Cover To Cover 2

Unit 1

Reading Text

Reading Skill

1 Living with Stress

Identifying Main Ideas and Details

Health

Unit J

Meaningin Context

lntell

Previewing and Predicting Prefixes un- and inpage 1 2 UFO Mud Baths ----··--·------·-------------------r------------------------------·- -----·-·-··- ------· ......._.____________________ ------··------------- -------------------Reading Faster and More Extensive Reading 1 Voodoo Island Fluently page 10 -----------------+------------------------------·-----------------------------..---·---------------------

Unit 2

Recognizing Reference Words

1 A Womah Who Loves Boxing

Role Reversa[

Identifying Meaning from Context

1 Unusual Festivals

Entertainment

Recognizing the Author's Purpose ·

Meaningin Context

2 A Second Chance

Ignoring Unknown Words

Collocations

Crime

page43

page Extens page

Unit 1 WisE pagc

----r--~---~-·--·-•1----------~----·-~-·•-•-•·--•----------~--~--

Sherlock Holmes Short Stories

Reading Faster and More Fluently

Unit 5

1 Michelle Wie

Making Inferences

Meaningin Context

2 Fans or Fanatics?

Recognizing Signa! Words

Synonyms

page 57

--------------------------------11------------------------------------·-------------·

··---~----------------------------------

Extensive Reading 5 page 66

The Love of a King

Reading Faster and More Fluently

Unit 6

1 Being Cute to Survive

Summarizing

Science 2 The Science ofWeather Prediction

page 71 -

------1-----------~-------·----------

Extensive Reading 6 page 80

The Death of Karen Silkwood

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Extem page

Extensive Reading 4 page 52

Sports

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Unit ·

Meaning in Context

Art

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Reading Faster and More Fluently

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Extens page

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page 29 Scanning Synonyms --------------1-------------------------------------------Extensive Reading 3 The Canterville Ghost Reading Faster and More page 38 Fluently -----------------·-------------------1 Stupid Criminals

Vi e\·, page

Unit ~

Meaningin Context

2 Invented, Then Lost

Unit 4

Extens page •

Unit f

Meaningin Context

Skimming for the Main Idea page 15 Word Formation 2 A Beauty Contest-For Men! ------------+---------------------------------------------- · - - - - - Reading Faster and More Extensive Reading 2 Grace Darling Fluently page 24 ---------- -----------------1------~--------------------- --------------------------------------------------

Unit 3

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Reading Text Unit 7

1 What Is Intelligence?

lntelligence and in-

page 85

Identifying Main Ideas and ·,;· Details

Meaning in Context

2 Animal Intelligence

Scanning

page 94

The Jungle Book

Reading Faster and More Fluently

Unit 8

1 Stereotypes

Viewpoints page 99

Recognizing Reference Words

Meaningin Context

2 All in a Day's Work

Previewing and Predicting

Word Formation

page 108

Robinson Crusoe

Reading Faster and More Fluently

Unit 9

1 Falling Out

Relationships page 113

2 Can "Love at First Sight" Last?

Extensive Reading 7

ttion

Reading SkiU

Extensive Reading 8

Identifying Meaning from Context Skimming for the Main Idea

Antonyms

Meaning in Context Antonyms

--··-------------------1------·-----1--------Extensive Reading 9

Anne of Green Gables

Reading Faster and More Fluently

1 The Wisdom of the World

Making Inferences

page 122 --------1----------..--

Unit 10 Wise Words

Meaningin Context

page 127

Recognizing Signa! Words Synonyms 2 American Sayings ·-----·- ----·--·-..- ................... ----- ·----------·-·-·---------------·--· -----·----·---------------·-- -------.-- ..·-·-··----..-Reading Faster and More Extensive Reading 10 Stories from the Five Towns Fluently page 136

Unit 11 .

1 Creating Your Own Luck

Luck page 141

2 The Winning Ticket

Extensive Reading 11

Recognizing the Author's Purpose Previewing and Predicting

page ISO

New Yorkers...:......Short Stories

Reading Faster and More Fluently

Unit 12

1 A Worldwide Phenomenon

Summarizing

Meaningin Context

2 The Concert for Bangladesh

Ignoring Unknown Words

Two-Part Words

Art ation

Meaningin Context Word Formation

page 155

- - - - - - - - - - --·---------·---------·----·----- -·----·-------·----·- -..

Extensive Reading 12

page 164

Dracula

----------·---------------·--L ............ ---· ..

Reading Faster and More Fluently

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lntroduction Cover to Cover 2 is the second in a three-level reading series that helps students become skilled, strategic readers who enjoy reading in English. Cover to Cover combines intensive reading with extensive reading, so your students willlearn the strategies necessary for academic work and become fluent, confident readers.

·What is intensive reading? Intensive reading focuses on building language awareness and comprehension. It often involves relatively challenging texts, and students encountering sorne unfamiliar language. Parts 1 and 2 of each unit in Cover to Cover focus on intensive reading, and provide students with strategies for dealing with these kinds of texts.

What is extensive reading? Extensive reading focuses on fluency development and reading for pleasure. Two key principies are (1) students should read as muchas possible, and {2) texts should be easy and well within students' linguistic competence. Easy texts mean that students are able to read more and fas ter, and this kind of practice helps students in many ways: improved reading skills, improved writing skills, increased vocabulary knowledge, and increased motivation. The Extensive Reading section at the end of each unit in Cover to Cover provides students with an opportunity to experience this approach.

What is in a unit? Part 1 and Part 2 of each unit develop reading strategies such as predicting the topic, skimming for the main idea, scanning, and recognizing points of view. Part 1 focuses mainly on comprehension strategies; Part 2 focuses on developing both fluency and comprehension through activities such as timed reading. The reading passages come from a variety of genres including magazine articles, newspaper articles and web sites. The Extensive Reading section enables students to read for enjoyment and pleasure . and continue their fluency development. The reading passages are extracts from the Oxford Bookworms Library collection of graded readers. Cover to Cover 2 features extracts from stage 2 Bookworms, including popular classics such as Sherlock Holmes and The ]ungle Book. The Bookworms extracts are longer than the Part 1 and 2 reading texts, and the language is also graded at a lower level. This enables students to read faster and maintain comprehension. We hope that reading the Bookworms extracts will also motivate students to become enthusiastic, independent readers, who read books from cover to cover. '

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IV

lntroduction

Discuss the questions. 1. Do you have a healthy lifestyle? What things do yo u do regularly to keep yourself healthy? 2. How do you take care of yourself when yo u are sick? This unit is about keeping healthy. In Part 1, you will read about how to manage stress. In Part 2, you will read about an unusual place in Peru. The unit is followed by Extensive Reading 1, which is an extract from a book called Voodoo Island. It is about a businessman who travels to Haití to make money, but ends up in the hospital.

living with Stress Before Reading Discuss the questions. 1. What are sorne of the things in your daily life that cause stress? 2. What do you doto manage your stress?

Comprehension Strategy: ldentifying Main Ideas and Details Most paragraphs include a main idea which is supported by details or examples. The details and examples help to explain or prove the writer's ideas. The main idea is often at the beginning or the end of a paragraph. A. Read the first paragraph. Mark these sentences as main idea (M) or details (D) ..

D. a. People get more work done thanks to stress. tL b. Stress itself is not necessarily a negative thing. _1) c. Stress helps people to avoid car accidents. B. Read the whole text and answer the questions that follow.

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Living with Stress Although most people try to avoid it, stress is not a completely negative thing. Just thinkwithout stress at work, many people might not get anything done! Driving in traffic S creates stress, but this stress triggers quick reactions and helps us to avoid accidents. :¿ Stress only becomes a problem when we are overstressed-when the pressure we feel is greater than our ability to cope with ¡·..: it. The feeling ofbeing overwhelmed by stress often occurs when severa! stresses combine. Overstress can also result from major stresses, such as losing a loved one or being in a disaster like an earthquake or a ' ':hurricane.

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Unit 1 Health

There are three key things that can help you to deal with stress more effectively: listening to your body; developing a repertoire of coping strategies; and keeping ] .· balance in your life. 4 Our bodies give us signals when we are under intense stress. We get sore shoulders, headaches, or upset stomachs. We can't sleep, or we feel moody, tired, angry, or ,, ';nervous. It's important to pay attention to these signals, beca use they warn us to do something about our stress level. 5 Everyone has routines or other things they do to ease their stress. Sorne people give W themselves positive reinforcement through 3

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positive thinking, saying things like "1 didn't cause this problem-I'm here to solve it!" or "I know 1 can do this!" Others use breathing or relaxation techniques, do yoga, take walks, or do exercises to help themselves relax. ó

What helps you deal with stress? Draw a line clown the middle of a piece of paper. On the left si de, write clown everything you do to relax, and on the right side write examples z(Of stressful situations where these relaxation strategies work. This list is your current set of coping strategies. Next, ask your friends and family about the techniques they use to cope with stress. Then, the next time you <, :. get a stress signal from your body, try one of their strategies. If it works for yo u, add it to your list.

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The last key to managing stress is to maintain balance in your life. Focusing too . much time on work or school is part of an overstressed lifestyle. Have you heard the saying, All work and no play makes fack a dull hoy? Everyone needs a certain amount of pleasurable activities, social relationships, t 5 sleep, and clown time. The next time you feél overwhelmed with what you have to do, try this: remind yourself that there's a limit to what one person can do in 24 hours. . Then make a list of all the things you have ~)\ to do, plus the things you want to do. Study the list, and then rank your five most important items. This simple act can help you discover whether you are trying to do too much. It can also help you decide where ;:; Sto reduce what you do or what to cut out completely. 8 It is important to realize that you can never eliminate stress from your life completely. But if you listen to your body, -¡c,develop coping strategies, and maintain a balance between work and leisure, you'll learn to make stress work for yo u instead of falling victim to it. 1

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Checking Comprehension Mark these sentences as main ideas (M) or details (D). 1. Paragraph 2 tJ.a. Stress only becomes a problem when we are overstressed. ..L. . b. Loss of a loved one can lead to overstress . .J,.~ c. Overstress often occurs when several stresses combine. 2. Paragraph 4 j)a. Stress makes us get headaches. M. b. It's important to pay attention to stress signals from our bodies. J) c. Stress makes us feel tired or upset. 3. Paragraph 5 .Da. Sorne ways to relax include doing yoga and taking walks . .Q b. Pos_itive thinking is one way to ease stress. t:jc. Different people have different ways to help them ease their stress. 4. Paragraph 6 .()a. Ask your friends about the techniques they use to cope with stress. Mb. Try to develop a set of coping strategies that work for you. D. c. Draw a line clown the middle of a piece of paper. 5. Paragraph 7 1.·J a. Maintain balance in your life . . \::) b. Make a list of all the things you have to do. c. Everyone needs sleep. 6. Paragraph 8

Da. Listen to your body. .f!. b. Learn to make stress work for you instead of falling victim to it. . c. Maintain a balance between work and leisure.

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What's Your Opinion? A. Complete the sentences with your own ideas. 1. When I get stressed, the signals from my body are ........ ____ _____

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2. One relaxation technique ra like to try is ..... . . . . . . . 3. When I'm stressed, 1 forget to allow time for . 4. Recently my stress level has been

5. A job that has a high level of stress is . B. Discuss your answers with a partner. Give reasons for your answers. !

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UFO Mud Baths Befare Reading Discuss the questions. 1. Do you believe in UFOs (unidentified flying objects)? 2. Do you think that aliens have visited the earth? 3. How could visiting aliens help humans?

Fluency Strategy: Previewing and Predicting Previewing means looking at key parts of the text before you read it carefully. Look at the title and pictures. Look for subheadings and picture captions. These will give you clues that help you to predict what the text is about. A. Use the strategy to predict what information will be in the text. Circle your answer. Then skim the text (read it very quickly) to check your answer. 1. A woman in America says she was abducted by aliens. 2. Thousands of sick people have been cured by going to mud baths. 3. Villagers in Peru think that UFOs visit their local mud baths. B. Read the whole text quickly. Record your reading time below and in the chart on page 169.

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UFO Mud Baths Many people try to take care of their health by watching what they eat, exercising, and avoiding unhealthy habits such as smoking. But not everyone has the sarne ideas or be!iefs about what is effective or ineffective when they get sick. There are many unusual things that people do to heal thernselves. An Unusual Health Practice

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One unusual health practice is found in Chilca, Peru. In Chilca, there are three very special baths. These three baths are fui! ofblack mud, not water. Sick people from all over Peru cometo sit in these mud baths. Sorne people who live in Chilca visit the mud baths every week. These people believe that the mud baths have healing powers and that the black rnud will help cure any illness. Consider Isidor More!, a 72-year-old retired mineworker who is from Chilca. He says he has a nearly unbearable pain in his back. Every week, he carefully walks into the bath

Unit 1 Health

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until the mud covers his stomach. Mr. More! gently sits down so only his head is above the muddy surface. He says that he will sit in the mud bath for ten hours until the pain in his back is cured. 4

Visits by UFOs People from Chilca have an incredible explanation for the healthy mud. They say that aliens-beings from outer space-visit the town. Many people who live in Chilca say they have seen unidentified flying objects (UFOs). They talk about bright lights that fly in a circular pattern, again and again, over the mud baths at night. They believe that the aliens in these UFOs do something to give the mud baths the power to cure sick people.

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One of the problems that the mud baths are believed to cure is infertility. People believe that the mud baths will help women to have babies. They also think the baths can help people to see better.

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Miraculous Cures? Doctors say that the stories of miraculous cures are unfounded. They also say the content of the mud has nothing to do with aliens. Scientists who have studied the mud in the baths found that there is a lot of sulfur, a kind of mineral, in the mud. They say that the sulfur can help people who have pain, but only for a short time. Sick people from all over Peru still come to sit in the mud baths. They don't care what the doctors and scientists claim. They honestly believe that they will get better if they sit in the mud baths.

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This continued faith in the mud baths may be hard for outsiders to understand. But perhaps the practice is not all that unusual. In many countries, women go to beauty shops to have mudpacks on their faces. They think that it will help them with skin problems and make them look beautiful. Are the people of Peru so different?

Unit 1 Health

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Checking Fluency and Comprehension A. Answer these questions. Do not look back at the text. 1. Why do people from Peru go to the mud baths in Chilca? a. They believe the mud baths''will improve their health. b. They believe the mud will make them more attractive.

2. Why do es Isidor Mor el sit in the mud baths?

a. He believes it will help him to see better. b. He believes it will cure his back pain. 3. Why do sorne people think the mud baths can help people? a. Because aliens in the UFOs do something to the mud.

b. Because the UFOs take mud from the mud baths.

4. What do doctors think about the mud baths in Chile a? a. They tell their patients to go to the mud baths. b. They don't believe in the stories of miracle cures. '

5. Why do scientists think the mud baths may improve health? a. Because the mud is black.

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B. Check your answers with a partner. Record your score on page 169.

Expanding Vocabutary A. The prefixes un- and in- give words the opposite meaning. Sean the text for words with the prefix un- or in-. Then use six of them to complete the sentences.

1. A medicine that doesn't work is .... 2. Something that is amazing and hard to believe is ..... . 3. An

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. .. experience is too painful to continue. . . .. . .... person is someone whose na me is not known.

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Unit 1 Health

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1. Adam quit his job because the stress was ................................................ 2..................................................... couples sometimes try drugs to help them have children. 3. Those:,diet pills were ....................................................; they didn't help me to lose weight. 4. Your distrust ofRob is totally ....................................................-he's a really honest guy. 5. An .................................................... man wearing a ski mask robbed the store. 6. 1 couldn't believe the ................................................... news that 1 had won a million dollars.

What's Your Opinion? A. What do you do for your health? Complete this chart. ~

1. 1 exercise 30 minutes a day. 2. 1 don't work too much. 3. 1 sleep seven to. eight hours a night. 4. 1 have regular checkups with mydoctor. 5. 1 avoid eating fast foods.

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B. Compare your answers with a classmate. Who has a healthier lifestyle?

lncreasing .Fluency Follow the instructions to practice increasing your reading speed. 1. Look back at your reading time for "UFO Mud Baths:' Write the time here:........................ 2. Use a watch to Üme yourself. Read the text again. Try to read it faster than the first time. Write your new reading time here: ....................... . 3. Did your reading speed increase?

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Unit 1 Health

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Voodoo lsland lntroduction This extract from an Oxford Bookworms Reader gives you the opportunity to read more in EAglish. The more you read, the faster and more fluent you will become. Voodoo Island is set in Haiti. James Conway is a businessman who wants to make money there by building new houses, hotels, and shops on an old graveyard. The extract you will read starts as James Conway arrives in Haiti for the first time. On the airplane, he speaks with an American doctor who is writing a book about voodoo, the powerful magic of Haiti.

Befare Reading A. What do yo u think will happen in the extract? Check (V') your answers . ........ 1. James Conway decides not to stay very long in Haiti. ........ 2. James Conway shares his plan for new houses and shops with the doctor on the flight. ........ 3. The doctor tells James Conway about voodoo . ........4. James Conway laughs when he is told about voodoo. B. Now read the extract to see what happens.

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James Conway put away his business papers and sat back in his seat. He looked out of the airplane window clown at the warm blue sea below. Far away, in the bright sun, there were the long white beaches of the island of Haiti. Behind them, he could just see the small wooden houses and the deep green leaves of the coconut trees, which were moving lazily in the soft afternoon wind. "lt looks beautiful, doesn't it?" Conway looked at the woman sitting next to him. "Very nice," he answered. "Is this your first visit to Haiti?" the woman asked.

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"Yes, but I'm not here as a visitar," said Conway. "I have a building company-it's called Conway Construction. My company has offices all over the wocld-America, Europe, Africa. We're very big in Australia too~everyone in Australia has heard the name Conway. I'm coming to get an office here, buy sorne land, build a few hotels, you know. The land is very cheap here-you can buy a piece of land to build a small town on, for a few thousand dollars. Sorry, I don't know your name. I'm Mr. Conway, James Conway. Just call me Conway." "I'm Karen Jackson." "Nice to meet you, Karen. What do you do? Have you gota job, orare you married?" "I'm at Harvard University." "From the University? Are you a secretary there?" "No, I'm a doctor. I'm teaching medicine." "A doctor! That's interesting. What are yo u doing here in Haití? Are yo u on vacation? I know yo u tea~hers get long vacations." Karen Jackson was beginning to dislike the man. "No," she said. "I'm going to work in the hospital at Port au Prince. And while I'm here, I'm going to do sorne work for my book."

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• Extensive Reading 1 Voodoo lsland

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"Are you writing a book? What is it about?" "Voodoo." "Voodoo!" laughed Conway. "Are you,~telling me that someone is paying you to come here aiid write about voodoo? I know Haiti is not America, but voodoo! I thought people stopped believing in that years ago." "Oh, no," said Karen. "People still believe in it. You see, it works, and it can be very dangerous." "Surely you don't believe in voodoo, do you?" "Yes, I do. We don't really understand voodoo m America. Most people think it's magic. They think it can kili people." "That's right. I remember hearing about it. People who use voodoo get a picture of a person or make a doll, don't they? Then they put pins or knives into it, and the person feels terrible pain." "Yes, that's right," Karen answered. "I have a photograph here in one of my books about voodoo. Look, there's one of the dolls. It's not a child's doll-it's made from coconuts. You see, the face is a coconut, and someone has drawn eyes, a nose, and a mouth on it. And look, there's a pin in the doll's stomach. A few days later the man carne to the hospital beca use his stomach hurt. He knew that someone was using voodoo against him. The pain was terrible, but the doctors couldn't find anything wrong with him. In the end, he died." Conway was surprised. "So you think that was magic because there was no reason for it," he said. "But you're a doctor, aren't you? You don't believe in magic, do you?" "Voodoo is more than magic. I don't believe in magic, but I know that voodoo can be very dangerous. I want to understand how it works. Here in Haiti there are still a few people who know how to use voodoo. They are called 'houngans.' There are still a few 'houngans' in the

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villages in the country. And that's why I'm here. 1 want to meet sorne of them and talk to them. Of course they aren't all bad people. They can use voodoo to help people, like doctors. But th~y can use it to hurt people too." "But we're living in the modern world!" "Yes, but the people here are very sure that voodoo is real. Teachers, business people, doctors, everyone believes in it ... or they are afraid of it. And perhaps that's why it works. After all, if you believe you are ill, you can be ill. And if you really think you're getting better, you can get better. If you think that someone is trying to kill you, then you can die, because you are so afraid." "Well, that's a good story," laughed Conway. "If 1need sorne voodoo, I'll come and see yo u." "OK," said Karen. "Excuse me for a minute." She got up and walked to the back of the plane. She was bored and angry with Conway, because he thought he understood everything and he never listened to other people. Extract from Voodoo Island, Bookworms Library, Oxford University Press.

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After Reading Answer the questions. 1. Why does James Conway tell Karen Jackson about the cost ofland in Haiti? '1'

·························-··-··············-·························----~---··································································-····-·-········································-···

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2. Why is Karen Jackson going to Haití?

3. What does James Conway think about voodoo?

4. What is a "houngan"?

Thinking About the Story Answer the questions. 1. Did you enjoy reading the extract? Do you want to read more about James Conway? 2. Do you like James Conway? Why or why not? 3. What do you think will happen to James Conway?

Timed Repeated Reading How many words can you read in one minute? Follow the instructions to practice increasing your reading speed. 1. Time yourself. Read the extract for one minute. When you stop, underline the last word you read and write "first" in the margin. 2. Go back to the beginning of the extract. Read again for one minute. Try to read faster this time. When you stop, underline the last word you read and write "second" in the margin. 3. Go back to the beginning of the extract. Read again for one minute. Try to read even faster this time. When you stop, underline the last word you read and write "third" in the margin. 4. Count the number of words you read each time. Record the three numbers on the Timed Repeated Reading Chart on page 169.

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14 .. Exlensive Reading 1 Voodoo lsland

Discuss the questions. 1. What qualities are typical ofmen? What qualities are typical of women? 2. Are there any jobs that only men usually do? Are there any jobs that onlywomen do? This unit is about role reversal-men doing things that women generally do and women doing things that men often do. In Part 1, you will read about a female boxer. In Part 2, you will read a neWspaper article about a mal e beauty contest. The unit is followed by Extensive Reading 2, which is an extract from a bookcalled Grace Darling. It is a true story of a brave young English woman in 1838 who takes part in a dangerous rescue. Unit 2 Role Reversa!

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AWoman Who Loves Boxing Befare Reading Discuss the questions. ·::;

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1. Who are sorne famous professional women athletes? 2. Are there any sports that women don't usually take part in?

Comprehension Strategy: Recognizing Reference Words We use reference words instead of repeating words and phrases. Common reference words include words such as it, them, this, that, these ones, etc. When you see these words, look in the sentences nearby to find what they refer to. A. Read the text. Use the strategy to find what these words refer to. 1. that way (par. I)

4. this (par. 3)

2. this crime (par.2)

5. the sport (par.3)

3. that moment (par. 3)

6. their (par. 4)

B. Read the text again and answer the questions that follow.

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CDI Track5

A Woman Who Laves Boxing

2

Her father, a famous boxer named Muhammad Ali, called himself the greatest. He really may have been the greatest boxer of all time. While it may be expected that his daughter, Laila, might have sorne interest in the sport of boxing, she did not start out that way. Laila Ali was born in Miami Beach, Florida, on December 30, 1977. She was the daughter of two famous people. Her mother was a model, Veronica Porche Anderson, and her father was Muhammad Ali. When Laila was nine years old, her parents were divorced, and she moved with her mother to California. Laila had a difficult time as a teenager. She was a defiant girl. When she was 16, she was caught shoplifting. Luckily, Laila did not have to go to jail for this crime, but she continued to get into trouble. Eventually she realized that she did not want to end up in jail. So Laila changed her life and went to college. After college, she started her own business, a nail salon.

L 16

Unit 2 Role Reversa!

One day, Laila saw a boxing match on TV and was thrilled. Interestingly enough, it was not one of her father's matches. It was a women's boxing match. From that moment, she realized that this was what she wanted to do. She wanted to become a professional boxer. She sold her business and began:the rigorous training needed for the sport. At the age of21, Laila had her boxing debut. After only 31 seconds in the very first round, she knocked out her opponent and won the match. Laila won her next seven matches by knockout too, which earned her a chance to face the champion, Kendra Lendhart. Laila was notable to knock Lendhart out, but she still won-the judges voted unanimously that she was the winner. 4 It wasn't long befare people everywhere took notice. They compared Laila to her famous father. Suddenly there was pressure to live up to her famous name. But the pressure did not bother Laila. She was proud of her father, and she had reason to be equally proud of her own accomplishments. She won and defended the title of Super Middleweight Champion. Laila later won the Light Heavyweight title. She earned the nickname of "She Bee Stingin;' which reminded people of her father and how he used to brag. Her father was graceful, like a butterfly, but his punch was powerful, like the sting of a bee, so one of Laila Ali his favorite things to say was, "Float like a butterfly, sting like a bee:' Laila also wrote a book based on her own life, called Reach, where she encouraged other young women to reach for their dreams. She also started the Reach Foundation to help disadvantaged young women go to school. 5 Like her father, Laila Ali rose quickly to beco me one of the greatest in her sport. She reached for and achieved an amazing dream. And, she accomplished these things in a sport that is usually associated with men. But, thanks to Laila's success, that image maychange. 3

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Checking Comprehension Answer the questions. 1. What happened when Laila Ali was nine years old? a. Her parents were divorced. b. She was caught shoplifting. c. She went to jail. 2. What was Laila Ali's first business? a. A boxing gym. b. A nail salon. c. A modeling agency. 3. What first interested Laila Ali in a boxing career? a. She saw one of her father's boxing match es. b. She saw a women's boxing match. c. She had a fight with another girl. 4. How did the pressure of success affect Laila Ali? a. It made her proud ofher father. b. It didn't bother her. c. It caused her to lose sorne matches. 5. Why was Laila Ali called "She Bee Stingin"? a. Her father gave her that nickname. b. She wanted people to remember her father. c. Like her father, she "stings like a bee" in the boxing ring.

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6. Who is the Reach Foundation designed to help? a. Young women who are hurt in boxing match es. b. Young women who want to be boxers. c. Young women who want to go to school.

18

Unit 2 Role Reversa[

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Looking at Vocabulary in Context A. Find the words in bold in the text. Circle the correct definitions. 1. If someone is defiant (par.2J, he or she often helps others 1 does not obey others. 2. Shoplifting (par. 2) involves stealing 1 borrowing things from a store. :•> 3. Something that is rigorous (par. 3) involves a lot of hard work 1 money. 4. If someone has a debut (par. 3), it is their first time to try doing something 1 do something publicly. 5. To live up to (par. 4) expectations means to do 1 to do better than what people expect. 6. If someone has several accomplishments (par.4), they have successfully reached 1 tried to reach different goals.

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B. Fill in the blanks with the words in bold from A.

1. It always feels good to take a shower after ................................................. exercise. 2. Emily's rock band can't wait to perform. Their ···············-··································· will be next week. 3. A lot of children become ................................................... when they become teenagers. 4. One of my proudest .................................................... was getting alllú in high school. 5. My parents have very high expectations, so it's hard for me to .................................................... them. 6. My brother. tried ................................................... twice, but then he decided it was a bad idea.

