University English
for Today
A
R e a d i n g
S t r a t e g i e s
Te x t b o o k
Lorraine C. Smi()
and
Nanc, Nici Mare
English Language Institute
Queens College
The City University of New York
Andover • Melbourne • Mexico City • Stamford, CT • Toronto • Hong Kong • New Delhi • Seoul • Singapore • Tokyo
Reading for Today
Lorraine C. Smith and Nancy Nici Mare
Publishing Director: Paul K. H. Tan
Publisher, Asia ELT: Edward Yoshioka
Editor: Soh Yuanting
Assistant Publishing Manager: Park Kyungin
Publishing Executive: Julie Je
Regional Director: Michael Cahill
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ISBN-13: 978-1-111-83944-4
ISBN-10: 1-111-83944-1
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1 2 3 4 5 6 7 15 14 13 12 11
A big thank you to Alyssa Kim, Matthew Watterson and
all the Hongik teachers who helped make this textbook possible.
CREDITS
Photographs
University English for Today: a reading strategies textbook
p1 (friends laptop) Leontura/iStockphoto.com, (tribal ladies) Frans Lemmens/Getty Images;
p7 (women studying) Photoroller, 2010/Used under license from Shutterstock.com;
p11 (friends laptop) Leontura/iStockphoto.com;
p14 (Margaret Mead crowd) AP photo, (Margaret Mead close up) Bettmann/Corbis;
p18 (Margaret Mead crowd) AP photo;
p25 (doctor patient) iStockphoto/Thinkstock, (man dribbling) Stockbyte/Stockbyte/Thinkstock;
p30 (doctor patient) iStockphoto/Thinkstock;
p34 (baseball team) Jupiterimages/Brand X Pictures/Thinkstock;
p50 (underwater) Borut Furlan/WaterFrame–Underwater Images/PhotoLibrary; p51 (builders)
JIM YOUNG/Reuters/Corbis;
p52 (Jimmy Carter and wife) AP Photo/Lynne Sladky;
p60 (volunteers cleaning up) Simon Jarratt/Comet/Corbis; p64 (Russian girl) Liba Taylor/Robert Harding Travel/PhotoLibrary, Myrleen Ferguson Cate/PhotoEdit;
p66 (big family) Keving Dodge/Comet/Corbis;
p78 (Russian girl) Liba Taylor/Robert Harding Travel/PhotoLibrary;
p81 (robot teacher) AP Photo/Koji Sasahara, (robot stairs) Denis Klimov, 2009/Used under license from Shutterstock.com;
p83 (car industry) iStockphoto/Thinkstock; p93 (robot teacher) AP Photo/Koji Sasahara;
p96 (fruits and vegetables) Denis Pepin, 2009/Used under license from Shutterstock.com,
(healthy meal) Lon C. Diehl/PhotoEdit, (unhealthy meal) Jupiterimages/Thinkstock/Jupiter
Images;
p98 (fruits and vegetables) Denis Pepin, 2009/Used under license from Shutterstock.com;
p110 (girls eating tv) Boccabella Debbie/PhotoLibrary;
p113 (Alfred Nobel) Stock Montage/Hulton Archive/Getty Images, (coin) UPPA/Photoshot;
p115 (falling building) Linda MacPherson, 2009/Used under license from Shutterstock.com;
p126 (Alfred Nobel) Stock Montage/Hulton Archive/Getty Images;
p130 (teacher talking to students) Gary Conner/PhotoEdit, (student late) Pixtal Images/
PhotoLibrary;
p132 (consultation) Manfred Rutz/Getty Images;
p137 (teacher talking to students) Gary Conner/PhotoEdit;
p145 (family watching tv) SuperStock/SuperStock, (mother daughter arguing) Laura Dwight/
PhotoEdit;
iv
CREDITS
p147 (man laptop) Supershoot Images/Asia Images/Getty Images;
p149 (family watching tv) SuperStock/SuperStock;
p160 (girls jumping on bed) Jupiterimages/Brand X Pictures/Thinkstock, (girl left out) Jupiterimages/Brand X Pictures/Thinkstock;
p162 (girls jumping on bed) Jupiterimages/Brand X Pictures/Thinkstock;
p175 (man woman) Tom Carter/PhotoEdit, (line up) Paul Paul/F1 Online/PhotoLibrary;
p177 (man woman) Tom Carter/PhotoEdit;
p192 (Mars satellite) Space/NASA Sites, (Mars) Space/NASA Sites;
p194 (Mars satellite) Lockheed Martin/Space/NASA Sites;
p197 (mars satellite) Space/NASA Sites;
p208 (family park) Digital Vision/Digital Vision/Thinkstock, (college students) iStockphoto/
Thinkstock;
p210 (three girls cafe) iStockphoto/Thinkstock;
p215 (three girls popcorn) iStockphoto/Thinkstock;
p221 (family park) Digital Vision/Digital Vision/Thinkstock;
p223 (acupuncture model) Lawrence Lawry/Photo Researchers Inc., (acupuncture session)
Guy Cali/Corbis/Jupiter Images;
p230 (neon acupuncture lights) marty heitner/iStockphoto.com;
p237 (acupuncture model) Lawrence Lawry/Photo Researchers Inc.;
p239 (class exam) CHUN YOUNG-HAN/AFP/Getty Images, (teacher class) David
Young-Wolff/PhotoEdit;
p243 (class exam) CHUN YOUNG-HAN/AFP/Getty Images;
