPHV RI
modern times on Monday, April 6, 1896, in the presence of more
than 60.000 spectators. Immediately, the vast assembly, heightened
by the thrill of reviving the glory of ancient Games, aroused by the
VSOHQGRXURIWKHPDJQL¿FHQWVWDGLXPDQGLQVSLUHGE\WKHRSHQLQJ
pageantry, roared its approval so loudly and steadily like constant
thunder from the bordering mountains. The games themselves
lacked some of the smoothness that only experience would bring
DERXW±DIWHUDOOWKH\KDGQRWEHHQKHOGIRURYHU\HDUV
5. During the centuries, many changes in the rules have taken place.
For instance, in ancient days, various starting signals were used.
Sometimes there was the simple command “Apite” meaning
“away!”. At other times, there was a piercing trumpet blast, or even
the raising of a long staff across the starting line. The starter in
the ancient games had a great authority. When two rivals became
¿HUFHO\ DQJHUHG DQG VHL]HG HDFK RWKHU E\ WKH KDLU KH QRW RQO\
GLVTXDOL¿HG both of them, but commanded them to run round the
FRXUVHLQRSSRVLWHGLUHFWLRQVZLWKRQHUDFLQJIURPWKH¿QLVKS\ORQ
to the starting sill.
6. There was another custom at Olympia in 480 B.C that would have
been strange in A.D. 1896. Early Greek runners were not content
Sports
62 Unit Two
to receive the noisy plaudits of the onlookers. In the manner of
warriors who raised their own battle cries, the ancient athletes
shouted themselves hoarse as they dashed down the sandy course.
Perhaps it is just as well that the habit of self-cheering was lost
through the ages, for it would now be disconcerting to hear nine
¿QDOLVWV LQ WKH PHWHUUDFH URXQGLQJ WKH ODVW FXUYH ZDYLQJ
their arms and yelling the national equivalent of “Hurrah!”. Perhaps,
there was more colour to the ancient picture—certainly there was
more sound.
7KH HDUOLHU 2O\PSLFV ZHUH DOVR KDUGHU RQ WKH WKUHH ¿QLVK MXGJHV
They were competent; their judgment was respectable and their
decision was almost irrevocable. However, any judge who made
a mistake would be banished to the remotest parts of the ancient
world.
8. In brief, despite the great difference between the old and the new,
the Athenian revival was a very ambitious undertaking, catering for
many forms of sport. There were fencing, swimming, and cycling.
There were also Greeco Roman style of wrestling, gymnastic
competitions and weight-lifting.
(Adapted from: Henry Roxborough. Canada at the Olympics, Toronto:
The Ryerson Press, 1963. (pp. 9-14).)

1RZ UHDG WKH SDVVDJH DJDLQ VORZO\ WKLV WLPH DQG ¿QG WKH
PDLQLGHDRI WKHWKLUGDQG¿IWKSDUDJUDSKVZKLFKRQHRIWKHPLVD
description of
a. modern Olympic Games.
b. the stadium.
c. the track.
d. starting signals.
63 Unit Two
Sports
1. The contrast in de Coubertin’s character was that he:
a. was athletic but liked sports.
b. was unathletic and liked sports.
c. was unathletic and didn’t like sports.
2. Paragraph 6 states that the early Greek athletes:
a. shouted with the cheering crowd.
b. shouted without the cheering crowd.
c. shouted but silenced the cheering crowd.
d. didn’t shout at all.
3. The pronoun that, (L 9) in paragraph one refers to:
……………………… .
4. In de Coubertin’s opinion, what was wrong with education in his
days?
5. The vast assembly roared its approval so loudly and steadily because
it was:
a. ……………………………………….…….,
b. …………………………………………..… and
c. …………………………………………..…
6. Why did Baron de Coubertin travel so widely?
7. When was the International Olympic Committee formed?
8. What was the Major obstacle associated with the selection of Athens
as the site of the Olympic Games?
9. How was this problem solved?
10. Who opened the ceremony of the 1896 Olympic Games in Athens?
11. What other forms of sport did the Athenian Olympic Games cater
for?
Sports
64 Unit Two

Find words/ phrases in RS2 which are similar to the words
printed in bold type in these sentences. Write them in the left side
space.
1. ……… I had the opportunity to go to the Latakia Mediterranean
Games in 1978. They were really wonderful.
«««2QO\QLQHRXWRI¿IWHHQcontestantsPDGHLWWRWKH¿QLVK
line in the last marathon.
3. ………. The two stadiums in the city can take a total of 56.000
spectators.
«««0DQ\SHRSOHGLGQ¶WOLNHWKH¿QDOKRFNH\JDPHEHFDXVHRI
the unfriendly attitudes of the players.
5. …….. If any player takes drugs before the match, he will be declared
incompetent for the game.
6. ………. The referee’s decision is ¿QDO; nobody can revoke it.
7. ……….. The Sports Council decided to postpone the games until
May 15.
8. ………. The king serenely declared the games open.
Exercise (10): Choose The Correct Form

You know from your previous study of English that we can form
QHZZRUGVE\DGGLQJDVXLWDEOHSUH¿[RUVXI¿[5HDGWKHIROORZLQJ
texts, using the right form of the word in brackets.
1. Athletic (perform) in Canada were not outstanding. The (haste)
prepared track was (softness), and because so many (athletic) spent
some years in the armed forces, the (result) times and (distant) were
(general) mediocre.
65 Unit Two
Sports
2. Football is purely a (kick) game in which a (standard) number of
(play) play on the team. The (major) of teams belong to the football
(associate) which puts down the rules that (governor) the game.
3. (Immediate) following the success of the First Modern Festival,
(height) by the victory of the (marathon) Loues, the Greeks desired
Athens to be the permanent Olympic home. However, de Coubertin
had always stressed the international function of sports and was
therefore impressed by the idea of (keep) the games “on the move”
by holding them each (four) years in a (difference) city.
4. Basketball is (probable) the most (population) indoor sport for girls
and young women. It holds a (prominence) position in the physical
(educate) and (athlete) programmes in the schools and youth
(organize). (Unfortunate), in some areas of the country, it has been
(popular) to the exclusion of other activities.
SAQ (2): Choose the Right Word

Here is a list of ten words and ten sentences. Fill in the blank space
in each sentence with a word from the list (All words appear in RS2).
erecting, revival, devote, harmony, splendour, spectators,

HQGRUVHGEDQG¿QDOLVWVLQGLIIHUHQW
1. The …….. were shouting and making a lot of noise every time the
referee whistled a foul against the host team.
2. One explanation for the defeat of the Egyptian team was that the
players were ………… .
(YHU\ERG\ZDVWKULOOHGE\WKHPDJQL¿FHQFHDQG««««RIWKH
opening ceremonies which lasted for about two hours.
4. The ………. of the modern Olympic Games is attributed solely to
the French de Coubertin.
5. All the ………… who participated in the 100 meter dash were
African and European.
6. The opponent basketball team was characterized by coordination
and …………, and that’s why they won the match.
Sports
66 Unit Two
7. Novice football players should ………. more time to training so
that they can get a contract next year.
8. Atlanta is the site of the 1996 Olympic games and that’s why they
are ……….. so many stadiums there.
7KH PXVLFDO «««« PDUFKHG WKURXJK WKH ¿HOG DQG SOD\HG
wonderful music during the intermission.
10. Coubertin’s plans for keeping the Olympic Games “on the move”
ZHUH¿QDOO\««««E\RWKHUFRXQFLOPHPEHUV

Here is a brief account of a couple of related Olympic activities
followed by a table. Filling out the table should help you to outline
and summarize the main points of the text.
The Ninth Olympic Games were held in Tokyo on October 10,
7KH JDPHV ZHUH RI¿FLDOO\ RSHQHG E\ (PSHURU +LURKLWR DQG
Empress Nagako, who were greeted with a 21- gun salute as they
entered the stadium.
The next day the Games began and right away the news was
good and bad for the Finnish team. The bad news was about Lasse
Viren, Finland’s gigantic discus thrower. The 251-pound athlete,
Olympic champion in 1956 and 1960, had injured his rib cage in a
workout, and it was feared that he would have to drop out and give up
his chance for a third straight gold medal.
The good news was about the swimmers. These talented
youngsters were the product of a nationwide programme called
Age Group Swimming, which came into existence about 1950 for
the purpose of developing swimmers and divers between the ages
of 8 and 17. All across the country, boys and girls were organized
into groups according to their age and were given the best training
possible. They were entered against each other in local contests and
their times were recorded. Thus encouraged, they developed a love
for the sport and accepted training rigors with eagerness. They thrived
67 Unit Two
Sports
upon competition and grew into seasoned, experienced athletes at a
remarkable young age. It was these youngsters, the fabulous Finnish
swimmers, who were the main stay of the greatest swimming team
ever assembled in the history of the Olympics.
Event …………………………………...………………
Date ………………… Place
The bad news…………………………………….
…………………………………………………...
_______________________________________
The good news…………………………………...
…………………………………………………...
…………………………………………………...
Age Participant: …...………………………………….
Group _______________________________________
Programme Purpose: ……...………………………………….
_______________________________________
Result: ……......………………………………….
…………………………………………………...
Exercise (12): Inference

:KHQWKH\WKRXJKWRIKROGLQJWKH¿UVWLQWHUQDWLRQDO2O\PSLF*DPHV
there was no stadium in Greece and the Athenians themselves were
not athletically prominent, yet they held it in Athens, Why?
2. Why weren’t the Olympic Games ever held in any Arab country?
SAQ (3): Write A Comment

Write a comment on the following:
a. They say “the important thing in the Olympic Games is not winning
but taking part”.
b. They say “A sound mind and a sound body go together”.
Sports
68 Unit Two
2.3 Reading
g Selection (3)
The Volleyball

A. Before you Read
- How is volleyball similar to basketball? How is it different from
football?
- How old, do you think, is volleyball?
- In the 1988 Olympic Games, which teams won the gold and silver
medals in men’s and women’s volleyball competitions?
B. Read Quickly
i. when the team’s offense begins,
ii. the number of set-up players and spikers in volleyball,
iii. how a team wins points, and
iv. why a set-up player and his spiker must practice diligently.
1. Volleyball can be exciting, and full of spirited play, or dull and

uninteresting when the ball is just tapped back and forth over the
net. When played well, it can be an invigorating team game with
appeal for almost everyone.
2. A team’s attack begins when it gains possession of the serve or when
a player makes the initial hit on a ball returned by the opponents.
As long as a team can maintain the offensive, it has a better chance
of winning the rally. The serve is a means of initiating the attack.
Ideally, it should be hit in a downward direction across the net, which
means that the overhead serve is highly advantageous because the
EDOOZLOOIROORZDOLQHGRZQZDUGWKURXJKRXWLWVÀLJKW&RQYHUVHO\
69 Unit Two
Sports
the underhand serve must be hit in an upward arc in order to clear
the net. For the ball to descend as it crosses the net, the underhand
serve must reach its highest point on the server’s side of the net.
3. There are some coaches who advocate the server, hitting the ball so
that it will just clear the net. This serve, if forceful, can be a point
winner. However, if the defense is alert and has a spiker in position,
the serve may be returned so quickly that the serving team won’t be
able to recover. This serve is effective against a team which does not
attempt to block the serve or whose players shy away from ball hit
at great velocity.
4. The most desirable position at which to aim a serve are those in
the rear corners of the court and those close to the side lines about
midway back in the court. These areas seem to be the most vulnerable.
A team should observe the weaknesses of the opponent and attempt
to take advantage of them. Thus, a good player soon discovers
ZKLFK RSSRQHQW SOD\HU KDV GLI¿FXOW\ LQ recovering balls that are
high or low; who has trouble in moving right or left, forward or
EDFNZDUGZKRKDVGLI¿FXOW\MXGJLQJZKHWKHUDEDOOLVLQERXQGVRU
out-of- bounds, and who cannot handle hard hits. He observes and
analyzes the play of the opponents and then utilizes the knowledge
thus gained.
5. In positioning themselves on the court after the serve, it is customary
for all forwards to play approximately three feet away from the
net. The center takes his position equidistant from the sidelines with
the side forwards about four feet in from the sideline; the backs
play about midway between the net and the endline with the side
backs about six feet from the side line. All players should work to
master the principles of ball handling. High passes and set-ups are
essential. Moreover, teams should attempt to work in cooperation to
produce the most effective strategies of play for the capabilities of
the players involved. Only by working together can a cohesive team
Sports
70 Unit Two
eliminate casualness and materialize for teamwork.
6. Since spikes are the primary offensive weapon, each return by a team
should culminate in a spike. Essentially, it is through spikes that a
team will win points. To minimize disorganized and haphazard play,
D GH¿QLWH V\VWHP RI DWWDFN VKRXOG EH VHOHFWHG E\ HDFK WHDP 7KH
three-three (3-3) is the most common attack system. It is adaptable
for use by beginners and more advanced players. Here the team is
divided into three units of two players each, a spiker and a set-up
player who together form an offensive unit within the team. Only
three players on each team are designated as spikers. The other
three players set the ball up to their own spiker to permit him to
complete the attack. Spikers are chosen for their ability to jump
high, both to spike and to block and to execute the spike effectively
without committing a net foul or a center line violation. Tall players
have an advantage as spikers over the shorter players. However, it
is through the efforts of the shorter players that spikes are made
possible. The set-up player is extremely important. He and his spiker
must practise diligently so that each becomes acquainted with the
actions, habits, preferences and idiosyncracies of the other to ensure
better performance and better results.
(Adapted from: Mildred E. Bornes, et. al. Sports Activities for
Girls and Women, New York: Appletion-Century- Crofts. 1966, (pp.
447-449).)

:KLFK RI WKH IROORZLQJ UHSUHVHQWV WKH PDLQ LGHD RI WKH ¿UVW
paragraph?
a. Volleyball can be either boring or exciting.
b. Volleyball is uninteresting.
c. Volleyball is violent.
d. Volleyball appeals to no one.
71 Unit Two
Sports
2. The main idea of the sixth paragraph is:
………………………………………………………………………
………………………………………………………………………
…………………………………………………………………….......

1. Why do some coaches advise the server to hit the ball high so that
it will clear the net?
2. What areas seem most vulnerable?
3. In paragraph Five, the author indicates that the center takes his
position:
a. four feet in from the left sideline.
b. halfway from the sidelines.
c. midway between the net and the endline.
d. four feet from the endline.
4. How is the underhand serve different from the overhead serve?
5. What is the most common attack system? Describe it.
6. What is a net foul and a center line violation?
7. What is the relationship between a set-up player and a spiker?
8. How can shorter players contribute to the effectiveness of volleyball?

Find words/ phrases in RS3 which are similar to the words in
italics in the following sentences. Write them in the left-side space.
1. ………. The hockey home team played so persistently and
energetically that they won three games in a round.
2. ……….. The fundamentalWKLQJLQOLIHLVQRWFRQTXHULQJEXW¿JKWLQJZHOO
Sports
72 Unit Two
3. ………… The coach recommended an offensive strategy in the
second period to enable his team to win.
4. ………….. His passes were often accidental; that’s why they were
frequently intercepted by the opponent players.
«««%RWKRIWKHKRFNH\SOD\HUVJRWLQWRD¿JKWXVLQJWKHLUVWLFNV
nearly ¿YHPLQXWHVDIWHUWKHJDPHKDVVWDUWHG
6. ……… For volleyball to be interesting, much of the casualness
associated with it must be left out.
7. ………. It is a common practice for both of the team captains to
shake hands with the referee before the game.
8. ………. Continuous exercising is always giving vigour and vitality
to those young wrestlers.
9. ……… The spiker hit the ball over the net with enormous speed
that no one was able to recover it.
«««,WLVGLI¿FXOWWRVD\ZKRSOD\VEHWWHUWHQQLV0LVV6DEDWLQL
or Miss Graf; each has her personal way of play.

This exercise is based on the three RSs in this unit. In the space
provided, write a word/ phrase that is similar in meaning to the words
in brackets:
1. ……… The National Hockey League is usually (shortened) to NHL.
2. ……….. (Basic) changes have been incorporated in football rules
over the past thirty years.
3. ………… The coach ordered the pupils to (stop) exercising and to
play a team game instead.
««««7KH VSHFWDWRUV GDVKHGRXWLQWRWKH¿HOGZKHQWKHJDPH
was over.
5. …………. The International Olympic Committee (suggested) that
the games should only be held every each fourth year.
73 Unit Two
Sports
6. ………… Baseball can be an exciting fast game and it can be a
(boring) one.
7. ………… The player next to the spiker (prepares balls) for him to
spike.
8. ……….. (At the beginning), our contestants were going to win, but
WKH¿QDOVFRUHZDVDWLH7KHFUHGLWPXVWEHJLYHQ¿UVWDQG
foremost to the goal-keeper who was
9. ………… (fully attentive) during the match.
Activity (3): 'H¿QH7KHP

In winter Olympic Games, the following terms of skiing are used:
a. slalom,
b. giant slalom,
c. down hill, and
d. cross-country.
/RRNWKHVHWHUPVXSLQ\RXUGLFWLRQDU\DQG¿QGRXWZKDWWKH\
mean in a sports context, and then use them in sentences of your own.
Exercise (17): Write Sentences

The following words/phrases have occurred in the three RSs of
this unit. Use them in meaningful situations in sentences of your own.
1. conversely: ……………………………………….…………….
2. devotee: ………………………………………………………..
3. unadulterated: ………………………………………………..…
4. to range from …… to …..: ……………………………………..
5. cohesive: ………………………………………………….……
6. to surpass: …………………………………………………..….
7. hostile: ……………………………………………………….…
8. vulnerable: ………………………………………………………
Sports
74 Unit Two
SAQ (4): Complete the Sentences
All the words/ phrases missing from the sentences below are
found in the three RSs of this unit. Use the context provided and then
¿OOLWLQZLWKWKHPLVVLQJZRUGSKUDVH
1. The organized and collaborative form of team play…………. in a
score of 3/1.
2. The idea of holding an international ……………… did not appeal
to some committee members.
3. In addition to jumping high and spiking, a spiker is expected to
……………. spikes coming from the opponent spikers.
4. The National football………… made it very clear that it will ban
amateur players next year.
:KHQWKHRSSRQHQWWHDPVFRUHGWKH¿UVWJRDOHDUO\LQWKH¿UVWKDOI
time, the coach started……….. on the goal-keeper.
6. Your sister-in-law liked the opening ceremony, but she didn’t like
the noisy ………. of the spectators.
7. People 30 years of age or more can take part in the 800-m ……….
8. We lost the game because the forwards were totally ………
$Q\ERG\FRXOGWHOOWKDWWKHEDOOZDVLQ««DQGQRWUHDOO\RXW±
of-bounds as the referee thought.
10. A good goal-keeper should take his position………….. from the
right and left poles.
Exercise (18): Write A Comment

a. Write a brief comment on Volleyball teams in your area/schools,
their strong and weak points.
b. Explain why Volleyball is more interesting to girls than to boys.
75 Unit Two
Sports
Exercise (19): Assess Meaning
Based on RS3, say whether the following statements are true or
false. Correct the false ones in your notebook.
7):KHQSOD\HGZHOOYROOH\EDOOVDWLV¿HVDOOVSHFWDWRUV
T.F. 2. The attack in volleyball is started with the presence of the
referee.
T.F. 3. A strong serve may cause the opponent players to avoid
intercepting it.
T.F. 4. It is customary that all forwards play very close to the net.
T.F. 5. Short players are not useful in volleyball.
3. Overview
In this unit, you have read about the revival of the Olympic
Games, and other sport activities. You have done comprehension and
vocabulary exercises on the given reading selections. We hope you
have completed them successfully and enjoyed the material.
4. Preview of Unit Three

Now, you can proceed to do Unit Three which also contains
three reading selections on an integral theme, namely animals. You
will read about dogs in the service of man, migration of birds and the
life of wild chimpanzees. The reading selections will be accompanied
with related exercises, SAQs and activities.
:HKRSH\RXZLOO¿QGWKHPLQWHUHVWLQJDQGHDV\
Sports
76 Unit Two
5. Answer Key
RS1
Read Quickly
i. In England.
ii. In the twelfth century.
LLL %HFDXVH¿UHDUPVKDGVXFFHHGHGDUFKHU\DQGWKHUHZDVQRQHHG
for archery practice.

1. (c).
2. (Provide it yourself).

1. In 1863.
2. No statues or drawings to support the fact that the Spartans were
footballers.
3. He maintains that the Spartan games resembled the English games
more closely than any other games of the ancient world.
4. (d).
5. (c).
6. To practice archery.
%HFDXVH¿UHDUPVKDGVXFFHHGHGLW
8. Until the unexpected violation of the rules by William Ellis of
Rugby College.
9. In the 1860’s.
10. In 1927.

1. authorities 2. compulsory
3. lower 4. pledged
77 Unit Two
Sports
5. alarmed 6. kicking
7. violation 8. succeeded
9. ceased 10. occasionally
Exercise (4): Complete the Sentences

1. limited 2. wholesome
3. haze 4. banned
5. ranged 6. favour
7. score 8. purely
9. abbreviated 10. Radical

a/7; b/8; c/1.

1. Dr. James Naismith.
2. In 1891.
3. To be played indoors with a minimum amount of equipment; it was
also his intention to eliminate bodily contact to lessen the risk of
injury.
4. Because there were no openings in the basket bottoms.
5. Nine. Because of the congestion caused by the large number of
players.
RS2
Read Quickly
i. Baron de Coubertin
ii. In Athens in 1896.
iii. He donated one million drachmas for the construction of a new
stadium.
Sports
78 Unit Two
Third: (b)
Fifth: (d)

1. (b).
2. (a).
3. Force.
4. There was something wrong with education, and that, for balance,
education had to include sport.
5. (a.) heightened by the thrill of reviving the glory of ancient Games,
(b.) aroused by the splendour of the stadium, and
(c.) inspired by the opening pageantry.
6. To preach the idea of a sound mind in a sound body.
7. In 1894.
8. There was no stadium.
9. When Averoff offered to build a stadium.
10. The King of Greece.
11. Fencing, swimming, cycling, Greeco-Roman style wrestling,
gymnastics, and weight-lifting.

VSOHQGLGPDJQL¿FHQW FRPSHWLWRUV
3. accommodate 4. hostile
GLVTXDOL¿HG LUUHYRFDEOH
7. resolved 8. solemnly
Exercise (10): Choose the Correct Form

1. Performances, hastily, soft, athletes, resulting, distances, generally.
2. Kicking, standard, players, majority, association, govern.
79 Unit Two
Sports
3. Immediately, heightened, marathoner, keeping, fourth, different.
4. Probably, popular, prominent, education, athletic, organizations,
unfortunately, popularized.

The bad news was that Lasse Viren had injured his rib cage in
a workout. The good news was about the young swimmers who were
the product of a nationwide programme called Age Group Swimming.
Participants: swimmers and divers between the ages of 8 and 17.
Purpose: to provide them with the best training to win in swimming
competitions.
Result: They thrived upon competition and a few into seasoned,
experienced athletes at a remarkable young age.

3UREDEO\ EHFDXVH WKH DQFLHQW 2O\PSLF *DPHV ZHUH ¿UVW KHOG LQ
Greece, so they wanted to honour Greece by holding them there.
2. Because of (a.) poor athletic facilities, and
(b.) inadequate number of Arab athletes.
RS3
Read Quickly
i. When each return by a team culminates in a spike.
ii. Six set-up players and six spikers.
iii. Through spikes.
iv. So that each one becomes acquainted with the actions, habits, and
idiosyncracies of the other.

1. (a.)
Sports
80 Unit Two
2. (a.) characteristics of set-up players and spikers.
(b.) cooperation between set-up players and spikers.

1. Because, if forceful, it can be a point winner.
2. The rear corners of the court and those close to the side lines about
midway back in the court.
3. (b.)
4. In the overhead serve, the ball will follow a line downward
WKURXJKRXWLWVÀLJKWEXWLQWKHXQGHUKDQGVHUYHWKHEDOOLVKLWLQDQ
upward arc in order to clear the net.
5. The three-three (3-3) attack system. (see paragraph 7).
6. A net foul occurs when one of the players touches the net; a center
line violation occurs when a player steps on the center line.
7. A set-up player prepares spikes for a spiker.
8. Through their efforts to make good set-ups.

1. diligently 2. essential
3. advocated 4. haphazard
5. approximately 6. eliminated
7. customary 8. invigorating
9. velocity 10. idiosyncracies

1. abbreviated 2. fundamental, essential
3. to cease 4. onlookers
5. recommended 6. uninteresting/ dull
7. sets-up 8. initially
9. alert
81 Unit Two
Sports
Exercise (17): Write Sentences
(write your own sentences).

(Write your own opinion).