What's Your Opinion? Discuss the questions. 1. Are famous couples more likely to divorce than other people? 2. What pressures do children of famous people feel? 3. Do you think women should be allowed to compete professionally in fighting sports like boxing and wrestling? Why or why not? 4. Do you know any famous people whose children are also famous? 5. Do you know any organizations like the Reach Foundation that help needy people start their careers?

Unit 2 Role R~versal

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ABeauty Contest-For Men! Before Reading Answer the questions. 1. Have you ever seen a beauty contest on TV? What usually happens at these contests? 2. What would you expect to happen ata beauty contest formen?

Fluency Strategy: Skimming for the Main Idea Skimming is reading very quickly to find the main idea of a text. First, read the title and the first and last paragraphs. If you still do not understand the main idea, then quickly read the first and last sentences in the other paragraphs. Ready quickly. Ignore unknown words and details. A. Use the strategy to find the main idea of the text. Circle your answer. 1. Men are beautiful. 2. Male beauty is very important in the Wodaabe culture. 3. Efad Dadi did not win the beauty contest. B. Read the whole text quickly. Record your reading time below and in the chart on page 169.

Start: -~---:• Finish: ____.,_..,-:..-.·:•

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CD 1 Track6

A Beauty Contest-For Men! ', 1

2

(In Gall, Niger) Efad Dadi was working hard to prepare himself for the ancient custom of his desert people. He looked at himself once again in the mirror. He had used milk from a white cow for his face and black eyeliner to bring out his eyes. He had put a white powder from the dried bones of a bird on his lips. Dadi smiled at himself in the mirror and added a little more eyeliner. Now he was ready. Dadi belongs to the Wodaabe culture, a group of nomadic people who move from place to place in the Sahara desert in the l.y

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West African country ofNiger. Por the Wodaabe, it is the men who have a beauty contest, and Dadi was getting ready for the annual event. Fifteen Wodaabe men have chosen to enter this year's contest. Dadi said he really wants to win the title of most beautiful. But he knows it will be hard to win because the other 14 menare very beautiful. A previous winner of the beauty contest, Derre Chafou, says that most Wodaabe people are beautiful-women, men, and even babies. Three Wodaabe women, all beautiful and

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unmarried, are the judges of the men's beauty contest. According to custom, one of these women asks the winner to be her husband. The men will parad e in front of the judges, smiling and trying to look beautiful. The judges choose the top three winners with a smile or a touch on the shoulder. The losers sadly walk away. They have to win a bride the customary way-with a gift of cattle. From childhood, small boys learn beauty tips from the women of their family. When the boys are babies, mothers and sisters pull the arms and legs of the boys to make their limbs long. For the Wodaabe, beauty is so important that an ugly man do es not care if his wife has a child by another man, just as long as the baby is beautiful. Wodaabe culture allows men to have more than one wife. The reverse is also true: women can have more than one husband.

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The families of the men who enter the beauty contest may spend a year on the young men's costumes. They look for the perfect earrings and necklaces. The young men sometimes walk many kilometers to find a mountain with the right clay and the right herb to make their red-and-yellow face paint. But, being beautiful is not enough to win the contest. The Wodaabe believe that it is magic that makes their beauty contests even more different from other beauty contests. Men need to have jewelry with magical i powers to win the contest. They also whisper j special words that they believe have magical .Ji powers. When all of the men are beautiful, it 'f· is magic that will make a man a winner. f Efad Dad\ didn't win the contest. Maybe he did not have the right magic. But he J. promises to try again because he wants a wife.

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Checking Fluency and Comprehension A. Answer the questions. Do not look back at the text. 1. What did Efad Dadi put on make up to prepare for? a. War. b. A beauty contest. c. His wedding ceremony. 2. Which of these is NOT mentioned about men preparing for the contest? a. Fingernail polish. b. Eyeliner. c. Powder on the lips. 3. Who do the Wodaabe choose to be judges of the contest? a. Three winners from previous years. b. Three leaders ofWodaabe culture. c. Three unmarried women. 4. What happens to the winners of the contest? a. They usually get married to one of the judges. b. They entera contest for all of Africa. c. They are given a gift of cattle. 5. In addition to beauty, what else do the Wodaabe believe is important to win the contest? a. Money. b. Family. c. Magic. B. Check your answers with a partner. Record your score on page 169.

Expanding Vocabulary A. Complete the chart. The missing words are in the text. No un

Adjective

1. to ................................ (par. Il preparation

4. custom

................................ (par. 4)

2. to ................................ (par. 3) entrance

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Unit 2 Role Reversa!

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B. Fill in the blanks with the correct form of the words from A. 1. I ............................................. that people are basically good. 2. Yo u should not underestimate the. .......................... of family ti es. 3. In·the United States, it is ................................................. to tip waiters in restaurants. 4. Every country has its own unique .................................................. identity. 5. I didn't do enough ............................................... for my job interview. 6. 1won third prize, but only three people had .................................................... the competition.

What's Your Opinion? Discuss the questions 1. Why are there more beauty contests for women than for men? 2. What do you think are characteristics that make aman handsome? 3. What characteristics make a woman beautiful? 4. How important is beauty in your culture? 5. How have the characteristics considered beautiful by your culture changed over time?

lncreasing Fluency Sean the line to find the phrase on the left. Phrases may appear more than once. Can you finish in 15 seconds?

1. get ready 2. end up 3.look at 4. bring out 5. belong to 6. in front 7. walk away 8. who enter

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look over

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loo k at

bring up

bring out

sing out

ring up

break out

long to

belong to

alongside

belong to

belong with

out front

in favor

in front

in front

in fact

walk away

walkway

walk a way

walk away

walks away

who enters

who enter

whom enter

who enter

whose enters

Unit 2 Role Reversa!

23

Grace Darling lntroduction 'Ibis extract from an Oxford Bookworms Reader gives you the opportunity " to read more in English. The more you read, the faster and more fluent you will become. Grace Darling is a true story set on the northeast coast of England in 1838. A large ship, 1he Forfarshire, was wrecked. The Darling family-William, Thomasin, and their daughter Grace-lived in a lighthouse on the coast. The extract yo u will read starts as Grace Darling sees men of 1he Forfarshire waving to her and her family for help.

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CD 1 Track7

Grace saw them first. Her mother was cooking breakfast in the kitchen, and her father was turning off the lantern. Grace was still looking out of her window through the telescope. For a second she saw a man on top of the rock, then she could not see him behind the waves. But a minute later she saw him again-and there were two men this time. They stood together and waved wildly. Then the rain carne, and she could see nothing. But perhaps there were four, or five? She put clown the telescope and called her father. "Father, come quick! There are men on the rock! They are still alive!"

24

Extensive Reading 2 Grace Darling

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William Darling ran into the room. He saw them. He put clown the telescope and looked at his daughter. "We must go, lass," he said quietly. "You and I. We must take the boat and save them. Will you come?" "Of course, father," she said. "If we don't save them, who will?" "That's right, lass." William Darling looked out of the window, unhappily. "I've not seen a worse sea this year. No boat could come from the mainland in this wind." Grace's mother carne into the room and heard him. "You can't go, William!" she said. "Grace is only a girl. Look at that sea! You'll both drown!" "We ha ve to try, mother!" said Grace angrily. "Think of those poor people, alone on that rock. We live on a lighthouse-it's our job!" "It's a job for your father and brothers, Grace, not you! You'll drown! How will that help those men?" "How will it help them if we do nothing?" Thomasin Darling looked out of the window again, at the wild, angry sea. She shook her head. "Perhaps you'll get to the rock, Grace," she said. "With God's help and the wind behind you. But you'll never get back against the wind. Not one man and a girl in a storm like this. Never." William Darling took his wife's hands in his. "Listen to me, Thomasin," he said. "There are three or four seamen on that rock. Strong men. They'll help row us back, if we save them." "If yo u save them," said Thomasin. "And if yo u don't ... ?" At first William Darling did not answer. He looked into his wife's eyes. "We're going, Thomasin," he said quietly. "We have to go. Come clown now and help us with the boat."

•1 Extensive Reading 2 Grace Darling

25

Outside, in the terrible wind and the rain, it took them fifteen minutes to get the boat ready. Three times the waves nearly broke the boat on the rock. William got in first, and sat at the front. Grace and h~r mother held the boat away from the rocks. William got two oars ready, and waited

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"All right, Grace! Get in now!" he shouted. Grace jumped into the boat, and William pulled hard with the oars. One ... two ... three pulls, and then a · wave lifted the boat, and the oars were pulling at air. But they were away from the rocks. The boat carne clown between two waves, and Grace quickly got her oars out. They both pulled hard together, but carefully too. They did not want to lose an oar in the wild water. Grace was cold, and her dress and hat were wet. She was afraid but happy ánd excited too. "This is what God wants me to do," she thought. At the top of a wave she could easily see across the Longstone rock to the other side. Then the boat went clown between the waves, and she could see only mountains of wild water everywhere. "Pullleft! Left!" William shouted. "We must keep the rocks between us and the worst waves!" Grace pulled hard at her oars and watched the waves. "God will help us save them!" she thought happily. "1 know He will." Outside the lighthouse, Thomasin Darling watched the little boat. She saw it for a second, then it went behind a wave and carne up again. "lt's not possible," she thought. "No boat can live in a sea like that! Oh God, please-save m y husband and daughter!" She watched and prayed, and the little boat got smaller and smaller on the wild, gray sea. ~.

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After Reading Answer the questions. 1. Who did Grace see through her telescope? '1~.

2. Why did Grace and her father want to save the people?

3. Why was Thomasin against trying to help?

4. What did Thomasin do as she watched Grace and her father going out to sea?

Thinking About the Story Answer the questions. 1. Did you like the extract? Do you want to read more about Grace Darling? 2. Do you think Grace is foolish or brave? 3. What do you think will happen to the people on the rock?

Timed Repeated Reading How many words can you read in one minute? Follow the instructions to practice increasing your reading speed. 1. Time yourself. Read the extract for one minute. When you stop, underline the last word you read and write "first" in the margin. 2. Go back to the beginning of the extract. Read again for one minute. Try to read faster this time. When you stop, underline the last word you read and write "second" in the margin. 3. Go back to the beginning of the extract. Read again for one minute. Try to read even faster this time. When you stop, underline the last word you read and write "third" in the margin. 4. Count the number of words you read each time. Record the three numbers on the Timed Repeated Reading Chart on page 169.

. . Extensive Reading 2 Grace Darling ... ,

Discuss the questions. 1. What is a traditional form of entertainment in your country? 2. What forms of entertainment have been invented in the last fifty years? This unit is about what people do to have fun. In Part ·1, yo u will read about two traditional festivals and celebrations. In Part 2, you will read about a more recent invention, karaoke. The unit is followed by Extensive Reading 3, which is an extract from a book called The Canterville Ghost. It is about a ghost who has fun by trying to frighten people. Unit 3 Entertainment .

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Unusual Festivals Befare Reading

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Discuss the questions.

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1. What festival or celebration did you last attend?

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2. What unique or unusual festivals do you know? What makes them special?

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You can often work out the meaning of words you don't know from the words and phrases nearby. Try to work out the part of speech of the new word. Look at the sentences before and after the word. They may give clues such as examples, antonyms, or synonyms that help identify the unknown word.

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A. Find the words in bold in the text. Use the strategy to work out the meanings, then circle the answers. 1. Poisonous (par. 3) probably has a similar 1 the opposite meaning to "deadlY:'

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2. Set off (par. s) probably has a similar 1 the opposite meaning to "put out:' 3. Standard (par. 9) probably has a similar 1 the opposite meaning to "normal:'

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On October 31, in many countries children and adults dress up in unusual costumes. Sorne become witches or ghosts; others dress up as trees, goats, and in other very unusual costumes. October 31 is, of course, Halloween. This festival started in Europe and has spread to all parts of the world. However, not all celebrations spread around the world. Every country has its own singular festivals. Here are sorne of the more unusual ones. Festival of Snakes Many people are afraid of snakes. In sorne parts of the world, snakes are regarded as evil or, at least, dangerous. But, there is one small village in Italy where the people seem to worship snakes. They show their respect and love for snakes with a festival. This festival is held each year in the tiny village of Cocullo, which is surrounded by sorne of Italy's wildest forests.

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There is a legend in Cocullo that the surrounding mountains and forests were once full of poisonous snakes. Many of the people from Cocullo who went into these areas died after being bitten by the poisonous snakes. In 700 B. C., the villagers prayed to Apollo, a Greek god, for help. Apollo told them to capture the snakes, put them around his statue in the village, and then put them back in the mountains and forests. 4 This seemed to work, and the ritual has been repeated ever since. Over the years, the villagers have made sorne changes to this tradition. Now a statue of a Christian saint, Domenica, has replaced the statue of the Greek god Apollo. In addition, the villagers have added fireworks to the festival. 5 Celebrations begin on Saint Joseph's Day, March 19, when the first snakes of the season are captured and put in cages. Two months later, on the first Thursday in May, villagers set off fireworks and then go to church. After church, the statue of Saint Domenica is carried through the streets, and villagers put the captured snakes around his statue. Then, more fireworks are set off. At the edge of the village, the snakes are set free in the forest, and the villagers believe that they are immune from snakebites for another year. 6 La Tomatina The festival of La Tomatina in Buñol, Spain, is very simple. Everyone throws tomatoes at each other on the last Wednesday of August. The town's streets turn bright red as over 20,000 people hit each other with large, red, soft tomatoes. 7 There are many ideas on how the festival started. The most likely explanation is that it started as a fight between poor and rich teenagers. No one knows who threw the first tomato, but somehow they began throwing tomatoes at each other. 8 It soon became a point of honor to meet on the same day in town. Over the years, this local event has become a national event. It is no longer a war between poor and rich and is now an exciting time for young people to have a good time throwing tomatoes at everyone. 9 The standard uniform is an old T-shirt, old shorts, and safety glasses. Farmers bring thousands of tomatoes from around the countryside, and the festival begins with the firing of a rocket. An hour later, the end of the festival is announced with the firing of another rocket, and everyone begins to clean up the town. 3

Unit 3 Entertainment

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31

Checking Comprehension A. Read the sentences below. Fill in the blanks with a word or words from the text. 1. There are poisonous snakes in the ............................................. and ...................................... outside Cocullo:, 2. People of Cocullo catch the snakes and place thern around a .... Saint Dornenica and then set thern free.

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3. By following this ritual, people of Cocullo think they won't get ............................ 4. In Buñol, Spain, thousands of people ............................................... tornatoes at each other. 5. The author thinks La Tornatina began when there was a fight between rich and poor 6. After they fire a rocket, everyone stops throwing tornatoes and helps ............................................... the town. B. Are these statements about the Festival of Snakes orLa Tomatina? Mark them FS (Festival ofSnakes) or LT (La Tomatina). 1. It started in 700 B. C• ..... . 2. Participants wear old clothes . ........ 3. A Greek god was replaced by a Christian saint. ........ 4. Fireworks have been added to the festival. ........ 5. It takes place on the last Wednesday in August. ...... 6. People wear safety glasses.

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looking at Vocabulary in Context A. Find the words in bold in the text. For each line, circle the word that does not belong. 1. singular (par. I) 2. worship (par.2) 3. legend (par. 3) 4. ritual (par. 4) 5. immune (par. s) 6. uniform (par. 9)

ordinary adore myth custom endangered outfit

common respect tale ceremony protected pattern

familiar battle lawmaker wealth safe costume

B. Fill in the blanks with the words in bold from A. 1. If something is done the same way every time, it might be a .................................................. . 2. An outfit or set of clothes that identifies a group of people is a ..................................................... 3. If something is ...................................................., it's one of a kind. 4. A famous story of a certain place or culture is a ................................................... 5. Yo u are ................................................... to a disease if your body is able to resist it naturally. 6. To .................................................... someone or something is to admire or respect the person or thing with great devotion.

What's Your Opinion? A. Do you agree or disagree with the statements? Check (V) your answers. 1. Snakes are not as dangerous as most people think. 2. Most of Cocullo's people really believe that their ritual makes them immune from snakebites. 3. It's foolish to continue a ritual that puts people's lives at risk. 4. I would love to go to Buñol, Spain, to take part in La Tomatina. 5. La Tomatina is a waste of important food.

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1nvented, Then Lost Before Reading Discuss the questions. 1. What do you think the man in the picture invented?

2. Do inventors of new machines or technologies usually become rich? Can yo u think of any examples?

Fluency Strategy: Scanning Scanning is searching very fast for specific information-an answer toa question, a name, a fact, a number. Make a clear picture in your mind of the information you are looking for. Move your eyes quickly across the text. Don't read every word. When yo u find the information, stop and read the sentence. A. Circle the statements that you think are true. Then sean the text for the words in bold

to check your answers. 1. Mahatma Gandhi and Daisuke Inoue were high school friends 1influential Asians. 2. Daisuke Inoue became 1 did not become very rich from karaoke. 3. A coin box was used to make the first karaoke machine 1 to collect money for the poor. 4. A businessman asked Daisuke Inoue to make a karaoke machine 1 to play music for him.

B. Read the whole text quickly. Record your reading time below and in the chart on page 169.

Start: _ __; Finish: _ _....:.

Invented, Then Lost Who in the world is Daisuke Inoue? For many who hear his name, that's probably a common question. Few people know who Daisuke Inoue is. Or, at least, few knew who he was until TIME magazine named him one of the most influential Asían people in the 20th century, along with people like Mahatma Gandhi, the Dalai Lama, and Ho

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Entertainment

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Chi Minh. Why? He didn't wake people up to inequality and the power of non-violent resistance, like Gandhi. But, he has helped millions of people forget their troubles and feellike a star for a brief moment of their lives. Daisuke Inoue invented karaoke. His invention has spread all around the world.

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Most of us have tried karaoke at least once. With that success, you might expect Inoue to be very rich. Unfortunately for him, Inoue did not get rich from inventing karaoke. He never applied for a patent for his world-changing invention. A patent is the officiallegal right to make or sell an invention for a particular number of years. If an inventor does not apply for a patent, other people may copy the invention and make money from it. This is exactly what happened to Daisuke Inoue. Inoue claims that he never thought that it would be possible to patent his machine. He says he did not really create anything new; he merely took existing equipment -an eight-track stereo, an amplifier, a coin box, and a microphone-and connected them together. But, that is what all inventions are like. An inventor sees a need and then finds a way to meet that need.

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Inoue was born in Osaka, Japan, in 1940, and grew up in a nearby town called Nishinomiya. In high school, he played in a band. The band often allowed businessmen to take the microphone and sing along with them. One of these businessmen wanted Inoue to come with him on a trip so he could sing along to Inoue's accompaniment. However, Inoue was going to play with the band that night, so he couldn't go. Instead, he recorded music without any singing for the businessman to take on his trip. Inoue thought that the businessman could play the music and sing along. And that's how karaoke was born. So what was Inoue thinking-or not thinking-when this businessman seemed so impressed with his creation? Unfortunately for him, he ~asn't thinking about getting it patented. Others saw karaoke's potential, however;theymass.produced the machines and with the patents became very rich. Inoue doesn'tseem to have any regrets, though. He has kept his sense of humor and has moved on with his life. He has even invented other things and has applied for patents this time. Daisuke Inoue really seems to be "one of a kind:' We could use more people like him-people who do what they do for the pure enjoyment it involves, not for the riches it might bring them.

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Unit 3 Entertainment

35

Checking Fluency and Comprehension A. Answer the questions. Do not look back at the text. 1. Why was Daisuke Inoue chosen to be in TIME magazine? a. He was famous throtighout Asia. b. His invention affected millions of people. c. He worked together with Mahatma Gandhi. 2. What did Inoue NOT do after inventing karaoke? a. He didn't patent it. b. He didn't tell anyone about it. c. He didn't include a microphone. 3. What work did Inoue do at the time he invented karaoke? a. He was a businessman. b. He played in a band. c. He was an inventor for an electronics company.

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4. What did Inoue give to the businessman to take on his trip? a. A recording of music to sing along with. b. An eight-track player. c. A microphone. 5. What has Inoue done since inventing karaoke? a. He has worked as a comedian. b. He has started a moving company. c. He has made other inventions. B. Check your answers with a partner. Record your score on page 169.

Expanding Vocabulary A. Synonyms are words with a similar meaning. Find synonyms of these words in the text. 1. important

.................................................... (par. 1)

4. simply

························· ············· ·········

2. unfairness .................................................. (par. 1)

5. possibilities

........................................... (par.6)

3. creation

6. continued

............................................ (par. 7)

................................................... (par. 3)

· ··36, ·'Unit 3 ·' -Entertainment

(par.4)

B. Fill in the blanks with the synonyms in A. Be sure to use the correct forms. 1. Thomas Edison's ................................................. of the light bulb changed the modern world. 2. 1 was surprised at how quickly Roseanna .......................................... with her life after she and her boyfriend broke up. 3. Martín Luther King, Jr. was one of the most ......................................... people ofhis generation. 4. Everyone says Jacob has a lot of .............................................. as a tennis player. 5. There are huge .............................................. between the rich and the poor in Western society. 6. 1 didn't mean to annoy you-1 was .............................................. showing you how to download the file.

What's Your Opinion? A. Answer the questions for yourself. You

Your Partner

1. Who is the most influential person living now? 2. What invention couldn't you live without? 3. What new product would you like to see invented? 4. What do you wish you had invented? 5. What do you wish had never been invented? B. Interview a partner. Find out the reasons for your partner's answers.

lncreasing Fluency Read the paragraph quickly; don't stop to think about the missirig words. Then mark the statements below true (T) or false (F). Everybody's a Star "Web Broadcasts" have made it possible for almost anyone to show the world their own movies. All you need is a XXXXX and a digital camera that can take videos. Most computers now are sold with movie-editing software already XXXXX, or you can download it easily, and that helps you to turn your rough video into a masterpiece. And, there are XXXXX that will host your movies online for free. Are you the next superstar? ........ 1. "Web broadcasts" are reserved for professionals in news and filmmaking . ........ 2. Editing software often is included when yo u buy a computer. ........ 3. 1t's very expensive to post your own Web broadcast.

Unit 3 Entertainment

37

The Canterville Ghost lntroduction This extract from an Oxford Bookworms Reader gives you the opportunity to read more in English. The more you read, the faster and more fluent you will become. The Canterville Ghost is set in England in a large, old house where the Canterville family has lived for 300 years. A ghost has been in the house also, so Lord Canterville sells his grand old house to an American family. Mr. Hiram B. Otis is happy to huy the house and the ghost because Americans, ' of course, don't believe in ghosts. The extract you will read begins as Mr. Otis and his family arrive to take possession of the house.

Before Reading A. What do yo u think will happen in the extract? Check (V') your answers . ........ 1. The Otis family and the ghost become friends . ........ 2. Mr. Otis is sorry he bought the house. ........ 3. The ghost tries to frighten the Otis children . ........ 4. Lord Canterville warns Mr. Otis about the ghost.

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B. Now read the extract to see what happens.

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CD 1 Track 10

When Hiram B. Otis, the American businessman, bought the house called Canterville Chase, people told him that he was doing a very dangerous thing. Everybody knew that there was a ghost in the house. Lord Canterville himself told Mr. Otis all about it. "We don't like to live in the house ourselves," he said. "Too many of my family have seen the ghost. My wife's grandmother, the Duchess of Bolton, is one of them. One night, while she was dressing for dinner, two skeleton hands were put on her shoulders. She has been ill for years because of that. And my wife never got any sleep there, beca use of all the noises at night."

38

Extensive Reading 3 The Canterville Ghos~ .

Words

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100

"Lord Canterville," answered Mr. Otis, "1 will buy both the house and the ghost. 1 come from a modern country, and we can buy nearly everything in America-but not ghosts. So, if there really is a ghost in the house, we can send it home to America, and people will pay to go and see it." "l'm afraid that the house really do es ha ve a ghost," said Lord Canterville, smiling. "Perhaps there are no ghosts in your country, but our ghost has been in the house for three hundred years, and it always appears before the death of one of the family." "Well, so does the family doctor, Lord Canterville. But there are no ghosts, sir, in any country-not even in famous old British families." "Very well," said Lord Canterville. "If you're happy to have a ghost in the house, that's all right. But please remember that I did tell yo u about it."

150

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Mr. and Mrs. Otis and their two children move into the house. The housekeeper, Mrs. Umney, warns the family about the ghost. They tell her they do not believe in ghosts, and then everyone goes to bed.

300

After the family was in bed and asleep, a strange noise woke Mr. Otis. lt sounded like something metal moving slowly along the passage, and it was coming nearer to his bedroom door. He got out of bed and listened carefully. The strange noise went on, and he also heard the sound of footsteps. Then he put on his shoes, took a small bottle from his closet, and opened the door of his room. There, in the moonlight, was an old man with eyes as red as fire. His gray hair was long and dirty, his clothes were old and full of holes, and there were heavy metal chains around his arms and legs.

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Extensive Reading 3 The Canterville Ghost ,--;·

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39

"My dear man," said Mr. Otis, "you really must put sorne oil on those noisy chains! l've brought you a bottle of Tammany's Sun Oil, which is very good. Everybody in America uses it I'Illeave it here for you, and I'Il be happy to give yo u sorne more when you need it." He put the bottle clown on a small table, then went back insicle bis room ancl got into bed.

450

For a seconcl or two the Canterville ghost stood still. He was so angry! Then he knockecl the bottle of oil on to the floor ancl hurriecl away. A strange green light carne from bis bocly, ancl he gave a long ancl terrible cry that rang through the house. But when he got to the top of the stairs, a cloor openecl, two little people appearecl, ancl a large pillow went flying past bis head!

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This was too much for the ghost, so he quickly clisappearecl through the wall, ancl soon the house was quiet again. When he got to bis secret room, the Canterville ghost sat clown in the moonlight ancl triecl to think. He was both angry and unhappy.

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Extens,iye Reading 3 The Canterville Ghost

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"For three hundred years," he said to himself, "I have been the best and the most famous ghost in the country! Everybody-everybody-has been afraid of me. There was the Duchess of Bolton not long ago. I put my skeleton hands on her shoulders, and she nearly died of terror. She has been ill ever since. Before that, there were threeno, four-housekeepers, who ran away from the house, screaming. Then there was that wonderful night in 1752 when Lord Augustus shot himself in the library, because he saw a skeleton in the armchair by the fire. And there was the beautiful Lady Stutfield, who never spoke again after my cold fingers held her long white neck while she sat at dinner." The ghost sat there, remembering all those happy times in the past. But he was not happy now. "After all this," he said, "these terrible modero Americans come to the house and give me Tammany's Sun Oil for my chains, and throw pillows at my head! It's too bad! They'll be sorry for thisoh, yes, they will!" All night long, the ghost sat, and thought hard.

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Exte,n~iye R~,adi!'lg. 3 The Cantervilte Ghost.

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After Reading Answer the questions. 1. Why did Lord Canterville want to sell the house?

2. What did Mr. Otis give to the ghost when they first met?

3. What did Lord Augustus do when he saw a skeleton in the armchair by the fire?

4. Why is the ghost angry and unhappy?

Thinking About the Story Answer the questions. 1. Did you enjoy reading the extract? Do you want to read more about the Otis family and the Canterville ghost? 2. What will the ghost do to frighten the Otis family? 3. What do you think will happen to the Otis family?