p256 and 260 (math chalkboard) Hulton Archive/Getty Images;
p273 and 276 KeithSzafranski/iStockphoto.com;
p289 (happy bride) Digital Vision/Digital Vision/Thinkstock, (couple faces) McPHOTO/
ADR/INSADCO Photography/Amaly;
p299 (happy bride) Digital Vision/Digital Vision/Thinkstock;
p304 (elderly couple) Tim Pannell/Flirt Collection/Photo Library, (couple walking) Corbis/
Jupiter Images;
p308 (couple bicycling) Pixland/Jupiter Images;
p318 and p330 Jebb Harris, The Orange County Register
CREDITS
v
CONTENTS
vi
Chapter 1
Learning a Second Language
1
Chapter 2
Margaret Mead: The World Was Her Home
14
Chapter 3
The Importance of Exercise for Children
25
Chapter 4
A New Route across the Top of the World
37
Chapter 5
Volunteer Vacations
50
Chapter 6
The Search for Happiness through Adoption
64
Chapter 7
Robots: The Face of the Future
81
Chapter 8
A Healthy Diet for Everyone
96
Chapter 9
Alfred Nobel: A Man of Peace
113
Chapter 10
A Cultural Difference: Being on Time
130
Chapter 11
Technology Competes for Family Time
145
CONTENTS
Chapter 12
Loneliness: How Can We Overcome It?
160
Chapter 13
The Reliability of Eyewitnesses
175
Chapter 14
Mars: Our Neighbor in Space
192
Chapter 15
The Paradox of Happiness
208
Chapter 16
Acupuncture: The New Old Medicine
223
Chapter 17
The Pursuit of Excellence
239
Chapter 18
Is Time Travel Possible?
256
Chapter 19
Antarctica: Whose Continent Is It Anyway?
273
Chapter 20
My Husband, the Outsider
289
Chapter 21
Who Lives Longer?
304
Chapter 22
The Gift of Life: When One Body Can Save Another
318
CONTENTS
vii
INTRODUCTION
How to Use This Book
Prereading Preparation
This prereading activity is designed to stimulate student interest and
provide preliminary vocabulary for the reading passage. The importance of
prereading preparation should not be underestimated. Studies have shown
the positive effect of prereading preparation in motivating students, activating
background knowledge, and enhancing reading comprehension. Time should
be spent describing and discussing the photographs and illustrations as well as
discussing the chapter title and the prereading questions. Furthermore,
students should try to relate the topic to their own experiences and predict what
they are going to read about.
Reading Passage
Students will read the passage at least two times. They should be instructed to
time themselves and to try to aim for a higher reading speed the second time
they read the passage. They should also be encouraged to read ideas, not just
words.
Reading Analysis
Students will read each question and answer it. One question in this section
may refer to the main idea. There are three possible answers. Two answers are
incorrect because they are too general or too narrow, they are not mentioned in
the passage, or they are false. When going over the exercise, the teacher should
discuss with students why the other two answers are incorrect. The rest of this
exercise requires students to think about the structure of the sentences and paragraphs, and the relationships of ideas to one another. This exercise is very
effective when done in groups. It may also be done individually, but if done in
groups it gives students an excellent opportunity to discuss possible answers.
viii
INTRODUCTION
Information Organization
In this exercise, students are asked to read the passage again, take notes, and
organize the information they have just read. They may be asked to complete
an outline, table, or flowchart. The teacher may want to review the concept of
note-taking before beginning the exercise. The outline, table, or flowchart can be
sketched on the board by the teacher or a student and completed by individual
students in front of the class. Variations can be discussed by the class as a group.
Information Recall and Summary
The questions in this exercise may be based on the notes students took in the
Information Organization exercise. Students should be instructed to read the
questions and then to refer to their notes to answer them. They may also be
asked to write a summary of the article. The teacher may want to review how
to summarize at the beginning of the class. This section can be prepared in
class and discussed. Alternatively, it can be assigned for homework.