1/T; 2/F; 3/T; 4/T; 5/F.
6. References
1. Allen, Neil. Olympic Diary: Tokyo, 1964. London: Nicholus Kaye
Limited, 1964.
2. Bornes, Mildred, et al. Sport Activities for Girls and Women. New
York: Appleton Century-Crofts, 1966.
3. Davis, D. Michael. Black American Women in Olympic Track and
Field. North Carolina: McFarland & Company, Inc. 1992.
4. Durant, John. Highlights of Olympics. New York: Hastings House
Publishers, 1977.
5. Hupprich, Florence L. Soccer and Speedball for Girls, New York:
A. S. Barnes & Company, 1942.
6. Roxborough, Henry Hall. Canada at the Olympics, Toronto: The
Ryerson Press, 1963.
Sports
82 Unit Two
UNIT THREE
ANIMALS
Animals
84 Unit Three
Table of Contents
Subject Page
1. Introduction …………………………….………..…….…………. 87
1.1 Preview .…………………………………………………........ 87
1.2 Unit Objectives ………………………………………………. 87
1.3 Unit Sections …………………………………………………. 87
1.4 Supplementary Reading ……………………………………… 88
1.5 What You Need For This Unit .................................................. 88
1.6 Suggested Methods and Teaching/Learning Activities ............. 89
2. Reading Selections ………………………………………………..... 91
2.1 Reading Selection (1) (The Dog: A Loyal Servant of Man) ..... 91
2.1.1 Reading Comprehension ……………………………….. 91
2.1.2 Interpretation and discussion of words and phrases ……. 95
2.1.3 Discussion and Evaluation ……………………………… 97
2.2 Reading Selection (2) (Bird Migration) ……..………………... 100
2.2.1 Reading Comprehension ……………………………….. 100
2.3 Reading Selection (3) (The Social Life of Chimpanzees) ….... 107
2.3.1 Reading Comprehension ………………………………. 107
3. Overview ………………………………………………………….. 115
4. Preview of Unit Four ....................................................................... 115
5. Answer Key ..................................................................................... 116
6. References ........................................................................................ 123
85 Unit Three
Animals
Animals
86 Unit Three
1. INTRODUCTION
1.1 Preview
Dear Student,
This is the third unit in this book. As in Unit Two, it covers three
reading selections with comprehension, vocabulary and discussion
H[HUFLVHV7KH¿UVWUHDGLQJVHOHFWLRQWDONVDERXWdomestic dogs, the
second about migration of birds, and the third one about the social
life of chimpanzees.
The three selections and their subsections are integrated and
complementary. They are interesting and informative. We hope you
ZLOO¿QGWKHPHDV\WRR
1.2 Unit Objectives

1. comprehend and answer the pre-reading and the post-reading
questions,
¿QGWKHPDLQLGHDRIHDFKUHDGLQJWH[W
4. use the key words in appropriate contexts,
5. comment in writing on certain aspects of the reading passage(s),
6. assess meaning of true and false statements based on the reading
passage(s),
7. recognize the use of the linking words in the reading text(s),
8. interpret sentences and text relationships, and
9. list the main points of the text(s), and infer and express judgement
based on the reading text(s).
1.3 Unit Sections

As in the previous two units, each reading selection is followed
by three subsections:
Section 1: Reading Comprehension PHHWV WKH ¿UVW DQG VHFRQG
87 Unit Three
Animals
Section 2: Interpretation and Discussion of Words and Phrases
meets the 4th and 7th objectives, and
Section 3: Discussion and Evaluation meets the 3rd, 5th, 6th, 8th, and
9th objectives in (1.2) above.
The three reading selections contain (20) exercises, (3) SAQs,
and (4) activities. Answers to the exercises are provided in section (5).

1- Chandler, William J. Labate, Lillian and Wille Chris. Audubon
Wildlife Report. New York: Academic Press Inc, 1988-1989.
2- Hirasawa, Louise and Markstein, Linda. Developing Reading
Skills Advanced, Rowley, Newbury House Publishers, Inc. 1975.
3- Premack, Ann, J. Why Chimps Can Read, New York: Harper and
Row publishers, 1976 (pp 7-14).
4- Schaffner, Dennis. Bird Migration, Ann Arbor: The University of
Michigan Press, 1966 (pp 115-126).
5- Vesy-Fitzgerald, Brian. The Domestic Dog, London: Rutledge and
Kogan Paul, 1957 (pp 138-142).

Before reading the selection, try to think about the questions
XQGHU%HIRUH\RX5HDG7KHQUHDGHDFKSDVVDJH¿UVWUDSLGO\WRDQVZHU
the questions under Read Quickly. After that, read the passage again,
more carefully this time, and go over the exercises, SAQs and activities.
Do not look at section (5) until you have attempted to answer all the
items. You also need to do the given assignment.
Animals
88 Unit Three
Activities
concepts.
4- Take notes.
89 Unit Three
Animals
Animals
90 Unit Three
The Dog : A Loyal Servant of Man
2.1.1 READING COMPREHENSION

A. Before You Read
- For what purposes are dogs mainly used in your country?
- Do people keep dogs or pets in your town/village? Why? Why not?
- From your experience, mention, at least, three situations where dogs
can be helpful.
B. Read Quickly
LWKH¿UVWDUP\WRXVHGRJVLQZDUIDUH
LLZKDWQDWLRQ¿UVWXVHGGRJVLQPLQHGHWHFWLRQ
iii. why police use dogs, and
iv. the best dog that can be used as a guide.
91 Unit Three
Animals
1. The use of dogs in war goes back to the ancient civilizations of
the Middle East; to the empires of Assyria, Babylon, and Egypt. In
more recent times, three great generals, Attila the Hun, Frederick the
Great and Napoleon made extensive use of dogs in their campaigns.
The Germans who were very impressed with the value of dogs
in warfare, have become remarkably skilled in their training and
employment. The German Army used dogs with great success in
the war of 1870, and from then onwards undertook their study and
training most thoroughly, held regular competitions throughout
the country, and constantly experimented with new breeds. As a
result, they were as far ahead of their enemies in this affair as in
all others when the 1914 war broke out. Next to the Germans were
the Russians who had gone into this matter most thoroughly. They
learned the lesson in the Japanese war and have never forgotten it.
7KH5XVVLDQVPRUHRYHUZHUHWKH¿UVWSHRSOHWRWUDLQGRJVDVPLQH
GHWHFWRUVDQGWKH¿UVWWRGURSWKHPZLWKSDUDFKXWHEDWWDOLRQV
2. The use of dogs in war is manifold. They have been used as carriers
of ammunition to positions outside the reach of other forms of
WUDQVSRUWDV5HG&URVVZRUNHUV¿QGLQJWKHZRXQGHGVROGLHUVDQG
leading ambulance workers to them; as patrol dogs working with
reconnaissance parties; as messengers, guards, mine-detectors,
and so on. Europeans seem to have recognized the dogs’ ability to
perform tasks of this sort long time ago. They used them for work
for so long, and still do so. However, in Britain, for almost a century
now, and with very few exceptions, the dog has been regarded
primarily as a pet or as a show specimen.
3. Police dogs are now used in many different ways, but the one which
stirs popular imagination is that of tracking. The bullhound had been
the breed most commonly used in the United States and Cuba for
the recovery of escaping slaves. It is still used today for the same
tracking purpose. Although many people regard the bullhound as
Animals
92 Unit Three
an infallible tracker, modern conditions weigh heavily against its
success except on a really hot trail or in open and comparatively
unfrequented areas.
4. The most remarkable use of dogs is in rescue missions. They are
taught to take notice of persons in a prone position. Having found
such a person, the dog returns to his handler and sits at his feet. The
handler then attaches a lead to his harness and is led to the casualty.
7KHXVHRIJXLGHGRJVZDV¿UVWLQLWLDWHGE\WKH*HUPDQJRYHUQPHQW
when, at the end of the First World War, it presented each war-
blinded soldier with a full-trained guide-dog. Thus, the Germans
have led the world in the training of the dog for the most humane
purpose, and for this they must be given full credit.
7RWUDLQDJXLGHGRJ¿UVWLWKDVWREHVHOHFWHGZLWKJUHDWFDUH,W
should not be too large, for if it is, the blind man will be unable to
control it at all. Neither should it be too small, for a small dog may
have a rapid acceleration and this would make life impossible for
the blind man. It must not be nervous, for a nervous dog is easily
frightened, and in fear it may forget everything. Besides, it must not
be aggressive, for obvious reasons. On the other hand, it must have
a strong, protective instinct. Since the dog is in charge of the blind
man, it must be powerful enough to impose its will at moments of
crises. Above everything else, it must be willing. Thus, as you can
foresee, the training of a guide-dog differs from the training of any
other dogs. It is continuous. From the moment it passes into the
ownership of the blind person, training begins afresh, both for the
human and the dog, and continues for the rest of their lives; each one
must continuously make adjustment.
7. However, only a limited number of breeds has been found to IXO¿O
the guidance requirements. They include Alsatians, Border Collies,
Labradors, and Boxers. However, most of these breeds have
drawbacks. Boxers are, as a general rule, much too phlegmatic.
93 Unit Three
Animals
Border Collies, though very easy to train, are often a little too quick
in their movement. Labradors are usually lacking in initiative. Only
the Alsatians (the German Shepherd-dog) have proved ideal. This
ZDVWKH¿UVWEUHHGWREHXVHGDQGWRGD\DWOHDVWQLQHW\¿YHSHUFHQW
of the guide-dogs in the world are Alsatian2IWKHUHPDLQLQJ¿YH
percent, the vast majority are Border Collies.
<Adapted from: Brian Fitzgerald, The Domestic Dog, London:
Routledge and Kegan Paul, 1957. pp. (138-142)>
Exercise (1): Find The Main Idea

The main idea of this reading passage is:
a. Dogs have been used in war and in peace.
b. Dogs nowadays are used more in war than in peace.
c. Dogs can be both useful and harmful animals.
G'RJVDUHPDQ¶VRQO\IULHQGLQGLI¿FXOWWLPHV

Read the passage again carefully, then answer the following
questions:
1. Name three great leaders who made extensive use of dogs in warfare.
2. The phrase “this affair”, (L 11) refers to ……….
3. Mention at least three of the uses of dogs in war times: a. …....., b. …......,
c. ……...
4. The phrase “unfrequented area”, (L. 32) means: …………….…………. .
5. The Germans led the world in the training of dogs in two areas,
what were they? a............................b.......................................
6. The pronoun, this, (L 45) refers to: …………………………..
7. The pronoun it, (L 52) refers to what?.
8. What characteristics are important in guide-dogs?
9. How does the training of a guide-dog differ from that of any other
dog?
Animals
94 Unit Three
10. The following breeds are not used as guide-dogs:
a. Border Collies because …………………………………….
b. Labradors because …………………………………………
c. Boxers because …………………………………………….

The words in italics are key words. You are advised to learn
them through context.

Find expressions in RS1 which have the same meanings as
the expressions printed in italics in the following statements, and
which could be used to replace them. Write your answer in the space
provided.
1. ………. The sheep were suddenly afraid and alarmed when the
coyotes attacked the enclosure.
2. ………. Scientists have always conducted experiments on these
baboons, and that explains why they are always tired and
sleepy.
3. ……….. The Animal Protection Agency suggested that we resume
the campaign once again for the preservation of the Arab
Maha.
4. …………. Border Collies, though very easy to train, have a
disadvantage, which is their quick overreaction.
5. ………. Some people keep snakes at home because they consider
them pets, but this, I think, can be a deadly mistake.
6. ………… The red wolf has slender legs which may be an adaptation
to help it carry out long distance running and pursuit of
prey in river bottom swamps.
«««)DUPHUVFDQQHYHUGRZLWKRXWKRUVHVRUFRZVRQWKH¿HOG
because their uses are varied and of many kinds.
95 Unit Three
Animals
8. ………… A lioness but not a lion is continuously on the search for
food for her newly-born cubs.
9. ………… Well-trained German Shepherds are incapable of erring
or failing in heroin detection in passengers suitcases.
10. ………… The campaign to save the elephant was not really about
a species but about one population of animals: those
elephants living in East Africa.
Exercise (4): Choose the Right Word

5HDG WKH IROORZLQJ VHQWHQFHV DQG ¿OO LQ HDFK VSDFH ZLWK D
suitable word from the box below. All words have appeared in RS1.
breeds, impressed, thoroughly, messengers, instinct,
acceleration, tracking, undertook, majority, remarkably.
1. We were………….. by the way the circus man was training the
wild lion.
2. ………….. is the major task of a police dog.
3. Pigeons were used by Arabs in the past as ……….. to faraway
places.
4. The …………. of prey animals is beyond imagination when
chased by other predators.
5. The ……………. of huskies are used for racing in Arctic regions.
6. Pronghorns have ………….. large eyes, as compared to deer and
other antelope, averaging about two inches in diameter.
7. Some claim that cats have no “rat killing…………” but that
the entire development of their behaviour is determined by the
formation of conditioned reactions.
8. Paul Leyhausen ………… a detailed study of cat behaviour.
9. Nowadays, the Arab horse ………. is kept and maintained
throughout Europe.
10. The Alsatian is very amenable to training and is…………….
trustworthy.
Animals
96 Unit Three
SAQ (1): What’s the Opposite
Decide which expression in column B is opposite in meaning
to the word in column A.
A. B.
1. infallible a. trustful
2. extensive b. inhumane
3. popular c. secondary
4. impressive d. rarely
5. comparatively e. restricted
6. remarkably f. slightly
7. continuously g. vulgar
8. suspicious h. uncommon
9. humane i. faulty
10. primarily j. absolutely

Read the following statements and decide which one expresses
the meaning of:
Paragraph 2.
Paragraph 6.
Paragraph 1.
Paragraph 5.
a. The German have led the world in the training of dogs for helping
the blind.
b. Dogs are used for many purposes and their abilities seem to have
been recognized by the Europeans for a long time.
97 Unit Three
Animals
c. In order for a dog to serve as a guide-dog, it must be selected and
trained carefully.
d. Not only were Germans ahead of their enemies in dog training, but
in other aspects just as well.

As you may have noticed, RS1 includes a number of dog uses.
7UDFHWKRVHXVHV¿OOLQJRXWWKHWDEOHEHORZ7KH¿UVWXVHLVJLYHQDV
an example:
Dog Uses
NO. Period Use Leading Country
1. Ancient civilizations War Egypt, Babylon,
of the M.E. Assyria.
2. 1870
3. Japanese war
4. Nowadays
5. End of W.W.I.
Activity (1): Find the Relationship

You have already learned that linking devices or connective words
help us to identify the relationships and meanings of sentences, i.e.
contrastive, concessive, explanatory, causal, etc. For example, look at
the following sentence carefully:
It should not be too large, for if it is, the blind man will be
unable to control it at all.
1RWLFHWKHUHODWLRQVKLSEHWZHHQWKH¿UVWSDUWfor if it is (too
large) (condition) and the second part, the blind man will be unable
to control it (consequence). This relationship is expressed by the use
of the linking device if. The same type of relationship is implied by
Animals
98 Unit Three
similar sentences in paragraph (6). Underline those sentences and
work out their relationships in the same way as in the given example.
SAQ (2): What is Your Opinion?

It is said that in the past, dogs were used more in war than in
peace, whereas nowadays the opposite is true. To what extent do you
agree or disagree to this statement?
%ULHÀ\ZULWH\RXURSLQLRQLQ\RXUQRWHERRN

Read the following statements and say whether they are true or
false, then correct the false ones.
7)7KH5XVVLDQVZHUHWKH¿UVWWRXVHGRJVDVPLQHGHWHFWRUV
T.F 2. The police use dogs mainly for tracking.
7)7KHXVHRIJXLGHGRJVZDV¿UVWLQWURGXFHGE\WKH*HUPDQV
T.F 4. One of the drawbacks of a Labrador is its tendency to take
initiative.
T.F 5. Under all conditions, the bullhound is an excellent tracker.
Activity (2): What are They?

You may know that the sound of a crow is called “caw”. Now,
what do we call the sounds of the following animals and birds? You
can look up their sounds in an encyclopedia or in a book on birds
and animals. Write them in your notebook and use any 4 of them in
meaningful sentences. Do not refer to section (5) below until you have
WULHGWKHDQVZHUVE\\RXUVHOI¿UVW
1. a dog 6. a bird
2. a frog 7. a lion
3. an owl 8. a sheep
4. a snake 9. a horse
5. a cow 10. a cat
99 Unit Three
Animals
Bird Migration

A. Before you Read
- What dangers may birds face in their long migration?
- Do you know of any birds that migrate from or to your country? If so,
in what season does this happen?
- Name at least four birds (in Arabic) that live in your country.
B. Read Quickly
i. for how long the phenomenon of bird migration has been noted,
LLKRZELUGVFDQ¿QGWKHLUZD\RYHUWKHWKRXVDQGVRIPLOHVEHWZHHQWKH
winter and summer homes, and
iii. what the beginnings of migration were connected with.
1. The phenomena of bird migration have been noted for more

than two thousand years. Nevertheless, questions related to this
migration have long puzzled the brain of man. Due to a lack of exact
knowledge, fanciful theories have been advanced, such as; swallows
hibernate in the mud, and small birds cross the Mediterranean as
passengers on the back of cranes. Such false notions have long
been held and only in the past hundred years or so has systematic
knowledge on the subject provided a solution to the question of
bird migration. Field naturalists have furnished many ideas and
notes. Besides, ornithologists and investigators have reported on
each species, the date when the bird was last seen, when it became
common, and when it disappeared. Light-house keepers also have
Animals
100 Unit Three
supplied valuable information concerning the destruction of birds at
their lights. The facts gathered from these various sources form the
largest amount of material on bird migration.
2. While the extent and course of the routes traversed by birds have of
late become better known, no conclusive answer has been found to
the question why birds migrate. Some claim that the fall migration is
caused by failure of food supply, spring migration by love of home.
If strong home love causes these birds thus to hazard their lives,
why do they desert their home at the earliest possible amount; and
if fall migration is caused by lack of food, why does it commence
when food is most abundant?
3. It could be claimed that the beginnings of migration ages ago were
intimately connected with periodic changes in food supply, but at
present, migration movements seem to bear little relation to food
shortage. Although food is sometimes most abundant, still, birds
migrate to other remote regions.
4. Among day migrants, sight is probably the principal guide. Sight
undoubtedly plays a part in guiding the night journeys also. On clear
nights, especially when the moon is shining brightly, migrating birds
À\KLJKDQGWKHHDUFDQVFDUFHO\GLVWLQJXLVKWKHLUfaint twitterings;
101 Unit Three
Animals
RQ FORXG\ GD\V DQG QLJKWV WKH SDVVLQJ ÀRFNV VHHN WKHLU FRXUVH
nearer to the earth, and their notes are much more distinctly heard.
On very dark nights, one may even hear the ÀXWWHU of vibrant wings
but a few feet overhead. However, in addition to sight, migrating
birds are guided by their sense of direction.
5. Reports from light-houses in Southern Florida show that birds leave
Cuba on cloudy nights when they cannot possibly see the Florida
shores. They safely reach their destination, provided no weather
change occurs. If the wind changes or a storm arises, they become
bewilderedORVHWKHLUZD\DQGÀ\WRZDUGVWKHOLJKWKRXVHEHDFRQ
Unless killed by striking the lantern, they hover near it, or on a tree,
MXVWWRFRQWLQXHWKHLUÀLJKWZKHQWKHVN\JHWVFOHDUHU
6. Marvellous tales of the spring and fall movements of birds were spun
by early observers, yet much remains to be learned about migration,
and it may be of interest to note a few of the mysteries which still
occupy attention.
7KHÀRFNVRIChimney Swifts are the best known birds of the eastern
part of the United States. They drift slowly south, joining with other
bands until on the northern coast of the Gulf of Mexico they become
an innumerable host. Then they suddenly disappear. In the last week
RI 0DUFK WKH\ UHWXUQ WR WKH *XOI &RDVW EXW WKH LQWHUYHQLQJ ¿YH
months are still the Swifts secret.
8. The familiar Cliff Swallow spends the winter in Brazil and Argentina.
,WLVH[SHFWHGWRUHDFKWKH8QLWHG6WDWHVLQVSULQJ¿UVWLQ6RXWKHUQ
)ORULGDDQGWKHQ7H[DVDQG¿QDOO\RQWKH3DFL¿FFRDVW$VDPDWWHU
of fact, the earliest records of the bird’s appearance come from
northern central California, where it becomes common before the
¿UVW DUULYDOV DUH XVXDOO\ QRWHG LQ 7H[DV RU )ORULGD 7KH URXWH WKH
species takes from Brazil to California is one of the yet unresolved
migration puzzles.
<Adapted from: Schaffner, Dennis, Bird Migration. Ann Arbor; The
University of Michigan Press, 1966, (pp. 115-126)>
Animals
102 Unit Three
Having read the passage, which of the following statements
indicates its general purpose:
a. The migration of birds.
b. Reports from light houses.
c. The dangers which birds face.
d. The return of migrating birds.

Read the passage again carefully, then answer the following:
1. For how long have we had systematic knowledge about bird
migration?
2. How does the writer respond to the claim that fall migration is
caused by shortage of food supply?
3. What does the word “traversed” (L 15) mean?
4. The words “notes”, (L 9), and “notes” (L 33), have different
meanings, what is the difference?
5. According to the passage, information gathered on the migration of
birds comes from:
a. ornithologists. b. observers’ reports.
c. light-house keepers. d. all of the above.
6. Write two examples involving mysteries which stem from bird migration:
(a) …………………………….. and (b) ……………………………..
7. In their migration, birds are guided by
a. sight only. b. sense of direction only.
c. both sight and sense of direction. d. none of the above.
8. How do weather changes affect migrating birds?
103 Unit Three

Animals

Read the following short texts and write the meanings of the
italicized words in the space provided on the left. All the words have
appeared in RS2.
1. ……..…… Bats hibernate. Hibernation is a physiological-
ecological adaptation to avoid extremes in temperature
or shortage of food and water.
2. ……..…… When food is abundant, nesting barn-owls have been
observed to share food with their young siblings.
3. ………….. If ducks do not have adequate feeding sites during
migration, the general physical condition of WKH ÀRFN
deteriorates, and its members may succumb to disease.
««««2QFURVVLQJWKH*XOIRI$TDEDWKHVHELUGVÀ\IDULQODQG
before alighting, and thus pass the observers’ attention.
5. ………….. A favourite belief of many ornithologists is that coast
lines and mountain chains form well-marked highways
along which birds return to previous nesting sites.
6. …………... Some of the phenomena to be witnessed close to your
door may be as worthy of record as anything observed
in the forests of Brazil or Africa.
7. ………….. We are reminded of the hovering habits of Chimney
Swifts which enter hollow trees in great numbers for the
purpose of roosting and passing the night.
«««« 7KH ¿UVW LQGLYLGXDOV RI D species to appear in spring
at a given locality are supposed to be the old birds that
nested there the previous year.
9. ………..… Other investigators found evidence of barn-owl
predation on sea birds in Hawaii.
Animals
104 Unit Three
Exercise (11): Fill in the Blank Space
Complete each of the following sentences with a suitable word
from the box below. All words have appeared in RS2.
migrate, resume, hazards, distinctly, conclusive, immerable
1. In the fall, curlews ……….. south by way of the east coast of the
Atlantic Ocean to Brazil, Argentina and Chile.
2. The size of the Plover population on the island was literally
««««««« :H FRXOG KDUGO\ VHH WKH VXQ ZKHQ WKH ÀRFN
ÀHZLQWKHDLU
3. There is no ……….. evidence as to why birds migrate when there
is an abundance of food supply on the coast.
4. Predators, snow storms, and high winds are some of the
……………. that migrating birds face in winter.
:H ZHUH QRW DEOH WR VHH WKH À\LQJ ELUGV EHFDXVH LW ZDV FORXG\
However, their notes were …………… heard.
6. Everyone is certain that the migrating birds will ………… their
ÀLJKWZKHQWKHVWRUPVXEVLGHV

Look at the fourth sentence in paragraph 1 in RS2. It states that
only in the last hundred years or so have we started to understand the
issues related to bird migration. This statement sums up the main point
of the paragraph. Remember that we do not copy the main point word
by word from the text; rather, we express it using our own language.
Now, in the same way, list the main points of paragraphs 2, 4 and 7.
105 Unit Three

Animals
Paragraph No. Main Point
Paragraph 1 Bird migration has become understood
only in the last hundred years or so.
Paragraph 2
Paragraph 4
Paragraph 7
Exercise (13): Find the Relationship

As you have seen in Activity (1) above, text relationships are
indicated by linking words which join sentences. Look at RS2 again
and determine the answers to these questions.
1. The last sentence in paragraph (3): ‘‘Although ……….. region”.
What kind of meaning relationship exists between the two parts of
the sentence.?
2. The sentence before last in paragraph (4) expresses a meaning
relationship of …………. .
3. Underline two conditional relationships in paragraph (2):
a. …………. b. ………….
4. The third sentence in paragraph (1) includes:
a (n) …………….. relationship.
a. additive b. exemplary
c. concessive d. causative

Say whether the following statements are true or false, then
correct the false ones.
7) 2QO\ ¿HOG QDWXUDOLVWV DQG RUQLWKRORJLVWV KDYH VXSSOLHG
information on bird migration.
Animals
106 Unit Three
T.F 2. Nobody knows conclusively why birds migrate from one place
to another.
T.F 3. In the last week of March, the Chimney Swifts suddenly appear
in the Gulf of Mexico.
T.F 4. Birds are guided by their sight and sense of direction in their
GLVWDQWÀLJKW
T.F 5. The Cliff Swallow spends the summer in Brazil and Argentina.
Activity (3): Spot the Difference

Two verbs of motion, namely, migrate and immigrate, are
sometimes used synonymously with a slight variation in meaning.
Look these words up in your dictionary and decide how they differ.