Timed Repeated Reading How many words can you read in one minute? Follow the instructions to practice increasing your reading speed. 1. Time yourself. Read the extract for one minute. When you stop, underline the last word you read and write "first" in the margin. 2. Go back to the beginning of the extract. Read again for one minute. Try to read faster this time. When you stop, underline the last word you read and write "second" in the margin. 3. Go back to the beginning of the extract. Read again for one minute. Try to read even faster this time. When you stop, underline the last word you read and write "third" in the margin. 4. Count the number of words you read each time. Record the three numbers on the Timed Repeated Reading Chart on page 169.

42

Extensive Reading 3 The Canterville Ghost

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Discuss the questions. 1. Have you ever had something stolen? How did you feel? 2. How would you explain toa child that it isn't right to steal? This unit is about crime. In Part 1, yo u will read about stupid criminals and how they got caught. In Part 2, you will read about a girl whose life was filled with crime. The unit is followed by Extensive Reading 4, which is an extract from a book called Sherlock Holmes Short Stories. It is about how Sherlock Holmes, the great detective, solves a diffi.cult crime. Unit 4 Crime

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·Stupid Criminals Before Reading Discuss the questions. 1. Does it require a lot of intelligence to be a successful criminal? 2. Look at the title of this text. What do you think are sorne things a stupid criminal would do?

3

Comprehension Strategy: Recognizing the Author's Purpose Authors always have a reason for writing. Their purpose may be to inform the reader, to persuade the reader of something, to help and advise the reader, or perhaps to entertain the reader. Skim the text and ask, "Why did the author write this?" A. Use the strategy to find the author's purpose. Check (V) your answer. ........ 1. to inform readers about rising crime 2. to warn readers not to commit crime ........ 3. to advise readers how to avoid getting caught by the police 4. to entertain readers B. Read the text again and answer the questions that follow.

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G

CD 1 Track 11

Stupid Criminals

2

44

Movies often portray criminals as masterminds with complex plans and clever senses of humor. In reality, however, the opposite seems to be closer to the truth-many criminals are inconceivably stupid. Here are four stories of criminals who weren't as smart as the ones in the movies. CANADA A woman called the police to report that her car had been stolen. As the police interviewed her, they learned that she had left her cell phone in the car, along with sorne library books. One of the officers had a smart idea. He called the woman's cell phone number, and after a few rings, the car thief answered. "I heard that your car is for sale for 12,000 dollars;' the officer said. "I would like to huy it and pay you cash:' The car thief was so excited about the prospect of getting 12,000 dollars that he immediately

Unit 4 Crime

5

3

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agreed to meet the officer at a nearby gas station. When the police drove up, the thief was standing outside the car, waiting. Even when the officer walked up to arrest him, the thief was too stupid to run. He merely said, eagerly, "Are yo u the guy who called about buying the car?" BELGIUM A man who was suspected of robbing a jewelry store was tracked clown and captured by the police. At the time he was arrested, he insisted that he could not possibly have been the robber, because he had been somewhere else the entire time. The police asked where he had been, and the man admitted that he had been in a completely different neighborhood that night, breaking into a school. Upon hearing this, the police officer grinned, checked police records, and found out that the school had indeed been broken into, and a great deal of expensive damage had been caused. The officer went back and wrote up a new arrest report for the criminal for the school break-in. ENGLAND A British man with an intense hatred of a particular American couple created a website announcing that he would pay a reward to have the couple murdered. The website was quite detailed, with photos of the American couple and specific information about where to find them. It also included the British man's contact information and instructions on how to collect the reward. The officers followed the instructions exactly, which made it easy for them to "collect" the man for attempted murder. UNITED STATES At a "crime prevention" fair, the police were showing sorne children how they used the computer in their car to access the database at police headquarters. A man carne up and listened to their conversation. As the police explained more about the computer system, the man inched closer and closer. Finally, his curiosity was too much, and he asked the police to demonstrate how the computer worked. The officer took his driver's license and entered in the ID number. A few moments later, the screen lit up, showing that the man was wanted for armed robbery. The officer put handcuffs on him, asked him to sit in the back seat of the car, and took him for a drive to headquarters.

·-·''

Unit 4 Crime ': ¿

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Checking Comprehension A. Match the news stories (1-4) with the most suitable headline (a-d) . . ..... 1. The story from Canada ....... 2. The story from Belgium . 3. The story from England ..... 4. The story from the United States

a. The Perfect Alibi-Almost! b. Caught in His Own Web

c. Curiosity Caught the Cat d. Opportunity Calling

B. Answer the questions. 1. In the story from Canada, what did the woman leave in her car?

2. In the story from Canada, how did the police contact the criminal?

3. In the story from Belgium, where was the man when the jewelry store was robbed?

4. In the story from England, how did the British man feel about the American couple?

5. In the story from England, how were the poli ce able to find the British man?

6. In the story from the United States, what did the man ask the police todo?

46

Unit 4 Crime

looking at Vocabulary in Context A. Find the words in bold in the text. Mark the definitions true (T) or false (F) . .... 1. Portray (par. ll means to influence or cause to become. ........ 2. Masterminds (par. 1) means brilliant planners of projects or crimes . ........ 3. lnconceivably (par. 1) means sincerely; in a trustworthy way. .... 4. Prospect (par. z) means a future possibility. ........ 5. Suspected (par. 3) means caught or arrested. ..... 6. Crime prevention (par.s) means making sure crime never happens. B. Fill in the blanks with the words from A. 1. I can't believe that my two best friends were the ...................... . ......... behind the hottest new video game. 2. Nobody .................................................... that quiet, gentle Ms. Sherman played saxophone at a jazz club on weekends. 3. It's common for films and books to .................................................... artists as poor and lonesome. 4. Light moves .................................................. fast: 299,792,458 meters per second. 5. One of the best forms of .................................................... is to be careful to lock your doors and windows when you leave home. 6. The .............................................. of being paid for traveling really seems exciting to me.

What's Your Opinion? A. Check (V) your answers to these questions about criminals. 1. Do you think the man with the website really wanted to have the American couple murdered? 2. Do you think most criminals are masterminds? 3. Do you think most criminals are incredibly stupid? 4. Should the penalties for stupid criminals be different from other criminals? 5. Can a criminal ever be likeable?

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2. What do you think is the usual punishment when a child in a gang is caught by the police?

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...... 1. Keisha was involved in crimes at the age of 12.

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CD 1 Track 12

Life Choices Magazine lnterview: A Second Chance

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Finish: _ __ Reading Time: _ __

Keisha Joyner is 16, and for the first time in her life, she's doing well at school. Two years ago, if yo u had asked her what her life would be like at 16, she would have replied, "I won't live to see 16." At the age of 12, Keisha joined a street gang that was involved in a wide range of crimes. But, just before she turned 15, something happened that gave her strength to walk away from a future filled with crime. Life Choices: How did you happen to join your gang? Keisha: My sister Kayla, who I thought was the coolest person on earth, was hanging with them, so I wanted to join them, too. Kayla wouldn't let me go with her, though, so

Unit 4 Crime

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I secretly followed her. One day, Kayla was about to steal sorne sunglasses, and I saw the store owner coming. It was too late to warn her, so I ran into him, shoving him out of the way so she could get out. After that, I was one of them. LC: What kinds of crimes did you commit? Keisha: I saw a lot more than I did. Kayla tried to protect me. I didn't rob banks or anything. But, I did steal things. At first just candy bars or apples, but once I stole a gun. LC: And what was the worst thing you saw? Keisha: One time, when another gang carne onto our turf, there was a huge fight. I was really scared. LC: That was when you were caught? Keisha: Yeah. When the police carne, everybody took off, except me. I couldn't move. So I was caught and had to go before a judge. I was sure I'd be sent to a juvenile center, like a jail for kids. But instead, I was assigned ayear of community service working at an animal shelter. LC: So yo u helped take care of lost pets. Keisha: Yeah. There was this one puppy, Pepper. He was very ugly and skinny, but he had beautiful big eyes. I was supposed to clean his cage, brush him, and help him to eat. My heart wasn't in it, though, so he kept getting skinnier. One day his cage was empty. I asked where he was, and they said, "In a box out back:' When an animal died, they would put it in a box. I went out back, too k Pepper out of the box, and laid him on my lap. I kept petting him and calling his name, wishing he was alive, wishing that I had done my job. The director carne, put Pepper back in the box, and told me I needed to go clean a couple of new cages. When I finished, I went back to say goodbye to Pepper, and you know what I saw? The box was moving! Then out popped Pepper's head, and he looked up at me with his big eyes. And now he's my dog. KC: And that's when yo u changed? Keisha: Yep. He was my mirad e. I promised to take better care of him, and of myself, too!

Unit 4 Crime

49

Checking Fluency and Comprehension A. Number the events in the order they happened to Keisha from 1 to 5. a. Keisha was caught when there was a gang fight.

....... b. Keisha was allowed tojo in her sister's gang . ........ c. Keisha began doing really well in school. ........ d. Keisha helped her sister steal sunglasses . ........ e. Keisha started taking care of dogs for community service. B. Check your answers with a partner. Record your score on page 169.

Expanding Vocabulary A. Collocations are words that are commonly used together. Find verbs in the text that collocate with the phrases on the right.

Verb (in text) 1.

··············· ......... .... (par. 2)

2.

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50

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Unit 4 Crime

.... (par. 8)

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... a club

... the party

. .. a crime

... a robbery

... murder

... a store

. .. an apartment

... a bank

. .. jewelry

. .. a purse

... an apple

. .. homework

. .. community service

... a task

... the baby

... adog

. .. yourself

B. Fill in the blanks with the verbs from A. Be sure to use the correct forms.

1. Please can yo u . . .. .

................... my cat while I'm away?

2. Lots of people ................................................. the gym last January but not many of them attend regularly. 3. When I saw my window was broken I knew my house had been .

4. My professor used to ..... . . . . . .................... a different essay question every week. 5. Someone in the cafe must have

.............................. my bag while I was in the bathroom.

6. Only a small percentage of people who . .... .. . . . . . . crimes actually get sent to jail.

What's Your Opinion? A. Do you agree or disagree with the statements? Check (V") your answers. 1. Most people who join street gangs remain criminals all their lives. 2. Almost everyone steals something little like candy when they're young. 3. Community service is the best punishment for children who commit crimes. 4. I would lave to volunteer at an animal shelter. 5. Volunteering has no real meaning if it's a requirement.

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B. Discuss your answers with a partner. Give reasons for your answers.

lncreasing Fluency Follow the instructions to practice increasing your reading speed. 1. Look back at your reading time for "A Second Chance:' Write the time he re: 2. Use a watch to time yourself. Read the text again. Try to read it faster than the first time. Write your new reading time here: ... 3. Did your reading speed increase?

Unit 4 Crime

51

Sherlock Holmes Short Stories lntroduction This extract from an Oxford Bookworms Reader gives yo u the opportunity to read more in English. The more you read, the faster ánd more fluent you will become. ''A Scandal in Bohemia;' one of the most famous Sherlock Holmes short stories, is set in 19th century London where Sherlock Holmes, the great fictional detective, lives. The extract you will read starts as his faithful friend, Dr. Watson, arrives at Holmes' apartment. It seems Holmes has received an interesting letter about a visitor who will arrive soon.

Before Reading A. What do you think will happen in the extract? Check (V') your answers. _ 1. The visitor is the King of Bohemia. _2. The visitor has been robbed and wants Holmes to find the thief. _3. The visitor asks Holmes to find a photograph ofhim with a beautiful woman. _ .. 4. Holmes tells his visitor that he can help him. B. Now read the extract to see what happens.

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CD 1 Track 13

For Sherlock Holmes, there was only one woman in the world. He did not !ove her, because he never loved women. But after their meeting he never forgot her. Her name was Irene Adler. One night in March 1 visited my old friend at his home in Baker Street. 1 was married by now, so I did not often see him. "Come in, Watson," he said. "Sit clown. I'm happy to see you, because I've got something to show you. What do you think of this? lt arrived in the mail today." lt was a letter, with no date, name or address. lt said:

52

Extensive Reading 4 Sherlock Holmes Short Stories

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"Tonight someone will visir you to talk about sorne very secret business. You have helped other important people, an'd you can, we hope, help us. Be in your room at 7:45P.M." "The paper-what do you think about the paper?" asked Holmes. 1 tried to think like Holmes. "lt's expensive, so this

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person is rich. lt's strange paper." "Yes, it's not English. If you look at it in the light, you can see that it was made in Bohemia. And a German, 1 think, wrote the letter. Ah, here comes our man now." We could hear the horses in the street.

200

"Shall 1 leave, Holmes?" 1 asked. "No, no, 1need your help. This will be interesting," my friend answered. There was a knock at the door. "Come in!" called Holmes. A tall, strong man carne into the room. He was wearing expensive clothes and a mask over his face. "You can call me Count von Kramm. 1 come from

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Bohemia," he said. "My business is most important. Before

1 tell you about it, do you agree to keep ita secret?"

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"1 do," we said together. "A very important person, who belongs to a royal family, has sent me to ask for your help," he went on. "1 wear a mask because nobody must know who that person is. 1 must explain how 1mportant this business

IS.

If you cannot help; there will be

50

difficulty and trouble for one of the

350

most important families in Europeand perhaps a very big scandal. 1 am talking about the famous House of

100

Ormstein, Kings of Bohemia."

Extensive Reading 4 Sherlock Holmes Short Stories ~~ ;; ;f. . . .

53

"I know, Your Majesty," said Holmes. He quietly

65

smoked his cigarette. The man jumped up from his chair. "What!" he cried. "How do you know who I am?" Then he pulled the mask

400

off his face and threw it on the gro un d. "Yo u are right. Why do I hide it? I am the King. I am Wilhelm von Ormstein,

70

King of Bohemia. I carne to see you myself because I could not ask another person to tell my story. It must be a secret.

450

Yo u understand?" "Very well. Go on," said Holmes. He closed his eyes

751

and listened. "Five years ago I met a woman called Irene Adler. We ..." "Ah," said Holmes, "Irene Adler, born in 1850, singer, lives in London, a very beautiful woman, I hear ..." He looked at the King. "You and she ... You loved her, for a

801 500

while, and then left her. But befare you left her, you wrote her sorne letters perhaps. And now you want to get these letters back." "That's right." "Did you marry her?" "No." "If she asks you for money and shows you the letters,

85(

550

you can say that you didn't write them." "But Mr. Holmes, she also has my photograph." "You can say that you didn't give her a photograph."

Total Worc

"We were both in the photograph." "Oh dear. That was a místake, Your Majesty." "I know. I was stupid ... but I was very young!" "You must get the photograph back. Can you steal it from her house?" "I have tried five times, but my men couldn't find it. What can Ido?" Holmes laughed. "This is very ínterestíng. What does she planto do with the photograph?"

54

Extensive Reading 4 Sherlock Holmes Short Stories . i, --

600

650

"Soon I a m going to marry Clotilde Lothman von Saxe-Meningen, daughter of the King of Scandinavia. You know, of course, that we are two of the most important royal families in Europe. Clotilde will never marry me if she learns that I have been a ... friend of Irene Adler. You

400 700

do not know Irene Adler. She's a beautiful woman, but she can be as hard as a man. She was angry when I left her, and so she doesn't want me to marry another woman. I know

450

750

that she will send this photograph to the Saxe-Meningen family, and then there will be a terrible scandal. We must find the photograph before she sends it!" "I am sure that we will find it," said Holmes. "You are, of course, staying in London? I will write to you to tell you

800

what happens. And, the money ... ?" The King put a large heavy bag on the table. "I must have that photograph," he said. "There is one thousand pounds here. If you need more, you must ask at once. The

500

money is not important." "And the young woman's address?" asked Holmes. "Briony Lodge, Serpentine Avenue, St. John's Wood, 850

London." "Good night, Your Majesty," said Holmes. "I hope to have sorne good news for you soon." The King left, and

550 Total Worr!s: 882

Holmes turned to me. "And good night, Watson. Please come back tomorrow at three o'clock in the afternoon." Extract from Sherlock Holmes Short Stories, Bookworms Library, Oxford University Press.

600

Extensive Reading 4 Sherlock Holmes Short Stories ¡;

55

After Reading Answer the questions. 1. What did Holmes learn from the paper of the letter?

2. What scandal is the King afraid of?

3. Who is in the photograph?

4. How did the King try to find the photograph?

Thinking About the Story Answer the questions. 1. Did you enjoy reading the extract? Do you want to read more about Sherlock Holmes? 2. How will Holmes find the photograph? 3. Do yo u think the King will marry Clotilde?

Timed Repeated Reading How many words can you read in one minute? Follow the instructions to practice increasing your reading speed. 1. Time yourself. Read the extract for one minute. When yo u stop, underline the last word you read and write "first" in the margin. 2. Go back to the beginning of the extract. Read again for one minute. Try to read faster this time. When you stop, underline the last word you read and write "second" in the margin. 3. Go back to the beginning of the extract. Read again for one minute. Try to read even faster this time. When you stop, underline the last word you read and write "third" in the margin. 4. Count the number of words you read each time. Record the three numbers on the Timed Repeated Reading Chart on page 169.

56

Extensive Reading 4 Sherlock Holmes Short Stories

Discuss the questions. 1. What are the most popular sports in your country? 2. What is your favorite sport? This unit is about sports. In Part 1, you will read about a famous young American golfer. In Part 2, you will read about sports fans. The unit is followed by Extensive Reading 5, which is an extract from a book called The Lave of a King. lt is about the life of a king of England who gave up his throne. , l)pitS... ~ports

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57

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Michelle Wie Before Reading Discuss the questions. 1. Do yo u know any impressive athletes who were talented from a young age? 2. What do you think is special about the golfer Michelle Wie?

Comprehension Strategy: Making lnferences Often meaning in a text is not directly stated or explained. The reader has to figure out the meaning based on other information in the text. This is called making inferences or reading between the lines. A. Circle the inferences that can be made from these paragraphs. 1. Paragraph 1: Michelle's parents encouraged 1 didn't encourage her to play golf. 2. Paragraph 2: Michelle's grandmother played 1 couldn't play golf. 3. Paragraph 9: Women afien 1 do not often play against men in professional golf tournaments.

B. Read the text and answer the questions that follow.

G

CD 1 Track 14

Michelle Wie

2

3

4

58

There are almost two million Americans whose ancestors carne from Korea. One of the most famous of these Korean-Americans is a young girl from Honolulu, Hawaii, named Michelle Sung Wie. Michelle was born on October 11, 1989, and began playing golf when she was four years old. At the age of 10, Michelle qualified for a United States Golfing Association's (USGA) Women's Championship for amateurs. She was the youngest player to qualify for a major USGA championship, maJe or female. She played the championship using her grandmother's clubs. Michelle won two tournaments in Hawaii when she was 11, and at the age of 12, qualified for a Ladies Professional Golfing Association (LPGA) event. This was a record, as no girl had ever qualified for an LPGA event at such a young age. In 2003, Michelle became the youngest player ever to qualify for the final in an LPGA event. Later in the same year, Michelle won the Women's Amateur Public Links

Unit 5 Sports

~~

'

-

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ts.

tournament. This was a historie win for Michelle; she was the youngest person ever, male or female, to win a USGA event for adults. 5· Michelle wanted more. Playing golf only against women was not enough for her. In 2004, Michelle played in a professional golf tournament for men-the Sony Open. She was only the fourth female, and the youngest ever, to play in a Professional Golf Association (PGA) tournament. She played well, and the news of her playing against men at the age of 14 spread around the world. 6 That same year, Michelle played for the United States in an international tournament. The youngest woman to play Michelle Wie in the tournament, Michelle helped the team win it. 7 As a young teenager, Michelle had become famous for her ability to hit a golf ball for very long distances. By the age of 16, she was consistently hitting golfballs a distance of 260 meters. Perhaps her height, 1.85 meters, helps her hit the hall such a long distance. 8 Michelle continued her exceptional career in 2005. Among other things, she was the youngest female golfer to play in a USGA men's tournament. But perhaps the most important event of2005 took place in October. One week before her 16th birthday, Michelle told the world that she would become a professional golfer when she turned 16. News reports said that Michelle had signed advertising contracts with famous brands for more than 10,000,000 dollars per year. At the same time, Michelle said that she would give 500,000 dollars to help the victims of Hurricane Ka trina, which hit the United States in 2005. 9 While Michelle has millions of fans around the world, there have been people who were not happy with her career. Sorne did not like that Michelle wanted to play against men. They said that she should concentra te on playing against women. They pointed out that Michelle had not won any professional golf tournaments for women and that there were women golfers who were better than she was. 10 Michelle has inspired young people, especially young girls, to play golf. Michelle Wie is one of the most famous young Korean-Americans in the world.

Unit 5 Sports

59

Checking Comprehension A. Number the events in the order they happened to Michelle Wie from 1 to 6. __ a. When she was 16, Michelle became a professional golfer. ________ b. In 2004, Mi eh elle played in a professional golf tournament for men-the Sony Open. ___ c. At the age of 10, Michelle qualified for a United States Golfing Association's (USGA) Women's Championship for amateurs. d. Michelle won two tournaments in Hawaii when she was 11. ______ e. Michelle gave 500,000 dollars to help the victims ofHurricane Katrina. _ f. Later in the same year, Mi eh elle won the Women's Amateur Public Links tournament. B. Answer the questions.

1. About how many Korean-Americans are there in the United States?

a. 500,000. b. 2,000,000. 2. Did Michelle Wie win the Sony Open? a. Yes.

b. No.

3. About how far can Michelle Wie usually hit the golfball? a. 260 meters. b. 300 meters. 4. About how tall is Michelle Wie? a. 1.85 meters. b. 1.58 meters. 5. Why are sorne people unhappy with Mi eh elle Wie's career? a. They think she should play against women. b. They don't like her beating men. 6. Who has Michelle Wie especially inspired to play golf? a. Young girls. b. Young boys.

60

Unit 5 Sports \.)•,1

looking at Vocabulary in Context A. Find the words in bold in the text. Circle the correct definitions. 1. If yo u qualified (par. 2) for a cornpetition, yo u performed well enough 1failed to enter it. 2. Amateurs (par. 2) usually get paid 1 don't get paid for what they do. 3. Consistently (par.?) rneans sorne of the time 1 most of the time. 4. Exceptional (par. 8) rneans not interesting 1 extraordinary. 5. A victim (par. 8) is a person who is hurt or harmed by 1 hurts or harms sornething. 6. If yo u need to concentrate (par. 9) on sornething, you need to forget about it 1focus on it. B. Fill in the blanks with the words in bold from A. Be sure to use the correct forms.

1. Please turn off the TV so I can ....

.

2. Mari was very happy to learn that she . 3. There were over 1,000 . . . . . .. 4. John practiced the piano...

....... on rny hornework. ................ for the swirnrning contest.

. of the earthquake. . ....... and becarne very good.

5. I'rn crazy about that restaurant; their Mexican food is truly ............................................ . 6. Kate is just an ... ..

. ............. singer but she's better than many professionals.

Whafs Your Opinion? Discuss the questions. 1. Do you think women should play professional sports? 2. Do you think that there should be rnixed teams (wornen and rnen) in professional sports? 3. Do you think that rnen and wornen should play against one another? 4. Do you think that professional athletes get paid too rnuch money? 5. Do you think teenagers should become professional athletes?

Unit 5 Sports

61

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Fans or Fanatics? Before Reading Discuss these questions. 1. Which sporting events do you like !O attend?

2. Which sports do yo u like to watch on television?

Fluency Strategy: Recognizing Signal Words Signal words show how the text is organized. The words so, beca use, as a result, and therefore all connect reasons and results. Because introduce reasons. So, as a result, and therefore introduce results.

3

A. Sean the text for the signal words in bold. Complete the reasons and results.

1. An American woman ...

because ... .....

2. A soccer fan was upset with ...

...... .

.... so

3. Each culture has its

4

Therefore 4. In America, going to a baseball game is a time to ...... As aresult ...... ...... . B. Read the whole text quickly. Record your reading time below and in the chart on page 169.

5

6

~ CD 1 Track 15

Fans or Fanatics?

2

7

Giralda Zuluago says that he is the happiest rnan in the world. He changed his narne to Deportivo Independiente Medellin, which is the narne ofhis favorite soccer tearn in his town of Medellin, Colombia. Now his friends can call hirn Deportivo, Independiente, Medellin, or DIM. Sorne rnight think that DIM, in addition to being the happiest rnan in the world, is crazy. Perhaps, but DIM is not alone. One American wornan, Chris Murphy-Gates, loves the football tearn in her horne town, the Miarni Dolphins. She never rnisses a single garne, and if she can't go in person, she watches the garnes on television. She had the

8

11

62

Unit 5 Sports

3

4

5

6

7

8

team's logo tattooed on her shoulder because she wants to show everyone her support for the Dolphins. A Belgian soccer fan found a diffe·rent way to demonstrate support for his team. He was upset with a decision of the referee that went against his team, so he ran onto the soccer field in the middle of the match and pulled clown the referee's shorts. Sports fans all over the world do what others think are really crazy or stupid things. The word jan is actually a shortened form of the word fanatic. One definition of the word fa na tic is a person with an extreme excitement for a religion or a sport. Synonyms of the word fanatic in elude extremist, militant, activist, and revolutionary. Sports psychologists say it is only the behavior of a few unruly fans that is really fanatical. Each culture has its own set of British soccer fan standards for behavior. Therefore, acceptable behavior in one country might be considered rude in another country. A good example is in the American pastime ofbaseball. Going toa baseball game in America may be seen as more of a social event than a sporting event. It is a time to relax and be with family and friends. As a result, fans aren't very loud and noisy. Fan behavior at a baseball game in Japan is totally different from fan behavior in America. }apanese baseball fans are very loud compared with Americans. Japanese fans cheer, chant, beat drums, and play trumpets continuously during a game. It doesn't matter if their team is winning or losing, they make noise. In Taiwan, baseball fans are as noisy, if not noisier, than Japanese baseball fans. Americans protest about the air horns that Taiwanese fans blow to show their encouragement for their team. In today's fast-paced and stressful world, it should not be surprising that many people look for ways to enjoy themselves. Going to sporting events and cheering for our favorite team is a safe form of enjoyment. And if Giraldo Zuluago wants to be called DIM, what's the harm?

Unit 5 Sports ,¡-

63

,:

Checking Fluency and Comprehension A. Mark these statements true (T) or false (F). Do not look back at the text. ........ 1. Giraldo Zuluago changed his name to the name of his town . .2. Chris Murphy-Gates shows her support for the Miami Dolphins by having the team's logo tattooed on her shoulder. . .. 3. Synonyms for the word Jan atic include relaxed . ....... 4. Going to a baseball game in America is a good time to relax and be with family and friends . ........ 5. Sport psychologists say that how sport fans act at games is the same in every country. B. Record your score in the chart on page 169.

Expanding Vocabulary A. Synonyms are words with a similar meaning. Find the words in bold in the text. Match them with the synonyms . .. J. logo (par.2)

a. wild b.hobby c. symbol d. express disapproval e. impolite f. angry or troubled

........ 2. upset (par.2) ........ 3. unruly (par. 4) ........ 4. rude (par. 4) ........ 5. pastime (par. s) ........ 6. protest (par. 7)

B. Fill in the blanks with the words in bold from A. 1. My sister's boyfriend is very .... 2. My favorite.

. .