Dictionary Skills
The entries in this section have been taken from Heinle’s Newbury House Dictionary
of American English and provide students with practice in using an English-English
dictionary, while teaching the appropriate and relevant meanings of unfamiliar
words. Students are given dictionary entries for words in the text. A sentence
containing the unknown word is provided below each entry. Students read the
entry and select the appropriate definition, given the context provided. Students
need to understand that this is not always a clear process; some entries are similar.
They should be encouraged to carefully read all of the possible definitions in the
context in which the word is given, and to consider which meaning makes the most
sense. After selecting the appropriate entry, students may read two or three
sentences and choose which one conveys the meaning of the definition selected, or
they may be asked to rewrite a sentence. Students can work in pairs on this exercise
and report back to the class. They should be prepared to justify their choice.
INTRODUCTION
ix
Word Forms
As an introduction to the word form exercises in this book, it is recommended that
the teacher first review parts of speech, especially verbs, nouns, adjectives, and
adverbs. Teachers should point out each word form’s position in a sentence.
Students will develop a sense for which part of speech is missing in a given
sentence. Teachers should also point out clues to tense and number, and whether
an idea is affirmative or negative. Each section has its own instructions, depending
on the particular pattern that is being introduced. For example, in the section on
page 283 containing words which take -ion or -tion in the noun form, the teacher
can explain that in this exercise students will look at the verb and noun forms of
two types of words that use the suffix -ion or -tion in their noun form. (1) Some
words simply add -ion or -tion to the verb: suggest/suggestion; if the word ends
in e, the e is dropped first: produce/production; (2) other words can drop a final
e and add -ation: examine/examination. This exercise is very effective when done
in pairs because students can discuss their answers. After students have a working
knowledge of this type of exercise, it can be assigned for homework. Word Partnership boxes selected from the Collins COBUILD School Dictionary of American English
are used to reinforce and enhance this section. The teacher can use the examples
given in the directions for each chapter’s Word Form section and the words in each
Word Partnership box at the end of each section to see that students understand the
exercise.
Vocabulary in Context
This is a fill-in exercise designed as a review of the items in the previous
exercises. This vocabulary has been covered in the Reading Analysis, Dictionary
Skills, or Word Forms exercises. It can be done for homework as a review or in
class as group work.
x
INTRODUCTION
Critical Thinking Strategies
The goal of the exercise is for students to go beyond the reading itself to form
their own ideas and opinions on aspects of the topic discussed. Students reflect
on the content of the reading and think about the implications of the information
they have read. Students can work on these questions as an individual writing
exercise or orally as a small-group discussion activity. In this activity, students are
encouraged to use the vocabulary they have been learning.
Topics for Discussion and Writing
In this section, students are encouraged to use the information and vocabulary
from the passage both orally and in writing. The writing assignment may be
done in class or at home. There is a Write in your journal suggestion for every
chapter. Students should be encouraged to keep a journal and respond to these
questions. The teacher may want to read and respond to the students’ journal
entries, but not correct them.
Follow-Up Activities
This section contains various activities appropriate to the information in
the passages. Some activities are designed for pair and small-group work.
Students are encouraged to use the information and vocabulary from the
passages both orally and in writing.
Cloze Quiz
The Cloze Quiz tests not only vocabulary but also sentence structure and
comprehension in general. The quiz is a modified version of the reading
passage itself, with 20 items to be completed. At the top of the answer page,
students are given the 20 words to be used in the blank spaces. The quiz is
placed at the end of each chapter. The quizzes can be done either as a test or
as a group assignment.
INTRODUCTION
xi
CHAPTER
1
Learning a
Second Language
Prereading
Preparation
1
Work with a partner. Make a list
of things you can do to learn
a second language. Complete
the chart.
Things We Can Do to Learn a Second Language
1.
2.
3.
4.
5.
CHAPTER 1
LEARNING A SECOND LANGUAGE
1
2
Compare your list with your other classmates’ lists. What can you add to
your list?
3
Read the title of this chapter. What will this passage discuss?
Reading
Directions: Read each paragraph carefully. Then answer the questions.
Learning a Second Language
Some people learn a second language easily. Other people have trouble learning
a new language. How can you help yourself learn a new language, such!as
English? There are several ways to make learning English a little easier and more
interesting.
True
1
2
False
Everyone learns a second language easily.
2
Other people have trouble learning a new language.
Trouble means
a. di!culty
b. classes
c. reasons
3
There are several ways to make learning English a little easier and
more interesting.
Several means
a. easier
b. many
c. different
CHAPTER 1
LEARNING A SECOND LANGUAGE
4
What do you think the next paragraph will discuss?
a. Problems learning a new language
b. Ways to learn a new language more easily
c. Where to study a second language
The first step is to feel positive about learning English. If you believe that
you can learn, you will learn. Be patient. You do not have to understand everything
all at once. It is natural to make mistakes when you learn something new. We can
learn from our mistakes. In other words, do not worry about taking risks.