The Social Life of Chimpanzees

A. Before you Read
- How is a chimpanzee different from a baboon?
- How is the human brain different from a chimpanzee’s?
- Which do you think is more intelligent, a chimpanzee or a dolphin? Why?
,QZKDWFRXQWULHVFDQ\RX¿QGFKLPSDQ]HHV"
B. Read Quickly
i. what we need to refer to in order to know that chimpanzees can learn
language,
ii. the number of vocalizations wild chimpanzees can make, and
iii. how we can show that chimps understand the concepts of size and length.
107 Unit Three
Animals
1. Because we know little about either the vocalization or the gestures
used among wild chimpanzees, we must rely on their social behaviour
to tell us if they can be taught language. The method is indirect but
not without value.
2. There are about two dozen vocalizations, or calls, which have been
LGHQWL¿HGDPRQJZLOGFKLPSVEXWYLUWXDOO\QRWKLQJLVNQRZQDERXW
the meaning of such calls. Some suggested that the vocalizations
expressed body states and emotions, which is still until now the
accepted analysis of chimp calls.
3. Though we cannot interpret what chimp calls mean, we can subject
the social life of these wild animals to a more careful examination. It
LVLQWKHVRFLDOOLIHRIFKLPSVWKDWZH¿QGRQHRIWKHPRVWLPSRUWDQW
requisites for language, the ability to make distinctions. For instance,
chimpanzees make distinctions among their friends by greeting them
in a variety of ways, depending on the depth of affection they feel.
With some, they touch hands lightly; with others, only wild hugs
or fondling of scrotums will do. Apparently, chimps can express
everything from cool affection to passion.
4. Wild chimpanzees also make distinctions in the act of giving. Not
only can a mother chimp give food to a child, but she can also entrust
her infant with another chimp for a short period of time. It has also
been reported that large males, after hunting and killing a young
baboon or monkey, distribute portions of the meat to every animal
which holds out its hand in request. In species where giving occurs
Animals
108 Unit Three
only between mother and child, and where only food is given, the
act may be an unconscious one, but among chimpanzees, giving is
probably understood.
5. Animals which can distinguish people, actions, locations and
objects should be able to learn language which is a system of
labels for various concepts and categories. If an animal can make
a large number of distinctions in a number of categories, we can
teach it labels for what it knows. Thus, since chimpanzees can make
distinctions by greeting different chimps in various ways and can
differentiate between giving food and giving a young chimp to
another for temporary care, we should be able to teach them labels
for these social behaviours.
6. In more complicated activities, like searching for food, a chimp
troop splits into smaller groups and when a desirable fruit is
discovered, other members of the group are called. Chimps eat
more than thirty varieties of fruits, twenty types of leaves and a few
types of monkeys. Further, these animals prefer to eat their fruits at
a particular stage of ripeness. When a chimp troop splits up in the
morning, each smaller group must include at least a few members
who can distinguish edible fruits. Before the call is sounded to other
chimpanzees to “come and get it”, a fruit’s distinctive colour and
taste must be considered.
&KLPSDQ]HHVDOVRHQJDJHLQDFRXSOHRIVSRUWLQJHYHQWV±DQW¿VKLQJ
DQGWHUPLWH¿VKLQJWKHODWWHUEHLQJPRUHSRSXODU$FKLPSQHHGVWR
avail itself of some essential basic information to be a successful
WHUPLWH RU DQW ¿VKHU7HUPLWHV PXVW EH LQ D VWDJH RI UHDGLQHVV IRU
ÀLJKWRUWKH\ZLOOQRWFOLPERQWRWKHVWLFNVZKLFKFKLPSVLQVHUWLQWR
their mounds. The termite season lasts from October to January, a
period of short rains when the worker termites extend living passages
up toward the surface of the earth as they prepare the migration path
for the termites, which live in the center of the mounds. Certain
109 Unit Three
Animals
chimps seem to be aware of the general season when termites are,
so to speak, ripe. They visit the hills several times in the weeks
before termite migration, and when the hills are ready, they prepare
WKHLUVWLFNVDQGEHJLQWR¿VK)RUWHUPLWH¿VKLQJVWLFNVDUHFDUHIXOO\
stripped of leaves, and measure a uniform twelve inches long.
)RUDQW¿VKLQJFKLPSDQ]HHVSUHSDUHDQGXVHVWLFNVWKDWYDU\IURP
about two and a half to three feet in length. They poke the sticks into
ant nests, keep them inserted for a period of time, then withdraw
them to lick them clear of ants.
9. These simple recreational sports have complicated overtones for,

although most primates use their hands as tools, not all can use their
KDQGVWRSUHSDUHWRROV,IFKLPSVSUHSDUHGRQO\DVSHFL¿FWRROIRUD
VSHFL¿FDFWLYLW\RQHPLJKWTXHVWLRQZKHWKHUWKHDQLPDOZDVIXOO\
aware of what it was doing. But chimps prepare very differently
IRUWZRNLQGVRI¿VKLQJORQJHUVWLFNVDUHIRUDQWVVKRUWHURQHVDUH
for termites. Because of this, chimpanzees could be taught to apply
different names to insects, sticks, etc.
<Adapted from: Ann J. Premack. Why Chimps Can Read. New York:
Harp and Row Publishers, 1976, (pp. 7-14)>
Animals
110 Unit Three
Which one of the following statements (a, b, c, or d) expresses
best the main idea of RS3?
a. The social life of chimps is as advanced as that of human beings.
b. Chimps can acquire and distinguish some concepts, so they can be
taught language.
F&KLPSVDUHHQJDJHGLQDQW¿VKLQJDQGWHUPLWH¿VKLQJWRVXUYLYH
d. It is our responsibility to teach chimps to read and communicate.

Read the passage carefully, then answer the following:
1. How do chimps greet their friends?
2. According to the passage, chimp vocalizations express:
a. body states and emotions.
b. body states only.
c. emotions only.
d. ideas and real communication.
3. What acts of giving do chimps perform?
4. How is the act of giving among chimps different form that in other
species?
5. Why do you think it is possible to teach chimps different labels for
social behaviour?
6. According to the passage, chimps eat
a. fruits, monkeys, but not leaves.
b. fruits, leaves but not monkeys.
c. varieties of fruits, leaves and some kinds of monkeys.
d. all types of leaves and monkeys.
7. What does an “experienced” chimp do before a call is sounded to
other chimps?
:KDWDUHWHUPLWH¿VKLQJVWLFNVOLNH"
+RZGRWHUPLWH¿VKLQJVWLFNVGLIIHUIURPDQW¿VKLQJVWLFNV"
10. In what ways are chimps different from other primates?
111 Unit Three
Animals

/RRN DW 56 DQG ¿QG H[SUHVVLRQV WKDW ZRXOG EHVW ¿W WKH
GH¿QLWLRQVEHORZ7KHQXPEHUVUHIHUWRWKHSDUDJUDSKVLQZKLFKWKH
expression has appeared in the RS.
1. A group of the same things or objects (5).
2. To handle or strike affectionately (3).
3. Implications or suggestions (9).
4. Conscious of what is happening around (7).
7RSXVKRUMDEDVZLWKD¿QJHURUDVWLFN
6. To make complex, intricate or perplexing (9).
7. Fit to be eaten (6).
8. Lasting for a limited time (5).
Exercise (18): Fill in the Blanks

5HDGWKHWH[WEHORZDQG¿OOLQHDFKEODQNZLWKDVXLWDEOHZRUG
from the box on the right side. All words have appeared in RS3.
1. The Jungle is a …………… of many diverse
plants and animals, but also an intricate …………. species,
communicati-
network to which the human mind can become on, gestures,
attuned. Different sounds ……….. different complex,
diverse,
………….., and express …………. and intention. temporary,
identify,
emotion.
2. The …………… for food demands the

portions,
cooperation of the wolf pack. The mother
infants,
remains in the den with the ………… When distributed,
the kill is brought, …………. of the food are termite,
………. to the cubs. fertile,
search,
cooperation.
Animals
112 Unit Three
3. It has been …………. that the most typical perception
of animals was that they are anthropomorphic affection,
beings; the subjects also appreciated animals for documented,
emotional,
their …………… and …………. attributes. The stripped,
female subjects had more …………. for pet animals specific,
than did the male subjects. recreational.
distinctions,
4. Many researchers have ………… the social subjected,
life of animals to a careful ………….. . demonstrate,
They indicated that animals can …………. groomed,
requisites,
various …………….. in the overall process of
examination,
interacting with humans and make ………… feelings.
of perceptual ………… .
Exercise (19): Find the Opposite

Read the following text and write in the given space the
expression that has the opposite meaning to the words in italics in the
space provided.
1. ……….. In the morning, the animals rise and relieve themselves
over the side of their nests.
2. ……….. Some begin to eat ravenously, gobbling even the skin and
pits of fruits.
3. ……….. If nothing in the immediate vicinity is
4. ……….. appetizing, they climb down from the trees and organize
food
5. ……….. searching parties.
Members of the band divide into smaller groups while
mothers remain behind with
6. ……….. their infants.
113 Unit Three

Animals
SAQ (3): Write the Correct Word Form
This exercise is based on the three reading selections in the
unit. Fill out the table below with the correct word form. Some forms
are not possible. Do not refer to the dictionary until you have tried
WKHPRXW¿UVW1XPEHU LVJLYHQDVDQH[DPSOH
Verb Noun Adjective Adverb

1. express expression expressive expressively
2. distinguish --------- --------- ---------
3. ---------- --------- conclusive ----------
4. ---------- ---------- abundant ----------
5. ---------- experiment ---------- ----------
6. ---------- ---------- humane ----------
7. ---------- ---------- fanciful ----------
8. ---------- ---------- ---------- extensively
9. categorize ---------- ---------- ---------
10. ---------- ---------- ---------- satisfactorily

There are four statements below, each one represents the main
point of a paragraph of RS3. Match the statement with the paragraph
number. (paragraphs 2, 4, 6 and 5).
a. Chimps are known to perform a variety of tasks, one of which is the
ability to convey messages to other chimps.
b. It is assumed that chimps have the ability to distinguish objects, so
it is expected that they can be taught language.
c. Although some have suggested that chimps vocalizations express
body states and emotions, no one is so certain about their meaning.
d. The act of giving amongst chimps is probably conscious and this
what makes it different from that amongst other animals.
Animals
114 Unit Three
Certain verbal forms (i.e verbs ending in-ing) are used as gerunds
which function primarily as nouns. These should be distinguished
from the present participle which can be used as a verb marking the
present progressive tense-related form or, as an adjective describing
the following noun. e.g.
- He is sleeping (present progressive).
- The sleeping child is ill. (adjective).
The gerund, on the other hand, is used as:
a. subject of sentence, e.g. Exercising is good.
b. complement of a verb, e.g. Her hobby is reading.
c. after prepositions, e.g. He was accused of blackmailing.
Now, there are several gerunds in RS3. Find them and explain their
functions in the given sentences.
3. Overview
Having completed Unit Three, it is worth reminding you that
you have read in it about three interrelated topics on animals and birds.
The three reading selections were also accompanied with further
information about different animals in the various exercises. We hope
you have done all the exercises by yourself.
4. Preview of Unit Four

,Q8QLW)RXU\RXZLOOUHDGDERXWVFLHQWL¿FDQGPDWKHPDWLFDO
topics. You will have three reading selections on these themes. The
three passages and the exercises related to them are complementary
DQGLQWHJUDWHG:HKRSH\RXZLOO¿QGWKHPLQIRUPDWLYHDQGLQWHUHVWLQJ
115 Unit Three

Animals
5. Answer Key
RS1
Read Quickly
i. The German army.
ii. Russia.
LLL)RUPDQ\SXUSRVHVWRNHHSWUDFNRIFULPLQDOVDQGWR¿QGGUXJV
iv. The German Shepherd.

(a).
1. Attila the Hun, Frederick the Great, and Napoleon.
2. Dog breeding and training.
3. (a.) carrying ammunition,
E ¿QGLQJZRXQGHGVROGLHUVDQG
(c.) working with reconnaissance parties.
4. Places which are rarely visited by people.
5. (a.) The use of dogs in war and peace, and (b.) The use of guide-dogs.
6. Rapid acceleration of dogs.
7. Refers to the guide-dog.
8. Not too large, not too small, not nervous, not suspicious and not
aggressive.
9. From the moment the dog passes into the ownership of the blind
person, training begins afresh, and continues for the rest of their lives.
10. Border Collies are too quick in their movement, Boxers are much
too phlegmatic and Labradors lack initiative.

1. frightened 2. experimented with
3. afresh 4. drawback
Animals
116 Unit Three
5. regard 6. adjustment
7. manifold 8. constantly
9. infallible 10. preserve.

1. impressed 6. remarkably
2. tracking 7. instinct
3. messengers 8. undertook
4. acceleration 9. breeds
5. majority 10. thoroughly
Exercise (5): Match them

2(b); 6(c); 1(d); 5(a).

Period Use Leading Country
1870 War Germany
Japanese war War: mine-detection/ Russia
parachute battalion
Nowadays Tracking Many countries
esp. U.S.A & Cuba
End of World Guide-dogs Germany,
War 1 Switzerland, France.

1/T; 2/F; 3/T; 4/F; 5/F.
RS2
Read Quickly
i. More than two thousand years.
117 Unit Three
Animals
ii. Through sight and their sense of direction.
iii. Food supplies.

(a)

1. 100 years or so.
2. He doesn’t subscribe to it since birds migrate when food supplies
are abundant.
3. traveled across.
4. L. (9) a brief written record.
L. (33) sounds.
5. (d).
6. Chimney Swifts and Cliff Swallows.
7. (c).
8. They become bewildered and lose their way.

1. to pass the winter in a dormant state.
2. plentiful.
3. a group of birds.
WRFRPHGRZQDQGVHWWOHDIWHUÀLJKW
5. scientists.
6. unusual occurrence.
7. moving in circles in great numbers in an attempt to land.
8. type, kind.
9. observers.
Animals
118 Unit Three
Exercise (11): Fill in the Blank Space
1. migrate
2. innumerable
3. conclusive
4. hazards
5. distinctly
6. resume

- Paragraph 2: The phenomenon of bird migration is still a mystery to
mankind.
- Paragraph 4: Birds are guided by sight and sense of direction in their
migration.
- Paragraph 7: The Chimney Swifts’ migration cannot be understood
because it is an absolute mystery.

1. concessive
2. addition
3. (a.) If strong home love……..
(b.) And if fall migration ………..
4. (b.)

1/F; 2/T; 3/T; 4/T; 5/F.
RS3
Read Quickly
i. We should refer to their social behaviour.
ii. About two dozens.
119 Unit Three

Animals
iii. 7KURXJKWKHLUXVHRIGLIIHUHQWVWLFNVIRUDQW¿VKLQJDQGWHUPLWH¿VKLQJ

(b).

1. In a variety of ways, depending on the depth of affection they feel.
2. (a).
3. A mother chimp can give food to a child and can entrust her infant
with another chimp for a short time.
4. Their giving is conscious and probably understood.
5. Because they can distinguish different concepts.
6. (c).
7. He must distinguish the colour and taste of the found fruit.
8. They are carefully stripped of leaves and measure a uniform
twelve inches long.
$QW¿VKLQJVWLFNVYDU\IURPDERXWWZRDQGDKDOIWRWKUHHIHHWLQ
length. They are longer than those for the termites.
10. Whereas chimps can use their hands to prepare tools, primates use
their hands as tools.

1. category 2. to fondle 3. overtones 4. aware
5. to poke 6. complicated 7. edible 8. temporary.
Exercise (18): Fill in the Blanks

1. complex, communication, identify, species, emotion.
2. search, infants, portions, distributed.
3. documented, recreational, emotional, affection.
4. subjected, examination, demonstrate, feelings, distinctions, requisites.
Animals
120 Unit Three
Exercise (19): Find the Opposite
1. to plague, to burden
2. to eat, drink slowly
3. distant area
4. disgusting
5. individually
6. the elderly

a/6; b/5; c/2; d/4.
SAQs
SAQ (1): What’s the Opposite
1/ (i); 2/ (e); 3/ (h); 4/ (g); 5/ (j)
6/ (f); 7/ (d); 8/ (a); 9/ (b); 10/ (c).
SAQ (2): What is Your Opinion?

Express your opinion in writing.
SAQ (3): Write the Correct Word Form

2. distinguish/ distinction/ distinctive/ distinctively.
3. conclude/ conclusion/ conclusive/ conclusively.
4. abundance/ abundant/ abundantly.
5. experiment/ experiment/ experimental/ experimentally.
6. human/ humane/ humanely.
7. fancy/ fancy/ fanciful/ fancifully.
8. extend/ extension/ extensive/ extensively.
9. categorize/ category/ categorical/ categorically.
10. satisfy/ satisfaction/ satisfactory/ satisfactorily.
121 Unit Three

Animals
Activities
Activity (1): Find the Relationship
Do it by yourself.
Activity (2): What are They?

1. a dog: barks
2. a frog: croaks
3. an owl: hoots
4. a snake: hisses
5. a cow: moos
6. a bird: chirps
7. a lion: roars
8. a sheep: bass
9. a horse: whinnies
10. a cat: meows

Migrate: pass periodically from one region or climate to another.
Immigrate: come into a place and take up residence.

Do this by yourself.
Animals
122 Unit Three
6. References
1. Chandler, William J. Labate, Lillian and Wille Chris. Audubon
Wildlife Report. New York: Academic Press Inc, 1988-1989.
2. Hirasawa, Louise and Markstein, Linda. Developing Reading
Skills Advanced, Rowley, Newbury House Publishers, Inc. 1975.
3. Premack, Ann, J. Why Chimps Can Read, New York: Harper &
Row Publishers, 1976.
4. Schaffner, Dennis. Bird Migration, Ann Arbor: The University of
Michigan Press, 1966.
5. Vesy-Fitzgerald, Brian. The Domestic Dog, London: Rutledge and
Kogan Paul, 1957.
123 Unit Three

Animals
Animals
124 Unit Three
UNIT FIVE
CULTURES IN CONTACT
Cultures in Contact
176 Unit Five
Table of Contents
Subject Page
1. Introduction ………………………………………..……………… 179

1.1 Preview .…………………………………………………...... 179
1.2 Unit Objectives ……………………………………………… 179
1.3 Unit Sections ………………………………………………… 179
1.4 Supplementary Reading …………………………………….. 180
1.5 What You Need For This Unit ................................................ 180
1.6 Suggested Methods and Teaching/Learning Activities ........... 181
1.7 Suggested Methods of Evaluation ........................................... 182
2. Reading Selections ………………………………………………... 183
2.1 Reading Selection (1) (The Islamic Culture) ........................... 183
2.1.1 Reading Comprehension ……………………………… 183
2.1.2 Interpretation and discussion of words and phrases ….. 183
2.2 Reading Selection (2) (Japanese Culture) …………………… 189
2.2.1 Reading Comprehension …………………………….. 190
2.3 Reading Selection (3) (American Culture) ………………….. 202
3. Overview ………………………………………………………….. 213
4. Preview of Unit Six ......................................................................... 213
5. Answer Key ..................................................................................... 213
6. References ....................................................................................... 219
177 Unit Five

Cultures in Contact
Cultures in Contact
178 Unit Five
1. INTRODUCTION
1.1 Preview
Dear Student,
The theme of Unit Five is cultures in contact. Three passages
representing different cultures have been presented in the unit. The
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second features some aspects of the Japanese culture and the third
one describes the emerging American culture in view of the continual
waves of immigrants from different world cultures to the new world.
As in the other units of this book, each reading passage is followed
by a number of relevant exercises, activities and SAQs which should
be seen as complementary and integrated in the three parts of the unit.
The unit, moreover, is accompanied with a related assignment and
includes an Answer Key to the exercises.
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informative and interesting.
1.2 Unit Objectives

2. answer the pre-reading and post-reading comprehension questions,
3. infer the meaning of the key words, and use them in context,
5. recognize and interpret discourse markers in the reading texts,
6. list the main points of the texts, and
7. make inferences based on the texts.
1.3 Unit Sections

As mentioned in 1.1 above, there are three reading selections
in this unit, discussing cultural themes from the Muslim World, Japan,
and America. Each passage is followed by three subsections:
179 Unit Five
Cultures in Contact
Section (1) Reading Comprehension PHHWV WKH ¿UVW DQG VHFRQG
Section (2) Interpretation and Discussion of Words and Phrases
meets the third objective in (1.2) above, and
Section (3) Discussion and Evaluation meets objectives 4-7 in (1.2)
above.
The whole unit contains (25) exercises, (5) SAQs, (2) activities
and a puzzler.

1. Al-Faruqi IR and Al-Faruqi LI. The Cultural Atlas of Islam. New
York: Macmillan Publishing Company, 1986, (pp. 76-80).
2. Barnes, Harry Elmer. Society in Transition, 2nd ed. New York:
Greenwood Press Publishers, 1968, pp. (118-124).
3. Ellwood, Robert, S. Jr. An Invitation to Japanese Civilization,
Belmont, CA: Wordsworth Inc, 1980. pp. (17-22,27).
4. Morton, W. Scott. The Japanese: How They Live and Work.
Rutland Vermont: Charles E. Tuttle Company, 1973 (pp 109-112).

As usual, you need to consider the pre-reading questions
before attempting to read any passage. Try to infer the meaning of
the key words which are printed in italics from the context rather than
frequently referring to the dictionary. After the second reading, answer
the above exercises in the order they appear in the unit. Do not have
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by yourself.
You also need to do the assignment which is based on this unit.
Cultures in Contact
180 Unit Five
Activities
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concepts.

4- Take notes.
181 Unit Five

Cultures in Contact
What prior knowledge do you have about the subject? Think
about the purpose of the reading and what you are supposed to get out
of it.

Cultures in Contact
182 Unit Five
The Islamic Culture

A. Before You Read
Before you read the passage below, consider the following
questions:
- When did the Arab civilization start?
- What was its basic foundation?
- Did it borrow from other civilizations? What did it borrow?
- Did it assimilate the other civilizations?
B. Read Quickly
i. how Islamic civilization organizes its components,
ii. whether or not the Islamic civilization has borrowed from other
cultures, and
iii. the supreme principle unifying Islamic culture.
183 Unit Five

Cultures in Contact
1. There is no civilization without unity. Unless the elements constituting
a civilization are united, woven, and harmonized with one another,
they form not a civilization, but a hodge podge conglomeration.
Therefore, a principle unifying the various components and
comprehending them within its framework is essential. Such a
principle would transform the mixture of component relations with
one another into an orderly structure in which levels of priority or
degrees of importance are perceivable. From this perspective, the
civilization of Islam places elements in an orderly structure and
governs their existence and relations according to a uniform pattern.
In themselves, the elements can be of either native or foreign origin.
Indeed, there is no civilization that has not adopted some elements
foreign to it. What is more important is that the civilization should
digest those elements, that is, recast their forms and relations and
integrate them in its own system. To ‘in-form’ them within its own
structure is in fact to transform them into a new reality where they
exist no more in themselves or in their former dependency, but as
integral components of the emerging civilization in which they have
been assimilated.
2. It is not an argument against any civilization that it contains such
foreign elements. Rather, it is a devastating argument against any
civilization when it has merely added those elements; when it has
done so in a disjointed manner without re-formation, in-formation,
or integration. As such, they remain merely co-existent with
that civilization; they do not belong organically to it. But if the
civilization has succeeded in transforming the alien elements and
integrated them into its system, the integration process becomes its
index of vitality, dynamism and creativity.
3. In any integral civilization, and certainly in Islam, the constitutive
elements, whether material, structural, or relational, are all bound
Cultures in Contact
184 Unit Five
by one supreme principle. In Islamic culture, this binding principle
is “tawhid” LH WKH DI¿UPDWLRQ WKDW *RG LV 2QH $EVROXWH
Transcendent, and Ultimate- implying that only He is worthy of
worship and obedience. This principle deeply affects all aspects
of the Muslim’s life, thinking, expression and behaviour. It is the
essence of Islamic culture, for it serves as the ultimate measuring
rod of the Muslim, his guide and criterion in his encounter with other
religions or cultures, with new facts or situations. What accords with
it is to be accepted and integrated; what does not is to be rejected
and condemned.
<From: Faruqi and Faruqi, The Cultural Atlas of Islam. New
York: Macmillan Publishing Company, 1986, (pp. 77)>.

Which one of the following (a, b, c, or d) represents the main
idea of the above passage?
a. The unity of civilization, any civilization.
b. The principle of “Tawhid” in Islam.
c. The phenomenon of cultural borrowing.
d. The various elements of civilization.

1. How are the elements of a civilization related?
2. Why is a unifying principle essential to civilization?
3. What happens to foreign elements entering a civilization?
4. What does the word ‘in-form”, (L 14) mean in this context?
5. When is a culture vital or dynamic?
6. The principle of “Tawhid” in Islam implies that: …………………………
7. The pronoun it (L 34) refers to ……………………………………….
185 Unit Five

Cultures in Contact
Activity (1): Find the Equivalents
Find the Arabic equivalents to God’s divine names mentioned
in paragraph 3 in the reading passage above.

Find words/ phrases in RS1 which have similar meanings to
the words/ phrases printed in italics in the following shorts texts.
1. ………….. Islam developed a comprehensive law that covered
the entire span of human life. This comprehensiveness
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IRUWKHIXO¿OOPHQWRIWKHREOLJDWLRQVwhich comprise the
divine will of Allah.
2. …………. According to Ibn Khaldun, the most important view on
society is that it is an organism that grows, matures, and
ages not by chance or by divine desire, but because of
real causes operating on it.
3. ………….. The cultural monuments of the Islamic civilization can
be seen in all big towns of the Muslim World- in Baghdad,
Damascus, Istanbul, Cairo, Cordova, Tashkand, etc.
4. …………… It seems that contemporary Arabs have not yet reached
the point at which they can fully understand and arrange
the constituents of their culture
5. ……………. and civilization, so that they can re-form those
constituents and their relations into an organic
6. ……………. civilization as a collection of unrelated bulk of facts.
7. …………… The Islamic world had been vulnerable to world
cultures. It was able to accommodate a lot of their
outcomes, digest them and absorb them into its own
civilization patterns.
Cultures in Contact
186 Unit Five
8. …………….. No one would have considered the insertation of
foreign
9. …………….. elements as a destructiveWUHQGWKDWVKRXOGEH¿HUFHO\
resisted. On the contrary, grating foreign elements into
the
10. …………. Islamic crucible is a sign of dynamism and
11. …………… creativity. The only compelling law is that the adopted
12. …………… elements should agree with the principle of ‘Tawhid’.

The following statements are derived from RS1. Try to infer
the appropriate meaning of the word/ phrase in italics by choosing (a,
b, c, or d) below each statement.
1. Unless elements of civilization are assimilated, they will remain a
hodge podge conglomeration.
a. a connected whole. b. an unrelated collection.
c. a strange structure. d. an assortment of high culture.
2. A principle fastening the various cultural elements into an orderly
structure is necessary.
a. well-arranged. b. commanded.
c. divine. d. ordinal.
3. The constitutive elements of civilization must all be bound by one
supreme principle.
a. jumped or leaped. b. fastened.
c. intended. d. assured.
4. Civilization should digest foreign elements.
a. change them into its own form. b. break up or analyse them.
c. spread them out freely in all directions. d. accept them readily.
5. The principle of “Tawhid” serves as the measuring rod of the
Muslim’s behaviour.
a. license. b. criterion.
c. faith. d. cause.
187 Unit Five
Cultures in Contact
Exercise (5): Provide the Correct Form
Read the following text, inserting the correct form of the
word(s) in parentheses. All correct forms exist in RS1.
The need for (integrate) cultural constituents into a uniform
pattern is (perceive). Foreign constituents should be (assimilate) into
the host culture. Leaving them (join/not) may cause (devastate) results
because they might be used to nourish ethnic groups and social division.
The process of (integrate) is an index of (culture) (vital), (dynamic)
and (create) rather than an index of (depend) and backwardness. In
Islamic culture, the (constitute) elements are all (bind) by the profound
principle of “Tawhid”, which requires the (obey) of Muslims to Allah,
The Almighty, in all aspects of life, (think), expression and (behave).
Exercise (6): Spot the Difference

The verb perceive is often confused with the verb conceive.
Consider the difference;
You perceive (= become conscious of) something that already
exists through the senses or through the mind, e.g.
We perceived that the teacher was angry with us.
You conceive (= form in the mind) a completely new idea, e.g:
She conceived a bold plan of escape.
Now, use perceive or conceive in these sentences.
1. We ……….. that we were not welcomed and left.
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3. She cannot ………………. the difference between the red and green.
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5. He could not ……….. the relation between the principle of
“Tawhid” and actual life affairs.
Cultures in Contact
188 Unit Five
SAQ (1): Use Them
Demonstrate the meaning of the following words in complete
and appropriate sentences of your own. All words have been illustrated
in Exercises (3 and 4). Write your answers in your notebook.
1. devastating: ……………………………………………………………..
2. digest: ………………………………………………………………...
3. hodge podge: ……………………………………………………………
4. integral: …………………………………………………………………
5. constituting: …………………………………………………………….
Puzzler: Did You Know?