.

. .. . He uses my things without asking me.

. is snowboarding.

3. Soccer fans often .... .................................. about the referee's decisions. 4. The ........................................... of the volleyball team is a rainbow. 5. The boy's ................................................ behavior made him difficult to control. 6. Ben is very ... . . ..... ........ ....... . .. because he failed the exam.

64

Unit 5 ?,.P,orts .;':i

What's Your Opinion? A. Do you think these behaviors are rude at a sporting event like a baseball game or soccer match? Check (V) your answers. 1. Cheering when your team does well. 2. Cheering when the visiting team do es poorly. 3. Beating drums. 4. Eating. 5. Waving large flags with a team's logo on them.

Ves

No

D D

e

D D D

D D

D

u

B. Discuss your answers with a partner. Give reasons for your answers.

lncreasing Fluency Sean the line to find the phrase on the left. Phrases may appear more than once. Can you finish in 15 seconds?

a ·, '

1e.

1. in the world in the word his fa me 2. his name in his town 3. in his town his dream 4. his team down town 5. home town 6. many people many people run onto 7. ran onto 1---sale form 8. safe from

b

e

d

e

in the mood

([n the ~o~

in my world

in his work

his name

his name

her name

his game

in her town

in mytown

in his town

in our town

his tea m

herteam

their tea m

his tea m

turn down

home town

run down

home town

few people

any people

no people

many people

run into

ran onto

ran into

ram into

sail from

safe from

safe from

same form

-

--

Unit 5 Sports

65

The love of a King lntroduction

100

This extract from an Oxford Bookworms Reader gives you the opportunity to read more in English. The more you read, the faster and more fluent you will become. Ihe Love of a King is the story of King Edward VIII of England, who gave up his kingdom to marry the !ove ofhis life, Mrs. Wallis Simpson. The extract yo u will read starts with a description of the early life of Prince Edward, many years before he became a king.

150

Before Reading 200

A. What do you think you willlearn about in the extract? Check (V) your

answers . ....... 1. Edward's happy childhood with his mother and father, the King and Queen of England.

2. How Edward was educated at home.

250

........ 3. His unhappy childhood . ........ 4. How Edward's father taught him to be a great king.

B. Now read the extract to see what happens. {\

t ~ CD 1 Track 16

Words

300 Prince Edward was born in 1894. His father, King George V, was a tall, cold man who did not like children. "Why does Edward talk all the time?" he once said. "He's a very noisy child!" His mother, Queen Mary, agreed. "lt doesn't matter if Edward is happy or unhappy," she said. "A child must be silent and strong."

so

The family lived in Buckingham Palace, which had 600 rooms. There were 8 kitchens, 19 baths, 24 toilets, 11 dining rooms, 17 bedrooms, and 21 sitting rooms. Edward once told a story about the house:

66

Extensive Reading 5 The Love of a King

350

100

Buckingham Palace was very big, and people sometimes got lost. One night my mother, my father, and I were sitting ·. in the dining room. We were waiting for our dinner. We waited and we waited, but the food did not come. After twenty minutes my father was very angry. He stood up

150

and went to the kitchen. "Where is the cook?" he shouted, "and where is my food?" "But, Sir," the cook replied, "your dinner left the kitchen fifteen minutes ago. Hasn't it arrived yet?" "No, it hasn't," my father shouted, "and I'm hungry."

200

The King left the kitchen and began to look for the food. Ten minutes later he saw a woman who was carrying three plates of mear and potatoes. "What happened to you?" my father said. "Why didn't you bring us our dinner?"

250

"I'm sorry, Sir," the woman replied. "There are a lot of dining rooms. 1couldn't remember where to go. But if you return to the table, Sir, this time 1 can follow you to the right room." Edward did not go to school with other children. He stayed in Buckingham Palace where he had a special classroom just for him. This is how Edward described his

Words

lessons:

300

My teacher, Mr. Hansell, was a thin man. He never smiled and his . nose was very red. We had lots of books, but they were all very boring. They were full

50

of words, and they didn't have any pictures. Sometimes

I

stopped

reading and looked out of the window. Mr. Hansell

350

got very angry. He took

Extensive .Reading 5 The Love of a King

67

a stick and hit me on the arm. "Don't look out of the window, little boy," he shouted. "Look at the book." He hit me many times, and my arm was red. Every Friday the teacher took me to my father's room. "And what has my son learned this week, Mr. Hansell?"

400

the King asked. And the answer was always: "Not very much I'm afraid, Sir. Edward doesn't like his lessons. He never listens to

7(

what 1 say." When Mr. Hansellleft the room, my father was angry with me. "What's wrong with you, child?" he said. "Are

450

you stupid? Why can't you learn anything?" "But the lessons are so boring, Sir," 1 replied. "And Mr. Hansell hits me." "1 don't understand you, Edward. You're a baby. You're so weak. You'll never be a good King. A King must be strong. Go to your room, and stay there until the

500

morning." "1 spent many days alone in m y room," Edward wrote

8(

later. "1 never played with other children, and 1 didn't have

Total Wo

any friends. 1 lived in the most beautiful house in England, but 1 was always lonely and sad. I saw my mother once a day at dinner time, and 1 saw my father three or four times a week, but they never gave me any !ove. I was afraid of

550

them and everything I did was wrong." In the spring of 1911, King George called Edward into his room and said: "Next month 1'11 make you Prince of Wales, and these

600

are your clothes for the ceremony." The King opened a small cabinet, and Edward started to cry. "But father," he said, "I'm sixteen years old now. I can't wear soft shoes and a skirt. I'lllook like a girl. Why

650

can 't 1 dress like other people?"

68

Extensive Reading 5 The Love of a King .~.

'"

.:

"Because you're different and special," his father replied, "and one da y you'll be King." Edward cried for the next two days, but there was nothing he could do. Andso, onjune 10, 1911, thefamily droveto Caernarvon

400 700

l"'

!.

).

Castle in North Wales, and the ceremony began. The King put a small gold crown on Edward's head.

' ;

There was music and dancing, and the crowd began ro shout. The new Prince of Wales do sed his eyes. "I feel terrible," he said. "Can we go home now?" "Not yet," the King replied. "The people want to see

450

750

yo u. " Edward walked to the front of the castle and looked clown at the crowd. He was shaking and his face was red. "Smile, Edward," the King said. "You are happy!" A few hours later the family were driving back to

500 800 Total Words: 814

Windsor. "Wasn't that a lovely day!" Queen Mary said. Edward took off his shoes and looked out of the window. "Never again," he thought. "Never again!" Extract from The Lave of a King, Bookworms Library, Oxford

550

University Press.

600

650

Extensiv~Reading 5 The Love of a King 1-;

if

,.

~'il

,,

69

After Reading Answer the questions. 1. Why was Edward lonely? ····························

......................

'

. ..................... .

2. Why was the woman late bringing dinner?

3. Why didn't Edward like his lessons?

4. What did Edward mean when he thought, "Never again:'

Thinking About the Story Answer the questions. 1. Did you enjoy reading the extract? Do you want toread more about Edward? 2. Compare your childhood to Edward's childhood. Would you like to grow up in Buckingham Palace? 3. Why do you think Edward finds it so difficult to live the life of a king?

Timed Repeated Reading How many words can yo u read in one minute? Follow the instructions to practice increasing your reading speed. 1. Time yourself. Read the extract for one minute. When you stop, underline the last word you read and write "first" in the margin. 2. Go back to the beginning of the extract. Read again for one minute. Try toread faster this time. When you stop, underline the last word you read and write "second" in the margin. 3. Go back to the beginning of the extract. Read again for one minute. Try to read even faster this time. When yo u stop, underline the last word yo u read and write "third" in the margin. 4. Count the number of words yo u read each time. Record the three numbers on the Timed Repeated Reading Chart on page 169.

70

Extensive Reading 5 The Love of a King

Discuss the questions. 1. How can scientists help solve today's problems? 2. How does science affect your daily life? This unit is about science. In Part 1, you will read about what sorne scientists believe are the reasons for cuteness. In Part 2, you will read about the science of predicting the weather. The unit is followed by Extensive Reading 6, which is an extract from a book called The Death of Karen Silkwood. It is about a young woman who worked in a nuclear laboratory. ~nitQ Science

g

71.

Being Cute to Survive Before Reading Discuss the questions. 4

1. What things or people would you describe as cute? 2. What things or people would you describe as beautiful?

Comprehension Strategy: Summarizing A summary is a brief statement containing the most important information in a text. To summarize a text, first find the main ideas. Then put them together to make the summary. You should not indude specific details or examples. A. Read the text. Then use the strategy to choose the best summary. 1. Humans are naturally attracted to cute things. What makes something "cute" is different from what makes something "beautiful:' Scientists have identified key qualities that make something cute. Human babies have all these qualities. Cuteness is important in human evolution to help humans survive. Advertisers use cuteness to sell products. 2. The Ramirez family is at the zoo watching a giant panda cub. Humans think pandas are cute. There is a difference between cuteness and beauty. Both pandas and baby emperor penguins have cuteness qualities. Advertisers use cuteness to sell products. B. Read the text again and answer the questions that follow.

G

CD 1 Track 17

Being Cute to Survive

2

72

Jorge and Maria Ramirez and their six-yearold son are smiling and laughing as they watch the baby giant panda. They are at a zoo as part of a large crowd watching the panda cub learning to walk. Experts say there is a reason why the Ramirez family and everyone else are enthralled by the giant panda cub. The reason is that humans are attracted to cuteness.

Unit 6 Science

J

Cuteness is a key to the survival ofbabies and the human species. These experts say the things we describe as "cute" share severa! qualities. What rnakes something "cute" is different from what makes something "beautiful:' People often describe pandas as cute, but they don't usually say they are beautiful. A butterfly, on the other hand, rnay be beautiful but

4

5

not cute. While we tend to admire beautiful things, we do not tend to have the affection for them that cute things inspire in us. Scientists have identified sorne key facial features and behaviors that cute things have in common. Two important features are a round face and bright eyes. The position of the eyes is also important; the eyes should at least appear to face forward and not be high on the face. There are also certain behaviors that cute things have in common, such as walking and moving arms, legs, and wings unsteadily. Other important qualities of cuteness include youth, innocence, and neediness, as well as being vulnerable to possible harm or danger. The baby panda, with its round face, big black eye patches, and unsteady movements, has all the key features which add up to being cute. Another popular creature that shares many of these cute qualities is the baby emperor penguin. Baby emperor penguins have bright eyes in large, white circles of feathers. The eyes are set low on the face. They also have a very unsteady walk, and they move their little wings in a cute, unsteady way.

ó

7

8

Scientists believe there is an important reason why we are attracted to all these cute qualities. It is because human babies have all these qualities. They have round faces, bright eyes, and unsteady movements. Human babies cannot get by without help from adults. Scientists point out that the cuteness of babies makes adults want to help and take care of them. This allows babies to survive, become adults, and have their own babies. This cycle ensures that the human species continues. Advertisers use the special appeal of cute things in their attempts to get us to buy their products. In Japan, for example, one of the most popular images is Hello Kitty. Many cartoon animal characters have round faces and very large, bright eyes that face forward. In the real world, ducks and mice do not have round faces, and their small eyes are on the si des of their heads. The Ramirez family is not aware of all of this. For now, they are too busy taking pictures and admiring the baby panda.

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Giant panda cubs

Unit 6 Science -

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73

Checking Comprehension Answer the questions. 1. What are three key facial features that e ute things have in common?

2. What types of body movements do cut e things have in common?

3. What are three other important qualities that cut e things have in common?

4. What are three qualities that make baby emperor penguins cute?

5. What are three qualities that make human babies cute?

6. In what two ways are cartoon animals sometimes changed to make them look cuter than real animals?

74

Unit 6 Science

looking at Vocabulary in Context A. Find the words in bold in the text. In each line, circle the word that does not belong. 1. enthralled (par 2)

fascinated

2. position (par 4)

color ordinary exposed unstable survive

3. have in common (par.4) 4. vulnerable (par 4) 5. unsteady (par. s)

6. get by (par.6l

shocked location have the same able unknown remove

interested in place share weak uneven live

B. Fill in the blanks with the words in bold from A.

1. When the army understood that the city was ........ attack could succeed. 2. The table is a bit

......

, they knew an

. . ....... . . . because one leg is shorter than the others.

3. 1 was completely

.... by the movie.

4. Mia and 1 are the same age, but that's the only thing we . . 5. My favorite

. .................... ........

6. Humans cannot

in the movie theater is the third row from the back. ............ without food and water.

What's Your Opinion? A. Answer the questions. 1. Which animals do yo u think are cut e? 2. Which animals do yo u think are beautiful? 3. Which animals do you think are ugly? 4. Which animals would you like to have as a pet? 5. Which animals you think are dangerous? B. Compare your ideas with a classmate. Give reasons for your choices.

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The Science of Weather Prediction Before Reading Discuss the questions. 1. What is your favorite time of the year: spring, summer, fall, or winter? 2. Do you check the weather reports often before you plan activities? 3. Are weather reports usually correct?

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2. Humans have struggled to predict the weather for centuries.

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Jee Hyun is worried. She is getting rnarried tomorrow, and everything is ready except for the weather. The wedding is set to be held on a beautiful beach, but the weather forecast is predicting heavy rain. She doesn't know what to do. She is thinking about moving the ceremony indoors. Today it is a dazzling, sunny day. How can she be sure the weather forecast is accurate? Jee Hyun's situation is just one example of the importance of weather forecasting to all of us. For centuries, humans have tried to predict what the weather will be a day or a month in advance. We know, for example, that the Chinese were forecasting weather 2,400 years ago. About the same time, the citizens of Babylonia, now part of Iraq, were also making weather forecasts. During the Roman Empire, weather prediction was a serious rnatter because it was used for military campaigns. If the forecaster made the

Unit 6 Science

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correct observation and the campaign was successful, he was given a reward. But ifhis forecast was wrong, he was often killed. Today's forecasters are not in danger of being killed when their forecasts are inaccurate. But accurate weather prediction is, for most parts of the world, a matter of life and death. A sudden heavy rain can cause rivers to overflow their banks, creating dangerous conditions. A typhoon can kili thousands of people. If these events can be predicted in advance, our lives could be a great deal safer. By looking out the window, it is possible to get an idea of what kind of weather is on the way. But that is only reliable for an hour or so. Most of us would like to know what the weather is going to be like all week or even further into the future. For more accurate weather forecasts, scientists use observational tools like radar, satellites, and computers. They also use commercial airlines and ships at sea to collect critica! data. Scientists also collect information from balloons that are released daily into the upper atmosphere. Meteorologists, scientists who study weather, are quick to point out that they make predictions, not guarantees. Even though there is a lot of technology available these days, meteorologists can only make accurate predictions for three or four days in advance. They know that the accuracy of a prediction even a week ahead is very unsure. For weather predictions beyond six or seven days, meteorologists generally use percentages. For example, we might hear on television that there is a 50 percent chance of rain next week. This type of a forecast is based on data from observational tools and from historical data. If, for example, the average temperature in Honolulu on September 25 is 25 degrees, then it will probably be about 25 degrees on that date next year. Jee Hyun has decided to do what most of us do when thinking about the weather. She will go ahead with her plans and hope that the weather forecast is wrong.

.Unit 6 Science

77

Checking Fluency and Comprehension A. Answer the questions. Do not look back at the text. l. Why is Jee Hyun worried? a. Because she is getting married. b. Because it might rain the next day. 2. How many days in advance can meteorologists make accurate weather predictions? a. Three or four days. b. Six or seven days. 3. What people were predicting the weather more than 2,400 years ago? a. The Chinese. b. The Russians. 4. Why is it important to make accurate weather predictions? a. So that people can enjoy good weather. b. To help save lives. 5. If the average temperature in Honolulu is 25 degrees today, what will the temperature be next year on this day? a. It probably won't be near 25 degrees. b. It will probably be about 25 degrees. B. Check your answers with a partner. Record your score on page 169.

Expanding Vocabulary A. Find adjectives or nouns in the text that are related to these words. l. worry (verb) 2. dazzle (verb)

78

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.......... (par. I)

.............................................. (par.J)

3. predict (verb)

..................................... (par. 2)

4. observe (verb)

................................... (par. 2)

5. rely (verb)

............................................. (par. 4)

6. accurate (adjective)

............................................ (par.6)

Unit 6 Science

B. Fill in the blanks with the correct form of the words from A.

1. The memory champion memorized a deck of 52 cards with perfect . . 2. My sister is hoping for a .................................................. day for her wedding. 3. My girlfriend made an interesting .

................................... about me; I put my hands in my

pockets when I lie. 4. My new car is more .... . . ........... . .

...... than my old one, which always broke clown.

5. During the storm, my mother .......... .... . ............. . . . .. that the house would catch fire. 6. Nostradamus seemed to be able to .............................. .

events far in the future.

What's Your Opinion? A. What do yo u think about the weather? Check (V) your answers. 1. I don't worry about the weather. 2. Someday humans will predict the weather with perfect accuracy. 3. Summer is the best season of the year. 4. Weather forecasters should be punished for incorrect forecasts. 5. Rainy days make me feel depressed.

Agree

Disagree

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B. Discuss your answers with a partner. Give reasons for your answers.

lncreasing Fluency Read the paragraph quickly; don't stop to think about the missing words. Mark the statements true (T) or false (F). Being a Scientist Scientists do research; that's one of their XXXXX jobs. Research often begins with a question. A scientist observes something-an event, a chemical reaction, a XXXXX of light -and wonders why the event happened. Then a scientist may make a hypothesis, based on XXXXX observations, knowledge of the event, or previous research on that event. A hypothesis is like an educated guess. Once the scientist has XXXXX a hypothesis, the next step is to find out if the hypothesis is right or wrong. To do this, the scientist does research; he or she conducts an experiment. ........ 1. Research generally starts with a scientist asking a question . .... 2. A hypothesis is an experiment. ........ 3. One of a scientist's jobs is research.

.Unit 6 Science

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The Death of Karen Silkwood lntroduction This extract from an Oxford Bookworms reader gives you the opportunity to read more in English. The more you read, the faster and the more fluent yo u will become. The Death of Karen Silkwood is a true story. It happened in Oklahoma, USA, where Karen Silkwood lived, worked, and died mysteriously on November 13, 1974. The extract you will read starts as the body of Karen Silkwood is discovered in her car, which is on its si de by a bridge.

Befare Reading A. What do yo u think yo u willlearn about in the extract? Check (V) your answers. 1. Information about Karen's life before the accident. ... 2. The reason why the accident happened . ........ 3. A description of Karen's first day at a new job. ....... .4. A description of the police investigation into the accident. B. Now read the extract and see what happens.

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lt was dark. Nobody saw the accident. The small white car was found on its side by the bridge. A river ran underneath the road there, and the car was lying next to the bridge wall, below the road. Inside the car was a dead woman. Her name was Karen Silkwood, and she was 28

50

years ()Id. lt was November 13, 1974. How did the car come off the road? Why was it on the wrong side of the road? Why was it so far from the road? There was nothing wrong with the car. Karen Silkwood was a good driver. Everybody knew that. The police thought that there was an easy answer to these questions. Karen was tired after a long day, so she

80

i;!(tensiy~ Reading 6 The Death of Karen Silkwood

100

fell asleep while she was driving. It could happen to anyone very easily. They took the car to a garage, and they took

150'

Karen's body to a hospital. But sorne people were not happy about the accident: first of all, her boyfriend, Drew Stephens; also a newspaper journalist from The New York Times; and a union official from Washington. These three men were waiting for Karen on the night of the accident.

200

She was bringing them sorne papers and sorne photographs in a big brown envelope. The papers were very important. The men were waiting for Karen in a hotel room a few

250

miles from the accident. But she never arrived. When they heard about the accident, the men looked for the brown envelope at once. They looked for it inside the white car. They looked for it at the hospital and at the police station. The next morning they looked all around the wall and in the river, but they never found it. Nobody ever found that

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brown envelope.

300

The story of Karen and her brown envelope began in 1972 when she took a new job at a nuclear factory in Oklahoma. Before that, she worked as a secretary, but in 1972 she was really tired of a secretary's life. She

50

looked in the newspaper and saw that there was a job

350

at the nuclear factory. The pay was much better than a secretary's pay, and the work was more interesting. She went to see Mr. Bailey, the manager of the factory, and she was surprised and happy when he gave her the job

100 400

immediately. He asked Karen to start work the next day.

Extensive Reading 6, The Death of Karen Silkwood i

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On her first day at the factory, Karen learned a lot. Mr. Bailey told her that she had to wear a special white coat, sorne special shoes, anda white hat. "These clothes protect you from radioactive dust," he said. "There isn't really any danger, of course. Everything is safe here. We check everything all the time." "I see," said Karen. "You need an identity card to get into the factory every morning. Just give me a photograph of you, and I'll give yo u a card. A pretty picture of a pretty girl." He smiled. Karen didn't like that smile. "He thinks I'm stupid," she thought. "Why do men always think that pretty girls are stupid?" He was still speaking. "Now I'll call Mrs. Phillips. She'll take you around the factory and show you your laboratory. The manager there will explain the job to you. Don't worry-it's very easy." He smiled his thin smile again. The door opened and Mrs. Phillips carne in. She was about 40 years old and a little fat. She looked afraid. "You wanted me, Mr. Bailey?" "Yes, Susan. This is Karen Silkwood. She's going to work with you in your laboratory. Could you take her around the factory and tell her about the work?" "Oh, I see. Of course, Mr. Bailey. Please follow me, Miss Silkwood." When the office door closed, Mrs. Phillips smiled at Karen and said, "That was lucky! Usually if he calls me, he wants to shout at me about something. Please call me Susan. Can I call you Karen?" "Of course," said Karen. They walked clown a long corridor with heavy doors on both sides. Susan opened one of the doors.

82

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"This is our laboratory." Karen saw six or seven people in the room. They were all wearing white gloves, and their hands were inside a big glass box. There were holes in the side of the box-just big enough for hands. Everyone looked at Karen. "What's in the box?" Karen asked Susan.

450

Everyone laughed. "Not chocolate," said one worker.

750 500

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"Or beer," said another. "Don't listen to them," said Susan. "lt's fuel rods and uranium. We put uranium into the fue! rods. That's why you must always wear your gloves. And when you leave the laboratory, always remember to take off your gloves and check your hands in front of the scanner." She showed Karen the scanner, which was near the door.

"If there's any radioactive dust on your hands, the scanner knows at once. An alarm rings al! over the

550

factory." "And when the alarm rings, the party begins," said one man. "Party?" Karen asked. "You can take off all your clothes and have a swim ...

500

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with lots of water." "He means they wash you in a shower," said Susan. "lt doesn't happen very often." Karen went home happy at the end of the day. She didn't think that the work was difficult. And the money

Total Worrls: 890

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was good ... very good. Extract from The Death of Karen Silkwood, Bookworms Library, Oxford University Press.

Extensive Reading ~ The Death of Karen Silkwood .

.

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83

After Reading Answer the questions. 1. Who was waiting for Karen Silkwood on the night of the accident?

2. Before working at the nuclear factory, what was Karen Silkwood's job?

3. What didn't Karen Silkwood like about her new boss?

4. What would happen ifKaren got radioactive dust on her hands?

Thinking About the Story Answer the questions. 1. Did yo u enjoy reading The Death of Karen Silkwood? Do yo u want to read more about her story? 2. What do you think was in the brown envelope? 3. Do ymi think Karen Silkwood's death was a murder or an accident?

Timed Repeated Reading How many words can you read in one minute? Follow the instructions to practice increasing your reading speed. 1. Time yourself. Read the extract for one minute. When you stop, underline the last word you read and write "first" in the margin. 2. Go back to the beginning of the extract. Read again for one minute. Try to read faster this time. When you stop, underline the last word you read and write "second" in the margin. 3. Go back to the beginning of the extract. Read again for one minute. Try to read even

faster this time. When you stop, underline the last word you read and write "third" in the margin. 4. Count the number of words yo u read each time. Record the three numbers on the Timed Repeated Reading Chart on page 169.

84

Extensive Reading 6 The Death of Karen Silkwood •.. •!

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Discuss the questions. 1. Who is the most intelligent person you know? 2. Do es going to school help make a person intelligent? This unit is about intelligence. In Part 1, you will read about the theory of multiple intelligences. In Part 2, you will read about animal intelligence. The unit is followed by Extensive Reading 7 which is an extract from a book called The Jungle Book. It is about a boy who lives in the jungle and learns from the animals.

· What ls lntelligence? Before Reading Discuss the questions. L What is intelligence?

2. Can intelligence be measured?

Comprehension Strategy: ldentifying Main Ideas and Details Most paragraphs indude a main idea which is supported by details or examples. The details and examples help to explain or prove the writer's ideas. The main idea is often at the beginning or the end of a paragraph. A. Read the first paragraph. Mark these sentences as main idea (M) or details (D) . ...... a. Kelly did not do well in high school.

5

....... b. Kelly is a good example of the theory of multiple intelligences . .. ..... c. Kelly is a successful musician.

B. Now read the whole text and answer the questions that follow.

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CD2Track2

What Is Intelligence?

2

3

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Kelly was an underachiever in high school. She did not get high grades or even good grades. She hated studying, especially subjects like English and math. She listened to music and played the piano whenever she could sneak away from classes. She did not go toa university after leaving high school. But, at 25 years old, Kelly is doing very wellshe is a successful musician. She plays keyboard in a band whose CDs are in demand. Kelly is a good example of the theory of multiple intelligences. In many countries in the western world, intelligence is determined by tests that measure a person's intelligent quotient, often called IQ tests. People who do well on IQ tests generally have good verbal and math skills. So a student like Kelly, who did not like English and math, would most likely get a low score on a traditional IQ test. According to the theory of multiple intelligences (MI), there are more than one or two intelligences. In the late 20th century, an American named Howard Gardner said that intelligence is not a single factor as measured by an IQ test. He claimed that there are at least seven intelligences.

Unit 7 lntelligence

7

8

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The first two are usually what outstanding students have. The first is linguistic intelligence. This refers to a person's ability to learn languages and the ability to use language, both spoken and written, well. The second intelligence is logical-mathematical intelligence. This refers to the ability to find patterns and think in a clear and logical way.

5

The next three are often thought of as relating to the arts. Bodily-kinesthetic intelligence is the ability to use our mind and our body together to solve problems. This is sometimes called body smart. Musical intelligence, the fourth intelligence, has to do with both performing and creating music. According to the theory, Kelly has a high musical intelligence. A person who easily understands and remembers the locations of things in relation to other things has a high spatial

j 1

intelligence. 6

7

8

9

Gardner called the sixth and seventh personal intelligences. Interpersonal intelligence is the ability to easily understand and work with other people. Often teachers have high interpersonal intelligence. Intrapersonal intelligence is about understanding yourself. If you know your strengths and weaknesses and can use this knowledge effectively, then you have a high intrapersonal intelligence. The theory of multiple intelligences has support among many educators in America. They say that it provides teachers with many ways to help them teach their students. Students learn in many different ways, not just in one or two ways. MI may help teachers plan their lessons for all their students, not just those with strong linguistic and logical-

j l

mathematical intelligences. However, not all educators agree with the theory of MI. Sorne say that there is no research to support it. Others point out that the middle three-bodily-kinesthetic, musical, and spatial intelligences-may really be talent or aptitude, not intelligence. Whether Kelly's success is due to talent or musical intelligence, she is just happy she doesn't have to take any more math tests.

Unit 7 lntelligence

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Checking Comprehension A. Write the correct paragraph number next to each senten ce. Then mark them as main ideas (M) or details (D) . . ... a. Paragraph ........: Not all educators agr~e with the theory of MI. ....... b. Paragraph ........: According to the theory of MI, Kelly has a high musical intelligence . ........ c. Paragraph ........: Often teachers have high interpersonal intelligence . ........ d. Paragraph ........: Three of Gardner's seven intelligences relate to the arts. B. Match the different types of intelligence (1-7) with the abilities (a -g) . ........ 1. linguistic ...... 2. logical-mathematical

........ 3. bodily-kinesthetic .... 4. musical ........ 5. spatial ..... 6. interpersonal . 7. intrapersonal

88

Unit 7 lntelligence

a. sing, play instruments, write songs b. understand the location of things c. learn and use language d. understand others and work with them e. find patterns and think clearly f. understand yourself g. use mind and body together

looking at Vocabulary in Context A. Find the words in bold in the text. For each line, circle the word or phrase that does not belong. 1. underachiever (par. IJ 2. determined (par. 2) 3. outstanding (par. 4) 4. logical (par. 4) 5. spatial {par. s) 6. aptitude (par. s)

failure decided excellent emotional in space skill

underperformer increased separate rational in location ability

underground established very good reasonable in speech desire

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B. Fill in the blanks with the words in bold from A. Be sure to use the correct forms. 1. The police have not yet .....

. ......... the cause of the accident.

2. Your test score of 100 percent is a/an

.............. is someone who doesn't do as well as expected.

3. A/An ............ .

4. I have poor

............................ result.

..... . . . ............. awareness so I often bump into things.

5. I've never been able to play music well; I simply have no ............................................ for it. 6. You should present your ideas in a clear and

................... order.

What's Your Opinion? Discuss the questions. 1. Do you agree or disagree with Gardner's theory of multiple intelligences? 2. Do yo u think that everyone has sorne type of intelligence? 3. Do you think that there is a difference between intelligence and talent? 4. Can intelligence be learned? 5. Do you think there is intelligent life elsewhere in the universe?

.·. i~:i ..·. ·'

·. Animallntelligence Before Reading Discuss the questions 1. When a dog barks, do other dogs understand? 2. Are sorne anirnals srnarter than others?

Fluency Strategy: Scanning Scanning is searching very fast for specific inforrnation-an answer toa question, a name, a fact, a number. Make a clear picture in your rnind of the inforrnation yo u are looking for. Move your eyes quickly across the text. Don't read every word. When you find the information, stop and read the sentence. A. Sean the text to find the second part of these sentences. 1. Dogs seern to prick up their ears ................................... . 2. Great apes in zoos have be en seen . ..................................

3

. ................... .

3. For a long time, hurnans were thought to be the only living beings 4. Recently, an elephant in a New York zoo .................................. . B. Read the whole text quickly. Record your reading time below and in the chart on page 169. 4

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Start: _ __

Finish: _ __ Reading Time: _ __

Animallntelligence

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90

Pet owners know their pets are able to do all sorts of incredible things. Dogs seem to prick up their ears when their owners mentían the word walk. Cats have many creative ways of reminding their owners to feed them in the morning. So exactly how intelligent are animals? Scientists as well as pet owners are interested in the question of animal intelligence. In recent years, animal researchers have learned a lot about the mental, or cognitive, abilities of animals. One of the most exciting investigations on the mental abilities of animals looks at their ability to use tools. Through observation of animals in the wild and in zoos, animal researchers know that severa! animal species apparently use tools. Perhaps the most notable investigation of this kind is the work of Jan e Goodall in Africa. She observed

Unit 7 lntelligence

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chimpanzees in their native environment using small sticks to catch termites. Great apes in zoos have been seen to use tools. Scientists have trained crows to use small sticks to spear insects in the bar k of trees. 3

Another aspect of animal cognition is solving problems. Sorne species ofbirds, such as ravens, are particularly clever. Ravens are able to solve many different problems, such as untying a knot to get at food. And even pigeons and parrots have shown an extraordinary capacity to recognize, count, or name different objects. Orangutans can learn complex tasks, such as washing clothes by hand, after just a few tries. Dolphins, too, can follow complex instructions.

4

In addition to the use of tools and solving problems, another marker of animal cognition is the ability to learn what they are taught by humans. For example, dogs are able to learn a wide variety of commands, and then follow them. Elephants also remember various behaviors that they are taught -even playing music and painting.

5

Perhaps one of the most important aspects of animal cognition is self-awareness. An animal that is aware of itselfhas a high level of cognitive ability. For a long time, humans were thought to be the only living beings aware of themselves and their actions. For example, you are aware that you are reading this article. Another example of self-awareness is the ability to recognize yourself in a mirror. Animal researchers have discovered that dolphins and chimps are able to recognize themselves in a mirror. Self-awareness may help highly social animals like these to get along in their social groups. Recently, researchers found that another animal, an elephant in a New York zoo, was also able to recognize herself in a mirror.

6

When they look at the mental abilities of animals, such as their use of tools, problem solving, learning complex tasks, and self-awareness, animal researchers conclude that sorne animals do have high levels of cognition.

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Checking Fluency and Comprehension A. Answer the questions. Do not look at the text. 1. Which type of animal is NOT mentioned in the text? a. Apes. b. Ravens. c. Fish. 2. What did Jane Goodall observe in Africa? a. Chimpanzees using sticks to catch termites. b. Crows spearing insects. c. Ravens untying knots. 3. Which animals were said to play music and paint? a. Dolphins. b. Elephants. c. Pigeons. 4. How do animals demonstrate self-awareness? a. By using tools. b. By following complex instructions. c. By recognizing themselves in a mirror. 5. Why is self-awareness in animals important? a. It shows a high level of intelligence. b. All animals need it to survive. c. It allows animals to understand humans. B. Check your answers with a partner. Record your score on page 169.

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Unit 7 lntelligence

Expanding Vocabulary A. Antonyms are words with the opposite meaning. Find the antonyms of these words in the text. 1. physical (par,,J)

mental

2. unimportant (par. 2) 3. alíen (par. 2) 4. set free (par. 21 5. ordinary (par. 3l 6. solitary (par. sJ B. Fill in the blanks with the antonyms from A.

1. Animals that live in groups can be called. . .

. . .... animals.

2. How many fish did yo u ............................................... today? 3. Steve Irwin was ........................................ as TV's popular Crocodile Hunter. 4. Diseases of the mind are treated in ....................................... hospitals. 5. For a parrot to recognize 500 written words is . . . . . ..... .... . 6. The Galapagos tortoise is

.

................................ to the Galapagos Islands.

What's Your Opinion? Discuss the questions. 1. In what ways might animals have intelligence superior to humans? 2. If animals can think, should we keep them in zoos? 3. Are animals always honest, or can they use their intelligence to mislead? 4. Will animals grow more intelligent in the future? 5. What kinds of messages can animals communicate with one another?

lncreasing Fluency Follow the instructions to practice increasing your reading speed. 1. Look back at your reading time for ''Animal Intelligence:' Write the time here:

....

2. Use a watch to time yourself. Read the text again. Try to read it faster than the first time. Write your new reading time here: ..................... . 3. Did your reading speed increase?

Unit ~ .. t ..

lnteltigence

93

The Jungle Book lntroduction This extract from an Oxford Bookworms Reader gives you the opportunity to read more in English. The more you read, the faster and more fluent you will become. The fungle Book, a very famous story by Rudyard K.ipling, is set in a jungle in India. A pack of wolves found a baby boy. Instead of killing him, the wolves raised him as their own. They named him Mowgli, the frog. The extract you will read begins by introducing Mowgli's animal friends. Baloo the bear teaches Mowgli how to speak to all the animals, including the Monkey-People.

15

20

Before Reading A. What do you think will happen in the extract? Check (V) your answers . ........ 1. Mowgli meets sorne monkeys . .... 2. The monkeys steal Mowgli from the wolves . ........ 3. The wolves ask the other animals of the jungle to help them find Mowgli . . .... 4. The wolves are angry with Mowgli and kili him.

25

B. Now read the extract to see what happens.

(r CD2 Track4 Father Wolf, Baloo, and Bagheera taught Mowgli well, and he learned everything about the jungle. He knew the meaning of every sound in the trees, of every song of the birds, of every splash in the water. He learned to climb trees like a monkey, to swim in the rivers like a fish, and to hunt for his food as cleverly as any animal in the jungle.

Words

50

Baloo, the old brown bear, loved teaching Mowgli. He taught him how to speak to the different Jungle-People, and he taught him the important Master-Words. But Mowgli sometimes got bored with al! the lessons. One

94

Extensive Reading 7 The Jungle Book ·,,,, .

100

day, when Mowgli was not listening, Baloo hit him, very softly, on the head, and Mowgli ran away angrily. Bagheera, the black panther, was not happy about this. "Remember how small he is," he said to Baloo. "How can his little head hold all your long words?" "These words will keep him safe from the birds, from

150

the Snake-People, and all the animals that hunt," said Baloo. "lt is true that he is only small. But no one will hurt him, if he remembers al! the Master-Words. Come, Mowgli!" he called into the trees. "Come and say the

200

words again." Mowgli climbed clown from a tree and carne to sit next to them. "1 will say the words to Bagheera, not you, fat old Baloo!" he said angrily. "Very well," said Baloo sadly. "Say the words for the Hunting-Peóple." "We are of one blood, you and 1," said Mowgli.

250

"Good. Now for the birds." Mowgli said the same words but with the sound of a bird. "Now for the Snake-People," said Baloo. Mowgli then made the long "ssss" sound, which was

Nords

like no other noise, only the noise of a snake.

50

Mowgli climbed down from a tree.

100

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Reading 7 The Jungle Book

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95

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"Good," said Baloo gently. "One day you will thank me

300

for my lessons. Now you will be safe in the jungle, beca use no snake, no bird, no animal will hurt you. You do not need to be afraid of anyone." · "And 1shall ha ve m y people and go with them high up

350

in the trees," shouted Mowgli. "What did you say, Mowgli?" asked Baloo, surprised. "Have you been with the Bandar-log, the MonkeyPeople?" Mowgli could hear that Baloo was angry, and he saw too that Bagheera's green eyes were cold and hard. "When Baloo hurt my head," said Mowgli, "1 went away, and the gray monkeys carne clown from the trees

400

and talked tome. They were kind tome and gave me nice things to eat. Then they took me up into the trees. They said that 1 was their brother, and they wanted me to be their leader one day. Why have you never told me about the Monkey-People? Bad old Baloo! They play all day and don't do lessons, and 1 will play with them again."

450

"Listen, man-cub," said Baloo angrily. "1 ha ve taught you the Law for all the Jungle-People but not for the Monkey-People. They have no law. Their ways are not

500

our ways. They are noisy and dirty, and they think that they are a great people, but then they forget everything. The rest of the J ungle-People do not talk to them or even think about them. Remember what 1 tell you."

550

Mowgli listened and was sorry. But all this time the

Bandar-log were above them in the trees, listening and watching. They followed Mowgli and his friends through the jungle until it was time for the midday rest. Mowgli !ay between his friends and went to sleep, saying, "1 will never talk to or play with the Monkey-People again." When he woke up, he was high in a tree and there were hands holding his legs and arms-hard, strong, little hands. Down below Baloo was shouting angrily, and Bagheera

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The Jungle Book

600

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was trying to climb up the tree, but he was too heavy for

650

the thin branches. The monkeys, shouting and laughing, carried Mowgli between them and began their journey along the monkey roads, which are high in the trees. lt was a wild, exciting journey. The monkeys jumped

50

from tree-top to tree-top, crashing through the leaves and

700

branches. At first Mowgli was afraid of falling, but then he began to think. He must tell Baloo and Bagheera where he was. High up in the blue sky he saw Chil the kite. The big bird saw that the monkeys were carrying a man-cub. He flew clown to look and was surprised to hear the bird-

750

call of the kites: "We are of one blood, yo u and I!"

00

"Who are you?" called Chil. "Mowgli, the man-cub!" carne the reply. "Watch where they take me, and tell Baloo and Bagheera." "I will," called Chil, and he flew high above the trees

800 50

·.•.·

and watched with his far-seeing eyes. Monkeys can travel fast when they want to, and by now Baloo and Bagheera were a long way behind. "We cannot follow the Bandar-log through the trees,"

00

said Baloo, "and we will never catch them. But they are

850

afraid of Kaa, the big python. He can climb as easily as the monkeys, and he eats them. Perhaps he will help us." And

Total Words: 887

so Baloo and Bagheera went to look for Kaa the python. Extract from The Jungle Book, Bookworms Library, Oxford

50

University Press.

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Extensive Reading 7 The Jungle Book ~

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97

After Reading Answer the questions. 1. Name two things Baloo the bear taught Mowgli.

2. Where was Mowgli when he woke up?

3. What did Chil the kite promise Mowgli to do?

4. What did Balo o and Bagheera want Ka a to help them with?

Thinking About the Story Answer the questions. 1. Did you enjoy reading the extract? Do you want to read more about Mowgli? 2. Do you think Kaa will help find Mowgli? 3. What do you think will happen to Mowgli?

Timed Repeated Reading How many words can you read in one minute? Follow the instructions to practice increasing your reading speed. 1. Time yourself. Read the extract for one minute. When yo u stop, underline the last word you read and write "first" in the margin. 2. Go back to the beginning of the extract. Read again for one minute. Try to read faster this time. When you stop, underline the last word you read and write "second" in the margin. 3. Go back to the beginning of the extract. Read again for one minute. Try to read even faster this time. When yo u stop, underline the last word yo u read and write "third" in the margin. 4. Count the number of words you read each time. Record the three numbers on the Timed Repeated Reading Chart on page 169.

98 ... ,_ ~~tensive Reading 7

The Jungle Book

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Discuss the questions. 1. What ways are you similar to other people in your age group? In what ways are you different? 2. Which is more important to you: working hard or having a good time? This unit is about how we view the world-how we see other people and what we think is important in life. In Part 1, you will read about stereotypes. In Part 2, you will read about people's work goals. The unit is followed by Extensive Reading 8, which is an extract from a book called Robinson Crusoe. It is about a man who wants excitement and adventure in his life but ends up alone on an island.

Stereotypes Befare Reading Discuss the questions. 1. What would yo u expect a typical accountant to look like? 2. What would you expect a typical artist to look like?

Comprehension Strategy: Recognizing Reference Words We use reference words instead of repeating words and phrases. Common reference words include words such as it, them, this, that, these ones, etc. When you see these words, look in the sentences nearby to find what they refer to.

A. Read the text. Use the strategy to find what these words refer to. 1. these two (par. J) 5

2. him (par. 2) 3. they (par.3)

4. it (par. 4) 5. them (par. s) B. Read the text again and answer the questions that follow.

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6

Stereotypes

2

109 ... Unit 8

Steven Jackson is dressed in a neat pin-striped suit, and he is carrying a briefcase. He has neat round glasses, and his shoes are highly polished. He is married to Marta Jackson. She looks a few years younger than her husband. She is dressed in a lo ose-fitting dress and an old sweater with holes at the elbows. She has long, dyed red hair and large hoop earrings. One of these two is an accountant. The other one is an artist. Most people who meet Marta and Steven for the first time assume it is obvious who the accountant is and who the artist is. However, most people are usually wrong. In fact, Marta is the accountant, while Steven is the artist. So why do most people assume it is the other way around? The answer is simple. A lot of our judgments about

Viewpoints

other people are based on stereotypes, even though we may not realize it. A stereotype is the very simple idea that if one person in a group looks a certain way or do es something, then everyone else in that group is the same. Many of us already have a picture of what we would expect a typical accountant to look like. When we see aman in a pin-striped suit and a briefcase, we immediately start to make judgments about what he does and how he thinks. We match him up with the images we already have in our mind. 3

This is just one example of stereotyping. Stereotypes all deal with the behavior or characteristics of groups of people. They are a type of judgment about the world that is based on limited knowledge. Stereotypes can be based on many things, including age, nationality, race, or gen der. Stereotypes often form the basis of prejudice or discrimination.

4

Sociologists say that most people, regardless of education, engage in stereotyping. They say that children learn stereotypes as they grow up. Stereotypes are often used in jokes, advertisements, and television shows. Children hear their parents and other caregivers make comments about other people. Without realizing it, they come to believe what they hear. When they are adults, they simply repeat what they have learned.

5

If stereotypes are not true and can lead to discrimination, why do people believe in them? Experts believe that people use stereotypes because we live in a fast, confusing, and complex world. Stereotypes help us to "see" the world, even though this is a false vision. It is much easier to stereotype than to get to know other people. It saves us time.

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People are often surprised when they realize that they believe in stereotypes. They are usually not aware of how they place people in simple categories. In one study, scientists found that making adults aware of stereotypes was the first step in helping them move beyond stereotypes to see people as individuals.

l L..

Unit 8 .Viewpoints

101

Checking Comprehension Complete the sentences. l. When most people first meet Steven and Marta, they think that a. Steven is an artist. b. Steven is an accountant. c. Marta is an accountant. 2. The example of Steven and Marta is given to support the argument that . . a. we often stereotype other people. b. people discriminate against accountants. c. sorne accountants don't wear pin-striped suits. 2. Stereotypes are beliefs about other people that are based on ...... .

.

information.

a. too little b. too much c. just enough 4. In paragraph 4, children are mentioned because ....

............ .

a. adults often stereotype children. b. children often learn to use stereotypes as they grow up. c. adults learn stereoypes from children. 5. According to the text, people sometimes use stereotypes beca use ... a. stereotypes are often true. b. it is easier than getting to know other people as individuals. c. they help us see the real world correctly. 6. Experts believe the first step to avoiding stereotypes is to use them. a. realize b. deny c. argue

102

Unit 8. . -···Viewpoints . ..•

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.. that we all

looking at Vocabulary in Context A. Find the words in bold in the text. Match the words with the definitions. ........ 1. obvious (par. I) ........ 2. prejudice (par. 3) ........ 3. discrirnination (par. 3) ........ 4. engage in (par. 4) ........ 5. cornplex (par. s) ...... 6. move beyond (par. 6)

a. be involved in b. make progress; go farther ahead c. difficult to understand because of multiple parts or reasons d. easy to see e. unfair treatment of one or more people f. a preformed opinion about a group of people

B. Fill in the blanks with the words from A.

1. Paying women a lower salary than men is a form of ................................. . 2. After six months of fighting, it was time to 3. She never realized she had a ..... instruments.

. . our differences .

.. ....................... against people who didn't play musical

4. Your facial expression makes it ............................................... that yo u don't agree with me. 5. Global warming is a .................................................. issue; there are no easy answers. 6. In my psychology class, it's easy to

.......................

. the class discussion.

What's Your Opinion? A. Do you agree or disagree with the statements? Check (V') your answers. 1. Accountants are boring. 2. I would like to be seen as an individual. 3. Stereotypes often have sorne truth in them. 4. I never stereotype people. 5. It's impossible to avoid stereotypes.

Agree

Disagree

Not Sure

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B. Discuss your answers with a partner. Give reasons for your answers.

D D D D

All in a Day's Work Befare Reading Read the statements. Check (V') any yo u agree with . ........ 1. I would like to work for the same company all my life . ........ 2. I want to earn lots of money, and I don't care what I do to get it. ....... 3. I want a cool job that won't take over my life.

Fluency Strategy: Previewing and Predicting Previewing means looking at key parts of the text befare you read it carefully. Look at the title and pictures. Look for subheadings and picture captions. These will give you clues that help you to predict what the text is about. A. Use the strategy to predict what information the text contains. Circle your answer. Then skim the text to check your answer. 1. Results of a survey showing different attitudes toward work. 2. A story about a woman who died from doing too much work. 4

3. Advice about how to get your ideal job.

B. Read the whole text quickly. Record your reading time below and in the chart on page 169.

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All in a Day's Work

2

104 ; Unit 8

Start: _ __

\;;;.) Finish: _ __ Reading Time: _ __

Many people do not like their jobs. The two most common reasons are low pay and boredom. Other reasons are terrible bosses or co-workers, long working hours, and bad working conditions. Perhaps the real problem is that many people just aren't able to find the right jobs. Workplace Magazine interviewed 200 university students in New York and Los Angeles to find out what their ideal job would be. Their answers revealed sorne distinctly different attitudes toward work. We identified six basic types of people: The company person: "] want to have job security and would like to work for the same company all my lije." Only eight percent of the students in our survey fit into this category. It seems that not many expect a job for life these days. A few decades ago, it was common for a person to work with one company for their entire life. Now, working for the same company for

Viewpoints

5

8

3

4

i9.

5

6

7

8

a lifetime does not happen very often. In today's workplace, people are likely to change jobs frequently throughout their life. The idealist: "1 want to save the world." Seventeen percent of students in the survey fit into this group. Several students said they wanted to help endangered species of animals. Others said they wanted to go to Africa to help people with AIDS. The wealth-seekers: "1 want to earn lots of money, and 1 don't care what 1 do to get it." Twenty-one percent were mainly motivated by making money. Their goal was to get rich. Many wanted to be presidents ofbig businesses or have their own companies. They were prepared to work long hours and were not particularly interested in having a life outside work, such as getting married and raising a family. The fun-seekers: "1 want a cool Job that won't take over my lije." This attitude was the most common view that students in the survey expressed. Thirtyone percent of the students said their priority was to balance life and work. They said they did not want to work 10 to 12 hours a day, six or seven days a week. They wanted interesting jobs, but they also needed time for family and enjoying life. The part-timers: "1 do not want to work every day. Lije is too short." Twelve percent said their dream jobs would allow them to work part-time. That way, they said, they could travel and do other things they really enjoy. The dueless: "[ have no idea what 1 want to do." Eleven percent of the students belonged in this final category. They said they really had no idea about what their dream job would be. But most of them were not worried. They said they would move from job to job until they found the right one. What about yo u? Which type are yo u? Will yo u be one of the lucky ones who really like their work?

1

Unit 8 Viewpoints

105

Checking Fluency and Comprehension A. These sentences are false. Correct the facts. 1. The company person cares most about friendships at work. ...............................................................................................:.•................................................................

2. The idealist wants to help the company save money.

3. The money-seeker feels the most important thing is helping co-workers.

4. The fun-seeker wants a stable job.

5. Those who are clueless know exactly what kind of job they want, but do not know how to get hired for it.

B. Check your answers with a partner. Record your score on page 169.

Expanding Vocabulary A. Find nouns or verbs in the text that are related to these words. 1. boring (adjective)

.......... ~.c:J.r.e:0.P.r:t1 ........... (par.IJ

2. secure (adjective)

............................................ (par.2)

3. categorize (verb) 4. ideal (adjective) 5. motive (noun) 6. prioritize (verb)

106

Unit 8 Vi~~points

......................................... (par. 2) ......... (par. 3) .................................................... (par.4) ........................................ (par. S)

B. Fill in the blanks with the correct form of the words from A.

1. The survey

. .... . . ...... ............ people under six headings.

2. If you think the world will someday be at peace, I'd call yo u a/an. 3. My ................................... for applying for this job is to advance my career. 4. Mike cannot stand the ... . .. . . .................. of doing the same thing day after day. 5. Jobs in large companies used to be very .... it for life.

. . . . . . . . ; once yo u had one, yo u kept

6. I have a lot of work to do, but my top . ... . . . ........... is to finish this report.

What's Your Opinion? A. Complete the sentences with your ideas. 1. The worker type from the text that best describes me is 2. The worker type ra most like to have for a co-worker is 3. The worker type I'd least like to have for a co-worker is . .

4. If I were an idealist, I would like to work in a company that helped ............................ 5. To me the perfect job is one in which I can . . B. Discuss your answers with a partner. Give reasons for your answers.

lncreasing Fluency Sean the line to find the phrase on the left. Phrases may appear more than once. Can you finish in 15 seconds?

a 1.low pay 2. right job 3. fit into 4. work with 5. take over 6. dream job 7. workplace 8. long hours

no pay

b

e

slow day

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flight job

right turn

-

e

d laylow

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right job

fight a mob

·-

right job

--

-------------~--

sit into

fit into

fit into

get into

fit with

work out

work on

work with

work at

work on

take over

make over

take on

fake out

take over

dream date

dream job

dream job

real job

dead-end job

workspace

workplace

word space

workplace

work pace

long hour

long hours

hours long

long tours

longhorns

-·---------

l

1.

Unit

Viewpoints

107

Robinson Crusoe lntroduction This extract from an Oxford Bookworms Reader gives you the opportunity to read more in English. The more you read, the faster and more fluent you will become. Robinson Crusoe is the story of an Englishman who is bored with his life, so he becomes a sailor. It is set in 1659. The extract you will read starts as he is on a ship sailing from Brazil to Africa. Soon there is a terrible storm.

2!

Before Reading A. What do yo u think will happen in the extract? Check (V') your answers . ........ 1. The ship sinks . ........ 2. Everyone but Robinson Crusoe di es . ....... 3. Robinson Crusoe reaches a small island .

....... .4. The people living on the island try to kill him. B. Now read the extract to see what happens.

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Words

I stayed in Brazil and worked hard for sorne years. By then I was rich . . . but also bored. One day sorne friends carne to me and said, "We're going to Africa to do business. Why don't you come with us? We'll all be rich after this journey!" How stupid I was! I had an easy, comfortable life in Brazil, but, of course, I agreed. And so, in 1659, I went to sea agam. At first, all went well, but then there was a terrible

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storm. For 12 days the wind and the rain didn't stop. We lost three men in the sea, and soon the ship had holes in its

100

sides. "We're all going to die this time," I said to myself. Then one morning one of the sailors saw land, but the next minute our ship hit sorne sand just under the sea. The

108 '·•• ·.o •.••.. ,._

-•• ''···

Extensive Reading 8 Robinson Crusoe .-e

3!

ship could not move, and we were really in danger now.

150

The sea was trying to break the ship into pieces, and we had very little time. Quickly, we put a boat into the sea and got off the ship. But the sea was very rough and our little boat could not live for long in that wild water.

200

ds

Half an hour later the angry sea turned our boat over, and we were all in the water. I looked around for my friends, but I could see nobody. I was alone. That day I was lucky, and the sea carried me to the shore. I could not see the land, only mountains of water

250

all around me. Then, suddenly, I felt the ground under my feet. Another mountain of water carne, pushed me up the beach, and I fell on the wet sand. At first I was very thankful to be alive. Slowly, I got to

300

my feet and went higher up the shore. From there, I looked out to sea. I could see our ship, but it was wrecked and there was nobody near it. There was nobody in the water. All my friends were dead. I was alive, but in a strange wild

350

country, with no food, no water, and no gun.