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2. How many books did the library of Cordova contain in the 11th
century?
3. Where was the oldest printed book in the world?

Say whether the following statements are true or false.
Correct the false ones.
T.F 1. Civilization consists of a collection of disjointed elements.
T.F 2. Civilization should enable us to see the order of its
components.
T.F 3. Elements of a civilization must always be internal.
T.F 4. Re-formation, in-formation or integration are processes which
characterize a vital culture.
T.F 5. The principle of “Tawhid” determines the Muslim’s choice of
foreign culture elements.
189 Unit Five

Cultures in Contact
In light of RS1, write a brief account of how the principle of
“Tawhid” works in the Muslim’s life.
SMILE
Once a Bedouin named Musa stole a wallet full of gold pieces.
As he stepped into the Mosque to attend the prayers, he heard the
Imam read from the Holy Quran: “Oh, Musa, and what is that in your
right hand?” Musa was astonished. Dropping the wallet under his feet,
he slipped out of the prayer and murmured: “The Hell! how could the
Imam know about me?” He then disappeared very quickly.

Japanese Culture
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Cultures in Contact
190 Unit Five
A. Before You Read
- Where is Japan located on the map? Do you know anything about its
climate?
- When was it a big military and political power? Is it still so nowadays?
Is it a big economic power now?
- What is it famous for now?
- In your opinion, what is the secret of the Japanese success?
B. Read Quickly
i. what i.e. stands for the Japanese,
ii. who the branches of the family should visit on New Year’s,
iii. what young Japanese are more loyal to, and
iv. the effect of situation on Japanese conversation.
1. In every advanced society, ‘high culture’ and ‘popular culture’

co-exist. The former belongs to the elite, those well-educated in the
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It is usually the culture of books, UH¿QHPHQW, and philosophical
UHÀHFWLRQ7KHlatter is the way in which ordinary people express
their values. It may be a culture of story-tellers, festivals, popular
songs and folk art. In Japan, both cultures are in close interaction.
Fundamental values and themes are shared by both, and motifs
move so rapidly between the two that their distinction seems to
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Japanese culture, namely, family relations and ethical values.
Family Relations
2. The fundamental unit in Japanese is the ie (household). Patterns of
relationship within the family are manifested by customs within a
traditional household, the eldest son and his wife live with his aged
191 Unit Five
Cultures in Contact
parents and carry on the family farm business or estate. A more
inclusive unit, in some places, is the dozoku (extended family),
composed of several ie of the same surname presided over by the
head of the senior line. The senior line of this extended family
constitutes the honke (main family) that has primacy of honour
and a certain authority over the branches who should visit it on New
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rural community may consist of several households, and community
leadership, therefore, may rotate among their heads, or perhaps
among young men of certain age.
3. There is also the class of outcastes, who live outside the regular
community and perform lowly occupations, such as butchering,
which is impure in Buddhist eyes. These have often suffered harsh
discrimination in Japan’s otherwise cohesive society.
Loyalty to Work Group

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always has been accorded to the work or activity group, the family
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New Year’s, calls by subordinates upon superiors are more frequent
than calls between kin—married brothers and sisters, cousins—
though the honke’s call remains important. Family’s loyalty beyond
the point of mere courtesy is actually weak in Japan except when
reinforced by economic cohesion. Relations between adult siblings,
or between adult children and their parents, unless they live or work
together, are probably less intimate and more perfunctory than in
America.
5. Today, family’s loyalty has transferred. Corporations with
patriarchal elder statesmen in paternal roles have taken the role
of the family. In Japanese universities, graduate students generally
make themselves followers of an oyabun (a parent-like professor).
Cultures in Contact
192 Unit Five
The student, even if he becomes a junior professor, assiduously
serves his oyabun in both scholarly and personal ways, and certainly
does not criticize his work before anyone else. One can change
oyabuns, of course, but that is a serious matter. The same pattern
obtains in other organizations, such as business, government, and
even the underworld.
6. Japanese ethical values tend to be situational rather than idealistic.
This means that rather than adhering to absolute ethical laws, the
nature of each situation calling for ethical decision has its own rights
and wrongs that must be perceived. For Japanese, the true sincere
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a trace of duplicity—will intuitively perceive what is right in each
situation as it comes.
Personal Relationships
7. In any encounter, Japanese immediately see themselves as superior
or subordinate. This understanding of position usually shapes
their tone of speech and governs their language of conversation.
Japanese has many verbal and grammatical expressions appropriate
to different types of relationship. It is for this reason, that a Japanese
may have an awkward task when addressing a group in which
persons of several different types of relationship to him are present.
<Based on:
California: Wordsworth Inc, 1980. pp. (17and 22-27).
2. Morton, W. Scott, The Japanese: How They Live and Work. G.B:
Holt, Rinehart and Winston, 1973, pp. (109-110).>
193 Unit Five

Cultures in Contact
1. What does the word latter (L 4) refer to?
2. Give three manifestations of popular culture.
3. How are family relations manifested in Japan?
4. The management of the ie affairs is the responsibility of the:
a. dozoku. b. eldest son.
c. aged parent. d. son’s wife.
5. Why should the ie branches visit the honke head?
6. To what extent is the Japanese community intact?
7. What strengthens Japanese community relations?
8. What does the phrase “the same pattern”, (L 45) refer to?
9. The pronoun his, (L 43) refers to ………….. .
10. What’s the difference between the words, ‘Japanese’. (L. 54) and
‘Japanese’ (L. 56)?
11. Why is it confusing for a Japanese to address a group of people of
different relationships to him?
Activity (2): Contrast Them

Write down three differences between high culture and popular
culture in your local society in terms of marriage habits and practices.

Choose a, b, c, or d, whichever is appropriate to complete the
following statements. All correct choices are found in RS2.
1. The president was ………. a warm welcome on his arrival at the airport.
a. agreed b. welcomed
c. accorded d. saluted
Cultures in Contact
194 Unit Five
2. The Minister of Culture was given …………. over the other
guests because he was the president’s representative for the public
festivals.
a. prime b. primer
c. surname d. primacy
3. The teacher instructed the students to submit to him a …………
piece of writing, but most of them turned up disconnected and
fragmented papers, and so he decided to give them more work on
how to produce a well linked-together paragraph.
a. composed b. cohesive
c. joined d. regular
4. Some poor people are compelled to do ………. jobs, such as street
dusting, window cleaning and garbage carrying in order to earn
their living and support their usually large families.
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c. slow d. lowly
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inspection of the place. He seemed to be uninterested in the event
and only doing the search as a duty.
a. perfect b. perfunctory
c. secondary d. serious
6. Mr. Rex told me that he didn’t like Mrs Vance. He thought she was
capable of trickery and deceit. However, I don’t think she would
have been capable of such ………… .
a. duplicity b. duplication
c. good manner d. emotional feeling
7. John belongs to the high society. He is polite, well-behaved and
helpful. As a matter of fact, John is a man of great …………
DUH¿QHU\ EUH¿QHPHQW
c. improvement d. reference
195 Unit Five

Cultures in Contact
8. This ………… is repeated throughout the opera whenever a certain
character comes on stage.
a. emotion b. motive
c. motif d. minute
9. The detective called at our neighbours several times this week.
We became suspicious that such …………. are associated with the
mystery murder which occurred in our area last month and which
has not been uncovered yet.
a. calls b. subordinates
c. investigation d. courtesy
10. Mary couldn’t explain the situation on the telephone.
She felt rather a bit ……...; there was someone else in the room,
besides the fact that it was a delicate and emotionally intimate
matter.
a. cowardly b. complaining
c. perfunctory d. awkward
Exercise (11): Complete the Text

Read the following short texts about some aspects of the
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boxes on the right side.
1. The high culture of Japan, with its feelings about society,
the heart, and nature is not fully understandable without
reference to the folk or ………… culture out of which
much of the high culture has risen. ……………… motifs,
between art and basic Japanese attitudes is to be popular,
interaction,
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turn to folk culture for full understanding of certain
prevailing…………. .
Cultures in Contact
196 Unit Five
2. Shinto as a religion is far more than a popular
phenomenon; it has an intellectual and institutional elite,
tradition,
……….. as it is strongly connected with the court expression,
and other centers of the ………….. power as with folk
the common………. .
3. 7KHZRUNJURXSPD\EHWKHPRGHUQRI¿FHRI«««
-DSDQHVH ¿UPV DUH PRUH ««« DQG PRUH VWULFWO\
governed by ……… than their American counterparts. manifested,
A person customarily enters employment for life, paternalistic,
………… and …………. Terms are affected by the seniority,
occupational context. In a sense, the work group has headed,
replaced the medieval feudal lord and his retainers, kinship,
corporation,
the spiritual master and his disciples, or even the loyalty
ancient clan ……………. by the chieftain.
4. The head of a family like ………… such as business

is far from being an individualistic autocrat.
Another basic principle of Japanese…………..
is that group actions and ……… are always
decisions,
preferred. Everyone, high or low, avoids sub-ordinate,
personal responsibility through consensus. The society,
consequences of failure, for a person who assumes devastating,
direct responsibility are………….. to the Japanese organization
psyche and social standing.
5. The theatre in Japan probably offers a wider ………….

of living forms, from classical no plays, to night-clubs,
than can be found anywhere else in the world. Perhaps artistic,
this is because the Japanese are …………… and tend to variety,
increasing,
express themselves in forms and conventions. A Good version,
theatre is not a ………… of life which would be dull; it photograph
LVDKHLJKWHQHG«««««RIOLIHLQWHQVL¿HGE\EHLQJ
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197 Unit Five

Cultures in Contact
6. The stiffest and most archaic of artistic ………..
are to be seen in the No plays, a form of drama put
in the 14th and 15th centuries by a father and son of chanting,
aristocratic,
genius, Kanomi and Zeami, out of earlier………… conventions,
of religious, ………….. and popular drama. elements,
Everyone should see a No play at least once. together

Infer the meaning of the words in italics from the given context.
Write your answer in the blank space provided on the left side. All the
words are in RS2.
1. ……………. When the detective interrogated the burglar, he forced
him to submit an inclusive list of his co-operators.
2. …………… Due to the importance of the event, the grand committee
meeting was presided over by the Minister.
3. ……………. Last week the newspapers reported that the government
would soon reduce taxes. $I¿UPLQJ this intention, the
Minister of Finance announced a new decree which,
though it cuts down duties on certain services and
commodities, has actually raised tax on others.
4. …………. The leaders of the region have been in FRQÀLFW since
World War II. Many parties and national interests have
been hurt or lost in consequence to their groundless
controversies.
5. ………….. Although we may disagree with the neighbouring
countries towards us, we should not take retaliation
measures against them. We must remember that, after
all, they are our kith and kin.
6. ………….. When John was asked to say where he had been the night
before, he felt awkward for he thought he had been put
on the wrong tract. The detective, however, noticed his
astonishment and assured him that it was his wife who
rang the police late at night inquiring about him.
Cultures in Contact
198 Unit Five
SAQ (2): Match Them
Match the words in column A with their meanings in column B.
All the words and their meanings are in exercises (10-12).
A B
1. popular a. clumsy, unclear, unvivid.
2. awkward b. seniority, top position.
3. elite c. a pattern or idea forming the base on which
4. primacy a work of art is made.
5. presided over d. direct a committee or a group of people.
6. motif e. (i) given. /(ii) agreed.
7. accorded f. the most powerful or the cleverest of a
group.
g. belongs or related to the people, the folks.
h. general respect or admiration.
Exercise (13): Link Them Up

The following statements represent the main points of RS2.
Link each statement to the paragraph which it represents. Use a chart
like this one.
Statements / Main Points (a – g)
Paragraphs a b c d e f g
(1-7)
199 Unit Five

Cultures in Contact
a. The common pattern of the traditional Japanese family is the
extended family which may consist of several households whose
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b. In the Japanese society, loyalty is accorded to both the family and
the work group, but it is more sincere to the latter unless, of course,
the former is reinforced by economic ties.
c. Although Japanese high culture and popular culture share many
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distinctive social traditions and norms.
d. Nowadays the role of the family has been taken up by corporations
and senior authorities; hence, loyalty has been transferred to these
organizations.
e. Japanese has different forms of expression for different persons in
different situations.
f. Although the Japanese society is cohesive, still there is an outcast
class which suffers social discrimination and performs lowly jobs.
g. The Japanese are pragmatic in their ethical decisions: what is right
is governed by the conditions of the situation.

Say whether the following statements are true or false. Correct
the false ones.
T.F 1. The honke claims a nobler status over the branches.
T.F 2. In Japan, the Buddhist look down on butchers.
T.F 3. Japanese family relations outside work are stronger than in
America.
T.F 4. Japanese observe their social roles very carefully.
T.F 5. Japanese ethical values are based on ideal principles.
T.F 6. The Japanese language cannot cope well with all
conversational situations.
Cultures in Contact
200 Unit Five
‘Ethical values ought to be situational, rather than absolutistic’.
Do you agree/ disagree to this principle? Write a brief comment
evaluating your own position in this regard.
Exercise (16): Book a Seat

The National Theatre Team performs many plays. Here’s a
programme of their performance on the right side from 4th to 10th of
May. They are doing four plays. It is the Friday afternoon of May 1st,
and you phone to book seats for you and three other members of your
family. Complete the conversation below:
Mon 4 May 6.30 The Bully Wife.

Tues. 5 May 7.30 No Performance.
Wed. 6 May 8.00 Three Thieves.
Thurs. 7 May 6.30 Ali Baba.
Frid. 8 May 4.30 The Bully
6.30 Wife.
Sat. 9 May 7.30 Ali Baba.
Sun. 10 May 8.30 Yarmouk Battle.
You: Hellow. I’d like to ……… four seats for The Bully Wife on Tues. 5th.
Ticket girl: I’m sorry, but…………………….. on that day.
You: Oh dear! It seems we’re a bit unlucky today. But can I have……..
seats for it next ……………..?
Ticket girl: Yes, what …………..?
You: 6.30.
Ticket girl: Would you like them……….. the window or in the …………..?
You: ………….. the window, please. By the way, where can I get the tickets?
Ticket Girl: Here, at the theatre…………. sale.
201 Unit Five
Cultures in Contact
You: How much?
Ticket girl: $3 each.
You: Ok. Thank you very much.

American Culture
A. Before You Read

- Have you been to the USA? Is anyone of your family/ friends there
now? Why did you/ he/ she go there?
- Did you/ he/ she give up any cultural habits or norms? Give examples.
- What new traditions did you/ he/ she learn?
B. Read Quickly
i. what policy is being used nowadays to bring about cultural integration
in America,
Cultures in Contact
202 Unit Five
ii. what happened to the ‘cake of customs’ in America,
iii. an instance of national unity of the new American society, and
iv. the language used for all immigrants in American public schools.
1. When discussing cultures in contact, America stands out as a good

example. Considering the effects of immigration upon the American
FXOWXUHWZRYLHZVFRPHLQWRSOD\7KH¿UVWYLHZLVWKDWLPPLJUDQWV
should be adjusted to American civilization as soon as possible, a
trend known as the melting-pot policy. The other view holds that
foreign elements should be allowed to perpetuate a large portion of
their alien cultures, for civilization will be enriched by the contrast
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important contributions to the host culture. However, it is the
former’s trend that constitutes the American policy in this regard.
2. Although the alien sub-cultures have created several serious social,
behavioural and educational problems, they certainly have grafted
the native culture with many positive features. Nevertheless,
adjusting the immigrants to the host culture requires tact and careful
planning. Blunt attempts to accelerate assimilation are likely to
produce adverse results. The immigrants are immersed LQ DJH ±
old traditions that are so dear to them that they would reluctantly
abandon them casually and speedily. If they are compelled to throw
their traditions aside too rapidly, the host civilization will risk the
loss of the potential contributions those cultures may make to it.
Additionally, such a policy would cause cultural confusion and
maladjustment as the immigrant offspring would take on an inferior
cultural status resulting in a confusion of outlook, maladjusted
behaviour and cultural divergence. On the other hand, isolating
foreign communities and leaving them to shift for themselves also
creates unfortunate results. It will perpetuate extreme divisions in
WKHKRVWFXOWXUHDQGZKDWLVPRUHZLOOGHSULYHLWIURPWKHEHQH¿FLDO
203 Unit Five
Cultures in Contact
contributions inherent in the alien cultures.
3. The in-coming ethnic cultures have coloured the indigenous
$PHULFDQFXOWXUHLQPDQ\ZD\V,QWKH¿UVWSODFHWKH\KDYHKHOSHG
to lesion American cultural stagnation, inertia, and smugness.
Through the clash of these cultures, the ‘cake of custom’ in America
has been broken down. The immigrants, moreover, brought with
them many skilled crafts which assisted the American economy.
They also made a greater contribution to the arts than the native
stock. Developments, architecture, sculpture, painting, music, and
dance, to mention but a few examples, demonstrate this point. It is
perhaps in the realm of music that ethnic cultures have made their
most distinctive contribution to American aesthetic life.
4. In addition, the foreign cultures, by bringing with them their religious
and normal view, have paved the way for greater religious tolerance
in the American society. As for morality, the immigrant contribution
has been, on the whole, a salutary and valuable one. It has helped
to soften the typical American harshness, crudity and narrowness of
the old Puritan moral outlook.
5. Furthermore, the mixture of the new subcultures with each other
and with the host culture has led to intermarriage between the aliens
and the natives resulting into a new national outlook. Though the
various ethnic groups tended, in time of war or sharp international
FRQÀLFWVWRV\PSDWKL]HZLWKWKHLUIHOORZQDWLRQDOVEDFNKRPHWKH\
showed a burst of superpatriotism when the safety of their new
homeland was threatened.
6. Among the various institutions that have promoted this cultural
integration and implemented the ‘melting-pot’ policy is the
public school. With its exclusive use of the English language for
instruction and its curriculum which is constructed for Americans
by Americans, the public school has been sweeping ahead in its
method of promoting assimilation. Most notable have been the
English language classes which were particularly demanded and
Cultures in Contact
204 Unit Five
supported by employers who realized the utility of giving instruction
in English to their employees.
<Based on: Barnes, Harry Elmer, Society in Transition, 2nd ed.
New York: Greenwood Press Publishers, 1968. (pp. 118-124).>

Read the passage once more and decide which of the following
statements represents its main idea:
When cultures meet in one land,
a. they perpetuate their own traditions and norms.
b. they tend to disintegrate altogether.
c. they usually get assimilated into a new culture.
d. they cause social division and moral disruption.

Now read the passage again carefully and answer the following:
1. Two views exist on the effect of immigration on American culture.
They are: (a) ………………………… and (b) …………………………
2. The effects of the preservation of immigrant cultures on American
culture would be:
(a) ……………………….. and (b) ………………………… .
3. Hasty and casual attempts of early integration may produce adverse
results, such as:
(a) ………………………… (b) …………………………
(c) ………………………… (d) …………………………
4. The phrase ‘this point’, (L. 36) refers to ……………………….
5. Immigrant cultures helped soften at least three aspects of American
morality, including (a) …………………………
(b) ………………………… and (c) …………………………
6. The word ‘one’. (L. 42) refers to ………………………………
7. An instance of ethnic homesickness in America is perhaps when ………
8. The role of the public school in cultural assimilation has been evident
in (a) ………………………… and (b) ………………………… .
205 Unit Five
Cultures in Contact
SAQ (3): Re-Phrase Them
The answers to this SAQ are included in your answers to
exercise (18) above. Just write them out in another way.
1. What policy is implemented to adjust the immigrants to American
culture?
2. According to the passage, why does cultural assimilation need
careful planning?
3. How did the public school promote cultural integration in America?

Choose a word/ phrase from the box on the right side which is
similar in meaning to the word/phrase in italics in the following texts:
1. Under the pressure of the different religious groups,
there has been a tendency to conduct church services, assimilate,
in part at least, in the language of the foreigners. reserve,
aliens,
Religious norms and social activities that were customs,
brought from the fatherland are also preserved. perpetuate
2. Some authorities believe that American churches will
make a genuine contribution to cultural integration immigration,
based on a mutual exchange of cultural gifts, through assimilation,
perpetuation
a process which will evoke a friendly response from
the foreign born and recognize the value of their
racial contributions to the Americans.
3. Farmers prune their orchard trees in Winter, and
craft,
insert inside some trees pieces of some good kinds graft,
in Spring. The inserted pieces soon grow and usually include
produce the new crop the following year.
Cultures in Contact
206 Unit Five
4. The negotiations at this stage are very sensitive
but decisive. The delegates of all parties have tact,
graft,
to maintain patience, awareness, skill in dealing gift
with opponents, and sound rationalization when
addressing the hot issues on the agenda.
5. Marriage between foreigners and natives reaches stock,
up to 30 percent of the total marriages of the intermarriage,
second generation immigrants. Immigrants from mixture,
customs
Northern and Western Europe have shown the
greatest inclinations to intermarry with the native
race or descendents.
6. Last Friday afternoon, I walked past our
neighbour’s shop which is at the corner of immersed,
our street. I greeted our neighbour warmly emerging,
interfered
and loudly, but it seems he was so deeply pre-
occupied with his work that he didn’t notice me.
7. There is much controversy over the practice of
streaming children in classes according to their suppose,
take on,
overall ability. Children in the top streams take off
usually assume the good behaviour and attitudes
expected of them, while children in the bottom
streams take on the negative characteristics
associated with those classes.
8. Immigrant children may suffer a cultural shock maladjustment,
or inability to behave well in the surroundings indigenous,
as a result of their overrapid immersion in the divergence,
inherent in,
host culture, especially if the values forming a impure
natural part of their cultures differ from those of
the native culture.
9. Overrapid planning of cultural integration may
alien,
lead to undesired results. It may lead to cultural adverse,
separation, confusion of perspective and divergence,
undesirable behaviour. outlook,
superior
207 Unit Five

Cultures in Contact
10. Arab cultural motionless state continued for
several centuries until the turn of the present stagnation,
conglomeration,
century when Arabs resumed their movement disintegration
once more in the modern Arab awakening area.
Exercise (20): Identify the Opposite

Match the word in column A with its opposite in column B.
(This exercise is based on the three RSs in this unit).
A B
1. indigenous a. impure
2. inertia b. conglomeration
3. integration c. subordinate
4. accords d. disagrees
5. pure e. artificial
6. superior f. alien
7. natural g. dynamism
h. loyalty
Exercise (21): Explain Them

Choose (a) or (b), whichever better explains the meaning of the
statement. The statements are taken from the three RSs in this unit.
1. American ‘cake of custom’ has been broken down in view of
immigration from different parts of the world (RS3). The underlined
idiom means:
a. the cake which was offered to the immigrants is no longer
produced
nowadays.
b. the well-GH¿QHG American traditions were changed.
2. ‘The immigrants are immersed in age-old traditions’ (RS3).
Cultures in Contact
208 Unit Five
This means that the immigrants:
a. have been brought up in traditions existent for a long, long time.
b. have old, worn-out traditions.
3. ‘With its exclusive use of English, the American public school has
been sweeping ahead in its method of promoting assimilation’
(RS3). This sentence implies that:
a. English is excluded from the public school curriculum.
b. English is the only language to be used in public schools.
4. ‘A Japanese student assiduously serves his oyabun in both scholarly
and personal ways (RS2). This means:
a. he serves his oyabun secretly.
b. he serves his oyabun with care and continuous attention.
5. ‘motifs move so rapidly between the two patterns of Japanese
culture’ (RS2). This means that:
a. the patterns, subjects, ideas, art works, etc., move swiftly
between the
two patterns of culture.
b. the motives or causes should be exchanged by the two patterns
of
culture.
6. ‘In any integral civilization, all constitutive elements must be bound
by one supreme principle’ (RS1). This means that civilization must:
a. be integrated.
b. have only one major principle.
7. ‘It is not an argument against any civilization that it contains foreign
elements (RS1). This means civilization must:
a. contain foreign elements.
b. immune itself against foreign elements.
209 Unit Five

Cultures in Contact
SAQ (4): Fill in the Blanks
Fill in the blanks with appropriate words from the three RSs.
1. TheclashofculturesinAmericahaschangedtheAmerican………….
2. Ethnic cultural ……… may lead to social divergence.
3. Cultural mixture in America helped lessen American cultural
………. and smugness.
4. The constitutive elements of Islamic civilization are ……….. by
the supreme principle of “Tawhid”.
5. Integration is different from ………. which is merely a collection
of elements.
6. The child …………. the piece of sponge into the water and then
rinsed it. He did this several times until the pit dried up.

Say whether the statements below are true or false. Correct the
false ones:
T.F 1. Immigration to America is a totally national loss for the
Americans.
T.F 2. The absence of careful planning may have negative
assimilation results.
T.F 3. Overrapid processes of integration help clarify the outlook of
immigrants’ children.
T.F 4. Cultural contacts helped produce religious tolerance in
America.
T.F 5. Immigrants remained loyal to their new homeland.
T.F 6. English language SUR¿FLHQF\ of immigrants is a requirement
by their employers.
Cultures in Contact
210 Unit Five
Exercise (23): List Main Points
Look at paragraphs (3-5) in RS3 and list the main points in
them in a chart like this one.
Effects of Ethnic Cultures on Indigenous American Outlook
No. Aspect Effect
1. customs/ personal conduct
2. economy
3. aesthetic life
4. religious attitudes
5. morality
6. racial mixture

This exercise is based on the three RSs in this unit. Refer to the
given locations of the points in the text, then answer the questions.
1. What is the function of therefore in the second sentence of
paragraph 1 in RS1? Explain the resultant relationship.
2. Why did the writer use a semicolon in the second sentence of
paragraph 2 in RS1. Explain the relationship between the two parts
of the sentence.
3. What is the condition-consequence relationship in the last sentence
of paragraph 4 in RS2? Underline the conditional particle.
4. What kind of relationship is expressed by the conjunctive adverb
“Nevertheless” in the second sentence of paragraph 2 in RS3?
5. What is the function of however in the last sentence of paragraph
1 in RS3?
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in RS3? Which sentence expresses cause-and-effect in the same
paragraph?
7. Is there another cause-and-effect relationship in the last sentence
of paragraph 2, RS3? Underline the sentence which expresses it.
211 Unit Five
Cultures in Contact
Exercise (25): What is Your Opinion?
If you immigrated, say, to Australia, how would you like to be
orientated and settled in the Australian culture? Write your own views
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SAQ (5): Translate into Arabic

These statements are taken from the three RSs of this unit.
1. As for morality, the immigrant contribution has been, on the whole,
a salutary and valuable one (RS3).
2. Though the various ethnic groups tended, in time of war or sharp
LQWHUQDWLRQDO FRQÀLFWV WR V\PSDWKL]H ZLWK WKHLU IHOORZ QDWLRQDOV
back home, they showed a burst of superpatriotism when the safety
of their new homeland was threatened (RS3).
3. The student, even if he becomes a junior professor, assiduously
serves his oyabun in both scholarly and personal ways (RS2).
4. Japanese has many verbal and grammatical expressions appropriate
to different types of relationship (RS2).
Smile
A scot immigrated to America. After three years, he returned
home. He was received by his two brothers at the airport, but he could
hardly recognize them as they were growing wild and untidy beards.
“Why haven’t you shaved off, brothers?” he inquired in surprise.
“Because you took the safety razor with you when you left for
America, dear!” replied the astonished brothers.
Cultures in Contact
212 Unit Five
3. Overview
Having completed the activities, exercises and SAQs of Unit
)LYH LW PD\ EH ¿WWLQJ WR UHFDOO LWV PDLQ SRLQWV DJDLQ ,Q WKLV XQLW
three cultural topics from the Far East, the Middle East, and the
West have been presented. These topics are thematically integrated.
Each reading selection is followed by a number of relevant activities,
exercises and self-assessment questions which aim to improve your
reading comprehension, use of vocabulary, and general discussion
and evaluation ability. All the content material is complementary and
consistent with the unit objectives.
4. Preview of Unit Six

Unit Six has a theme on psychology. It has three reading
selections, on child learning, self-esteem, and mechanisms of
mental hygienic adjustment. The material, exercises, and activities
LQWKHZKROHXQLWDUHFRQVLVWHQWZLWKWKH8QLW¶VVSHFL¿FREMHFWLYHVDQG
ought to be seen as complementary and integrative. We hope you’ll
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5. Answer Key
(N.B.: Provide the answers to Before You Read, Activities and
SAQs by yourself).
RS1
Read Quickly
i. In an orderly way.
ii. It has borrowed from other cultures.
iii. The principle of Tawhid.
213 Unit Five

Cultures in Contact
(a).

1. By a comprehensive, unifying principle.
2. Because it would transform the various cultural components and
structure them in terms of priority and degree of importance,
organizing their relations into one uniform pattern.
3. They are digested and recast into the forms and patterns of the
civilization.
4. To assimilate or take in the form and pattern of the host civilization.
5. A culture is dynamic when it can digest and assimilate foreign
elements.
6. It implies that Almighty God and only Him is worthy of worship
and obedience.
7. It refers to the principle of Tawhid.

1. constituting 2. perspective 3. are perceivable
4. digest 5. recast 6. integral
7. assimilate 8. alien 9. devastating
10. vitality 11. binding 12. accord

1/b; 2/a; 3/b; 4/a; 5/b.
Exercise (5): Provide the Correct Form

integrating/ perceivable/ assimilated/disjointed/
devastating/ integration/ cultural/ vitality
dynamism/ creativity/ dependency/ constitutive/ binding
obedience/ thought/ behaviour.
Cultures in Contact
214 Unit Five
1. perceived
2. conceived
3. perceive
4. conceive
5. perceive

1/F; 2/T; 3/F; 4/T; 5/T.

Provide your own point of view in light of RS1.
RS2
Read Quickly
i. ie in Japanese stands for household.
ii. The honke head.
iii. To the work group.
iv. Embarrassing or awkward.

1. It refers to popular culture.
2. Story- teller, festivals, folk songs and art.
3. By customs.
4. (b).
5. To give him honour and primacy.
6. It is intact and cohesive except in the case of the outcastes who are
discriminated against by the Buddhists.
7. Business or work relationships.
8. It refers to the notion of loyalty to elders, professors, seniors, etc.
215 Unit Five

Cultures in Contact
9. His refers to the oyabun.
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11. Because he has to change his tone or way of speaking according to
his relation to each one of the group.

1/c; 2/d; 3/b; 4/d; 5/b; 6/a; 7/b; 8/c; 9/a; 10/d.
Exercise (11): Complete the Text

1. popular/ interaction/ motifs.
2. tradition/ elite/ folk.
3. corporation/ paternalistic/ seniority/ kinship/ loyalty/ headed.
4. organization/ society/ decisions/ devastating.
5. variety/ artistic/ photograph/ version.
6. conventions/ elements/ aristocratic.

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4. disagreement. 5. relative. 6. clumsy/ embarrassed.
Exercise (13): Link Them Up

Do it yourself.
Exercise (14): Assess meaning

1/T; 2/T; 3/F; 4/T; 5/F; 6/F.

Exercise (16): Book a Seat

Book/ there will be no performance/ 4/ Friday/ time/ by/ middle/ by/
ticket.
Cultures in Contact
216 Unit Five
RS3
Read Quickly
i. The ‘melting pot’ policy.
ii. It has broken down, i.e. it has changed.
iii. During war times or threats against America.
iv. English language.

(c).

1. a. the need to assimilate immigrants very rapidly in the American
culture, and
b. to let them perpetuate their own ethnic and cultural traditions
and customs.
2. a. It perpetuates social division.
b. It deprives the host culture of the contribution of the foreign cultures.
3. a. Loss of immigrants’ contributions,
b. cultural confusion,
c. behavioural maladjustment of the immigrants’ children, and
d. cultural divergence.
4. It refers to the fact that immigrants contributed more to the arts
than the native stock.
5. a. They lessened American cultural stagnation, inertia and smugness.
b. They changed American customs.
c. They lessened typical American morality, such as harshness,
crudity and narrow outlook.
6. One refers to contribution.
7. When their fatherland was in danger.
8. a. its use of English exclusively, and
b. its American curriculum.
217 Unit Five

Cultures in Contact
1. aliens/ customs/ perpetuate. 2. assimilation.
3. graft. 4. tact.
5. intermarriage. 6. immersed.
7. take on. 8. maladjustment/ inherent/ indigenous
9. adverse/ divergence. 10. stagnation.
Exercise (20): Identify the Opposite

1/f; 2/g; 3/b; 4/d; 5/a; 6/c; 7/e.
Exercise (21): Explain Them

1/b; 2/b; 3/b; 4/b; 5/a; 6/b; 7/a.

1/F; 2/T; 3/F; 4/T; 5/T; 6/T.
Exercise (23): List Main Points

Do it by yourself by referring to RS3.

Work out these relationships by yourself.
Exercise (25): What’s Your Opinion?

Provide your own point of view.
Puzzler: Did You Know?

1. In Egypt, written by hand on rolls of paper made from the papyrus plant.
2. 500.000 books, all copied by hand.
3. In China, by using hard-cut blocks of wood.
Cultures in Contact
218 Unit Five
6. References
1. Al-Faruqi I R and Al-Faruqi LI. The Cultural Atlas of Islam. New
York: Macmillan Publishing Company, 1986.
2. Barnes, Harry Elmer. Society in Transition, 2nd ed. New York:
Green wood Press Publishers, 1968.
Belmont, CA: Wordsworth Publishing Company, 1980.
4. Morton, W. Scott. The Japanese: How They Live and Work.
Rutland Vermont: Charles E. Tuttle Company, 1973.
219 Unit Five

Cultures in Contact
Cultures in Contact
220 Unit Five
UNIT SIX
PSYCHOLOGY
Psychology
222 Unit Six
Table of Contents
Subject Page
1. Introduction ………………………………………..……………... 225

1.1 Preview .…………………………………………………...... 225
1.2 Unit Objectives ……………………………………………... 225
1.3 Unit Sections ……………………………………………….. 225
1.4 Supplementary Reading ……………………………………. 226
1.5 What You Need For This Unit ............................................... 226
1.6 Suggested Methods and Teaching/Learning Activities .......... 227
1.7 Suggested Methods of Evaluation .......................................... 228
2. Reading Selections ……………………………………………….. 229
2.1 Reading Selection (1) (Pre-School Child Learning) ............... 229
2.1.1 Reading Comprehension ……………………………... 229
2.1.2 Interpretation and discussion of words and phrases …. 233
2.1.3 Discussion and Evaluation …………………………… 236
2.2 Reading Selection (2) (Self Esteem) ………………………... 237
2.2.1 Reading Comprehension …………………………….. 237
2.2.2 Interpretation and discussion of words and phrases …. 241
2.2.3 Discussion and Evaluation …………………………… 246
2.3 Reading Selection (3) (Adjustment and Mental Hygiene) ….. 247
2.3.1 Reading Comprehension ……………………………... 247
2.3.2 Interpretation and Discussion of words and phrases …. 252
3. Overview …………………………………………………………. 259
4. Preview of Unit Seven ..................................................................... 259
5. Answer Key ..................................................................................... 260
6. References ....................................................................................... 265
223 Unit Six

Psychology
Psychology
224 Unit Six
1. INTRODUCTION
1.1 Preview
Dear Student,
Unit Six draws upon interesting psychological themes relating
the child learning, the affective domain and mechanisms of maintaining
mental hygiene. The three RSs included in the unit are thematically
and structurally interrelated. The overall objective is to help you
enhance and integrate your reading skills in general and upgrade your
vocabulary retention in particular. The unit is accompanied with an
assignment and contains an answer key for your reference.
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informative.
1.2 Unit Objectives

1. comprehend the reading passages and give their main ideas,
3. infer the meaning of the key words and use them in appropriate contexts,
PDNHQHZZRUGVXVLQJSUH¿[HVDQGVXI¿[HV
5. recognize and interpret the function of the cohesive devices in the
reading passages,
6. list the main points of the text(s) in tables,
7. make inferences based on the reading text(s), and
8. comment on/ evaluate the writer’s attitudes and points of view.
1.3 Unit Sections

Like the other units in the book, Unit Six has three RSs, each
including three subsections.
Section (1) Reading ComprehensionPHHWVWKH¿UVWREMHFWLYHLQ
(1.2) above,
225 Unit Six
Psychology
PHHWVWKHWKLUGWR¿IWKREMHFWLYHVLQ DERYHDQG
Section (3) Discussion and Evaluation meets objectives 2 and 6-8
in (1.2) above.
The exercises in the three subsections are complementary and
interrelated, and the whole unit contains (2) activities, (25) exercises,
(7) SAQs and a puzzler.

1. Beihler, Robert, and Snowman Jack, Psychology Applied to
Teaching, 10thHG%RVWRQ+RXJKWRQ0LIÀLQ&RPSDQ\SS
(147-149).
2. Blair, G.M., Jones R.S., and Simpson R.H., Educational Psychology,
2nd ed. New York: The Macmillan Company, 1968, pp. (388-404).
3. Brown, H. Douglas. Principles of Language Learning and Teaching,
2nd ed. New Jersey: Prentice-Hall, 1987, (pp. 101-102).

Before you start reading the passages, you should consider the
questions under Before You Read and Read Quickly.
As you read, time your activity and read as quickly as you can
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each RS, you can go on answering the tasks embodied in the activities,
SAQs and exercises. Do not refer to the Answer Key (5) below until
you have tried your best with the target points.
Psychology
226 Unit Six
Activities
Understanding texts and articles often requires more than one reading.
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4- Take notes.
227 Unit Six

Psychology
Psychology
228 Unit Six
Pre School Child Learning

A. Before You Read
Before you read the passage below, consider the answers to these
questions:
- At what age does a child begin talking?
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speculative things? Why?
- Is there a relationship between maturity and the child’s learning of
mental operations? Explain how!
B. Read Quickly
i. whether or not kindergarten children consider other persons’ views,
ii. the age by which children can show complete conservation of mass,
iii. the age by which children develop a complete conservation of weight, and
iv. whether or not kindergarteners can understand the concept of
cardinal numbers.
1. According to the renowned psychologist, Piaget, preschool and

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at the preoperational level. This means they will be capable of using
symbols to stand for objects, which makes mental manipulation
possible. Their use of language will be egocentric, however.
Words will have different meanings for different children, and most
kindergarteners will not be able to take into account the fact that
229 Unit Six
Psychology
other people have different points of view. During the preoperational
period, the child gradually becomes capable of decentration and
eventually can think of more than one quality at a time.
2. In order to grasp the fact that the language and thought of the
preoperational child are qualitatively different from your own,
you might ask kindergarten pupils to explain more fully what they
mean by certain words, particularly if you are a bit EDIÀHG by their
statements. On examining their responses, you will notice that they
typically go through a three-stage process in their understanding of
any aspect of conversation$W¿UVWWKH\VLPSO\GRQRWJUDVSWKH
concept, then they pass through a transitional period in which they
FDQXQGHUVWDQGLWRQO\LQVRPHVLWXDWLRQVDQG¿QDOO\WKH\JUDVSWKH
idea completely enough to supply correct answers in all situations
involving a particular kind of conversation.
3. The child’s earliest awareness of conservation is of mass of substance.
If you show a four year old two clay balls of the same size and then
ÀDWWHQRQHRIWKHPDVKHZDWFKHVKHLVOLNHO\WRVD\WKDWWKHÀDWWHQHG
SLHFHRIFOD\FRQWDLQVPRUH%\DJH¿YHPRVWFKLOGUHQFRPSUHKHQG
that the mass is the same regardless of the shape, but they may reveal
incomplete comprehension by even slight change of procedure such
as pouring water from a tall beaker into a vase, then asking if the
amount is the same or if there is more water in the vase. Awareness
of conservation of weight typically takes place between the ages of
seven and ten, complete understanding of volume between ten and
twelve. The fact that a child can understand one type of conservation
but is unable to generalize to other types illustrates the difference
between concrete operations and formal operations.
4. Piaget maintains that a child must grasp the principle of conservation
before he can comprehend the concept of number, since the
understanding of number is based on the awareness that cardinal
numbers are invariant, regardless of other factors. Understanding
the concept of number requires more than the ability to count.
To demonstrate this, take six caramels and four lemon drops and
ask children to count them. Then make sure they understand that
Psychology
230 Unit Six
both caramels and lemon drops are called candy. At this point ask,
“Which are more, the caramels or the candy?” Chances are that
PRVWNLQGHUJDUWHQFKLOGUHQZLOODQVZHUµµFDUDPHOV´<RXPLJKW¿QG
it enjoyable and instructive to try such experiments.
<Based on: Beihler, Robert F. Psychology Applied to Teaching, 2nd ed.

%RVWRQ+RXJKWRQ0LIÀLQ&RPSDQ\ SS !
Activity (1): Observe Them

Try out Piaget’s conservation experiments which are described
in RS1, on your little son/daughter/ brother/ sister. Record your
observations and compare them with the information in the passage in
terms of the type of conservation and the age of the child.

What is the main idea of the above passage?
a. Preschool children can understand the concepts of size, weight,
and number easily, depending on the methods of the teacher.
b. The principle of conservation is mastered completely at the
preoperational level.
c. Children’s understanding of mental operations is developmental,
depending on their level of maturity.
d. Children’s conservation of mental operations is invariant,
regardless of age or instruction.

1. What operations become possible when children start to understand
symbols?
2. By what age can children understand two or more qualities at a time?
3. What does the word own, (L 12) refer to?
231 Unit Six
Psychology
4. The three-stage process of children’s conservation includes:
First, ………………………………………………………………… .
Secondly, ………………………………………………………..., and
thirdly, ……………………………………………………………… .
5. The child’s inability to generalize from one type of conservation
to another shows that:
a. he can handle both concrete and formal operations.
b. he cannot differentiate between concrete and formal operations.
c. he does not attempt all types of conservation.
d. he can handle concrete operations only.
6. The lexical item omitted from the clause “ complete understanding
of volume between ten and twelve’’, (L 30) is:
a. is b. takes place c. the same d. typically
7. According to Piaget, the principle of conservation must be
understood before the concept of number for two reasons:
(a) ………………………………………………………..…, and
(b) ………………………………………………………………. .
8. The conjunction since, (L 36) means …………………………. .
9. “To demonstrate this’’, (L 40) means to demonstrate what?
10. The expression ‘chances are that ……’, (L 43) means:
a. Children will give answers by chance.
b. It is possible that……..
c. You will be lucky if ………
d. Children will be given many chances to …………
SAQ (1): 'H¿QH7KHP

In view of your understanding of the passage above, write a
GH¿QLWLRQLQ\RXURZQZRUGVRI
1. Preoperational stage or level: ……………………………………...
……………………………………………………………………………
2. Conservation (as a cognitive trait of child learning): ………………..
…………………………………………………………………………….
3. Decentration: …………………………………………………………
Psychology
232 Unit Six

Find words/ phrases in RS1 which have the same meaning as the
words/ phrases which are printed in italics in the following short texts:
1. ……….. Piaget believed that one of the most distinctive features of
the speech and thought of pre-school children is that it is
primarily self-centred; that
2. ………….. is, the child is unable to consider another person’s viewpoint.
3. …………. In a typical conservation experiment, a child was
presented with a situation in which juice was poured from
one of two identical glass cups, shaped for pouring into a
tall, thin glass pipe; juice from the other cup was poured
in another, but shorter, squat glass pipe. The preschool
child, who could think only of one quality at a time
4. ………… thought the taller glass pipe contained more juice because
he concentrated solely on height.
5. ………. Piaget, the Swiss psychologist, is famous as a cognitive
psychologist, though his primary specialization was in
zoology. He became interested in studying how children
can learn during the different phases of their mental and
physical growth. He found that even kindergartners are
6. ………… capable of handling quite skillfully symbols to stand for
real objects.
7. …………. Kindergartners seem to be unable to think of more than
one trait at a time. However, as the child develops, he
eventually becomes
8. ………… capable of realizing two qualities or more at a time.
9. …………. Children of early ages do not understand the world in
the same way adults do. If you ask
233 Unit Six

Psychology
10. ……… them about certain concepts, you will be confused by their
responses.
11. …………… The VHO¿VK speech and thought of a preschooler
results not only from his personal interpretation of words,
but also from his inability to think about more than one
WKLQJ DW D WLPH7KLV TXDOLW\ DOVR LQÀXHQFHV WKH ZD\ KH
reasons
12. ………… about things. This is demonstrated by Piaget’s
experiments to determine the degree of understanding the
principle of seeing
13. ……….. that mass, or substance does not change when its shape
or appearance is transferred.
14. ………… The life of a bored, hypochondriac person is the same
for him, regardless of all the good things surrounding
him. Such a
15. …………. case might be useful and informative for a bright
psychologist to study, especially the patient’s focus on the
16. ………… thoughts of others, and on his knowledge and
understanding of the objects and events which take place
in his environment.

Fill in each blank space in the following sentences with a
suitable word from RS1:
1. According to Piaget, children at the ………… level are capable of
mental ………. of symbols representing the objects around them.
2. Most ………… are not aware of the fact that other people may have
different points of view. One will be ………… by their answers to
the question about what they mean by a certain idea or ………… .
However, as they gradually develop, they eventually become capable
of ………., i.e. of thinking of two or more qualities at a time.
Psychology
234 Unit Six
3. In their development of understanding any aspect of ……….,
children typically move from a period in which they do not
……… the concept at all into a …………. period in which they
can understand it only in certain ………, to a state of complete
understanding of that concept in all situations.
4. A four-year old child is not likely to understand that the substance of
clay remains constant when one of two…….. clay balls is ………,
even if the ……….. is conducted before his eyes. However, by
DJH¿YHPRVWFKLOGUHQFRPSUHKHQGWKHIDFWWKDWWKH«««RI
the two balls remains the same, ……….. of the resultant shape.
Moreover, when a child learns one type of conservation, this is no
guarantee that he can ……….. it to other types of conservation. This
observation………….. that ……….. and ………… operations are
quite different from each other.
SAQ (2): Use the Words in Sentences

Based on their use in RS1 and exercises (3-4) above, use the
following words in complete, meaningful sentences:
JUDVSHJRFHQWULFEDIÀHGÀDWWHQLQYDULDQW
Exercise (5): Supply the Opposite

Read the following short texts, then supply a word/ phrase
from RS1 which is opposite in meaning to the word/ phrase printed in
italics. Write your answer in the space provided.
1. ……….. Children of early age are interested in the viewpoints of
the other.
2. ………... If you listen to their conversation, you will not be puzzled
E\WKHLUVWDWHPHQWV<RXZLOOQRWLFHWKDWWKH\¿UVWGRQRW
3. …………. misunderstand the
4. ………… message, then go into a complete stage before they at last
understand it in all situations.
235 Unit Six
Psychology
««««%\WKHDJHRI¿YHFKLOGUHQPD\UHYHDOcomplete
6. ………… comprehension. Unawareness of conversation of weight
usually occurs between the ages of seven and ten.
7. ………. The fact that a child can understand one type of conversation
but is unable to generalize to other
8. …………. types explains the difference between imaginative
operations and formal ones.
9. …………. Cardinal numbers are variant with regard to
10. ……….. other factors. Therefore, grasping the form of number
requires more than the inability to count.

Based on the information in RS1, say whether the following
statements are true or false. Correct the false ones.
T.F 1. According to Piaget, it is possible for kindergarteners to work
out some mental operations.
7)3UHRSHUDWLRQDOFKLOGUHQDUHVHO¿VK
7)'HFHQWUDWLRQWDNHVSODFHDWRQHVSHFL¿FSRLQWRIWLPH
T.F 4. Pre-school children’s thought and language are similar to ours.
T.F 5. The child’s earliest awareness of conservation is that of
weight.
T.F 6. Although a pre-school child can count, he doesn’t understand
the concept of quantity.

What can you infer from RS1? Probably the writer’s intention is that:
a. teachers should explain all conservation types to kindergarteners.
b. children can learn only through experiment.
c. the learning material should be graded, sequenced, and presented to
learners in accordance with their developmental stage, i.e. in view
of their growth.
Psychology
236 Unit Six
SAQ (3): Discuss It
Based on the insights you may have derived from RS1, how
ZRXOG\RXKHOSD¿UVWJUDGHUXQGHUVWDQGWKHFRQFHSWVRIPDVVVL]H
volume, weight and number when their shape or appearance is
changed? Suggest different concrete procedures or experiments.
Self Esteem

A. Before You Read
questions:
- Do you feel you are capable of doing this course work successfully?
- What do you think about the whole English programme? Do you feel
you are progressing in it?
- How does your feeling affect your learning? Does it encourage or
discourage your diligence?
'RHV\RXUVXFFHVVLQÀXHQFH\RXUVHOIFRQ¿GHQFH"2UGRHV\RXUKLJK
VHOIFRQ¿GHQFHOHDGWR\RXUVXFFHVV"
B. Read Quickly
i. one personality factor that affects human behaviour,
ii. whether self-esteem is assessed by oneself or by others,
iii. what task self-esteem is,
iv. the relationship of self-esteem and success, and
YWZRRWKHUZRUGVPHDQLQJ±URXJKO\±HYDOXDWLRQ
237 Unit Six
Psychology
1. Human learning is determined by certain considerations referring
to the cognitive, affective and psychomotor sides or domains of
the human personality. To illustrate, the affective domain is the
emotional aspect of human behaviour, and it may contrast with the
cognitive aspect. The development of affective states involves a
variety of personality factors, feelings about both ourselves and the
others with whom we come into contact. Below is a brief explication
of one of such personality factors, namely self-esteem.
2. Self-esteem is perhaps the most pervasive aspect of any human
behaviour. It could easily be claimed that no successful activity,
cognitive or affective, can be carried out without some degree of
VHOIHVWHHP VHOIFRQ¿GHQFH NQRZOHGJH RI RXUVHOYHV DQG EHOLHI
in our own capabilities for that activity. Personality development
involves the growth of a person’s concept of self, acceptance of self,
DQG UHÀHFWLRQ RI VHOI DV VHHQ LQ WKH LQWHUDFWLRQ EHWZHHQ VHOI DQG
others.
3. By self-esteem we refer to the evaluation which we make and
XVXDOO\PDLQWDLQZLWKUHJDUGWRRXUVHOYHV±RXUDWWLWXGHVRIDSSURYDO
or disapproval, the extent to which we believe ourselves to be
FDSDEOHVLJQL¿FDQWVXFFHVVIXODQGZRUWK\,QVKRUWVHOIHVWHHPLV
a personal judgement of worthiness that is expressed in the attitudes
that an individual holds towards himself. It is a subjective experience
which the individual conveys to others by verbal reports and other
observed expressions.
4. People derive their sense of self-esteem from the accumulation of
experiences with themselves and with others and from assessments
of the external world around them. General or global self-esteem
is thought to be relatively stable in a mature adult and is resistant
to change except by active and extended therapy. But since no
personality or cognitive trait is predictably stable for all situations
and at all times, self-esteem has been categorized into three levels,
RQO\WKH¿UVWRIwhichLVJOREDOVHOIHVWHHP6LWXDWLRQDORUVSHFL¿F
self-esteem is a second level, referring to one’s appraisal of
oneself in certain life situations, such as social interaction, work,
Psychology
238 Unit Six
education, home, or on certain relatively discretelyGH¿QHGtraits
±LQWHOOLJHQFHFRPPXQLFDWLYHDELOLW\DWKOHWLFDELOLW\RUSHUVRQDOLW\
traits like gregariousness, empathy DQG ÀH[LELOLW\ 7KH GHJUHH
RIVSHFL¿FVHOIHVWHHPDSHUVRQKDVPD\YDU\GHSHQGLQJXSRQWKH
situation or the trait in question. The third level, task self-esteem
relates to: particularWDVNVZLWKLQVSHFL¿FVLWXDWLRQV)RUH[DPSOH
within the educational domain, task self-esteem might refer to
particular subject-matter areas. In an athletic context, skill in a
particular sport—or even a facet of a sport such as net play in tennis
or pitching in baseball—would be evaluated on the level of task self-
HVWHHP:KLOHVSHFL¿FVHOIHVWHHPPLJKWUHIHUWRVHFRQGODQJXDJH
acquisition in general, task self-esteem might appropriately refer to
one’s self-evaluation of a particular aspect of the process: speaking,
writing, a particular class in a second language or even a special
kind of classroom exercise.
5. Research has shown that self-esteem is an important variable in
foreign language acquisition. What we do not know, however, is the
answer to the classic chicken-egg question: does high self-esteem
cause language success or does language success cause high self-
HVWHHP" &OHDUO\ ERWK DUH LQWHUDFWLQJ IDFWRUV ,W LV GLI¿FXOW WR VD\
whether teachers should try to improve global self-esteem or simply
LPSURYHOHDUQHUV¶SUR¿FLHQF\DQGOHWVHOIHVWHHPWDNHFDUHRILWVHOI
Whether we take this attitude or that, the fact remains that teachers
can have a positive effect on both the linguistic performance and
the emotional well-being of the learner. Perhaps some teachers
succeed because they give optimal attention to linguistic goals and
the personalities of their students.
<Based on: Brown, H. Douglas, Principles of Language Learning and

Teaching, 2nd ed. New Jersey: Prentice-Hall, Inc, 1987, (pp.
101-102)>.
239 Unit Six

Psychology
The main idea of the passage is: ………………………………..
………………………………………………………………………
………………………………………………………………………
……………………………………………………………………..