Extensive rading 8 Ror-son Crusoe

1

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109

It was dark now and I was tired. I was afraid to sleep on the shore. Perhaps there were wild animals there. So I went up into a tree, and I stayed there al! night. ~~

::~

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When day carne, the sea was guiet again. 1 looked for

400

our ship and, to my surprise, it was still there and still in one piece. "1 think I can swim to it," 1 said to myself. So 1 walked clown to the sea and befare long, 1 was at the ship and was swimming around it. But how could 1 get

450

in it? In the end, 1 got in through a hole in the side, but it

85

wasn't easy. There was a lot of water in the ship, but the sand under

Wo1

the sea was still holding the ship in one place. The back of the ship was high out of the water, and 1 was very thankful

500

for this because al! the ship's food was there. I was very hungry, so 1 began to eat something at once. Then 1 decided to take sorne of it back to the shore with me. But how

550

could I get it there? I looked around the ship, and after a few minutes, I found sorne long pieces of wood. I tied them together with rope. Then I got the th.ings that I wanted from the ship. There was a big box of food-rice, salted meat, and hard

600

ship's bread. 1 also took many strong knives and other tools, the ship's sails and ropes, paper, pens, books, and seven guns. Now I needed a little sail from the ship, and then I was ready. Slowly and carefully, I went back to the shore. It was difficult to stop my things from falling into

650

the sea, but in the end I got everything onto the shore. Now I needed somewhere to keep my things. There were sorne hills around me, so I decided to build myself a little house on one of them. I walked to the top of the highest hill and looked clown. I was very unhappy, because I saw then that I was on an island. There were two smaller islands a few miles away, and after that, only the sea. Just the sea, for mile after mile after mile.

11 O

Extensive Reading 8 Robinson Crusoe

700

750

After a time, I found a little cave in the side of a hill. In front of it, there was a good place to make a home. So, I used the ship's sails, rope, and pieces of wood, and after

800 .o o

a lot of hard work I had a very fine tent. The cave at the back of my tent was a good place to keep my food, and so I called it my "kitchen." That night, I went to sleep in my new home. The next da y I thought about the possible dangers on the

rso 850 Total Words: 861 iOO

island. Were there wild animals and perhaps wild people too on my island? I didn't know, but I was very afraid. Extract from Robinson Crusoe, Bookworms Library, Oxford University Press.

550

600

650

700

Extensive

~eading

.......l~-··

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8 Robinson Crusoe

111

After Reading Answer the questions. 1. Why did Robinson Crusoe leave his easy, comfortable life in Brazil?

2. Why did Robinson Crusoe spend the first night on the island in a tree?

3. Where did Robinson Crusoe find the tools to build a tent?

4. What possible dangers on the island was Robinson Crusoe worried about?

Thinking About the Story Answer the questions. 1. Did you enjoy reading the extract? Do you want to read more about Robinson Crusoe? 2. Do you think that there are wild animals on the island? 3. What do you think will happen to Robinson Crusoe?

Timed Repeated Reading How many words can yo u read in one minute? Follow the instructions to practice increasing your reading speed. 1. Time yourself. Read the extract for one minute. When you stop, underline the last word you read and write "first" in the margin. 2. Go back to the beginning of the extract. Read again for one minute. Try to read faster this time. When you stop, underline the last word you read and write "second" in the margin. 3. Go back to the beginning of the extract. Read again for one minute. Try to read even faster this time. When yo u stop, underline the last word you read and write "third" in the margin. 4. Count the number of words yo u read each time. Record the three numbers on the Timed Repeated Reading Chart on page 169.

112

Extensive Reading 8 Robinson Crusoe

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Discuss the questions. 1. Which kinds of relationships are important to yo u at this time in your

life: family, friendships, coworkers, or being in love? 2. Do you know a couple who fell in love at first sight? What happened? Are they still together? This unit is about different kinds of relationships and their importan ce in our lives. In Part 1, you will read letters in an advice column in a magazine. In Part 2, you will read about a couple who met in an un usual way. The unit is followed by Extensive Reading 9, which is an extract from a book called Anne of Creen Cables. It is about a young girl whose best friend is very important to her. Unit 9 Relationships

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113

; ..

•Falling Out Before Reading Discuss the questions. 1. Which is the most difficult situation: a fight with a boy or girlfriend, a fight with a spouse, or a fight with a best friend? 2. Why do you think most people never expect to have a big fight with a close friend?

Comprehension Strategy: ldentifying Meaning from Context Yo u can often work out the meaning of words yo u don't know from the words and phrases nearby. Try to work out the part of speech of the new word. Look at the sentences before and after the word. They may give clues, such as examples, antonyms, or synonyms that help identify the unknown word. A. Find the words in bold in the text. Use the strategy to work out the meanings, then circle the answers. 1. Falling out (par. Jl probably has a similar 1 the opposite meaning to "break up:' 2. Stung (par.3J probably has a similar 1 the opposite meaning to "felt good:' 3. Longings (par. 9l probably has a similar 1 the opposite meaning to "desires:' B. Read the text again and answer the questions that follow.

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Falling Out

2

3

114

Dear Dr. Serena, I need your help understanding my own feelings. My fiancé and I broke up after being together eight years. That same night, I had a bitter falling out with my best friend. My fiancé split up with me just two weeks before our wedding day. He had been acting distant ever since he carne back from a business trip. When I confronted him, he said that he had almost fallen in love with the passenger next to him on the flight borne. I asked ifhe loved her, and he insisted he didn't. I was ready to forgive him, but then he said that it made him realize he didn't love me anymore. After a few hours of shouting and crying, we agreed to call off the wedding. That night I called my best friend, and we met at a coffee shop to talk. She immediately took the side of my ex-fiancé. She said that I expected too much from

Unit 9 Relationships

4

5 6

7

8

9

10

relationships, that 1 drained all the energy from everyone who was close to me. This really stung, especially at a time when 1 already felt horrible, so 1 attacked back. 1 told her that she had no right to criticize me, considering that she was divorced. Her sudden silence made the room feel icy cold, and a few minutes later we separated. We haven't met since. This happened six months ago, and in both cases, 1 felt crushed. But what's weird is that I've gotten over my fiancé, but 1 still feel empty and hurt about losing my friend. Can you explain why this might be? Signed, Twice Betrayed Dear Betrayed, Couples break up all the time, but friendships are supposed to last forever. Whenever we are in a relationship, there is always a possibility hiding in the back of our mind that it might end. We all know that sometimes love just doesn't work out, as shown by all the movies and songs about love lost, love fading, and broken hearts. In contrast, there's something about friendship that feels solid, like it can withstand any problems. Friendships seem simpler than love affairs as well. Perhaps we have the feeling that our friends will always be on our side, no matter what. We also feel that we can be completely honest and open with our close friends, so we tell them things we would never tell our partners. We don't hesitate to share secrets and even our inner longings. Then, if we have a falling out with a el ose friend, it's easy to feel that our secret selfhas been betrayed. This is combined, later, with an empty feeling; there is now a hole where once there was someone with whom we could share anything. Because falling out with a friend is completely unexpected, it feels as if we failed at something simple, and this can leave us feeling ashamed. This shame makes us reluctant to talk about our feelings. This is a mistake. It is only when we express our sense of loss to someone that we begin to understand it ourselves. So my advice is this: as soon as you can, talk about it with a different friend ora close family member. That will help you to start healing.

Unit 9... Relationships :".'.

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·;.

115

Checking Comprehension Answer the questions. 1. Why did Twice Betrayed's fiancé break up with her? a. Becaus~ he loved a woman he met on a plane.

b. Because Twice Betrayed would not forgive him. c. Because he didn't love her anymore.

2. Whose side did Twice Betrayed's friend take? a. Twice Betrayed's side. b. Her fiancé's side. c. Neither side. 3. What did Twice Betrayed do to make her best friend angry? 'l

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a. She attacked her about being divorced.

b. She drained her energy.

c. She accused her of having an affair with her fiancé. 4. Which is NOT one of the forms of entertainment mentioned by Dr. Serena that

portray problems in love? a. Books. b. Songs. c. Movies. 5. What does Dr. Serena say about telling secrets to our clase friends? a. We should never tell important secrets to close friends.

b. It's natural to share our secrets with our clase friends.

c. It's natural for close friends to tell others our secrets. 6. Why does Dr. Serena say people often feel ashamed after a falling out with a friend? a. Because they feel they failed at something simple.

b. Because they are reluctant to talk about it.

c. Because they don't understand it.

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Unit 9 Relationships

looking at Vocabulary in Context A. Find the words in bold in the text. Circle the word or phrase that is closest in meaning. 1. confronted (par. 2) a. challenged 2. drained (par. 3) a. poured water on 3. cri ticize (par. 3) a. find fault with 4. crushed (par. 4) a. dedicated 5. withstand (par. 7) a. solve 6. reluctant (par. 9l a. excited

b. stood in front of b. sucked out b. suggest to b. emotionally injured

b. survive b. unwilling

B. Fill in the blanks with the words in bold from A.

1. Carla is so strong, she can ...................................... anyone's teasing. 2. My parents used to. . .... . ........................... the way I played piano, so I quit taking lessons. 3. The team was . . .

4. lt .

. . . . ..... ... . ... when they heard that their coach was in the hospital.

. ....... the fans' energy to watch their team lose.

5. After having his heart broken, Will was ....... . .... 6. Rachel cried when her parents .

. . . . to go on a date again. ..... her with the vase that she broke.

What's Your Opinion? A. Do you agree or disagree with the statements? Check (V) your answers. Agree

Disagree

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l. For the friend to take the si de of Twice Betrayed's fiancé was a mistake. 2. Friendships should last forever. 3. Friendships are simpler than love relationships. 4. I would prefer to tell my secrets to my friend than to my spouse. 5. Falling out with a friend means failing at a simple relationship.

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.·Can lllove at First Sight" last? Before Reading Discuss the questions. 1. Do most couples fall in love at first sight?

2. Were most couples yo u know introduced, or did they meet on their own?

Fluency Strategy: Skimming for the Main Idea Skimrning is reading very quickly to find the rnain idea of a text. First, read the title and the first and last paragraphs. If you still do not understand the rnain idea, then quickly read the first and last sentences in the other paragraphs. Read quickly. Ignore unknown words and details. A. Use the strategy to find the main idea of the text. Circle your answer.

1. Raoul and Ernily had to work to rnake their relationship last. 2. Raoul and Emily have always had a perfect relationship. 3. Raoul and Ernily soon realized they didn't really love each other at all. B. Read the whole text quickly. Record your reading time below and in the chart on page 169.

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Can "Love at First Sight" Last? 2

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The author met with Raoul and Emily Martinez at a coffee shop near their home in Tacoma, Washington, and spoke with them about their relationship. RAOUL: 1 was never the lonely type. Even when 1 went a long time between girlfriends, it never bothered me in the slightest. But suddenly, after a silly chance encounter at an Aromas concert that !asted about five seconds, I was completely in love. EMILY: At the Aromas concert, 1 accidentally stepped on someone's foot, and when 1 turned to say 1 was sorry, my heart stopped. He was so amazingly cute! I remember telling my friend Sarah about it afterward. She asked if I got his phone number, but of course, l'd been too shy. RAOUL: 1 had no way of contacting her, but I couldn't get her off my mind, so I finally placed an ad on a website. The website was for people who have lost touch with each other. 1 thought that maybe this would allow me to forget about her and get on with my life.

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Unit 9 Relationships

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EMILY: A month later, while we were having lunch in the office, Sarah suddenly started reading aloud from her computer: YOU STEPPED ON MY FOOT AT THE AROMAS CONCERI August 3. We were standing next to each other a few rows back from the stage. You were bopping to the beat and landed on my foot. When you said "Sorry" and gave my shoulder a squeeze, I fell in lave. I can't forget you. Please contact box number 947189. "That's gotta be the guy whose toes you tried to break, Emily;' Sarah said loudly. The whole office grew suddenly silent, and everyone stared at me, smiling. "1 don't know what you're talking about;' 1 replied, embarrassed. But they were smiling even more. That night 1 answered the ad, and two months later, we got married. lt really was love at first sight.

6

RAOUL: The more we got to know each other, the more we realized we were soul mates. We've been married for 12 years now.

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EMILY: But for a while, 1 didn't think we'd make it to our tenth anniversary. "Love at first sight" only lasts so long, you know.

8

RAOUL: That's the truth! There carne a time when we stopped getting along. Too much familiarity is not a healthy thing for a relationship.

9

EMILY: But it wasn't just the familiarity. There isn't a marriage that exists that doesn't have its ups and downs. At sorne point, the independent side of each person comes out, and the imperfect side of the other person starts to bother you.

9. 10

RAOUL: But if you want love to grow, you work through it. You move beyond infatuation to truer friendship, which means recognizing and accepting the other person for who they are.

11

EMILY: We still have our ups and downs, like any couple. But we've realized that we're in it together, that we want to share our lives, including the ups and downs. That's what love is really about.

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Checking Fluency and Comprehension A. Number the events in the order they happened in the text from 1 to 5. ...... a. Emily bumped into Raoul at a concert. ........ b. Emily and Raoul accepted each other for who they really were . . ... c. Raoul wrote an advertisement, which Emily's friend Sarah saw. ........ d. Emily and Raoul realized that their first impressions of each other had worn off.

....... e. Emily and Raoul got married. B. Check your answers with a partner. Record your score on page 169.

Expanding Vocabulary A. Antonyms are words with the opposite meaning. Find the antonyms of these words and phrases in the text. 1. meaningful (par. 2) 2. planned meeting (par. 2) 3. on purpose (par. 3) 4. requiring help (par. 9) 5. perfect (par. 9) 6. give up on (par. JO)

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B. Fill in the blanks with the antonyms from A. Be sure to use the correct form.

1. There are things that are .......

. . . . . . .. about any relationship.

2. My husband is very . . .. . .. . ... .... . . . .; he doesn't need meto do anything for him. 3. Sometimes 1 like to watch but make me laugh. 4. Sometimes a

.............................. TV shows that don't teach me anything

······-·· ......... turns out to be an opportunity to meet your soul mate.

5. A couple needs to take the time and effort to. ····-···············-···························· their problems rather than just avoid them. 6. 1 . . ............ held the hand of the woman next to me, because 1 thought she was my girlfriend!

What's Your Opinion? Discuss the questions. 1. Do yo u think it's easier for a relationship to last if it's based on love at first sight or on a slowly developing friendship? 2. Do you think Raoul and Emily's marriage willlast? 3. Would you ever consider writing a "once-seen" ad? 4. Has a chance encounter ever become a long-lasting friendship? 5. Do you believe there is one person in the world who is your soul mate?

lncreasing Fluency Read the paragraph quickly; don't stop to think about the missing words. Then mark the statements below true (T) or false (F). Speed Dating How would you like to "try out" dates with severa! different people in one XXXXX? That's what speed dating is all about. Many people meet at a restaurant and sit together at a prívate XXXXX with one other person for a limited number of minutes. At the end of that time, they move to a new table and meet someone else. lt's common to have five to ten speed dates in one evening. lf two people like each other, the dating service will help them XXXXX again . ........ 1. Speed dating helps a lot of people to get acquainted in a short amount of time . ........ 2. For ea eh speed date, yo u stand at a private booth and talk. ...... 3. The service reconnects people who like ea eh other during their speed dates.

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Anne of Green Gables lntroduction This short story from an Oxford Bookworms Reader gives you the opportunity toread more in English. The more you read, thefaster and more fluent you will become. Anne of Green Gables is set many years ago in a small, quiet island town in Canada called Avonlea. It is the story of a young orphan girl-a child whose parents are dead. Matthew Cuthbert lives with his sister Marilla on their farm, Green Gables. They want an orphan boy to live with them and help on their farm. But instead of a boy, they get Anne Shirley. The extract you will read begins with Anne and her best friend Diana walking to school.

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Before Reading 20C

A. What do yo u think will happen in the extract? Check (V) your answers . ........ 1. Anne gets into trouble at school. ... 2. Anne ha tes school and runs away to a big city. ........ 3. Anne and Diana have a fight and stop talking to one another. ........ 4. Anne stops going to school, but she returns be cause she misses her friends . ....... 5. Anne stops going to school. She stays at Green Gables and works hard on the farm. B. Now read the extract to see what happens.

~ CD 2 Track 10 When school started in September, Anne and Diana walked there and back together every day. "What a beautiful day," Anne said happily one morning as the two little girls walked across the fields. "l'm very lucky to have you as my best friend, Diana. You are my best friend, aren't you?" "Of course, Anne," replied Diana, taking Anne's hand. "And just think, toda y you'll meet Gilbert Blythe. He's

122

Extensive Reading 9 Anne of Green Gables

Words

50

25

three years older than us, and very good-looking. He's just come back from vaca tion, and starts school toda y." "Oh, boys!" said Anne. "I'm not interested in them."

100

But she did look at Gilbert when they arrived at school. He was a tall boy, with curly brown hair and a friendly smile. "He is good-looking," Anne whispered to Diana, "but why does he smile at me? He doesn't know me!" Avonlea school was quiet that day. The teacher, Mr.

150

Phillips, was helping sorne of the older children at the back of the schoolroom. Anne was looking out of the window at the reds and yellows of the trees and the silvery blue of the river. She was far away in the world of her imagination.

200

But Gilbert wanted her to look at him. He whispered to her, but she did not move. He was surprised. Girls were usually very ready to look at him. Suddenly he put his arm out, pulled her red plaits, and said in a loud whisper, "Carrots! Carrots!"

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Anne jumped up and looked angrily at Gilbert. "You horrible boy!" she cried. "I hate you!" And then she brought her heavy book clown on Gilbert's head.

Extensive Reading 9 Anne of Gr~en Gables

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Mr. Phillips heard the noise and carne slowly to the front of the schoolroom. "Anne Shirley, why did you do that?" he asked. She stayed silent. Gilbert said, "l'm sorry, Mr. Phillips. 1 was

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rude to her. That's why she hit me." But the teacher did not listen to Gilbert. "1 cannot have bad children in my school," said Mr. Phillips firmly. "Anne, go and stand in front of the class." And there Anne stood for the rest of the da y, a lonely little

350

650

girl with a small white angry face. "1 ha te Mr. Phillips!" she thought. "And 1'11 never look at or speak to Gilbert Blythe again!" The next day sorne of the school children were playing in a farmer's field during their lunch hour, so they were a little late for afternoon school. Anne ran into the classroom

700 400

at the same time as the boys, just after the teacher. "You're late, Anne," said Mr. Phillips. "You won't sit with Diana today. 1 see that you enjoy being with the boys very much, so go and sit next to Gilbert this afternoon." Anne's face went white. "He can't mean it!" she

750 450

thought. "Did you hear me, Anne?" asked Mr. Phillips. "Yes sir," said Anne and moved slowly to Gilbert's desk.

300

There she sat clown and put her head on the desk with her arms over it. "This is the end," she was thinking. "1 wasn't the only person who was late. And he's sent me to sit with a hoy! And that boy is Gilbert Blythe!" The rest of the day went very slowly for Anne. When

850

it was time to leave, she went to her desk next to Diana's and took all her books, pens, and pencils with her. "What are you doing, Anne?" asked Diana. "l'm not coming back to school," replied Anne firmly.

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Anne of Green Gables

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Total Word

"Oh! But Anne ... we're reading a new book next week ... and we're playing a new game on Monday,

600

and ... It'll be very exciting! And you'll miss it, Anne!" But Anne was not interested. "I'm sorry, Diana," was

300

her only answer. That evening Marilla ran around to Rachel Lynde's house. "Rachel, please help me! Anne says she won't go back to school. What am 1 going to say to her?"

350

650

Mrs. Lynde already knew about Anne's troubles at school, and she was always very pleased when people asked her to help. She smiled and sat back comfortably. "l've had ten children myself, so 1 know all about them," she said. "Anne can stay at home for a while. She'll want

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to go back to school again soon, I'm sure." So Anne stayed at home and only saw Diana in the

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evenings. She was a child who felt very strongly. She hated Gilbert Blythe, but she really loved Diana . One evening Marilla found Anne crying in the kitchen. "What's the matter, child?" she asked in surprise. "1 love Diana very much," sobbed Anne. "1 can't live

750

without her, Marilla! But what will happen when she marries? 1 hate her husband already! 1 can imagine her in

450

the church in her long white dress ... and then she'll go ·:]

800

away! And 1'11 never see her again!" Marilla turned away to hide her smiling face. What a strange, funny child Anne was! Marilla tried not to laugh, but she couldn't stop herself.

500

"You and your imagination, Anne Shirley!" she cried, and she laughed and laughed. Mrs. Lynde was right, of course. After a few days Anne

550

850

decided to go back to school. All the children were pleased

Total Words: 867

to see her again, but she did not speak to Gilbert Blythe. Extract from Anne of Creen Cables, Bookworms Library, Oxford University Press.

,_ Extensive Reading 9 Anne of Green Gables

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After Reading Answer the questions. 1. What did Gilbert say about Anne's hair that made her angry?

2. What was Anne's punishment for being late to class?

3. Who advised Marilla that Anne would finally go back to school?

4. What was probably the main reason that Anne decided to go back to school?

Thinking About the Story Answer the questions. 1. Did you enjoy reading the extract? Do you want to read more about Anne of Green Gables? 2. Anne returns to school. Will she stay? Will she be a good student? 3. What do you think will happen to Anne in the future?

Timed Repeated Reading How many words can you read in one minute? Follow the instructions to practice increasing your reading speed.

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1. Time yourself. Read the short story for one minute. When you stop, underline the last word you read and write "first" in the margin. 2. Go back to the beginning of the story. Read again for one minute. Try to read faster this time. When you stop, underline the last word you read and write "second" in the margin. 3. Go back to the beginning of the story. Read again for one minute. Try to read even faster this time. When yo u stop, underline the last word yo u read and write "third" in the margin. 4. Count the number of words you read each time. Record the three numbers on the Timed Repeated Reading Chart on page 169.

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Extensive Reading 9 Anne of Green Gables

Discuss the questions. 1. Do you know the saying "Two heads are better than one"? What does it mean? 2. Do you know any other English sayings? What do you think they mean? This unit is about old sayings that express important ideas of our cultures. In Part 1, yo u will read about sayings from around the world. In Part 2, you will read an American's memories about sayings he heard as a child. The unit is followed by Extensive Reading 1O, which is a short story from a book called Stories from the Five Towns. It is a story which illustrates the saying "You live and learn:'

The Wisdom of the World Before Reading Can you guess the missing words in these old sayings? 1. A fall into a ditch makes yo u ······'···· . ..

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2................................................. doesn't kili you, but it makes you sweat a lot.

Comprehension Strategy: Making lnferences Often meaning in a text is not directly stated or explained. The reader has to figure out the meaning based on other information in the text. This is called making inferences or reading between the lines.

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A. Use the strategy to match the old sayings on the left with the meanings on the right . ..... 1. A stumble may prevent a fall.

a. Experts sometimes make mistakes .

.... 2. Even monkeys fall from trees. ........ 3. An empty cart rattles loudly.

b. Sorne people talk without anything to say.

........ 4. Fall clown seven times, get up eight.

c. Never give up! d. Learn from small mistakes.

B. Read the text and answer the questions that follow.

~ CD 2 Track 11

The Wisdom of the World

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Most cultures have old sayings that reveal a lot about the val ues of that society. Even though each culture has its own unique way of expressing these values, sometimes the basic message is similar. Value knowledge and learning. "Your head is your house; furnish it" is an Arab saying that emphasizes the importance of learning and knowledge. A Haitian saying warns what might happen if you don't follow that advice: "Ignorance doesn't kili you, but it makes you sweat a lot."

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Don't be afraid to make mistakes. Many sayings suggest that we can learn from our mistakes. The English saying '~ stumble may prevent a fall" is similar to the Chinese expression '~ fall into a ditch makes you wiser." Another Chinese saying says we should not be afraid to ask questions: "He who asks is a fool for five minutes, but he who does not ask remains a fool forever." In Japan, the saying "Fall down seven times, get up eight" stresses the value of never giving up. The Japanese saying "Even monkeys fall

from trees" means that everybody makes mistakes. Don't wait around and do nothing. "Talk does not cook rice" is a Chinese saying that means don't just talk about something; do it! Another similar Chinese saying is "Do

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not fear goingforward slowly; fear only to stand still." This emphasizes the importance of taking the first step rather than doing nothing. A saying from Nigeria, "He who

waits for a chance may wait for a long time," has a similar message. It means you should act now and not wait around. From Korea, the saying "Put offfor one day and ten days will pass" means that you should not wait until tomorrow to do things.

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Work together. The Japanese saying 'll single arrow is easily broken but not ten in a bundle" clearly illustrates the value of group harmony in Japanese society. Indeed, individuals who try to stand out from the group are warned that "The nail that sticks up will be hammered down." Japan is not the only culture that values the importan ce of working together. In Iran, there is a saying "One finger cannot lift a pebble." A very well known saying from Africa is "It takes a village to raise a child." Be careful what you say. The Japanese saying 'll statement once let loase cannot be caught by four horses" means you should be careful about what you say. The Korean saying 'fin empty cart rattles loudly" means that people who talk a lot don't have important things to say. Many sayings warn against gossiping about other people. From Hindi comes "Great minds discuss ideas, medium minds discuss events, and little minds discuss people." The Korean saying "If yo u talk about the tiger, the tiger will appear" means you should be careful who you talk about. The Spanish saying "Whoever gossips to you will gossip about you" contains a similar warning. The Russian saying "Gossip needs no carriage" warns that gossip spreads fas t. Taken together, the values expressed in these sayings could be described as the collected wisdom of the world.

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Checking Comprehension What values do these old sayings represent? Circle the correct answer. 1. Your head is your house; furnish it. a. Value knowledge and learning. b. Don't be afraid to make mistakes. c. Don't wait around and do nothing. 2. A single arrow is easily broken but not ten in a bundle. a. Value knowledge and learning. b. We are stronger when we work together. c. Don't wait around and do nothing. 3. Talk does not cook rice. a. Value knowledge and learning. b. Don't wait around and do nothing. c. Work together. .; ~:

4. Put off for one day and ten days will pass. a. Be careful what you say. b. Don't wait around and do nothing. c. Work together. 5. One finger cannot lift a pebble. a. Value knowledge and learning. b. Don't be afraid to make mistakes. c. Work together. 6. Gossip needs no carriage. a. Be careful what you say. b. Don't wait around and do nothing. c. Work together.

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Looking at Vocabulary in Context A. Find the words in bold in the text. For each line, circle the word or phrase that does not belong. 1. ignoran ce (par. z) 2. stumble (par. 3) 3. emphasizes (par. 4) 4. bundle (par. 5) 5. illustrates (par. 5) 6. gossiping (par. 6)

wisdom fall highlights group shows talking

unfamiliarity slip ignores individual demonstrates discussing

lack of knowledge success stresses set denies helping

B. Fill in the blanks with the words in bold from A. Be sure to use the correct forms. 1. My sister loves ...... 2. I have a 3. Your . . .

. .. about celebrities. .............. of magazines to throw out.

................ of the rules of soccer really surprises me.

4. I drew a line under the essay heading to . . . ................... it. 5. The runner almost fell over, but that. .. . . the race.

. . . .............. didn't stop him winning

6. Many sayings . . . .. . .. .. . ......... with memorable images the importance of knowledge and learning.

What's Your Opinion? Discuss the questions. 1. What's your favorite wise old saying? 2. Who do you think invents wise old sayings? 3. Who is the wisest person you know? 4. How important is wisdom to yo u? 5. What experience in your life did yo u gain wisdom from?

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131

1 1

American Sayings

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Before Reading Discuss the questions. 1. Why do you think different countries have different sayings?