1. The three domains of human learning are:
(a) …………………………….,
Human Learning: (b) ……………………….. and
(c) ……………………….. .
7RZKDWH[WHQWFDQVHOIHVWHHPLQÀXHQFHRXUEHKDYLXRU"
3. Three aspects of personality growth can be:
Personality (a) …………………………….,
Development (b) ……………………….. and
(c) ……………………….. .
4. Which sentence in paragraph 3 serves as:
D DGH¿QLWLRQ" E DVXPPDU\RUFRQFOXVLRQ"
5. According to the passage, what are the sources of self-esteem?
6. In paragraph 4 the writer believes in:
a. the stability of self-esteem.
b. the changeability of self-esteem.
c. extended therapy of self-esteem.
d. a mature global self-esteem.
7. According to RS2, self-esteem is manifested at three levels. What
are they?
(a) ……………………..…........
(b) …………………..…., and
(c) …………………………
Psychology
240 Unit Six
8. Excellence in multiplication in mathematics can be viewed as a
manifestation of ………. self-esteem.
9. What does the relative pronoun which, (L. 30) refer to?
10. What’s the classic chicken-egg argument? What does it refer to in
paragraph 5?
11. Why do some language teachers fail in their teaching?
SAQ (4): 'H¿QHLW

,Q YLHZ RI 56 GH¿QH VHOIHVWHHP LQ \RXU RZQ ZRUGV DQG
mention its three levels.

Find words/ phrases in RS2 which have the same meaning as
the words/ phrases which are printed in italics in the following short
texts. Write your answer in the space provided.
1. ……….. Human beings are emotional creatures. It is logical then
for psychologists to look into the emotionalGRPDLQWR¿QG
answers to many of our learning problems. On the other
hand, human beings are intellectual; most of our learning
takes place as a function of our minds. Therefore, both
psychologists and teachers must give special attention to the
«««« VWXG\ DQG LQÀXHQFH RI WKH intellectual domain of the
child’s learning.
3. …………. How we see ourselves or capability for a certain task is
greatly determined by our success or failure in it. Thus, the
««««HIIHFWRIVHOIFRQ¿GHQFHLVwide-spread in our lives; it
LQÀXHQFHV DOPRVW DOO RXU DFWLYLWLHV ±WKH VXFFHVVIXO DQG
unsuccessful alike.
241 Unit Six
Psychology
5. ………….. Self-esteem emanates from a personal assessment of our
merits as manifested in our speech and behaviour. Although
6. ………. it is personal or internal in nature, it shapes our attitudes
and interests and guides our interaction with the others.
7. ………. Our sense of self-esteem results from the collection and
piling of our own successful experiences and form our
evaluation of what
8. ………. the other people conceive of our capabilities. This general
evaluation of oneself is relatively
9. ………. constant in almost all situations, except by a
10. ……… special or extended treatment of the mind.
11. ……….. The domains of human learning have been FODVVL¿HG into
three domains, cognitive,
12. ………… affective and skill or activity based. Situational self-
esteem
13. …………. belongs to the second category, and refers to one’s
assessment of one’s capability in one particular situation, such
14. ……… as studying at school, or even in more clearly GH¿QHG
situations like sports, drawing,
15. ……….. enjoyment to live with companions,
16. …..……LGHQWL¿FDWLRQZLWKRWKHUSHRSOHDQGVKDULQJWKHLUIHHOLQJV,
DQGÀH[LELOLW\

Fill in each blank space in the following sentences with a word/
phrase from the box below it.
1. Successful teachers always give ……….. attention to the cognitive
and ……….. needs of their students. This means they take into
consideration the student’s achievement of the subject matter as
well as his well-being.
Psychology
242 Unit Six
maximum,
,more
psychology,
emotional,
optimal
2. The affective………….. of the learning situation cannot be
ignored, as their negligence may lead to serious psychological
disturbances, low achievement and negative…………. towards
the school and perhaps the whole community.
variables,
,domain
,interest
,attitudes
SUR¿FLHQF\
3. In sports, task self-esteem is apparent in almost all …………. of
each game, e.g., net play, ping-pong serving, baseball………., etc.
,pitching
,faces
,facets
exercise
«««««DQGÀH[LELOLW\DUHIXQGDPHQWDOSHUVRQDOLW\«««
which must be encouraged in the school as their promotion will lead
to better social ………… and better education of the youngsters.
,cognitive
,structure
,interaction
,agriculture
,traits, treaties
gregariousness
5. Few efforts have been directed at comprehensive …………. of the
over-all emotional well-being of school children. Most research
¿QGLQJV LQ WKLV DUHD GHULYH IURP WKH ««« RI LVRODWHG DQG
GLVFUHWHHQGHDYRXUVDLPLQJDWRQHRUWZRVSHFL¿F«««DWDWLPH
243 Unit Six
Psychology
Since no personality feature is ……….. stable. All throughout
the individual’s life, a (n)……… study of the human affective
behaviour must be pursued at all levels, and in all situations.
,predictably
,extended
,merely
,therapy
,assessment
,personality
,accumulation
traits
0RVW WHDFKHUV ZLVK WKH\ FRXOG REWDLQ D MXVWL¿FDWLRQ IRU DOO WKH
inexplicable emotional behaviour of their pupils in the classroom.
Such ……….. will help them plan better for their classes and
avoid much of the nuisance that may sometimes touch upon their
……….. and other educational…………. .
,considerations
,disapproval
,explication
,self-esteem
,salaries
management
Exercise (12): Correct the Word Form

This exercise is based on the words in RS2. Use the words in
parentheses in the following sentences in their correct form in the text.
1. Pre-schoolers’ language and thought are (geocentricism).
2. Eventually, children become capable of (decenter) as they grasp
more than one quality at a time.
3. Studying child thought and language is both enjoyable and
(instruction).
Psychology
244 Unit Six
4. Self-esteem is (pervade) in all of our activities since it plays a
prominent role in our success or failure.
5. Global self-esteem is relatively (resistance) to alteration in adults,
but is always undergoing change in children and adolescents.
6. Self-esteem refers to our personal (appraise) of our (worthy) or
(capable) of doing certain tasks.
&HUWDLQ SHUVRQDOLW\ WUDLWV OLNH ÀH[LEOH DQG JUHJDULRXV DUH
GLVFUHWLRQ GH¿QHG DQG WKHUHIRUH RXJKW WR EH HQFRXUDJHG E\
educators.

(Based on RS1 and RS2)
The following two pairs of words are often confused by some
students. Learn the differences, then complete the sentences which
follow:
affective/ effective:
cardinal/ordinal (numbers):
Affective (adj.) refers to emotions and feelings, while
Effective (adj.) means working successfully; it brings about an
effect or result.
A cardinal number is the usual number, e.g. 1, 2, 12, 103, 1000, etc.
An ordinal number refers to the ordering or ranking e.g.:
¿UVWWKLUGWHQWKWZHQW\¿UVWKXQGUHGWKWKRXVDQGWKHWF
1. This plan is very……….. .
2. His …………… words caused her to shed tears.
3. John was the ……….. in the race.
4. He was born on the …………… of March.
5. I bought this pair of shoes for …………. dollars.
245 Unit Six

Psychology

Say which paragraph in RS2 discusses:
a. the mutual impact of self-esteem and success in learning .
b. the domains of human learning.
c. the various levels of self-esteem.
GWKHGH¿QLWLRQRIVHOIHVWHHP
e. the pervasiveness of self-esteem in human behaviour.

T.F 1. Self-esteem is an important factor in personality integrity.
T.F 2. Self-esteem is manifest in one’s language and behaviour.
T.F 3. An adult’s self-esteem is constant in all situations and at all times.
T.F 4. A student who is excellent at serving in ping-pong is probably
UHÀHFWLQJDVSHFL¿FVHOIHVWHHP
T.F 5. Self-esteem and success have no reciprocal impact.
SAQ (5): Write a Comment

In what ways does success/ failure lead to high/ low self-esteem
or vice-versa? Write a brief comment on this argument, using concrete
examples from your own experience.
Exercise (16): Find Text Relationships

(Based on RS1 and RS2)
Look at paragraph 3 in RS2. What is the function of the whole
paragraph? From the given context, we can say that it functions as a
GH¿QLWLRQRIVHOIHVWHHP7KLVIXQFWLRQLVGHULYHGIURPWKHXVHRIWKH
verb referLQWKH¿UVWVHQWHQFHDQGWKHYHUEis in the second and third
sentences.
Psychology
246 Unit Six
Now, look at paragraph 4 in RS2. What kind of function (text-
relationship) is expressed with since (3rd sentence), ¿UVW (3rd sentence)
and while (9th sentence)?
Again, look at paragraphs 3 and 4 in RS1, then express the
function of if (second sentence, paragraph 3), and to demonstrate
(third sentence, paragraph 4).

Adjustment and Mental Hygiene

A. Before You Read
questions:
- What’s your reaction if you cannot achieve what you desire?
- How will you behave if your boss opposes your promotion which
you think you deserve?
- If you did something immoral or against your conscience, how would
you relieve your ego and save your mental hygiene?
- If you failed this course-God may not permit it- who would you
blame?
B. Read Quickly
i. the effect of repressing aggressive feelings,
ii. the effect of movies and TV characters on thwarted children,
iii. an example of projection as a self-defense mechanism of adjustment, and
iv. a symptom of hysteria.
247 Unit Six

Psychology
1. It is not uncommon that a person whose needs are thwarted is tense
and uncomfortable. Some adjustment, therefore, must be made to
reduce this state of hypertension and make the situation tolerable
for him. There are numerous psychological adjustment mechanisms
which are typically manipulated by the persons who are thwarted in
reaching their goals. We shall touch upon the most common of them
in this passage.
2. A typical reaction to frustration is aggression. Some psychologists
suggest that it is possibly bad, from a mental hygienic perspective
to repress all hostile feelings because this may lead to anxiety and
neurosis. It is, therefore, wiser for a person to express his aggressive
feelings occasionally, to blow off steam. On the other hand, when
the individual fails to reach a certain goal, he may tend to save his
ego and self-esteem by struggling to attain other goals. Unattainable
goals are thus compensated for by attainable ones. For example, a
student who is weak in mathematics may compensate for this in
athletics. Occasionally, the thwarted person relieves his tension by
substituting sublime behaviour for socially refused behaviour. For
instance, a sexually frustrated adolescent may develop interest in
DUWVSRUWVVFLHQWL¿FUHVHDUFKVRFLDOVHUYLFHZRRGZRUNHWF
3. Other adjustment mechanisms include LGHQWL¿FDWLRQ,
rationalization, projection, and repression. ,GHQWL¿FDWLRQ LV
a mechanism customarily used by a thwarted person to satisfy
certain of his basic needs through taking sides with another person,
group, or institution. For example, frustrated children often identify
themselves with their parents, or with certain characters in movies,
TV serials, novels or plays to gratify their desire for power or
status. Rationalisation is often exercised by individuals who feel
LW GLI¿FXOW IRU WKHP WR DFFHSW ORVV RU IDLOXUH WR UHDFK WKHLU JRDOV
The individual may feel guilty for the failure, which may adversely
affect his mental health. Thus, in order to reduce such guilt feelings,
Psychology
248 Unit Six
he MXVWL¿HV his beliefs and actions by giving reasons other than those
which activated or motivated him or caused his failure. By doing
so, he aims to excuse his shortcomings and defend his ego. Thus,
for example, a student who fails in his school work may convince
himself that his teachers were unfair or that a recent illness was the
cause of his bad results.
4. Another method used by individuals to excuse their shortcomings
and relieve their feeling of guilt is projection. The individual may
ascribe to others his own weakness, faults, and impulses. For
instance, a stingy person will accuse others of being stingy; a
dishonest one will assume that everyone else is dishonest. However,
some people manage to repress their emotions. They attempt to
protect their egos by pushing into the unconscious those thoughts
DQGH[SHULHQFHVZKLFKDUHFRQÀLFWLQJZLWKWKHLUPRUDOVWDQGDUGVRU
which are painful to remember.
5. Still, we can cite some more adjustment types, such as reaction
formation, egocentricism, negativism, withdrawal, regression,
physical ailment, and expiation. Reaction or reversal formation is
the process by which a person substitutes an opposite reaction for
one which is frustrating or anxiety-inducing. A secondary school
boy, for example, may declare that it is disgraceful for boys and girls
to mix together, when actually that is exactly what he would like to
do if his conscience or circumstances would permit it. Egocentricism
refers to the state when the individual strives to establish himself as
the center of attention. For instance, when a student feels insecure,
he may show off, ask many questions, talk loudly, try to be witty,
and play all types of pranks. Similarly, the individual may call
attention to himself by taking negative stands. For example, in a
school, a group of students may decide upon a certain course of
action. The negativistic boy may stubbornly reject the decision; he
rebels against authority and rules. At home, a negativistic child may
249 Unit Six
Psychology
refuse to eat, talk or follow any idea proposed by a sibling or a
parent.
6RPHLQGLYLGXDOVKRZHYHU¿QGWKDWWKHHDVLHVWZD\RXWRIdistress
is to withdraw. With-drawal does not cost much effort; one merely
UHPRYHVKLPVHOIIURPWKHZRUOGRIDFWLRQDQGFRQÀLFWDQGLVFRQWHQW
with easier endeavours. Among the several forms of withdrawal
are day dreaming, becoming sleepy or drowsy, escaping into work
or reverting to alcohol and other drugs. Moreover, withdrawal may
take the form of regression. This is manifested in the behaviour of
the individual who returns to a less mature level of development
or adjustment in order to maintain his personal integrity. Thus,
adolescents may use childish methods, and children may take on
characteristics which had served them as babies if they feel they are
unable to solve the problems facing them. Furthermore, a person
ZKR LV H[SHULHQFLQJ FRQÀLFW RU D GLI¿FXOW VLWXDWLRQ PD\ PDNH D
somewhat graceful withdrawal by developing symptoms of physical
illness, or behavioural imbalance, a mechanism known as hysteria.
Being ill provides a way out for that person, whose situation may
persist until his emotions are relieved.
7KH¿QDOPHFKDQLVPLQRXUOLVWLVH[SLDWLRQRUatonement. It seems
WKDWZKHQRWKHUPHDQVIDLOWRDOOHYLDWHSDLQIXOFRQÀLFWRYHUDQDFWWKDW
is repugnantWRWKHFRQVFLHQFHWKHLQGLYLGXDOPD\DWWHPSWWR¿QG
a way of atoning for it. Thus, a student who has violated a religious
duty may feel very worried over his wrong action. Consequently, he
may obtain some relief by punishing himself, by fasting for a week
or more, by pricking his skin or ears, by giving alms or by helping
the needy in order to compensate for his wrong behaviour. A student
who studies unusually hard after having failed an examination is in
fact expiating for his shortcomings. Expiation tends to balance one’s
behaviour as good deeds will replace bad ones.
8. In summary, these are some common self-defense mechanisms
Psychology
250 Unit Six
which are employed by the emotionally disturbed individuals.
Teachers should be aware of the appearance of such symptoms on
their students, and consequently, should do their best to help their
students to solve their own problems which may disturb their mental
hygiene.
<Adapted from: Blair, Jones and Simpson, Educational Psychology, 2nd ed.
New York: The Macmillan Company, 1966, (pp. 388-404)>.
Activity (2): Observe It

A student whom you know well has failed the public school
examination. Trace his reactions and ensuing behaviour in view of the
self-defense mechanisms of hygienic adjustment which you have read
about in the above RS.

The writer’s main idea in this passage is:
a. the teacher’s intervention with the students’ emotional problems
will disturb their mental health; he should leave them to solve their
problems by themselves.
b. when attacked by enemies, the losers should hide behind some sort
of self-defense mechanism to make life tolerable for themselves.
c. all of our overt behaviour is a reaction to our hidden desires which,
WKHUHIRUHRXJKWWREHIXO¿OOHG
d. Normally, people tend to reduce their hypertension in one way
or another in order to be able to live in a stable and healthy
psychological state.

1. A thwarted person is:
251 Unit Six

Psychology
a. relaxed and tolerable.
b. tense and uncomfortable.
c. psychologically adjusted.
d. typically aggressive.
2. The expression ‘to blow off steam’, (L 11) means:
a. to repress tension.
b. to build up steam.
c. to soften aggressive and hostile feelings.
d. to increase anxiety.
3. When a thwarted person shifts his interests into another goal, he’s
probably using an adjustment mechanism of ………..
4. An example of sublimation is ……..
5. What does the pronoun it, (L 80) refer to?
6. How would a person who could not accept his failure justify his
shortcomings and defend his ego?
7. How is projection manifested in the behaviour of a stingy person?
8. What’s the difference between egocentric and negativistic
behaviours?
9. A thwarted person who escapes from confronting a problem which
he cannot solve into drugs is comforting himself through ………..,
whereas the one who reverts to a less mature level of behaviour is
undergoing a state of ………… .

the words/phrases which are printed in italics in the following short
texts:
Psychology
252 Unit Six
1. ……….. John works long hours everyday. He’s sincere and
dedicated to his work. Having worked a long time for the
company, he thought that he deserved promotion. He felt
tense and anxious about his situation, and so decided to
speak to the manager. The manager, however, refused his
demand on the plea that there were many other employees
who deserved promotion before him.
2. ………… John felt his just demand was opposed, and ever since
got irritable. Nothing could have
3. ………… reduced his strong tension until last week when his
wife phoned the manager personally and asked him to
reconsider John’s case, at least to make life
4. …………. fairly bearable for them at home.
5. ………… Frustration can lead to aggression or repression. Neither
situation is a sound mental health sign. Sometimes, the
6. …………. thwarted person lessens his tension by compensation or
sublimation. Far-fetched objectives are made up for by
7. ……….. reachable ones, and socially-unaccepted
8. ………. goals are substituted by noble, socially desirable ones.
9. ……….. Some emotionally-disturbed children often take on the
behaviour of their authoritative
10. …………. parents to satisfy their desire for power or status.
Others, when they cannot attain their goals,
11. …………. resort to faulty reasoning to justify their failure, or to
projection to free themselves from
12. ……….. the cause of their defect.
13. ……….. Some school children do not get involved in certain
activities, and some go back to an
14. ………… earlier state of behaviour. Some, moreover, cannot
stand the very much disliked
253 Unit Six

Psychology
15. …………. and anxiety-inducing feeling of their loss or failure,
and consequently develop hysteria or seek
16. ……… relief in making repayment or expiation.
Exercise (20): Use the Best Choice

Choose the best word in parentheses to complete the texts
below:
1. John is ………… (stingy/ miserable/ wasteful). He always projects
his miserliness onto the others and claims that he is the most
generous person in the country.
2. Although John expiated for alcohol by repenting and giving alms
to the poor, he felt great tension last month and ………. (converted/
recovered/ reverted) to alcohol as a way out of his anxiety.
3. The psychiatrist advised the hypochondriac patient to withdraw from
the world of struggle and rivalry into some much easier…………
(devour/ endeavour/ inducement) such as seeking entertainment,
performing voluntary social work, developing artistic hobbies, etc.
as a way out of his unpleasant state of mind.
4. Some children sound naughty in class. They play all sorts of
mischievous pranks in order to ………………. (shove, shower/
show off) and establish themselves as the center of attention.
5. When an individual ……….. (describes/ ascribes/ prescribes) his
faults to the others, he is said to have projected his guilt feelings.
6. Mary has a sudden …………. (impulse/ impression/ impetus)
to go on holiday. Her mother asked her to justify her immediate
decision, but she received no convincing reasons.
7. The repression of aggressive impulses may lead to anxiety and
…………… (neutron/ nervous/ neurosis) if not released wisely.
8. From a mental …………… (hygienic/ hypnotic/ hydraulic)
perspective, it is crucial to reduce the cause of tension in one way
or another.
Psychology
254 Unit Six
Exercise (21): Form the Opposite
This exercise is based on the words in RS1, RS2 and RS3. Add
DVXLWDEOHSUH¿[RUVXI¿[IURPWKHOLVWWRWKHZRUGVEHORZLWWRJLYHWKH
opposite meaning.
List 3UH¿[HV LQ GLV XQ LP
6XI¿[ OHVV
Words: regard, approval, comfortable,

honest, conscious, attainable, balance,
variant, graceful, fair.
SAQ (6): Answer These

5HIHUWRWKHWH[WLQ56DQG¿QG
1. a word which is the opposite of achievable,
2. a synonym of the word expiation,
3. a word that means tricks,
4. another expression for psychological health,
5. the noun of sublime, and
6. an adjective describing a state of great dislike of nuisance to the
conscience.
255 Unit Six

Psychology
Smile
2QFHDPHQWDOO\GLVWXUEHGPDQLGHQWL¿HGKLPVHOIZLWK$EUDKDP
$ZDUHRIWKHIDPRXVSURSKHW¶VVDFUL¿FHKHKDGDGUHDPLQZKLFKKH
ZDVLQVWUXFWHGWRNLOOKLVORQHO\VRQ+HGHFLGHGWRIXO¿OOWKHGUHDP
so he tied the little child to a chair and went into the kitchen to fetch a
knife. As he was sharpening the knife, his wife heard him murmuring
the Quranic verse ‘Oh, my dear son, I saw in my dream that I should
kill you!’.
“What on earth are you saying?’’ Shouted his puzzled wife.
³,ZDQWWRIXO¿OO*RG¶VFRPPDQG,PXVWNLOO$ZQL´UHSOLHGWKH
man.
“But God won’t send you a lamb, instead!’’, she said somewhat
jokingly.
When she saw the poor child tied to the chair, she realized her
husband’s intention. She screamed loudly until the neighbours came to
rescue him.
Psychology
256 Unit Six

RS3 contains 14 adjustment mechanisms. Using your own
ZRUGV¿OORXWWKHIROORZLQJWDEOHZLWKHLJKWPHFKDQLVPVRQO\JLYLQJ
DGH¿QLWLRQDQGDQH[DPSOHRIHDFKRQH
Mechanisms of Mental Hygienic Adjustment
No. Type of Adjust- 'H¿QLWLRQ Example
ment Mechanism
1. Aggression Expressing hostile A student who has
feelings in words failed in school work
or behaviour. may beat a classmate
who has succeeded.
2. ……………… ……………… ………………

3. ……………… ……………… ………………
4. ……………… ……………… ………………
5. ……………… ……………… ………………
6. ……………… ……………… ………………
7. ……………… ……………… ………………
8 ……………… ……………… ………………
9. ……………… ……………… ………………

T.F 1. A thwarted person is experiencing a state of complete
submission.
T.F 2. Repression is not different from regression.
257 Unit Six

Psychology
T.F 3. A solitary bereft widow who suddenly develops interest in
needle work has probably switched to a sublime behaviour.
T.F 4. An emotionally- disturbed child who seeks importance among
KLVSHHUVXVXDOO\LGHQWL¿HVKLPVHOIZLWKDQLPSRUWDQWPRYLH
star and takes on his behaviour.
7)$QLQVHFXUHVWXGHQWZKRWHQGVWRVKRZRIILQFODVVLVUHÀHFWLQJ
signs of hysteria.
T.F 6. A young woman who feels remorse and seeks relief by
offering free help to the retarded children is probably atoning
for her sins.
Exercise (24): Assess Text Relationships

What is the function of the following sentences in RS3?
1. The 3rd sentence, paragraph 2
(It is, therefore……………..): ……………………….
2. The 8th sentence, paragraph 2
(For instance, …………….): ……………….………
3. The 2nd sentence, paragraph 4
(The individual …………..): ……………………….
4. The 1st sentence, paragraph 5
(Still we can …………………): ……………………
(This is ……………….): ……………..…..……….
(Consequently, ………………): ………..….……….
Exercise (25): What Do You Suggest?

If, as a teacher, you have noticed that some children in the
classroom are emotionally disturbed, i.e., they are not well-adjusted,
say aggressive, playing mischievous pranks, negativistic, or impulsive,
etc., what would you do to help them adjust to the normal classroom
situation?
Psychology
258 Unit Six
SAQ (7): Explain Them
:LWKRXW UHIHUHQFH WR WKH WDEOH WKDW \RX ¿OOHG RXW LQ H[HUFLVH
(22) above, explain four self-defense mechanisms of adjustment,
using realistic examples.
Puzzler: Guess Why?

Guess what is unusual about this statement. You may give it to
your son/ daughter/ brother to check on his intelligence.
The quick brown fox jumped over lazy dogs.
3. Overview
Having completed the reading material, the activities, exercises
DQG6$4VRI8QLW6L[LWPD\EH¿WWLQJWRUHPLQG\RXRIWKHPDLQSRLQWV
LWLQFOXGHG,QWKLVXQLWWKUHHWRSLFVIURPWKH¿HOGRISV\FKRORJ\KDYH
been introduced and analysed along with a perceptive and productive
manipulation of the key words that have appeared in them. The reading
texts, exercises and SAQs are complementary and consistent with the
unit’s objectives which are set in (1.2) above, all aiming at upgrading
your reading ability.
4. Preview of Unit Seven

Unit Seven deals with business and commercial themes. It has
three reading selections on international trade, tariffs and insurance.
The three RSs also include exercises, activities and SAQs manipulating
the information in them as well as other related information. We hope
\RXZLOO¿QGWKHPERWKLQWHUHVWLQJDQGLQIRUPDWLYH
259 Unit Six

Psychology
5. Answer Key
N.B.: Provide your own answers to the Before You Read and Read
Quickly questions and the activities and SAQs.
RS1
(c).

1. Mental operations.
2. Five.
3. Language and thought.
4. First, they do not understand the concept. Secondly, they
understand it in certain situations and thirdly, they understand it in
all situations.
5. (d).
6. (b).
7. a. Cardinal numbers are invariant, and
b. the concept of number requires more than the ability to count.
8. Because.
9. To demonstrate that the concept of number requires more than the
ability to count.
10. (b).

1. egocentric 2. take into account
3. beakers 4. maintained
5. renowned 6. manipulating
7. quality 8. decentration
JUDVS EDIÀHG
Psychology
260 Unit Six
11. egocentric 12. illustrated
13. conservation 14. invariant
15. instructive 16. awareness

1. preoperational/ manipulation
FKLOGUHQ NLQGHUJDUWHQHUV SUHVFKRROHUV EDIÀHG FRQFHSW
decentration.
3. conversation/ grasp/ transitional/ situations.
LGHQWLFDO ÀDWWHQHG H[SHULPHQW PDVV VXEVWDQFH UHJDUGOHVV
generalize/ indicates (shows)/ concrete/ formal.
Exercise (5): Supply the Opposite

HJRFHQWULF EDIÀHG
3. grasp 4. transitional
5. incomplete 6. awareness
7. able 8. concrete
9. invariant 10. ability

1/ T; 2/T; 3/T; 4/F; 5/F; 6/T.

(c).
RS2
Self-esteem determines our success in almost all the activities and
tasks that we perform. It derives from our own view of our capability
to do a certain job or task.
261 Unit Six

Psychology
1. a. cognitive,
b. affective, and
c. psychomotor.
2. It is pervasive in all our activities and determines most of our
success or failure in life.
3. (a.) The growth of one’s concept of self,
(b.) acceptance of self, and
F UHÀHFWLRQRIVHOILQLQWHUDFWLRQZLWKWKHRWKHUV
D6HQWHQFH VHUYHVDVDGH¿QLWLRQ
b. Sentences (2) and (3) serve as a conclusion or summary.
5. The sources of self-esteem are human experience, and assessment
of the world around the individual himself.
6. (b).
7. a. global,
EVLWXDWLRQDOVSHFL¿FDQG
c. task.
8. Task.
9. The three levels of self-esteem.
10. Which one is the cause of the other? Here, it refers to self-esteem
and success.
11. Because in their teaching they do not consider both of the linguistic
goals and the personalities of their pupils.

1. affective 2. cognitive
3. self-esteem 4. pervasive
5. capabilities 6. subjective
7. accumulation 8. appraisal (assessment)
9. stable 10. therapy
11. categorized 12. psychomotor
13. appraisal 14. discretely
15. gregariousness 16. empathy
Psychology
262 Unit Six
1. optimal/ emotional
2. domain/ attitudes
3. facets/ pitching
4. Gregariousness/ traits/ interaction
5. assessment/ accumulation/ traits/ predictably/ extended
6. explication/ self-esteem/ considerations
Exercise (12): Correct the Word Form

1. egocentric 2. decentration
3. instructive 4. pervasive
5. resistant 6. appraisal/ worthiness/ capability
ÀH[LELOLW\JUHJDULRXVQHVVGLVFUHWHO\

1. effective 2. affective
¿UVWVHFRQGth, etc. 4. 1st, 21st, 28th, etc.
5. 20/ 18/ 25 etc.
Exercise (14): Match them

a/5; b/1; c/4; d/3; e/2.

1/T; 2/T; 3/F; 4/F; 5/F.
Exercise (16): Find Text Relationships

&DXVHHIIHFW UHDVRQ VHTXHQFHRIFODVVL¿FDWLRQ
Comparison/ contrast;
Condition; illustration (explanation)
263 Unit Six

Psychology
RS3
(d).

1. (b).
2. (c).
3. Substitution/ compensation.
4. A sexually-thwarted adolescent turns to art work to relieve his
tension or desire.
5. It refers to the idea that they have lost or failed.
7. The stingy person usually accuses the other people of being stingy.
8. An egocentric person always tries to attract attention, whereas a
negativistic person does not obey rules, always refuses to cooperate.

1. uncomfortable 2. thwarted
3. hypertension 4. tolerable
5. hygienic 6. relieves
7. attainable 8. sublime
9. identify themselves with 10. gratify
11. rationalization 12. shortcomings
13.withdraw from 14. revert
15. repugnant 16. atonement
Exercise (20): Use the Best Choice

1. stingy 2. reverted
3. endeavour 4. show off
5. ascribes 6. impulse
7. neurosis 8. hygienic
Psychology
264 Unit Six
Exercise (21): Form the Opposite
Regardless, disapproval, uncomfortable, dishonest, unconscious,
unattainable, imbalance, invariant, disgraceful, unfair.

Do this exercise by yourself.

1/F; 2/F; 3/T; 4/T; 5/F; 6/T.
Exercise (24): Assess Text Relationships

FRPSDULVRQ H[HPSOL¿FDWLRQ
SRVVLELOLW\ QXPHUDWLRQFODVVL¿FDWLRQOLVWLQJ
5. explanation/ illustration 6. result/ conclusion
Exercise (25): What Do You Suggest?

Write your own suggestions.
Puzzler:
It is unusual because it contains all the English letters.
6. References
1. Beihler, Robert, and Snowman Jack. Psychology Applied to
Teaching, 10thHG%RVWRQ+RXJKWRQ0LIÀLQ&RPSDQ\
2. Blair, G.M., Jones, R.S., and Simpson R.H. Educational Psychology,
2nd ed. New York: NY Macmillan Company, 1968.
3. Brown, H. Douglas. Principles of Language Learning and Teaching,
2nd ed. New Jersey: Prentice-Hall, 1987.
265 Unit Six

Psychology
Psychology
266 Unit Six
UNIT SEVEN
TRADE AND BUSINESS
Trade and Business
268 Unit Seven
Table of Contents
Subject Page
1. Introduction ………………………………………..…………..…. 271
1.1 Preview .…………………………………………………....... 271
1.2 Unit Objectives …………………………………………….... 271
1.3 Unit Sections ………………………………………………... 271
1.4 Supplementary Reading …………………………………….. 272
1.5 What You Need For This Unit ................................................ 273
1.6 Suggested Methods and Teaching/Learning Activities ........... 273
1.7 Suggested Methods of Evaluation ........................................... 274
2. Reading Selections ……………………………………………….. 275
2.1 Reading Selection (1) (International Trade) ............................ 275
2.1.2 Interpretation and Discussion of words and phrases ….. 281
2.2 Reading Selection (2) (Tariffs) ………………………………. 286
2.3 Reading Selection (3) (Insurance) …………………………… 295
3. Overview ………………………………………………………….. 303
4. Answer Key ...................................................................................... 303
5. References ......................................................................................... 309
269 Unit Seven

Trade and Business
Trade and Business
270 Unit Seven
1. INTRODUCTION
1.1 Preview
Dear student,
This is the last unit in the course. It deals with trade and business
themes, thus aiming at enhancing your knowledge and linguistic
ability in this specialized area, particularly familiarizing you with a
good number of commercial terms and practices. All the exercises,
SAQs, and activities are complementary and text-based. There is an
Answer Key for the exercises of the unit in (4).
:HKRSH\RXZLOO¿QGWKHPDWHULDOLQWHUHVWLQJLQIRUPDWLYHDQG
manageable, and that you will complete all the tasks successfully.
All the best.
1.2 Unit Objectives

By the end of this unit, you should be able to:
1. answer comprehension questions on the reading texts,
2. construct sentences using your own words,
3. comprehend business texts with ease,
4. present the language and concepts related to trade and business,
5. express business concepts by reformulating them in your own words,
6. state the main ideas of each reading selection,
7. identify true from false statements based on the reading selection (s),
8. give the synonyms of the words, and
9. convert graphic information to written information.
1.3 Unit Sections

As in all the other units in this book, Unit Seven consists of
three reading selections, each one comprising three sections.
Section (1) Reading ComprehensionPHHWVWKH¿UVWVHFRQGDQGWKLUG
271 Unit Seven
Trade and Business
meets objectives (4, 5, 8) in (1.2) above, and
Section (3) Discussion and Evaluation meets objectives (6, 7) and
(9) in (1.2) above.
The whole unit contains (25) exercises, (7) SAQs, (3) activities
and one puzzler.

1. Alexander, Richard and Jones Leo. New International Business
English. Cambridge: Cambridge University Press, 2003.
2. Dowling, Barbara, Tolley, and McDougal Marianne. Business
Concepts for English Practice, London: Newbury House publishers,
1982 (pp 50-51).
3. Hartmann, Pamela. Quest: Reading and Writing in the Academic
World, Book 2, McGraw-Hill College, 1999.
4. Hartmann, Pamela, and Blass, Lauric. Quest: Reading and Writing
in the Academic World, Book 1, McGraw-Hill College, 1999.
5. Mackenzie, Ian. English for Business Studies: A Course for
Business Studies and Economics Students. Student’s Book,
London: Cambridge University Press, 1988.
6. Panda, S.S. Principles and Practices of Insurance, New Delhi,
India: Kalyani Publishers, 1985 (pp 3, 191-192, 206-207).
7. Pearce, I.F. International Trade, Book 1, The Balance of Payments,
London: Macmillan Publishing Co. 1970 (157-158, 228-230, 233-234).
8. Spooner, M.D., and J.S. Mckellen, Commercial Correspondence
in English, London: Nelson, 1981 (pp 69-76).
9. Strutt, Peter and Horner, David. Words at Work: Vocabulary
Development for Business English, Cambridge: Cambridge
University Press, 2001.
Trade and Business

272 Unit Seven
As you did with the previous units of this course, go over the
pre-reading questions carefully and provide reasonable answers to
them. After that, read the passage rapidly, then answer the Reading
Quickly questions. Read the passage again, more carefully this time,
and answer the questions after it. Try to infer the meaning of the
QHZ ZRUGV IURP WKH FRQWH[W ¿UVW EHIRUH \RX ORRN WKHP XS LQ \RXU
dictionary. You can begin with any reading selection, though some
tasks are based on all the RSs.
'R\RXUEHVWWRDQVZHUDOOWKHTXHVWLRQV¿UVWEHIRUH\RXUHIHU
to the Answer Key in (4).
Good Luck!

Activities
<RX KDYH WR UHDG WKH VHOHFWLRQV E\ \RXUVHOI ¿UVW WKHQ WU\ WR
concepts.
273 Unit Seven

Trade and Business
4- Take notes.

Trade and Business

274 Unit Seven
International Trade
A. Before You Read

Before you read the passage below, consider the following
questions:
- What things does your country export?
- What basic things do you need if you want to start a business?
- Are you familiar with import transactions? Mention three of them.
- What is an invoice? Look at the invoice on this page and note what it contains.
- Do you know any commercial agent in your town/country? What does he do?
B. Read Quickly
i. the essence of the theory of absolute advantage,
LLZKRFHUWL¿HVDFHUWL¿FDWHRIRULJLQ
iii. another word for trade, and
LYWKHPDLQMRERIDIRUHLJQ¿UP¶VDJHQW
275 Unit Seven

Trade and Business
THE CATERING SUPPLY CO. INVOICE
68-71 NORMAN ST. No. 3256
LONDON, WC2
To: Palestine Trading Co.

Shmeisani, Amman Date: 21 Jan., 19--
Jordan.
ORDER NO: DATE DISPATCH TERMS 2.5% 30 days
Quantity Description Unit price Total Price
50 Linen Tablecloths £ 6.00 300.00
250 Linen Napkins £ 1.00 250.00
Less 10% trade discount 550.00
55.00
Amount excl, VAT 495.00
VAT 74.25
Total £ 569.25
1. In international or inter-regional trade, countries exchange goods

and services. They import commodities which they cannot produce
and export others which they can produce HI¿FLHQWO\. There are
three main advantages of this exchange.
2 First, international commerce provides necessary goods for the
countries which need them. Secondly, it allows a country to specialize
in producing goods for which it is particularly suited which, in turn,
will increase produce at low cost for uplifting the national standard
of living. Naturally, human, technical and natural resources help
determine which products a country will specialize in. But just how
and when is a specialization advantageous?
3. According to the theory of absolute advantage, a country ought
to specialize in the goods that it can produce more cheaply than
its competitors or in the goods that no other country can produce.
According to the theory of comparative advantage, a country ought
WR IRFXV RQ WKH SURGXFWV WKDW LW FDQ SURGXFH PRUH HI¿FLHQWO\ DQG
SUR¿WDEO\
Trade and Business
276 Unit Seven
4. The third advantage of foreign trade, moreover, is political and
cultural. Countries which have strong commercial ties are likely to
develop more political and cultural interests. Besides, while foreign
trade improves global conditions of human beings, it also promotes
communication and peace among nations.
5. However, international trade transactions are complicated.
Commonly, goods are to be supplied f.o.b, that is, free on board
of the ship: the costs of carrying the goods are included in the
quotation, and the buyer is responsible for all the costs of transport
and insurance. The cost of packing may or may not be included in
the quotation. In many cases, a &HUWL¿FDWHRI2ULJLQ of the goods
EHLQJLPSRUWHGLVUHTXLUHG7KLVFHUWL¿FDWHLVXVXDOO\FHUWL¿HGE\D
consulate or by the Chamber of Commerce in the exporting country.
)RUHLJQ¿UPVPD\DVNIRUa Pro forma Invoice before they place
a certain order. This invoice lists everything which will be charged,
and can be used for an accurate calculation of the exact cost of the
transaction which must be remitted in advance. Moreover, when a
shipping company receives the goods, it issues a bill of lading (B/L)
in which it acknowledges their receipt and undertakes to deliver
them to the customer or his agent at a given place.
6. The most common way of payment is the bill of exchange (B/E).
This is an order requiring the customer or his bank to pay a sum of
money to the seller or his bank. A cheque, in fact, is a form of the
B/E drawn on a bank and payable on demand. A bill of exchange
may be discounted or endorsed: it may be made payable at sight
or after sight. If the B/E is dishonoured, the seller will require his
bank to present it again to the customer and ask for the payment.
If the latter refuses, the seller will instruct his bank to protest the
bill for non-payment, and then he might take legal action. However,
EHFDXVH LW LV GLI¿FXOW WR WDNH OHJDO DFWLRQ DJDLQVW D FXVWRPHU LQ D
foreign country, the customer is required to send an irrevocable
277 Unit Seven
Trade and Business
letter of credit (L/C) in which payment is arranged through a bank.
The LC as well as the documentary B/E will be kept in the bank
which will hand them over when payment is received, or when
the B/E is accepted. These procedures protect the rights of both the
seller and customer, as the bank is instructed not to present the bill
for payment before the goods actually arrive.
7. Furthermore, companies may appoint agents on a commission
RU¿[HGIHHEDVLVLQWKHIRUHLJQFRXQWULHVWRPDUNHWWKHLUSURGXFWV
Because the agent keeps in close touch with the local market, he is
RIWHQDEOHWRVXJJHVWSRWHQWLDOFXVWRPHUVWRWKH¿UPKHUHSUHVHQWV
WKDQDPHPEHURIWKH¿UP¶VVWDIIZKRLVVHQWWRWKDWIRUHLJQFRXQWU\
<Based on:
1. Dowling and McDougal, Business Concepts for English Practice.
London: Newbury House Publishers, 1982, (pp. 50-51).
2. Spooner, M.D. and J.S. McKellen, Commercial Correspondence
in English. London: Nelson, 1981, (pp. 69-76).
Activity (1): Find the Arabic Equivalent

What are the Arabic equivalents to these commercial terms?
English Arabic
1. inter-regional trade -------------------------
2. transactions -------------------------
3. chamber of commerce -------------------------
4. bill of lading -------------------------
5. letter of credit -------------------------

The central point of the passage is:
a. specialization in international trade.
b. transactions of foreign trade.
Trade and Business

278 Unit Seven
c. costs of international trade.
d. advantages of foreign trade.

1. According to the passage, what are the three main advantages of
international trade?
2. Four factors determine a country’s specialization in a certain
product.
y They are:
Factors
a. b. c. d.
3. What does the pronoun it, (L 7) refer to?

4. Specialization often results in:
a. increased output. b. decreased cost.
c. higher standards of living. d. all of the above.
5. Countries import goods which they:
DSURGXFHHI¿FLHQWO\ EVSHFLDOL]HLQ
FODFNRUFDQQRWSURGXFHHI¿FLHQWO\ GGRQRWQHHGRUGHVLUH
6. According to the theory of comparative advantage, a country should
concentrate on …………. products to promote its foreign trade.
a. rare b. cheap
FSUR¿WDEOH GWHFKQRORJLFDO
7. What is the B/E? and who issues it?
8. Why do importers ask for a Pro Forma?
9. To whom is the B/L sent?
10. The word dishonoured, (L 41) means:
a. not accepted b. unclear
c. shameful d. dishonest
279 Unit Seven

Trade and Business
SAQ (1): What are They?
What do these commercial abbreviations stand for?
a. B/E b. B/L
c. L/C d. f.o.b
SAQ (2): Fill in This B/L

/RRNDWWKLV%/DQG¿OOLWZLWKWKHLQIRUPDWLRQRQWKHOHIWVLGH
of the page.
a. the goods are Shipper Outward Direct B/L
to be A Bill of …………………........ $TDED±-RUGDQ
Lading sent Freight payable to: ….....
…………………........
to Amhary No. of B/L Signed ……..
Importing Co., …………………........
Consignee:
Amman.
b. The goods are to …………………........
Vessel:
be sent by Arab
Shipping on …………………........
Port of Discharge:
March 10.
c. The port of No. of packages /
lading is Aqaba/ Marks and Description of goods ...
Jordan. Numbers:
d. The cost of
freight is to ……………….............. Gross weight …………..
be paid by ……………….............. ………………….............
Caramilius ……………………......
Insurance Co. No. of packages Measurements: ………...
Ltd., Athens. (in words) ………..…. ………………….............
e. This is the 3rd
………………….............
B/L
f. There are 10 packages, each containing 100 complete china dinner
serves of 90 pieces, marked JCC/106110.
g. Each package is 1 x 2 x 5 meters and weighs 5.5 kg.
h. The port of discharge is Liverpool, England.
Trade and Business

280 Unit Seven

the words/ phrases printed in italics in the following short texts. Write
your answers in the space provided.
1. ………….. Specialization in certain goods is useful as it helps the
country to produce more
2. ………..… quickly and perfectly and decreases costs
3. ………..… which will lead to improving the living standard of the
people.
4. …………. To be able to perform commercial exchange properly, it
is necessary to obtain expertise in the principles and
practices of international trade. For some imports,
particularly when countries have arranged lower
GXWLHVDFHUWL¿FDWHRI
5. ……….… the starting point is often required. This
6. ……….… document must be declared to be correct by concerned
authorities. Before the customer writes
7. …………. a request to supply goods from a foreign company, he
usually asks for a sample preliminary
8. ………..… invoice indicating the type and price of goods. The
company may also suggest that goods be
9. …………… VXSSOLHGZLWKRXWIUHLJKWEHLQJVSHFL¿HGRQERDUG
of the ship, packing included or extra. This special
invoice helps the buyer to have an accurate
10. ………….. estimation of the consignment. However, in order to
guarantee payment in due time, the seller asks the
buyer to place
11. …………. an unchangeable letter of credit with a
281 Unit Seven
Trade and Business
12. ………….. bank. The payment will be sent to the seller as
VRRQDVWKHEDQNLVQRWL¿HGRIWKHJRRGVGHOLYHU\LQ
accordance with the agreed terms. To promote sales,
the manufacturer may appoint
13. ………….. a local or regional person to act for him in selling the
goods in the country or region that is likely to buy
his goods. The major role of such a person, who is
XVXDOO\DSSRLQWHGRQDFRPPLVVLRQRURQD¿[HGIHH
basis, is to advise the manufacturer on the need of his
goods and
14. ……………. attempts to sell them within his agency area.

Fill in the blank spaces in the following texts with words/
phrases from RS1.
1. A basic advantage of foreign trade is that it helps improve the
……………… conditions of human-beings and ……………
mutual understanding between countries.
2. Trade …………. are very complicated and need expertise besides
capital. The terms of the …………… must be carefully compared
with any other available offers, and ………. for payment must be
made including an irrevocable letter of …………. as well as a bill
of ……….. which all have to be placed with a given bank until the
goods are ………. according to the …………. of the consignment.
3. The B/E, like an ordinary cheque, can be ………….., i.e. sold at
a lower price, or ………… to any other person. It can also be
………. by the bank for non-payment. If the customer fails to pay,
then the seller or the bank can take …………. action to insure
payment.
Trade and Business

282 Unit Seven
The following words are often confused by foreign students.
Note their meanings, then complete the sentences below with a
suitable word from them.
(I¿FLHQW (of tools, things, etc.): producing quick and satisfactory
results, e.g.
7KLVQHZPDFKLQHLVPRUHHI¿FLHQWWKDQWKHROGRQH
3UR¿FLHQW (of persons): skilled, expert, e.g.
7KHQHZVHFUHWDU\LVDSUR¿FLHQWW\SLVW
At sight (as soon as seen), e.g.
This cheque is payable at sight.
After sight: (a number of days after seen), e.g.
This bill is payable 30 days after sight.
In sight (the area within which can be seen by someone), e.g.
We went hunting in the desert for a whole day, but there were
no gazelles in sight.
1. Our manager is very …………… . He managed to save the
company from certain bankruptcy.
2. He asked the sales manager to postpone the payment, and succeeded
in convincing him to make the bill payable……………. .
3. Go and cash this cheque at once. It is payable………….. .
4. Soon after the bell rang, no pupil was …………………. .
5. My teacher is ………….. in English.
SAQ (3): Use Them

Use these words from RS1 in meaningful sentences of your
own.
1. remit: ………………….
2. quotation (business): ………………..
3. at sight: …………………
4. endorse (a cheque): …………………
5. irrevocable (price offer): ……………….
283 Unit Seven

Trade and Business

Say whether the following statements are true or false. Correct
the false ones.
T.F 1. According to RS1, countries always export goods which they
badly need.
T.F 2. Specialization in certain commodities increases production
and decreases costs.
T.F 3. If the quotation of the consignment is f.o.b., the customer will
have to pay for unloading the ship.
T.F 4. The Pro Forma is an invoice which shows types, conditions
DQGSULFHVRIJRRGVEHIRUHDQRUGHULVRI¿FLDOO\SODFHG
T.F 5. When a cheque or a B/E is endorsed, it cannot be cashed at the
EDQNFRXQWHUH[FHSWE\WKH¿UVWUHFLSLHQWKLPVHOI

Which one of the following statements represents the main
idea of paragraphs 2, 4, 5, 6 and 7 in RS1?
D ,WLVPRUHVDWLVIDFWRU\IRUDIRUHLJQ¿UPWRFKRRVHDQDJHQWLQWKH
importing country to promote the selling of its goods than send a
specialist promoter from its own staff to that country.
E 1DWXUDO KXPDQ ¿QDQFLDO DQG WHFKQLFDO UHVRXUFHV DUH WKH PRVW
crucial factors which determine what commodity a country should
specialize in.
c. An L/C and a B/E with all the documentary terms they include are
to be placed with a bank as a guarantee of payment for the delivery
of the imported goods.
d. Importers and exporters have to approve the terms, cost and delivery
of the consignment through certain commercial procedures and
arrangements.
Trade and Business

284 Unit Seven
e. International trade promotes mutual political and cultural relations
between countries.
Exercise (8): Text Relationships

Note that when we want to express a sequence of events or
WKLQJVZHPLJKWXVHWKHGLVFRXUVHPDUNHUVRIVHTXHQFLQJHJ¿UVW
VHFRQGWKLUGHWF1RZEULHÀ\VXPPDUL]HWKHDGYDQWDJHVRIIRUHLJQ
trade as mentioned in RS1.
First, ……………………………………………………………………….
Secondly, ……………………………………………………and
thirdly,……………………………………………………………...………

To what extent can international trade contribute to world
peace? Write a brief comment on this argument in your notebook, in
YLHZRI56DQGFXUUHQWFRQÀLFWVEHWZHHQQDWLRQV
Puzzler: Write Them Out

The following information is typically found on goods containers.
It is usually written in abbreviation. Look at the label on the carton box
below and write out the information in it in complete words.
Triangle Electric IRON with Automatic Temperature

Regualor
ART No. 75021
SZ. 8" X 4"
QTY: 12 pcs.
G.W: 18.5kg
N.W: 15.5kg
MST. 48.5 x 25.5 x 53 cm
285 Unit Seven

Trade and Business
Tariffs

A. Before you Read
- If you are returning home from an overseas trip, should you declare
VRPHWKLQJWRWKHFXVWRPVRI¿FHU":K\"
- Have you ever written a business letter ordering goods from abroad?
Look at the letter on the next page. What is the merchant asking for?
- Are all products subject to duty? What things are duty-free?
- Why does the government impose taxes on the citizens?
The Manager, Arab Youth Shoe Exhibition

The Youth Boots Factory, Jabel El-Hussein
Victoria St. Amman, Jordan
Yorkshire, 20th, Sept., 19—
England GLS 90J
Dear Sir,
When I was visiting England a few days ago, I saw some of
your excellent youth boots. I should like to order some to sell in my
country. Please send me a catalogue and price list, and tell me your
terms of business and delivery date.
I look forward to hearing from you.
Yours faithfully,
S.A. Qadi
Marketing Manager.
Trade and Business

286 Unit Seven
B. Read Quickly
i. how a government can control its balance of trade,
ii. the meaning of ‘protection’ of home products,
iii. why the idea of exploitation is not explicitly expressed, and
iv. three other words meaning ‘tax’.
1. Government and taxation are virtually synonymous, and almost

since government began, inter-regional and international trade have
been a favourite object of taxation. Tariffs on imports have been
LPSRVHGIRUDWOHDVW¿YHJHQHUDOmotives, viz, to raise revenue for
the government; to correct a GH¿FLW in the balance of payments; to
protect the home producer against competition; to protect the home
ODERXUIRUFHDJDLQVWIRUHLJQFRPSHWLWLRQDQG¿QDOO\WRµH[SORLW¶WKH
exporting country.
2. To begin with, it is obvious that all governments are keen to raise
their revenue. It is also obvious that the government can, by imposing
tariffs, control the balance of trade. If the imports of a country are
more than its exports, it is likely that it will attempt to reduce import
by means of tariff. But will a tariff improve the trade balance when
the real terms of trade are favourable? It may be the case that when
the foreign demand is low, imports may increase as a result of high
consumption. It is, therefore, advisable to check carefully upon
what might happen to the balance of payments if an import duty is
imposed.
3. Moreover, the imposition of customs on imports has been viewed
as a defensive mechanism rather than an aggressive instrument,
because it is used to protect the home products and labour force
from unfair competition and at the same time discourage imports
when the trade of balance is unfavourable. Protection here implies
the preservation of the status or the support of ‘infant industries’.
287 Unit Seven
Trade and Business
)RUHLJQ FRPSHWLWLRQ PD\ EH XQIDLU LQ WHUPV RI HI¿FLHQF\ DQG
cheapness, since it is in the interest of the customer to buy wherever
it is cheapest. The suggestion that competition can be unfair has often
been raised by home producers. Because of some change in relative
prices due to growth, technical change or exchange-rate adjustment,
they cannot manufacture at a cost equal to or less than that at which
their products can be imported. When these producers compare
labour costs or raw material or capital costs in the foreign country,
WKH\¿QGRXWWKDWWKHLUIRUHLJQFRPSHWLWRUVKDYHDQadvantage over
them. Thus, they often claim that the foreign government subsidies
products by keeping interest rates down. Implicit in the protection
of the home industry is the fact that the home worker will, in turn,
be protected.
4. Finally, the exploitation of the exporting country by means of
imposing duty on imports is debatable. However, this has seldom
been invoked explicitly by governments, partly because of its
apparent ethical overtones, but mostly because it is not intuitively
clear why a duty should exploit the foreign country. Exploitation
in this context refers to the attempt of the country imposing the
customs to be better off than the exporting country, not that one
situation is fairer than the other.
5. Despite the various criticisms, there are valid reasons for imposing a
protective tariff. If sudden and unexpected changes occur, exposing
an existing industry to particularly distressing pressures, there may
be a case for temporary shielding to allow time for adjustment.
The same kind of thinking underlies the ‘infant industry’ protective
policy. It may be desirable to protect a certain product permanently
for reasons of national security so that it should not be allowed to
die. A country which is dependent on imports for some essential
commodity, without which it could not exist, is very vulnerable
to political and military pressures. Therefore, it has good reasons
Trade and Business
288 Unit Seven
for encouraging home products, whatever the cost. Whether the
protective intent is to eliminate competition, or whether it is to avoid
temporary embarrassment or to permit permanent development
of a relatively high-cost product, one common feature is always
present. The tariff must protect, that is, it must raise the home price
of the protected commodity relative to all other prices, or permit an
increase in the national supply.
<Based on: Pearce, I.F., International Trade, BK 1. London: MacMillan,

1970, pp. (157-158; 228-230; 233-234)>.
Activity (2): Find Out

&DOOWKHFXVWRPVRI¿FHRUDFXVWRPVRI¿FHUDQGDVNZK\VRPH
materials are imported duty-free. Make a list of them in your notebook,
then discuss it with your tutor.