2. What are sorne American values that you rnight find in that country's sayings?

Fluency Strategy: Recognizing Signal Words Signal words show how the text is organized. The words if, when, and while can connect two things that happen at the same time. Befare, after, later, and now tell us when things happen. A. Sean the text for the signal words in bold. Complete the sentences.

1. When . . .............................. with dirty hands, m y parents would say 2. If

........... my dinner, my rnother would say ............... .

3. While

................. . . .

4. Now

. . ..... . . . .... . . .

exchange student, I realized that . . .......... a lo t.

B. Read the whole text quickly. Record your reading time below and in the chart on page 169.

Start: _ __ Finish: _ __ Reading Time: _ __

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Like many Americans, I often heard my parents say, "Cleanliness is next to godliness." They said this when I sat clown at the dinner table with dirty hands or when I wanted to go outside and play on a Saturday but had not yet cleaned my room. It sometimes seemed to me that they were completely obsessed with keeping clean. Later I realized that it wasn't just my parents who were obsessed with hygiene; all my friends' parents were saying the same thing. I guess we like things clean and neat in the United States. Sometimes I felt like my parents had an old saying for every single point they wanted to make. If I didn't eat all my dinner, my mother would say, "Waste not, want not," and would make me sit at the table until I had finished everything on my plate. When I protested about being forbidden to watch my favorite TV program after putting off

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doing my homework all day, my father said, "Yo u've made your bed, now you have to lie in it." My parents didn't always use old sayings to scold me though. Sometimes my parents used them to encourage me when I was depressed. I remember working on a 3-D map of my hometown for my eighth-grade geography project, and there was one piece that refused to stand up. Every time I glued it to the base, its weight would cause it to fall over. I was ready to give up, but my father said, "There's more than one way to skin a cat," and he helped me find another way to solve the problem. Sayings like these reveal important aspects of a culture. When we hear them again and again from our parents, grandparents, and teachers, we naturally absorb the beliefs and ethics that make up our culture. Sometimes, though, the beliefs represented by old sayings seem to clash. For instance, I can remember being told that "It's not whether you win or lose, but how you play the game." This helped me to realize the importance of playing fair. But my basketball coach also used to say, "Everyone laves a winner." Which saying really represents American beliefs? Is it sportsmanship and fair play or aggressive competition with passion to win? Or could it be both? While I was an exchange student, I realized that old sayings have played an important role in shaping who I am. Sometimes when things went wrong or when I was confused, I'd find myself thinking about one of the old sayings my parents had always used on me. After about the third time this happened, I asked my homestay family to tell me sorne of their favorite wise sayings, and we had a great time learning about each other's culture. Now I notice that I use old sayings quite a lot. My parents would probably laugh, but you know what I say? "Ij you can't beat em, join em!"

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Checking Fluency and Comprehension A. Mark the statements true (T) or false (F). Correct the information for ones which are false. Don't look back at the text. ........ 1. The author's parents and his friends' parents said, "Cleanliness is next to godliness:'

........ 2. The author's mother encouraged him to eat only as mueh as he wanted at dinner. 'l!

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B. Check your answers with a partner. Record your score on page 169.

Expanding Vocabulary A. Synonyms are words with a similar meaning. Find synonyms of these words in the text. 1. single-minded 2. not allowed

.... (par. 2)

3. reprimand

.......................................... (par. 3)

4. conflict

........ .... ........................... (par. 5)

5. attacking 6. rivalry

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Unit 1O Wi.se Words

........ (par. 5) ... . . .. ... ..... .. .. ... (par. 5)

B. Fill in the blanks with the synonyms from A.

1. My girlfriend is . .

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_ with her cell phone-she never puts it clown!

2. That orange shirt and those striped pants really _........ _ 3. Friendly _ _

__ ... is fine, but I don't want to win at any cost.

4. In high school, we were . . . . .... .... 5. My parents always .

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-·--- to sit on the ground to eat lunch. __ . me if I get borne late from a date.

6. When there's something Luisa wants, she gets really _ _______ . _.

.......... about getting it.

What's Your Opinion? A. How important are these values to you? Rank them from 1 (most important) to 6 (least important). -----·· 1. Being early to appointments.

_____ 2. Being careful not to waste anything. _ _ _3. Being independent. ---·-- _4. Always playing to win. _ .. 5. Being creative. B. In small groups, discuss your answers. Give reasons for your answers.

lncreasing Fluency Follow the instructions to practice increasing your reading speed. 1. Look back at your reading time for "American Sayings:' Write the time here:.. _

2. Use a watch to time yourself. Read the text again. Try to read it faster than the first time. Write your new reading time here: 3. Did your reading speed increase?

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This short story from an Oxford Bookworms Reader gives you the opportunity to read more in English. The more yo u read, the faster and more fluent you will become. Stories from the Five Towns is a collection of four short stories set in England in the early 1900s. The story yo u will read, "News of the Engagement;' starts as Philip is walking home from the train station with big news for his mother about his girlfriend, Agnes. However, Philip is in for a big surprise.

Before Reading A. What do yo u think will happen in the short story? Check (V) your answers . ... 1. Philip tells his mother ofhis engagement to marry Agnes .

. ... 2. Philip is afraid of telling his mother about Agnes . ........ 3. Philip's mother is upset when she learns of Philip's wedding plans . .. . 4. Philip learns that his mother is going to remarry. B. Now read the short story to see what happens.

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CD 2 Track 13

Wonls

My mother never carne to meet me at Bursley station when I arrived in the Five Towns from London. She always had other things to do; she was getting ready for me. So I always walked alone up Trafalgar Road, between the factories and past the football field. And so tonight, 1 had

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time to think. I had sorne very important news for my mother, and 1 didn 't know how to tell her. I wrote to my mother every week to tell her what I was doing. She knew the names of all my friends. 1 often wrote about Agnes and her family. But it's difficult to write in a letter: "1 think Agnes likes me," "I'm in !ove with her," "l'm sure she likes me," "1 think she !oves me," "l'm going

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Extensive Reading 1O .Stories from the Five Towns

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to ask her to marry me." You can't do that. Well, I couldn't 150

do it. And on December 20 I asked Agnes to marry me, ··· and Agnes said yes. But m y mother didn't know anything about it. And now, on December 22, I was coming to spend Christmas with my mother. My mother was a widow. I was her only son; now I

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was engaged, and she didn't know. I was afraid she was going to be a little unhappy, and I was ready for a difficult evenmg. I walked up to the front door, but befare I put my hand up to ring, the door opened and there was my mother. She

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put her arms around me. "Well, Philip! How are you?" And I said, "Oh! I'm all right, mother. How are you?" She smiled at me. She looked excited and younger than her 45 years. There was something strange in her smile. I thought: "She knows I'm going to get married. How does

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she know?" But I said nothing. You have to be careful with mothers. ''I'll tell her at dinner," I decided. I went upstairs to my bedroom. When I carne clown,

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my mother was busy in the kitchen. I went into the dining

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room, and here I had a surprise. Around the table there were three chairs, three plates, and three glasses. So Agnes was coming! I didn't know how my mother knew, but she did know. She and my wonderful Agnes were planning a surprise for me. Agnes was coming to

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Bursley for Christmas! There was a ring a t the door. "It's Agnes!" 1 thought, and running to the door, I opened it. It was Mr. Nixon. Mr. Nixon was an old friend of the family. He was a

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large, strong man of about 49 or 50. He was very helpful to my mother after my father's death.

Extensive Reading 1O , Stories from the Five Towns

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"Good evening, young man," he said. "lt's good rosee

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yo u back in Bursley." "Mr. Nixon has come for supper, Philip," said my mother. Mr. Nixon often carne to supper during my visits ro Bursley, but never on the first night. 1 liked him, but 1 wasn't very happy to see him tonight because 1 wanted to talk to my mother. 1 couldn't talk to her about Agnes with Mr. Nixon sitting at the table. We started our supper. We talked about this and that, but nobody ate very much. 1 was thinking about what to say to my mother when Mr. Nixon went home. At the end of the meal 1 told my mother that 1 must go to the post office. 1 had an important letter to mail. "Can't it wait until tomorrow, my pet?" my mother

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asked. "It can't," 1said. M y letter, of course, was to Agnes. A letter to Agnes could not wait until tomorrow! 1 walked over to the dining room door. "A letter toa lady?" asked Mr. Nixon, laughing. "Yes," 1 replied. 1 walked to the post office and mailed my letter. When 1 got back home, 1was sorry to see that Mr. Nixon was still there. He was alone in the living room. "Where's mother?" 1 asked. "She's just gone out of the room," he said. "Come and sit down. 1' d like to tal k to yo u, Philip." 1 sat down. 1 hoped the talk was not going to be a long

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one. "Well, m y boy," he said. "Would yo u like me as a stepfather?" For a second 1 could not move or speak. "What?" 1said. "You mean ... you and my mother... ?"·

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Extensive Reading 1O Stories from the Five Towns ; )~

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"Yes, my boy, 1 do. 1 asked her yesterday, and she said

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yes. l've wanted to ask her for a long time-1 think she knew that. Did she tell you in her letters? N9? lt's difficult to write in a letter, of course. She couldn't really write,

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'M y dear Philip, an old friend, Mr. Nixon, is falling in love with me and 1 think I'm falling in love with him. I think he'll ask meto marry him soon.' 1 don't think your mother

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could write that, could she?" 1 laughed.

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"Shake hands," 1 said. "This is wonderful news." After a moment my mother carne in, a little red in the

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fa ce. "The boy's very happy, Sarah," said Mr. Nixon. 1 said nothing about my own plans that evening. It was something new to me that my rnother could fall in love,

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and that aman could fall in love with her. It was something new to me that she was lonely in our old house and that 900

perhaps she wanted a new life. Perhaps, like all sons, I thought only about myself and my life. So I decided to say nothing about my news, and that evening my mother carne first for me. 1 could tell her about Agnes tomorrow.

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Total Words: 944

We live and learn.

Extract from Stories from the Five Towns, Bookworms Library, Oxford University Press.

Extensive Reading 10. , Stories from the Fiv~ Towns .

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After Reading Answer the questions. 1. What did Philip plan to tell his mother? ......................... ···············-··········································

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.................... ··············--·--······-·····

2. Who is Mr. Nixon?

3. Why did Philip want to tell bis mother the news instead of writing her a letter?

4. What did Philip mean when he wrote, "We live and learn ?"

Thinking About the Story Answer the questions. 1. Did you enjoy reading the short story? Do you want to read other short stories from Stories from the Five Towns? 2. Do you think Philip's mother will be happy to learn about her son's engagement? 3. What do you think Mr. Nixon will say about Philip's plans?

Timed Repeated Reading How many words can yo u read in one minute? Follow the instructions to practice increasing your reading speed. 1. Time yourself. Read the short story for one minute. When you stop, underline the last word you read and write "first" in the margin. 2. Go back to the beginning of the story. Read again for one minute. Try to read faster this time. When you stop, underline the last word you read and write "second" in the margin. 3. Go back to the beginning of the story. Read again for one minute. Try to read even faster this time. When yo u stop, underline the last word yo u read and write "third" in the margin. 4. Count the number of words you read each time. Record the three numbers on the Timed Repeated Reading Chart on page 169.

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Extensive Reading 1O Stories from the Five Towns

Reading Strategies • Comprehension: Recognizing the Author's Purpose • Fluency: Previewing and Predicting

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Discuss the questions. 1. Do you carry a good luck charm with yo u or keep one in your borne? 2. What is the luckiest thing that ever happened to you? This unit is about luck. In Part 1, you will read about research on luck. In Part 2, you will read about a couple whose luck changed. The unit is followed by Extensive Reading 11, which is a short story from a book called New Yorkers-Short Stories. The short story, "Soapy's Choice;' is about a poor man named Soapy and his bad luck.

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Creating Your Own Luck Before Reading Discuss the questions. 1. Do yo u con~ider yourself a lucky person? 2. Do you believe people can influence their own luck?

Comprehension Strategy: Recognizing the Author's Purpose Authors always have a reason for writing. Their purpose may be to inform the reader, to persuade the reader of something, to help and advise the reader, or perhaps to entertain the reader. Skim the text and ask, "Why did the author write this?"

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A. Use the strategy to find the author's purpose. Check (V') your answer. 1. To inform readers about the connection between attitude and luck. ........ 2. To persuade readers to try positive thinking . ........ 3. To advise readers how to be lucky in games of chance .

........ 4. To entertain readers. B. Read the text and answer the questions that follow.

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CD2 Track 14

Creating Your Own Luck ,~ 1

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When 1 told my friends and family I was going to move to Hawaii, they thought I was crazy. They were worried that I would use up all my savings before I found a good job. Hawaii is, after all, one of the most expensive places to live in the United States. I got so tired of their negative comments that I decided to leave two weeks earlier. Two days after I arrived in Honolulu, the newspaper had an advertisement for a job at the university that was exactly what I had been dreaming of! 1 applied, interviewed, and was hired. Later I realized that if I hadn't

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changed my flight, I never would have seen the job advertisement, and my life might have been different. Was it fate? Or was it just pure luck that I "accidentally" changed my reservation? Recently, psychologists at sorne leading universities have looked at what "luck" really means. They found there are three types of situations that people usually associate with luck. The first is circumstance, such as being born in a wealthy family or inheriting athletic genes. Obviously, this type of situation is beyond anyone's control-people ,,,,_,.•._·,

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Unit 11

Luck

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can't change the circumstances of their birth. The second is random chance events, such as rolling dice, which are also beyond our control. Your chances of getting a seven when rolling two dice or ofbeing hit by a falling meteor are based on statistics. The third type of situation includes events such as getting your dream job or meeting your ideal partner. It is in this third area that researchers say we may be able to have more control over our luck. A professor from England, Robert Wiseman, believes that people can influence their own luck in good or bad ways. Wiseman did a series of experiments with people who believed they were naturally lucky or unlucky. He found a clear connection between the attitude of the participants and the amount of "luck" they had. He found four important attitudes and actions of "lucky" people. First, they are open to opportunities and make the most of situations that arise. Second, they trust their intuitions and often make decisions based on gut feelings. Many meditate or do yoga to help keep in touch with their intuitive senses. Third, they think positively and expect good things to happen. Having a positive attitude means they smile and laugh more, which attracts others and may create opportunities. Fourth, lucky people tend to focus on the good in each situation, whereas negative people tend to focus on the bad side. Finally, lucky people typically don't give up easily.

Professor Wiseman also trained people to make themselves luckier. He asked them to keep a journal and write clown only the good things that happened each day. After severa! days, people who used to feel unlucky began to see themselves as lucky, and those who originally felt lucky thought they were even luckier. How lucky are you? And how lucky would you like to be?

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Checking Comprehension A. These sentences are false. Correct the facts. 1. The author got hired for his dream job and then moved to Hawaii.

2. Sorne people can change the circumstances of their birth.

3. We can control random chance events.

4. Professor Wiseman says lucky people often make decisions based on careful thought and research.

5. Professor Wiseman says people with a positive attitude make other people laugh.

6. Professor Wiseman trains people to make themselves luckier by writing clown everything that happens each day.

B. What advice might Professor Wiseman give to someone who wanted to feelluckier? Check (V') your answers . ........ 1. Be open to opportunities . .2. Trust your intuitions . ..... 3. Play games of random chance. ... 4. Try meditation . ........ 5. If something is difficult, quickly m ove on to something else . ........ 6. Don't expect good things to happen.

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Unit 11

Luck

looking at Vocabulary in Context A. Find the words in bold in the text. Match the definitions. ........ 1. fate (par. 1) ........ 2. associate (par. 2) .. 3. circumstance (par.2) .... 4. random (par. 2) ........ 5. opportunities (par. 3) . . 6. intuitions (par. 3)

a. not following a specific pattern b. favorable chances c. make a connection in the mind between things d. things known by feeling or instinct e. a force that controls life's events f. situation

B. Fill in the blanks with the words in bold from A. 1. Having two professional athletes for parents was a lucky ....

................ for Darrell.

2. Having a university degree is supposed to open up more job . . 3. Many happy couples say it was ..... 4. 1 followed my . . . . . . where 1 met my fiancée.

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that brought them together.

.... and stopped at a different coffee shop, and that's

5. Computers are very fast at selecting ... . . . . ... .. . .......... numbers. 6. 1 always ... .

. ... the smell of coffee with my grandmother's kitchen.

What's Your Opinion? A. Check (V") your answers to these questions about luck.

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1. Do you think sorne events in your life are controlled by fate? 2. Do you think yoga or meditation can help you be more aware of your intuitions? 3. Do you believe you can create your own luck? 4. Would yo u like to keep a journal of positive events to improve your luck? 5. Wili scientists be able to discover the secret ofluck?

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B. Discuss your answers with a partner. Give reasons for your answers.

Luck

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···The Winning Ticket Before Reading Discuss the questions. 1. Have yo u ever bought a lottery ticket? If yes, have yo u ever won?

2. What might be the good and bad results of winning a large amount of money?

Fluency Strategy: Previewing and Predicting Previewing means Iooking at key parts of the text befare you read it. Look at the title and pictures. Look for subheadings and picture captions. These will give you clues that help you to predict what the text is about. A. Use the strategy to predict what information the text contains. Circle your answer. Then skim the text to check your answer.

1. A story about a couple's experiences after winning the lottery

2. A survey of lottery winners around the world. 3. Advice about how to increase your chances of winning the lottery. B. Read the whole text quickly. Record your reading time below and in the chart on page 169.

Start: _ __

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Finish: _ __

The Winning Ticket

Winning Big When Gordon Rigby found out that his state was starting a new lottery, he couldn't wait to huy his first ticket. But when he told his wife, Marissa, she immediately frowned. "We don't have that much money, you know;' Marissa warned. Gordon suggested a compromise. "If I skip my morning cotfee twice a week, I'll save enough money to huy one ticket. It'll be good for my health, and I can have a little fun, too:' Marissa agreed, and Gordon started buying tickets. During the week of his hirthday, he actually skipped cotfee all week and on Friday, he hought two tickets. This must have changed his luck, hecause when the numhers were posted on TV that evening, he had won the first prize of over three million dollars! New "Popularity" An hour later, as they were about to go out for a celehration dinner, the doorhell rang.

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Unit 11

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Reading Time: _ __

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Luck 1

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TV news crews from three different stations were waiting to interview them. They asked the Rigbys how they felt when they realized they had won whether they were going to retire from their jobs and what they planned to do with their winnings. But one of the reporters had a surprising question. "How are you going to deal with your new popularity?" They found out the next day what she had meant. At 7:30 in the morning, the first real estate agent arrived, offering to help them buy the house of their dreams. By lunchtime, three others had shown up with a similar sales pitch, along with seven phone calls-from car salesmen, life insurance companies, and an exclusive golf resort. The calls and visitors continued all afternoon, until finally Marissa suggested they go see a movie to escape the interruptions. But at the theater, a man sat clown next to them, claiming to be an inventor with a brilliant new idea and wondering if the Rigbys would help fund his research. Money-Seeker Goes Too Far After the movie ended, the inventor followed them out to the parking lot, still trying to borrow sorne money. Finally, Gordon had to push him aside just to be able to get in his car. As he was driving off, the man suddenly ran in front of their car. Gordon swerved out of the way, lost control, and crashed into a wall. He and Marissa were OK, but the car was a total mess. After having the car towed to a repair shop, they realized that they would need to eat dinner out again. They sure were spending a lot of money as a result of their winning ticket, and their first lottery check wouldn't come for another month. Even Family Makes Requests When they got home, there was a phone message from Marissa's sister. "How are the millionaires? I'm going to stop by tomorrow afternoon to say congratulations. I might bring your niece Shelly, too. She has decided to quit her job to follow her dream of producing a Broadway musical! She wants to fly to New York to hire sorne top-notch actors. Isn't that exciting? She may need a little help, though. Just a few thousand dollars or so .. :'

Lottery winners

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Luck

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Checking Fluency and Comprehension A. Fill in the blanks. Don't look back at the text.

1. Gordon's wife allowed him to buy a ____________ ...................... . drinking

2. Gordon won a prize of over ____

... _ _ _ _ _ _ ___ __ . ___

3. Gordon and his wife got a visit from a ___ ......

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dollars. _agent at 7:30 in the morning.

4. To escape the calls and visits, they went to see a _.. _____________________________________ . 5. They for money.

. . _ _ their car while trying to escape from an inventor asking

B. Check your answers with a partner. Record your score on page 169

Expanding Vocabulary A. Find words in the text that are related to these words.

1. celebrate (verb)

................................................... (par.4)

2. retirement (noun)

.................................................. (par. 4)

3. popular (adjective) 4. suggestion (noun) 5. interrupt (verb) 6. congratulate (verb)

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Unit 11

...................... __ ..... _ (par. S) _(par. S) ..... (par. S) ........................................ (par. 8)

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B. Fill in the blanks with the correct form of the words from A.

1. Mark is having a party to . . . .... 2. I can't forget to ... .

................. his promotion. . him on his promotion.

3. It's hard to finish writing this email when I have so many . . 4. I don't know this are a, so can yo u..... 5. My goal is to . .. . . ....

. ..... a good place to eat?

...... while I'm still young enough to do lots of traveling.

6. The concert sold out right away so the band must be really ....

What's Your Opinion? Discuss the questions. 1. Do yo u think buying lottery tickets is a good idea? 2. How would you celebrate if yo u won a lot of money in a lottery? 3. How would yo u deal with salespeople? 4. What would you do if a relative asked for money? 5. If yo u won the lottery, who would yo u give a lot of money to?

lncreasing Fluency Sean the line to find the word on the left. Words may appear more than once. Can you finish in 15 seconds?

1. found out 2. went out 3. deal with 4. show up 5. drive off 6. eat out 7. stop by 8. justa few

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drive off

drive up

live off

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eat up

heatup

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eat out

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stop by

shop by

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Luck

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New Yorkers-Short Stories lntroduction This short story from an Oxford Bookworms Reader gives you the opportunity to read more in English. The more you read, the faster and more fluent you will become. "Soapy's Choice" is set in New York City in the early 1900s. It is the story of a poor homeless man. As the story begins, winter is coming and it is getting cold. Soapy does not want to spend the cold winter on the streets ofNew York.

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Before Reading A. What do you think will happen in the short story, "Soapy's Choice"? Check (V") your answers . ........ 1. Soapy decides to find a job so he will have money.

_2. Soapy decides to roba bank so he will have money. . ____ 3. Soapy decides to spend three months in prison where it is warm . .4. Soapy decides to have dinner in an expensive restaurant without paying so he will be sent to prison. B. Now read the extract to see what happens.

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CD 2 Track 16

Words

Soapy sat on a seat in Madison Square, New York City, and looked up at the sky. A dead leaf fell onto his arm. Winter was coming, and Soapy knew that he must make his plans. He moved unhappily on his seat. He wanted three months in a nice, warm prison with

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food and good friends. This was how he usually spent his winters. And now ir was time, because at night on his seat in the square, three newspapers did not keep out the cold. So Soapy decided to go ro prison and at once began to try his first plan. It was usually easy. He ate dinner in an expensive restaurant. Then he told them he had no money, and they called a policeman. Nice and easy, with no trouble.

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Ext~o$ive Reading 11

New Yorkers-Short Stories

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So Soapy left his seat ancl walkecl slowly along the street. Soon he carne to a bright restaurant on Broaclway. Ah! This was all right. He just hacl to get to a table in the restaurant ancl sit clown. That was all, because when he sat clown, people coulcl only see his coat ancl his shirt, which were not very olcl. Nobocly coulcl see his pants. He thought about the meal-not too expensive, but goocl. But when Soapy went into the restaurant, the waiter saw Soapy's clirty olcl pants ancl terrible shoes. Strong hancls turnecl him arouncl ancl helpecl him out into the street again.

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So now he hacl to think of something clifferent. Soapy walkecl away from Broaclway, ancl soon he founcl himself on Sixth Avenue. He stoppecl in front of a store winclow ancl lookecl at it. It was nice ancl bright, ancl everybocly in the street coulcl see him. Slowly ancl carefully he pickecl up a stone ancl threw it at the winclow. The glass broke with a loucl noise. People ran arouncl the comer ancl Soapy

Extensive Reading 11

New Yorkers-Short Stories

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was happy, because the man in front was a policeman. Soapy did not move. He stood there with his hands in his pockets, and he smiled. "I'll soon be in prison now," he thought. The policeman carne up to Soapy. "Who did that?" he asked. "Perhaps 1 did," Soapy replied. But the policeman knew that people who break windows do not stop to talk to policemen. They run away. And just then the policeman saw another man, who was running to catch a bus. So the policeman ran after him. Soapy watched for a minute. Then he walked away. No

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luck again! He began to feel angry. Soapy saw another policeman, so he started to sing and shout and make a loud noise, but the policeman thought he was silly and walked away. What was the matter with the police? Soapy was really unha ppy now, but he stopped making noise. How could he get to prison? The wind was cold, and he pulled his thin coat around him. But, just then, inside a store he saw a man with an expensive umbrella. The man put his umbrella clown near the door. Soapy went into the store, picked up the umbrella, and, slowly, he began to walk away. The man carne quickly after him. "That's my umbrella," he

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said. "Oh, is it?" Soapy replied. "Then why don't you call a policeman? 1 took it, and you say it's your umbrella. Go on, then. Call a policeman! Look! There's one on the corner." The umbrella man looked unhappy. "Well, you know, perhaps l've made a mistake. 1 took it from a restaurant this morning. If it's yours, well, I'm very sorry ... " "Of course it's my umbrella," Soapy said.

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.· Extensille Reading 11 New Yorkers-Short Stories

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The policeman looked at them-and the umbrella man walked away. The policeman went to help a beautiful young girl cross the road. Soapy was really angry now. He threw the umbrella away and said many bad things about policemen. Just

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because he wanted to go to prison, they did not want to send him there. He could do nothing wrong! He began to walk back to Madison Square and homehis seat. But on a quiet comer, Soapy suddenly stopped. Here, in the middle of the city, was a beautiful old church.

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Through one purple window he could see a soft light, and sweet music was coming from inside the church. The moon was high in the sky and everything was quiet. For a few seconds it was like a country church, and Soapy

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remembered other, happier days. He thought of the days when he hada mother, and friends, and beautiful things in his life. Then he thought about his life now-the empty days, the dead plans. And then a wonderful thing happened.

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Soapy decided to change his life and be a new man. "Tomorrow," he said to himself, ''I'll go into town and find work. My life will be good again. 1'11 be somebody important. Everything will be different. I'll ... " Soapy felt a hand on his arm. He jumped and looked around quickly-into the face of a policeman! "What are you doing here?" asked the policeman.

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Total Words: 860

"Nothing," Soapy answered. "Then come with me," the policeman said. "Three months in prison," they told Soapy the next da y.

Short story from New Yorkers-Short Stories, Bookworms Library, Oxford University Press.

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Extensive Reading 11

1New Yorkers-Short Stories .. • . , J53.... ·~

After Reading Answer the questions. 1. Why did Soapy want to go to prison for three months?

2. Why was Soapy thrown out of the restaurant?

3. Why did the man let Soapy keep the umbrella?

4. Where will Soapy spend the next three months?

Thinking About the Story Answer the questions. ''1

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1. Did you enjoy reading this short story? Do you want to read another short story from New Yorkers-Short Stories?

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2. Do you think Soapy is lazy or smart? 3. What will Soapy do when he gets out of prison in three months?