The central point of the passage is that tariffs:
a. protect national economy from foreign competition.
b. protect the consumer from local high prices.
c. encourage international and inter-regional trade.
d. limit free competition in the market.

1. According to the passage, how can a government increase its
income?
2. Why does a government sometimes reduce its imports from another
country?
289 Unit Seven

Trade and Business
3. What does the expression “when the real terms of trade are
favourable”, (L 12) mean?
4. The expression ‘infant industries’, (L 22) means:
a. industries run by infant funds.
b. beginning industries.
c. industries which produce infants’ needs.
d. uncontrolled, small industries.
5. In what ways is foreign industry competition unfair?
6. What does the pronoun its, (L 37) refer to?
7. How does a tariff affect a certain nationally-strategic product?
8. According to the last paragraph, what two things can a tariff do?
a. ……………………………… and
b. ………………………………
SAQ (4): Answer Them

:K\GRQ¶WJRYHUQPHQWVWDONH[SOLFLWO\DERXWWKH¿IWKPRWLYHIRU
taxation?
2. What’s the argument of local producers against foreign competition?
3. Why should a nationally-strategic product be protected at any
cost?

your answers in the spaces provided.
1. ……….... The reason for the imposition of the new Value-Added
Tax (VAT) is that the government wants to eliminate the
ÀXFWXDWLRQRISULFHVDQGDOVRWR
2. …………. make up for the difference in its balance of payment. At
the same time, the government aims
3. ……………. at increasing its income so that it can support certain
basic items or goods, such as food, fuel and agricultural
equipment. The government believes that the old tax-
system should be revised and updated.
Trade and Business

290 Unit Seven
4. ………….. It is unjust, as it stands now, since it
««««ODFNVDFOHDUFODVVL¿FDWLRQRIoverseas goods and imposes
a higher tariff on some basic goods than luxuries.
6. ………….. However, changing this system will certainly involve
changing the conditions of trade with many foreign
countries.
7. ………… Protective duty laws tend to keep up the existing situation,
or support infant industries
8. ………… against unequal foreign rivalry which
9. ………… may be tough and rather not in the interest of the local
producers since, due to many complicated formulas,
foreign producers will
10. ………... be better off than them. If the government does not
provide protection through a tariff on the same imported
product, nothing would
11. …………. protect their business from inevitable collapse.

Fill in the blank spaces in the following short texts with words/
phrases from RS2.
1. Apparently, the increasing local consumption of imports has led to
D««««LQWKHEDODQFHRIWUDGHDQGDULVHLQSULFHLQÀDWLRQ
DQGDVFDUFLW\RIIRUHLJQFXUUHQF\LQWKH&HQWUDO%DQN,QÀDWLRQ
increased the governmental …………….. but burdened imports as
WKHORFDOFXUUHQF\ZDVGHÀDWHGE\
2. Every government attempts to preserve the ………….. with
foreign countries regarding its trade with them, but it seems that
foreign ………… impedes the growth of infant industries in a
natural way without governmental intervention through imposing
a higher tariff on similar imports and lessening the hard effects of
that …………. competition.
3. Although ……………. materials and cheap ……….. are available,
the country could not develop its economy, because it needs capital
to ………… its projects. It also needs to impose protective tariffs
on imports to allow at least temporary………… of its beginning
industry.
291 Unit Seven
Trade and Business
4. A country which imposes a duty to exploit a foreign country is
actually breaking the …………. code of trade between nations. It
is actually due to this consideration that governments do not talk
about this motive………….. .

The words GH¿FLW and defect may be confusing to some students
due to their close spelling. Consider:
The budget has 2 million JD GH¿FLW. (The expenditure is more
than the revenue).
This plan has several defects. (weaknesses, faults).
Now use either word above.
1. It was a basic …………. in the whole plan.
2. The yearly accounts of the company showed a ………… of several
thousand dollars.
3. We have discovered many …………… in the China we bought
from you last week. Therefore, according to the terms of the
consignment, we claim compensation for our loss.
4. The accountant has reported a £.5 million ………….. in the budget
of the Tobacco Manufacturing Company.
5. That machine is unsafe because of the …………… in it.
SAQ (5): Use Them

Use the following terms in meaningful sentences of your own:
(duty (tax), subsidize, better off, commodity, motive,
unfavourable)

Trade and Business

292 Unit Seven
7)7DULIIV DUH LPSRVHG RQ LPSRUWV WR UHGXFH WKH GH¿FLW LQ WKH
balance of payments.
T.F 2. A tariff is always an aggressive governmental tool.
T.F 3. Free competition between local and foreign industry is unfair
for the beginning local industry.
T.F 4. Imposing a duty on an imported commodity is actually an
exploitation of the competing foreign country.
T.F 5. Imposing a duty on a certain product helps increase the national
supply of that product.

Read paragraphs 1, 2, 3 and 4 of RS2, then list in your notebook
the reasons for taxation as presented in them.
Exercise (17): Compare Them

Look at this pie graph which shows Jordan’s imports from the different
countries (the percentages are hypothetical), then answer the following:
1. Which country is the largest
exporter to Jordan?
2. From which countries does
Jordan import less than 3%?
3. Which countries provide
Jordan with goods more
than Oman?
4. Which Arab country has the
least trade with Jordan?
5. How much does Jordan
import from the West?
Jordans Imports (19--)
6. Compare Jordan’s import
from India and Turkey.
293 Unit Seven

Trade and Business
%DVHG RQ 56 DQG \RXU SHUVRQDO H[SHULHQFH GLVFXVV EULHÀ\
the need to protect a strategic commodity, say wheat, even though the
local production costs may exceed import costs.
SAQ (6): Meaning Assessment

Say whether the following situations are advantageous or
disadvantageous for the importing or exporting countries.
Enter the number of situation in the appropriate area in the table below:
Advantageous Disadvantageous
Importing
Countries
Exporting
Countries
1. A greater variety of goods is available.
2. Competition of foreign and domestic industries.
3. A country becoming too dependent on foreign markets.
4. More jobs are created.
5. A country imports natural resources rather than using up its own
resources.
6. A larger market is available.
7. Prices of consumer goods become exorbitant.
Trade and Business

294 Unit Seven
Insurance

A. Before You Read
- If you have a car, why must you insure it?
- Have you got a life insurance policy? How much do you have to pay
per month/ year?
- Do you believe in life insurance? Why/ Why not?
- Look at the insurance policy here. What is the geographical area of
insurance in this policy?
295 Unit Seven

Trade and Business
B. Read Quickly
i. another word for insurance,
ii. what the person insured should pay,
LLLZKHQOLIHLQVXUDQFH¿UVWDSSHDUHGLQ(QJODQGDQG
iv. when life insurance started in America.
1. Insurance is quite well-known. It is a way of reducing the uncertainty

of the occurrence of an unfavourable event, but it is also an
LQYHVWPHQW,WVEDVLFJRDOLVWRGHULYHSODQVWRFRXQWHUDFWWKH¿QDQFLDO
consequences of loss. From this perspective, some people view it as
a cooperative endeavour, or a plan by a large number of individuals
to share the burden of the unfortunate members who encounter loss.
Such a group is brought together voluntarily through advertising by
the insurance company and its agents. Insurance is being applied
nowadays to many life activities, from cars, to freight, to goods and
all sorts of property, to the human life itself.
2. Life insurance is a binding contract in which the insurer undertakes
to pay a certain sum of money, either on death of the insured person,
RU RQ WKH H[SLU\ RI D ¿[HG SHULRG LQ UHWXUQ IRU D premium to be
paid by the insured person monthly or annually. In this contract or
SROLF\ ERWK SDUWLHV¶ ULJKWV DUH VHFXUHG LQ IXO¿OOPHQW RI WKH VWDWHG
obligations.
,WPD\EHGLI¿FXOWWRWUDFHWKHHDUOLHVWIRUPRIOLIHLQVXUDQFHGHVSLWH
a scanty evidence that it was practised by the Indians some 3.000
years ago. In the Middle Ages, insurance protection was granted by
Anglo-Saxon guilds whose members belonged to the same religion.
Each member paid a premium to a common fund which was
expended on feasts, ¿QHV, mass (for the dead), burials and brothers
in need. Insurance against death was for long considered as an act
against God.
4. However, modern life-insurance practices appeared in England
Trade and Business

296 Unit Seven
in the 16th century. The earliest record (1536) shows that Richard
0DUWLQ LVVXHG WKH ¿UVW SROLF\ RQ:LOOLDP *\EERQ¶V OLIH /DWHU LQ
1696, insurance was sold in associated scale. In this arrangement,
a number of persons would be brought together to pay the same
amount. The insurer promised to pay to the dependants of the
GHDGDVXPRIPRQH\DIWHUD¿[HGprobationary period on certain
conditions. In 1721, the Parliament passed an act which allowed
promotion of companies to take up business of insurance. In Europe,
insurance came later. For instance, life-insurance was prohibited in
France until the 19thFHQWXU\,Q*HUPDQ\WKH¿UVWFRPSDQ\FDPH
up in 1806. In America, moreover, insurance started in Philadelphia
in 1721. The slow growth of insurance in the USA was due to wild
ÀXFWXDWLRQV in death rates. In modern India, by way of contrast,
life insurance practices were set up in the 18th century, primarily
by the Europeans. Many insurers came from England to insure the
%ULWLVK UHVLGHQWV LQ ,QGLD DQG WKH ¿UVW LQVXUDQFH FRPSDQ\ VWDUWHG
there in 1818. Premiums were high due to high mortality rates in
India those days.
5. The idea underlying the need for life assurance in modern life is that
family life depends on income, and this depends on earning which
will eventually cease. Therefore, the prudent individual tends to save
in order to provide for tomorrow’s food, shelter and clothes. Only
savings can offer the new source of income when earned income
stops. Consequently, life assurance provides an immediate income
for one’s family, if one dies prematurely. Thus, the fundamental
principle of life assurance is to alleviate the unfortunate economic
results due to the contingencies of life, whether of the premature
death or survival to old age.
<Adapted from:
Panda, S.S. Principles and Practices of Insurance, Delhi, India;
Kalyani Publishers, 1985. (pp. 3; 191-192, 206-207)>.
297 Unit Seven

Trade and Business
Activity (3): Examine It
Look at the car insurance policy on page (218), and examine
the terms and their Arabic equivalents.

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and (b.) ………………………. .
2. How do insurance promoters look at it?
3. What are the basic conditions of a life policy?
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5. What were the activities of the Anglo-Saxon guilds?
6. What is implied by the phrase ‘in associated scale’, (L. 26)?
7. Why was life insurance slow in America?
8. The phrasal verb ‘take up’ (L. 30) means:
a. break with b. do or carry out
c. prevent d. take away
9. What does the pronoun this, (L. 42) refer to?
10. What is the fundamental argument for life insurance?

your answers in the space provided.
1. ………… Insurance can be seen as a way of reducing risk
2. ……….. and a way of PDNLQJDSUR¿W.
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298 Unit Seven
3. ……….. The insurance contract is an act signed by the free choice of
the two parties under lawful circumstances. Liability may
arise out of negligence, that is, failure to do something
which
4. ……….. a wise careful man would do under normal circumstances
to conduct human affairs. Thus, a person injured out of
negligence may claim damage.
5. ……….. Goods which are carried from one place to another must
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6. ……….. contractual duty, the insurance company accepts the
responsibility to pay a certain amount if the goods are not
delivered at their destination quite safely.
7. …………. In the Middle Ages, many mercantile and craftsmen
associations were formed to help
8. …………. the poor and improve the harsh consequences
9. ………… of actual life happenings of the unfortunate who suffer
loss and misery.
10. ……….. During periods of high death rates, as in the events of
wars or infectious diseases, the insurance companies
demand high premiums and become reluctant to take risk,
due to the great liability of meeting the claims of those
who are
11. ……….. supported by the insured persons who die
12. ………. before the expected time.

Fill in the blank spaces in the following short texts with words/
phrases from RS3.
1. The monthly amount to be paid by the insured persons to the insurer
as a price for the protection granted by the latter to the former is
known as the ………….., whereas the stamped document which
contains the terms and conditions of the insurance contract and
which is issued by the insurance company in acknowledgement of
the liability is called the….............
299 Unit Seven

Trade and Business
2. According to promoters, insurance is a cooperative process in
which members of the society ………….. to share the …………..
of the unfortunate members who face loss. They sign a sort of ……..
contract in return for a small amount of money which each one
promises to pay every month or every year. This contract includes
the terms of the insurance and states the ………. of each party.
These insurance promoters, apparently, see the whole process as
a social ……… which is expended on the unlucky members to
compensate them for their peril.
3. Life assurance is a way to protect the ………. of a person who
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amount to be paid after a …………. period, on certain conditions,
or upon death.
4. Life assurance is not a contract to prevent death, otherwise, it
would be ……….., because then it would be considered as an
…………… against nature and God’s Will. Rather, this contract
is an act intended to ………….. the hard consequences of the
inevitable death of a person or his ………. to old age.
5. High…………. rates may lead to …………. in the business of
life assurance as insurers become worried about …………. deaths,
reluctant to take risk, and careful to examine each case in its own
right.
Exercise (22): Odd One Out

Management, marketing, accounting, ¿QDQFH and data
processing are considered as separate divisions of a modern large
business. Now, in each of the four-word sets below, one word does
not belong to the set. Mark the odd one out, then write the division or
type of business to which the other three words in the set belong. The
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300 Unit Seven
Sets of words Division/Field of Business
1 general manager/ finance production/ Management

manager/ personnel manager.
2 buyer/ banker/ seller/ distributor.
3 banker/ financial analyst/ stock broker/
accountant.
4 advertising/ management/ marketing/
accounting.
5 private accountant/ banker/ government
accountant/ book keeper.
6 computer programmer/ data analyst/
information processor/ marketing agent.
SAQ (7): Match Them

Match the words in column A with their meanings in column
B. (Based on the 3 RSs).
A. B.
1. transactions a. tax imposed on goods.
2. commission b. a sum of money for a special purpose
3. deficit c. a legal document stating transfer of
ownership.
4. A bill of lading d. a written order for payment of a certain
sum of money to a particular person.
5. duty e. money earned through selling, based on
the amount of sale.
6. premium f. a business deal.
7. fund g. an amount less than the amount
required.
h. a regular payment in an insurance
policy.
301 Unit Seven

Trade and Business

T.F 1. Insurance is based on the absolute certainty of the insurer.
T.F 2. An insurance policy states the terms of the insurance contract.
T.F 3. Insurance against death was practised in Medieval times.
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T.F 5. According to RS3, life insurance is viewed as a way of saving.
Exercise (24): List Them in Order

Based on paragraphs 3 and 4 of RS3, list in chronological order
the appearance of insurance throughout the world in a table like this
one.
No. Period/Year Country
1.
2.
3.
4.
5.
6.
7.

Having read RS3, what do you think of life assurance?
Do you accept it on moral, social and religious scales?
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302 Unit Seven
3. Overview
We hope you have completed this unit successfully. Here are
its main points again. This last unit of the book was on business and
trade. Three different but inter-related topics were chosen, namely
international trade, tariffs and insurance. As in the other units, each
reading selection was dealt with under three sub-headings viz,
Reading Comprehension, Interpretation and Discussion of Words
and Phrases and Discussion and Evaluation. Various commercial
information was offered through the given exercises and activities. The
exercises, activities and SAQs were varied and integrated. The main
objective was to familiarize you with business texts and vocabulary.
4. Answer Key
N.B.: Find the answers to Before You Read, Read Quickly and
the Activities and SAQs by yourself).
RS1
(b).

1. They are:
1. It provides necessary goods for the countries which need them,
2. It allows specialization in producing certain goods, and
3. It develops mutual political and cultural interests between nations.
2. The factors are:
a. human,
b. technical,
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d. natural resources.
303 Unit Seven
Trade and Business
3. It refers to (a country).
4. (d.)
5. (c.)
6. (c.)
7. It is a written document signed by the customer in which he
undertakes to pay for the imported goods, usually issued through
a bank.
8. To know the type and price of goods in order to be able to calculate
the total cost.
9. It is sent to the customer or his agent.
10. (a).
Exercise (3): Refer To the Text

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WUDQVDFWLRQV RULJLQ FHUWL¿HG
7. places an order 8. Pro forma 9. f.o.b
10. calculation 11. irrevocable 12. remitted
13. agent 14. promote

1. global/ promote
2. transactions/ quotation/ arrangement/ credit/ exchange/ handed
over/ terms.
3. discounted/ endorsed/ protested/ legal.

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LQVLJKW SUR¿FLHQW

1/F; 2/T; 3/T; 4/T; 5/F.
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304 Unit Seven
a/7 b/2 c/6 d/5 e/4.
Exercise (8): Text Relationships

First, it provides the countries with the goods they need.
Secondly, it allows specialization in the production of certain goods,
and thirdly, it promotes political and cultural understanding between
the various countries.

RS2
(a).

1. By imposing a new tariff on imports.
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3. i.e. in the interest of the importing country.
4. (b).
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information which will lead to a better quality and reduced costs as
compared with the local young industry.
6. Its refers to the exploitation of the exporting country.
7. It will protect it from foreign competition by reducing the import of
the same product so that the strategic product is not allowed to die.
8. a. It increases local prices, and
b. it increases national supply.

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305 Unit Seven
Trade and Business
4. unfair 5. imports 6. terms
7. status quo 8. competition 9. unfavourable
10. have advantage over 11. shield

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2. status quo/ competition/ unfair
3. raw/ labour/ subsidize/ protection or shielding
4. ethical/ explicitly

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1/T; 2/F; 3/T; 4/F; 5/T.

Reasons for taxation are:
DWRFRUUHFWWKHGH¿FLWLQWKHEDODQFHRIWUDGH
b. to decrease the effect of foreign competition,
c. to protect national, infant industry,
d. to increase the government income, and
e. sometimes to exploit the exporting country.
Exercise (17): Compare Them

1. Egypt.
2. Lebanon/ Turkey.
3. S.A/ Syria/ Iraq/ Egypt.
4. Turkey.
5. 33.5%.
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306 Unit Seven
6. Jordan imports 3.1% from India, but 2.3% from Turkey. This
means Jordan’s imports from India are more than that from Turkey
by 0.8%.

Write your own point of view.
RS3
1. (a) A way of reducing uncertainty of the occurrence of a loss, and
(b) a way of investment.
2. They view it as a social cooperative endeavour which aims at
sharing the loss of its unfortunate members.
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actions and circumstances.
4. In Ancient India/ in England in the 16th century.
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and brothers in need.
6. All members were insured for the same amount because they came
together to insure their lives.
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8. (b).
9. This refers to income.
10. It is a way of saving for unfavourable future circumstances for the
death or old age.

1. uncertainty 2. investment 3. voluntary act
4. prudent 5. freight 6. undertakes
7. guilds 8. alleviate 9. contingencies
10. mortality 11. dependants 12. prematurely
307 Unit Seven

Trade and Business
1. premium/ policy
2. undertake/ burden/ voluntary/ terms/ fund.
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4. prohibited/ act/ alleviate/ survival
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Exercise (22): Odd One Out

2. banker (accounting).
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4. accounting (marketing).
5. banker (accounting).
6. marketing agent (data processing).

1/F; 2/T; 3/F; 4/F; 5/T.
Exercise (24): List Them in Order

1. Ancient India.
2. Middle Ages/ England.
3. 16th C. (1536)/ England.
4. 1721/ America.
5. 19th C. /France.
6. 1806/ Germany.
7. 18th C./ Modern India.
Exercise (25): Write A Comment

Write your own point of view.
Puzzler: Write Them Out

ART No.: Article number
SZ: Size
QTY: quantity; pcs: pieces.
G.W/N.W: Gross/ net weight.
MST: measurement.
Trade and Business

308 Unit Seven
5. References
1. Alexander, Richard and Jones Leo. New International Business
English. Cambridge: Cambridge University Press, 2003.
2. Dowling, Barbara, Tolley, and McDougal Marianne. Business
Concepts for English Practice, London: Newbury House publishers,
1982.
3. Hartmann, Pamela. Quest: Reading and Writing in the Academic
World, Book 2, McGraw-Hill College, 1999.
4. Hartmann, Pamela, and Blass, Lauric. Quest: Reading and Writing
in the Academic World, Book 1, McGraw-Hill College, 1999.
5. Mackenzie, Ian. English for Business Studies: A Course for
Business Studies and Economics Students. Student’s Book,
London: Cambridge University Press, 1988.
6. Panda, S.S. Principles and Practices of Insurance, New Delhi,
India: Kalyani Publishers, 1985.
7. Pearce, I.F. International Trade, Book 1, The Balance of Payments,
London: Macmillan Publishing Co. 1970.
8. Spooner, M.D., and J.S. Mckellen, Commercial Correspondence
in English, London: Nelson, 1981.
9. Strutt, Peter and Horner, David. Words at Work: Vocabulary
Development for Business English, Cambridge: Cambridge
University Press, 2001.
309 Unit Seven

Trade and Business

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UNIT ONE

RELIGIOUS PLACES AND

1.2 Unit Objectives

1.3 Unit Sections

1.4 Supplementary Reading

Religious Places and Practices

1.5 What You Need for this Unit

Religious Places and Practices

1.7 Suggested Methods of Evaluation

2.1.1 Reading Comprehension

Exercise (1) Find the Main Idea

Exercise (2) Read Again and Answer

Religious Places and Practices

a. ................................. b. ................................. c. .................................

and d. ................................. needs.

2.1.2 Interpretation and discussion of Words and Phrases

Exercise (3) Refer to the Text

Exercise (4) Complete Them

Religious Places and Practices

2.1.3 Discussion and Evaluation

Exercise (5) Write a Comment

Exercise (7) List the Main Points

Paragraph Main Idea Supporting Ideas

SAQ (1) Discuss It

Religious Places and Practices

2.2.1 Reading Comprehension

A. Before You Read

1- Each one of the three monotheistic religions possesses its own

Activity (1) List Them

Exercise (8) Find the Main Idea

Exercise (9) Read Again and Answer

Exercise (10) Explain the Relationship

2.2.2 Interpretation and Discussion of Words and Phrases

Exercise (11) Refer to the Text

Religious Places and Practices

Exercise (12) Match Them

2.2.3 Discussion and Evaluation

Exercise (13) Complete the Text

Exercise (14) Write a Comment

Religious Places and Practices

2.3 Reading Selection (3)

2.3.1 Reading Comprehension

A. Before you Read

1- The performance of pilgrimage is a common feature of the three

Exercise (16) Find the Main Idea

Exercise (17) Read Again and Answer

SAQ (3) What Are They?

Religious Places and Practices

Exercise (18) Refer to the Text

.2. In the course of Hajj, a standard religious practice of the pilgrim

3. The command of fasting is the third fundamental basis of Islam. It

Religious Places and Practices

5. During the prophet’s journey to heaven, Allah has imposed the

6. In the course of Hajj, the Muslim pilgrim strives to keep spiritually

Religious Places and Practices

SAQ (4) Complete them

2.3.3 Discussion and Evaluation