Timed Repeated Reading How many words can you read in one minute? Follow the instructions to practice increasing your reading speed. 1. Time yourself. Read the extract for one minute. When yo u stop, underline the last word you read and write "first" in the margin. 2. Go back to the beginning of the extract. Read again for one minute.Try toread faster this time. When you stop, underline the last word you read and write "second" in the margin. 3. Go back to the beginning of the extrae t. Read again for one minute. Try to read even faster this time. When you stop, underline the last word yo u read and write "third" in the margin. 4. Count the number of words you read each time. Record the three numbers on the Timed Repeated Reading Chart on page 169.

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Extensive Reading 11 l

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Discuss the questions. 1. What art forms are the most popular these days? 2. Are yo u an artistic person? Why or why not? This unit is about the arts. In Part 1, you will read about the Korean 'Nave-the rising popularity ofKorean culture. In Part 2, you will read about a unique concert. The unit is followed by Extensive Reading 12, which is an extract from a book called Dracula. It is the famous story of Count Dracula that has inspired dozens of TV series and movies. Unit 12 The Arts : !:

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AWorldwide Phenomenon Before Reading Discuss the questions. 1. Do you like to watch TV dramas? Which ones do you watch? 2. Do any of the TV dramas you watch come from other countries?

Comprehension Strategy: Summarizing A summary is a brief statement containing the most important information in the text. To summarize a text, first find the main ideas. Then put them together to make the summary. You should not include specific details or examples. A. Read the text. Then use the strategy to choose the best summary. 1. For a number of reasons, Korean dramas have become a big hit all around the world and are a major part of the Korean Wave. Among the most important reasons are traditional themes and positive, hopeful messages. 2. The Korean Wave is a term used to describe the fascination many people have with Korean culture. Among the most popular Korean things are dramas, music, language, and food.

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3. Many people say the Korean Wave probably began with popular music, particularly in a number of Asian countries. However, soon after the Wave began, Korean dramas became even more popular than Korean music or fashion.

'

B. Read the text again and answer the questions that follow.

G

CD2 Track 17

A Worldwide Phenomenon

2

156

Hundreds of girls and women are crowding near the exit at Tokyo's Narita Airport, hoping to catch a glimpse of an arriving heartthrob. But it's not just teenagers and young women who have flocked here. There are severa! middle-aged women and a few seniors, too. lt makes you wonder: who is this guy? The doors open. Screams and shouts erupt from the fans, "Yon-sama!" "Yon-sama" is actor Bae Yong-jun, famous for his role in the Korean drama, Winter Love Song (known in Japan as Winter Sonata). In Japan, at least, Bae is the face of the phenomenon known as the Korean Wave.

Unit 12 The Arts ...

. "

)

3

4

5

6

7

8

9

The phrase Korean Wave originated in China in 2001 and describes the boom of Korean arts and culture throughout Asia. In addition to TV dramas, the Wave includes fascination with Korean pop music, movies, fashion, and even Korean cooking. Sorne say the Wave began in the mid-l990s, when Korean pop musicians gained fame in Asia. Others say it began when Korean dramas were introduced to Asia in 1999 and 2000. But, few would dispute that things really took off when Winter Sonata was aired in Japan in 2003. Since then, the Wave has become global. Concerts by Korean musicians have sold out, not just in Shanghai but also in New York. Korean movies have won awards at international film festivals. And, Korean dramas, now known as "K -dramas:' are watched by young and old in San Francisco and Cairo, as well as in Tokyo and Bangkok. The impact of K-dramas has been immense. Korean language classes are regulad y full, and travel to Korea has beco me hip, including tours to famous K-drama locations. fewel in the Palace, a K-drama set in the Joseon Dynasty, sparked interest in traditional Korean clothing and cuisine. What attracts people to K-dramas? Por one thing, they focus on classic, universal themes of true love, family loyalty, and traditional values like respect for the elderly. Often their message is one ofhope, patience, and stability in unstable times. In our fastpaced, technology-driven age, perhaps K-dramas remind people of what is ·:r truly important in life. Additionally, the plots are carefully Bae Yong-jun in April Snow written with clever surprises, yet at the same time the characters and their troubles seem real and believable. They may live in beautiful apartments with expensive furnishings; their clothes and hairstyles may be at the height of fashion; and they may drive the coolest cars equipped with the latest technology; but somehow, they still seem like real people. It's the perfect combination of allowing viewers to relate but also allowing them an escape from reallife. Many fans ofK-dramas appreciate that they are family programs. One mother in China said, 'Tm happy to let my children watch Korean dramas, because I know the stories are safe. You see the couple hold hands, and you might see them kiss once or twice. But that's all, so it's easy for us to watch as a family:' With so many reasons for their success, K-dramas ha ve clearly introduced people around the world to Korea's rich culture. Have you caught the Korean Wave? If not, check your TV schedule to see when you can tune in.

Unit 12 The Arts .

~

:

157

Checking Comprehension Complete the sentences. 1. The Korean Wave refers to ........... a. the popularity of Korea's Bae Yong-jun. b. a boom in international interest in Korean arts and culture. c. several new K-dramas such as Winter Love Song. 2. The phrase Korean Wave was thought up in a. China. b. Korea. c. Japan. 3. The article says that the Korean Wave really too k off in the ................................ a. 1960s. b. 1980s. c. 2000s.

4. According to the text, K-dramas are watched ................. . a. mainly in Shanghai. b. mainly in Japan, China, and Korea. c. all around the world. 5. Themes of K-dramas in elude . . . a. true love, family loyalty, and traditional values. b. internationalism and modernism. c. technological innovation and cultural change. 6. Characters in K-dramas tend to ..... . a. seem like characters from a dream. b. look great but seem real. c. be very international and worldly.

158

Unit 12 The Arts

Looking at Vocabulary in Context A. Find the words in bold in the text. Circle the word or phrase with the closest meaning. 1. glimpse (par.Il a. kiss b. quick look 2. fascination (par. 3) a. great interest b. stylishness or popularity 3. immense (par. s) a. great or large b. hard to measure 4. hip (par. 5) a. related to rap music b. trendy 5. loyalty (par. 6) a. a feeling of devotion or attachment b. a feeling of unhappiness because of diffi.culty with love 6. stability (par. 6) a. courage b. staying the same B. Fill in the blanks with the words in bold from A.

1. The influence of sports stars on sorne teenagers is ....................................... . 2. While riding the bus, Tim kept trying to catch a .... ... ... . . . . .................. of the girl in the gray sweater. 3. I have a lot of

...................................... toward my favorite baseball team.

4. A lot of people think it's really ... ...................... 5. Every generation hopes for peace and . . 6. Many people have a great

............... . . .

.. to wear sunglasses. . ..........

in their lifetime.

for the private lives of famous people.

What's Your Opinion? Discuss the questions. 1. Which foreign culture are yo u most interested in? 2. What famous stars would you go to the airport to see? 3. Have you ever been caught up in a "wave" or trend? 4. Do you prefer movies or TV programs that are family-oriented or ones that are for a wider audience? 5. What aspects of your culture do foreigners seem to like?

; ·,•,

Unit 1

The Arts .

;

.{

159

The Concert for Bangladesh Before Reading Discuss the questions 1. What was one of the best concerts yo u've ever be en to? 2. Have you ever attended a concert or other activity to raise money for people in need?

Fluency Strategy: lgnoring Unknown Words You don't need to know the meaning of every word to understand what you read. Put your dictionary away. When you come to words you don't know, ignore them. Keep reading. Think about what you can understand, not what you can't. A. Use the strategy to read the text. Mark these statements true (T), false (F), or don't

know (?) . . ... 1. The Concert for Bangladesh helped raise money. ........ 2. The concert too k place in 1955. 3. The concert took place in Bangladesh . ........ 4. Money raised from the concert was used for food, milk, water, and clothing. B. Read the whole text quickly. Record your reading time below and in the chart on page 169.

Start: _ __

~ CD 2 Track 18

Finish: _ __

The Concert for Bangladesh Since the 1980s, rock and pop musicians have given a number of fundraising concerts to help people in need. In these benefit concerts, the musicians perform for free, and all the money made from tickets and sales of CDs or DVDs is used to help the poor. Benefit concerts have raised millions, if not billions, of dollars so that countless sick or starving people can be provided with food, medicine, clothes, and other supplies '.F·

"·t:~~·,:.-~~-4:~~-:¡·::·~~\.

160

Uni.t 12 Tb~ Arts

2

Reading Time: _ __

that help them to survive. One of the earliest and most influential benefit concerts took place on August 1, 1971. It was called The Concert for Bangladesh. In 1947, India was divided into two separate countries, India and Pakistan. Pakistan itself was divided into West Pakistan and East Bengal. Later, in 1955, East Bengal became known as East Pakistan. By 1971, there were so many problems

between East and West Pakistan that the East sought to become an independent country known as Bangladesh. A war began, called the Bangladesh Liberation War. Then terrible rains and floods carne, and millions of people left war-torn Bangladesh for India. Many were starving or had caught lifethreatening diseases. It looked like it could beco me one of the most terrible disasters of the century.

small fundraising concert to help the people of Bangladesh, but Harrison took it a few steps further. Several of Harrison's friends joined in-including Ringo Starr, another ex-member of the Beatles-plus other famous rock musicians of the time such as Eric Clapton, Bob Dylan, and Billy Preston. The concert was held at Madison Square Garden in New York City. ;'~ Forty thousand people attended The 1 Concert for Bangladesh, which immediately i.J raised 250,000 dollars for UNICEF, the United Nations Children's Fund. The money t _fr.!; was used to provide short-term aid to children and their families, such as food, milk, water, and clothing. Not long after the concert, an album and a concert film were released, and the musicians again donated their royalties to UNICEF. This allowed UNICEF to conduct research on health :~ problems caused by drinking bad water. This led to a discovery that has saved millions of l ~~· lives. The Concert for Bangladesh was significant because it was the first time that rock musicians got together for a major benefit concert. Not only was it like a miracle "' for the people of Bangladesh, but it also served as an inspiration for generations of musicians to come.

*

4

;

1

5

~liest

lk te

stan.

3

The concert was the brainchild of two people. One was a musician from India, Ravi Shankar, who was probably the best known sitar player in the world. He was deeply concerned about what was happening in Bangladesh. The other was George Harrison, an ex-member of the British pop band, the Beatles. Shankar's original idea was to have a

Unit, 12 The Arts '

.~~

161

;.

r<

Checking Fluency and Comprehension

.,

A. Complete the sentences. Do not look back at the text.

'

1. A "benefit concert" is designed to ............................... .

a. raise money to help people in need. b. give young musicians a chance to play with professionals. 2. One of the reasons the people of Bangladesh needed help was . . . . . ..... . a. their farmland had dried up. b. the Bangladesh Liberation War had caused many problems. .,

....... .

3. The rains and floods in Bangladesh caused ............................................... a. starvation and disease.

'.

i·¡ 1

b. the Bangladesh Liberation War.

4. George Harrison helped by. a. donating 250,000 dollars of his own money. b. getting many rock stars to join the concert. ,,..,i

s: The money raised by the concert was used to provide ......................................

1

to the victims

in Bangladesh. a. food and clothing b. school supplies and teachers.

_'¡

B. Check your answers with a partner. Record your score in the chart on page 169.

!:

Expanding Vocabulary A. The words in bold are each part of a two-part word from the text. Find the complete

words in the text and fill in the missing part. 1. fund.. ....... . . . . . 2. war-

5.

(par. I)

........ (par. 2)

3. life-.

4.

..

.................. (par. 2)

.....................child (par. 3) .....................-member (par.3l

6. short-...... .

..................... (par. 4)

li l

l

1 162

Unit 12 The Arts

B. Fill in the blanks with the words from A.

1. Tourists should not travel to the

..................... region in the south of the island.

2. That new TV quiz show is the .

........ of the director, Mark Thomas.

3. I fixed the broken window with tape, but it is only a ............ . . .

solution.

4. Sylvia remained calm when the tree fell on her car, even though it was a ................. . . .......... situation. 5. I'm selling magazines at a ....... 6. I still keep in touch with sorne they don't play any more.

. ..... event for my club. .................... of my softball team, even though

What's Your Opinion? Discuss the questions. 1. Do you know of any musicians or other artists who have done a benefit concert? 2. If you could sponsor a benefit concert, what band or musicians would you invite? 3. Should the tickets for benefit concerts be more expensive, less expensive, or the same price as a regular concert? 4. Do you think the money earned from benefit concerts should be given to organizations like UNICEF or directly to the victims? 5. How can everyday people help victims of a disaster?

lncreasing Fluency Read the paragraph quickly; don't stop to think about the missing words. Then mark the statements below true (T) or false (F). Fan Fiction Have you ever read a book and wished it would have ended XXXXX? Or have you wanted to write your own story about sorne of your XXXXX characters from a book or movie? That's what fan fiction is all about. Yo u choose characters from one of your favorite books, and make your own story about them. Recently, fan fiction has beco me very popular, with many websites where XXXXX writers can post their own fan fiction stories and read those that others have written . ........ 1. Pan fiction gives fans a chance to chat with their favorite authors . . .... 2. Pan fiction authors are everyday people, usually not famous authors . ........ 3. Once someone writes fan fiction, they send it to magazines to publish.

Unit 12 The Arts

163

Dracula lntroduction This extract from an Oxford Bookworms Reader gives you the opportunity to read more in English. The more you read, the faster and more fluent you will become. Dracula is set in a castle in the mountains ofTransylvania in 1875. The castle is the home of Count Dracula. The extract yo u will read starts as Jonathan Harker, an Englishman, comes to the castle to meet Dracula. He has helped Dracula to buy a house in England. But Jonathan doesn't feel comfortable, and, gradually, he is growing afraid of Count Dracula.

Before Reading A. What do yo u think will happen in the extract? Check (V") your answers . ........ 1. Jonathan runs away from the castle .

........ 2. Jonathan sees Dracula only at night. .... 3. Dracula tries to drink Jonathan's blood . ...... 4. Jonathan tries to le ave the castle, but discovers he is a prisoner. B. Now read the extract to see what happens.

U

CD 2 Track 19

Suddenly the carriage stopped. 1 opened the door and got out. At once the carriage drove away, and I was alone in front of the dark, silent castle. I stood there looking up at it, and slowly the big wooden door opened. A tal! man stood in front of me. His hair was white, and he was dressed in black from head to foot. "Come in, Mr. Harker," he said. "I am Count Dracula." He held out his hand and I took it. It was as cold as ice! I went into the castle, and the Count carefully locked the door behind me. He put the key into his pocket and turned to go upstairs. I followed him, and we carne to a room where a wood fire burned brightly. In front of it there was a little table with food and drink on it. The

164 , ... __.,

-

Extensive Reading 12 Dracula . '···':

Words

50

100

Count asked me to sit clown and eat, but he did not eat with me. Later, we sat and talked by the fire. His English

150

was very good, and while we talked, 1 had time to look at him carefully. His face was very white, his ears were like the ears of a cat, and his teeth were strong like the teeth of an animal. There was hair on his hands and his fingers

200 ·'·!

were very long. When he touched me, 1 was afraid.

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lt was nearly morning when 1 went to bed, and outside 250

the wolves were still howling. The next morning, I found my breakfast on the little table in front of the fire. Now that it was light, 1 could see that Castle Dracula was old and dirty. 1 saw no servants all that day. The Count did not come to breakfast, but there was a

300

letter from him on the table.

Extensive Reading 12 Dracula .,

165

"Go anywhere in the castle," it said, "but sorne of the rooms are locked. Do not try to go into these rooms." When the Count carne back in the evening, he wanted to know all about his new house in England. "Well," 1 began, "it's a very big house, old and dark,

350

with a high wall all around it. There are trees everywhere. That's why the house is dar k. Ir has a little church too." And 1 showed him sorne pictures of it. He was pleased about the church. "Ah," he said, "so I shall be near the dead."

400

We talked for a long time, and once 1fell asleep. I woke up suddenly and found the Count's face near me. The smell which carne from him was terrible. It was the smell of death. "You're tired," the Count said. "Go to bed now." And when he smiled, his face was the face of a wolf. Our business was now finished. The Count had all

Total W 450

the papers for his new house, and there was nothing ro keep me in Transylvania or in Castle Dracula. But, the Count did not want me to leave. I was alone with him in the castle, but I never saw him in the daytime. I only

500

saw him at night when he carne and sat with me. We always talked until the morning, and he asked me many questions about England. "1 have plans to go there myself soon," he said. "Tell me about sending things to England by

550

ship." So we talked about ships and the sea, and 1 thought about Mina and her friend Lucy. Lucy and her mother were staying by the sea, and Mina was planning to visir them there sorne time. Stupidly, 1 told the Count about them. There was no mirror in my bedroom, but 1 had one with me, a present from Mina. One morning, 1 was standing in front of it, and 1 was shaving. Suddenly a hand touched me and a voice said, "Good morning." The Count was

.166

Extensive Reading 12 Dracula

600

650

í50 700

lOO

750

standing next tome. Yes, he was standing next tome, but

I could not see him in the mirror! My hand shook, and 1 cut myself. Blood began to run clown m y face, and 1saw that Count Dracula was watching it hungrily. Suddenly he put out his hand. He had a wild look in his eyes, and 1 was afraid. But his hand touched the gold cross at my neck, and his face changed. He took the mirror from me, went to the window, and a minute later the mirror was lying in a thousand pieces far below. He did not speak but left the room quickly. And 1 stood there and asked myself why 1 could not see this man in the m1rror. 1 went over to the window and looked out. 1 was high above the ground. Many of the doors in the castle were

Total Words: 800

l50

locked. Suddenly, 1 understood. 1 was a prisoner! Extract from Dracula, Bookworms Library, Oxford University Press.

iOO

i50

Extensive Reading 12 Dracula

167

Readi After Reading

Time

Answer the questions. 1. Where did Count Dracula ask Jonathan not to go?

2. Why was Dracula happy that his new house was near a church cemetery?

3. Who did Jonathan foolishly tell Count Dracula about?

4. Who couldn't Jonathan see in his mirror?

Thinking About the Story Answer the questions. 1. Did you enjoy reading the extract? Do you want toread more about Count Dracula? 2. What will happen to Jonathan? 3. What do you think will happen to Count Dracula? Will he go to England?

Timed Repeated Reading How many words can you read in one minute? Follow the instructions to practice increasing your reading speed. 1. Time yourself. Read the extract for one minute. When you stop, underline the last word you read and write "first" in the margin. 2. Go back to the beginning of the extract. Read again for one minute. Try to read faster this time. When you stop, underline the last word you read and write "second" in the margin. 3. Go back to the beginning of the extract. Read again for one minute. Try to read even faster this time. When you stop, underline the last word you read and write "third" in the margin. 4. Count the nuinber of words you read each time. Record the three numbers on the Timed Repeated Reading Chart on page 169.

Oues (o

Timed ls 2n 3r

168

Extensive Reading 12 Dracula

· Reading Rate Chart

.~ 1:00 1:15 1:30 1:45 2:00 2:15 2:30 2:45 3:00 3:15 3:30 3:45 4:00 4:15 4:30 4:45 5:00 5:15 5:30 5:45 6:00 6:15 6:30 6:45 7:00 7:15 7:30 7:45 8:00

1

1

i

! !

1 1

500 400 333 285 250 222 200 181 166 153 142 133 125 117 111 105 100 95 90 86 83 80 77 74 71 68 66 64 62

Ouestion score (outofS)

1

Timed Repeated Reading Chart

Reading Rate Charts

169

··~ ,_

..

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. ~-·.'""

:.'t··.:

Vocabulary lndex A accidentally

118

accomplishments accuracy

17

77

aggressive

criticize

115

H

crushed

115

have in common

culture

21

hip 21

customary

1

58

aptitude

D

87

service

49

associate

142

idealist

dazzling

assigned community

76

debut

17

defiant

16

determined

86

discrimination

B

103

21 104

eliminate

129

129

engagein

e 91

enthralled 104

celebration

146

chance encounter

118

circumstance

immense

157

72

exceptional

59

ex-member

161

extraordinary

91

1 r

31

imperfect

119

important

22

r

44 7

119

ineffective

6

inequality

34

infertility

7

influential

e

e 147

intuitions

143

invention

35

49

fate

101 59

confronted

114

congratulations consistently

157

forbidden

132

fundraising

59

160

get by 45

glimpse gossiping

Vocabulary lndex

join a gang

F

48

F p

L

p

legend

p

31

life- threatening liveupto

G

2

F

142

147

crime prevention

e

J

J

fascination

133

concentrate

e e

34

interruptions

e

F

F

competition

170

129

143

133

complex

101 20

enter

commit

illustrates

independent

3

emphasizes

category

128

incredible

E

161

brainchild

catch

ignorance

inconceivably

boredom bundle

105

immune

115

drained

believe

cope with

157

133

amateurs

clash

73

logical

73 156 129

logo loyalty

17 87

161

p p p p

62 157

44

masterminds 90 mental

R

105

motivated

101

move beyond

35

moved on

115

unfounded

repertoire

2

unidentified

o

unruly

17

63 73

upset

49

63

63

rude 77

observation

V

132

obsessed

143

opportunities

87

outstanding

victim

S

100

obvious

2

overwhelmed

security shoplifting

16

short-term

161

118

pastime

63

social

popular

147

spatial

portray

44

stability

position

73

steal an apple

poten tia!

35

stumble

87 157

suggested

147

101

suspected

45

105

prospect

44

115 119

worried

76

worship

30

128

prejudice priority

161

49

76 20

war-torn work through

91

prediction prepare

73

w withstand

30

singular

59

vulnerable

133 104

scold

silly

p

pro test

31

unsteady

31

roba bank

7

uniform

147

ritual

86 7

reluctant

rigorous

90

6

unbearable underachiever

77

retire

91

2

reinforcement rel.iable

N notable

2

u

143

random

49

take care of a dog

58

qualified

triggers

35

mere! y

native

T

Q

M

63

Vocabulary lndex

171

Acknowledgments:

OXFORD

We wouid iike to thank the foiiO\t~ngfor pennission to reproduce photogmphs:

VNIVERSJTY PRESS

198 Madison Avenue New York, NY 10016 USA Great Clarendon Street. Oxford OX2 6DP UK Oxford University Press is a department of the University of Oxford. It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide in Oxford New York Auckland CapeTown Dar es Salaam Hong Kong Karachi Kuala Lumpur Madrid Melboume Mexico City Nairobi New Delhi Shanghai Taipei Toronto With offices in Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam oxFoRD and oxFORD

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Cover photograph: Veer Interior photographs: Masterfile: Hiep Vu p.1; Blend lmages/PunchStock: Stewart Cohen/Pam Ostrow p.3; The lmage Works: Karen Preuss p.7; Photo Edit lnc.: Dana White p.15; The Image Works: Monica Graffp.17; Haga{The lmage Works: Caro! Beckwith & Angela Fisher p.21; Photo Edit lnc.: Gary Conner p.29; Haga{The Image Works: Yashiro Haga p.31; Associated Press: Koji Sasahara p.35; Masterfile: p.43; Photo Edit lnc.: Lon C. Diehl p.45; Photo Edit lnc.: Eric Fowke p.49; Mary Evans Picture Library{The Image Works: p.53; Corbis/Jupiterimages: p.57; Associated Press: Eric Risberg p.59; Professional Sport{Topham {The Image Works: p.63; Mary Evans Picture Library: p.67; Mira: John Stuart p.71; Steve Bloom Photography: Steve Bloom p.73; Masterfile: p.77; Associated Press: p.81; The lmage Works: Joe Carini p.85; The Image Works: David Grossman p.87; Alamy: Stuart Abraham p.91; The Image Works: Jeff Greenberg p.99; Photo Edit Inc.: Gary Conner p.101; AgeFoto Stock: 105; The Image Works: James Marshall p.113; The Image Works: Nancy Richmond p.115 (girl with a broken heart); Rubberball/Jupiterimages: p.115 (boyfriend); Dennis Kitchen Photography: Dennis Kitchen p.119; Corbis: Gabe Palmer p.127; Photo Edit Inc.: David Young-Wolffp.129; Jupiterimages: Marc Romanelli p.133; Alinari Archives{The Image Works: p.141; Masterfile: Mark Leibowitz p.143; Masterfile: Graham French p.147; Brand X/AgeFoto Stock: Lanny Ziering p.155; East/Everett Collection: p.157; Majority World{The Image Works: Shehzad Noorani p.161.

niustrations by: Caroline della Porta: p.11; David Frankland: p.26; Summer Durantz of Advocate: p.40; Siobhan Russell: p.95; Jonathon Heap: p.1 09; Kate Simpson: p.123; Martín Hargreaves: p.139; Susan Scott: p.151; Paul Fisher Johnson: p.165.

Copyright material on the following pages is reproduced by permission of Oxford University Press: pp. 10-13 From Oxford Bookworms: Voodoo Island by Michael Duckworth © Oxford University Press 2000; pp. 24-27 From Oxford Bookworms: Grace Darling by Tim Vicary © Oxford University Press 2000; pp. 38-41 From Oxford Bookworms: The Cantenrille Ghost by Osear Wilde (retold by John Escott) © Oxford University Press 2002; pp. 52-55 From Oxford Bookworms: Sherlock Holmes Short Stories by Sir Arthur Conan Doy le (retold by Ciare West) © Oxford University Press 2002; pp. 66-69 From Oxford Bookworms: The Lave of a King by Peter Dainty © Oxford University Press 2000; pp. 80-83 From Oxford Bookworms: The Death ofKaren Silkwood by Joyce Hannam © Oxford University Press 2000; pp. 94-97 From Oxford Bookworms: Thejungle Book by Rudyard Kipling (retold by Ralph Mowat) © Oxford University Press 2000; pp. 108-111 From Oxford Bookworms: Robinson Crusoe by Daniel Defoe (retold by Diane Mowat) © Oxford University Press 2000; pp. 122-125 From Oxford Bookworms: Anne ofGreen Cables by L.M. Montgomery (reto Id by Ciare West) © Oxford University Press 2000; pp. 136-139 From Oxford Bookworms: Storiesfrom the Five Towns by Arnold Bennett (retold by Nick Bullard) © Oxford University Press 2000: pp. 150-153 From Oxford Bookworms: New Yorkers-Short St01ies by O. Henry (retold by Diane Mowat) © Oxford University Press 2000; pp. 164167 From Oxford Bookworms: Dracuia by Bram Stoker (retold by Diane Mowat) © Oxford University Press 2000

We would like to thank the foll~ng teachers, whose reviews, comments, and suggestions contributed to the development of this series: Young-joo Bang, Myongji University, Korea; Pi-i Chuang, Chung Yuan Christian University, Taiwan; Li-hui Chen, Tunghai University, Taiwan; Larry Cisar, Kanto Gakuen Dai, Japan; Michelle Lee, Kaohsiung Hospitality College, Taiwan; Stella Lee, Fooyin University, Taiwan; Shih-hao Lin, Aletheia University, Taiwan; John Mancuso, Hitotsubashi University, Japan; Michele Steele, Kyoai Gakuen, Takasaki Keizai, and Gunma Dai, Japan; Chang-sup Sung, Dong-A University, Korea; Ki-wan Sung, Woosong University, Korea; Hiroyo Yoshida, Toyo Daigaku Kogakubu, Japan.