5
What does it mean to feel positive about learning English?
a. If you believe you can learn, you will learn.
b. You can understand everything all at once.
c. You must make mistakes.
6
When you are patient, do you worry about learning English very quickly?
a. Yes
b. No
7
You do not have to understand everything all at once.
All at once means
a. slowly
b. easily
c. right now
8
We can learn from our mistakes. In other words, do not worry about
taking risks.
a. What follows in other words?
1. An opposite idea
2. An example
3. The same idea
b. Taking risks means
1. taking chances
2. working hard
3. feeling positive
CHAPTER 1
LEARNING A SECOND LANGUAGE
3
9
What do you think the next paragraph will discuss?
a. Different kinds of languages
b. Making mistakes
c. The second step
The second step is to practice your English. For example, write in a journal,
or diary, every day. You will get used to writing in English, and you will feel
comfortable expressing your ideas in English. After several weeks, you will see
that your writing is improving. In addition, you must speak English every day. You
can practice with your classmates outside class. You will all make mistakes, but
gradually you will become comfortable communicating in English.
10 What is a journal?
a. A diary
b. Practice
c. An example
11 How can you practice your English?
a. Write in a journal every day
b. Practice with your classmates after class
c. Both a and b
12 After several weeks means
a. after a few days
b. when a few weeks are #nished
c. a week later
13 In addition, you must speak English every day.
What follows in addition?
a. More information
b. The same information
c. The result
14 Gradually means
a. quickly
b. carefully
c. slowly
4
CHAPTER 1
LEARNING A SECOND LANGUAGE
15 You will all make mistakes, but gradually you will become comfortable
communicating in English.
Communicating in English means
a. speaking and listening
b. reading
c. studying
16 What will the next paragraph discuss?
a. Making mistakes
b. Feeling comfortable
c. The third step
The third step is to keep a record of your language learning. You can write this in
your journal. After each class, think about what you did. Did you answer a question
correctly? Did you understand something the teacher explained? Perhaps the lesson
was difficult, but you tried to understand it. Write these accomplishments in your
journal.
17 When you keep a record of something,
a. you write it on paper
b. you remember it
c. you tell someone
18
True
False You can keep a record of your language learning
in your journal.
19 Perhaps means
a. usually
b. sometimes
c. maybe
20 Write these accomplishments in your journal.
Accomplishments are
a. successes
b. mistakes
c. lessons
CHAPTER 1
LEARNING A SECOND LANGUAGE
5
You must be positive about learning English and believe that you can do it. It is
important to practice every day and make a record of your achievements. You will
enjoy learning English, and you will have more confidence in yourself.
21 Achievements are
a. accomplishments
b. lessons
c. problems
22 Read the following actions. Which actions are accomplishments? Circle all
answers.
a. You asked a question in class.
b. You brought a notebook and a pen to class.
c. You made a mistake, but you understood why.
d. You tried to answer a question.
e. You spoke your native language to a classmate.
Directions: Read the complete passage. When you are #nished, answer the
questions that follow.
Track 01
1
2
3
4
5
6
7
8
9
10
11
12
6
Learning a Second Language
Some people learn a second language easily. Other people have trouble
learning a new language. How can you help yourself learn a new language, such
as English? There are several ways to make learning English a little easier and
more interesting.
The first step is to feel positive about learning English. If you believe that you
can learn, you will learn. Be patient. You do not have to understand everything
all at once. It is natural to make mistakes when you learn something new. We
can learn from our mistakes. In other words, do not worry about taking risks.
The second step is to practice your English. For example, write in a journal,
or diary, every day. You will get used to writing in English, and you will feel
comfortable expressing your ideas in English. After several weeks, you will see
that your writing is improving. In addition, you must speak English every day.
CHAPTER 1
LEARNING A SECOND LANGUAGE
13
14
15
16
17
18
19
20
21
22
A
You can practice with your classmates outside class. You will all make mistakes,
but gradually you will become comfortable communicating in English.
The third step is to keep a record of your language learning. You can write
this in your journal. After each class, think about what you did. Did you answer
a question correctly? Did you understand something the teacher explained?
Perhaps the lesson was difficult, but you tried to understand it. Write these
accomplishments in your journal.
You must be positive about learning English and believe that you can do it.
It is important to practice every day and make a record of your achievements.
You will enjoy learning English, and you will have more confidence in yourself.
Scanning for Information
Read the questions. Then go back to the complete passage and scan quickly for
the answers. Circle the letter of the correct answer, or write your answer in the
space provided.
1
Are there ways to make learning a second language easier?
a. Yes
b. No
2
How many steps are there?
CHAPTER 1
LEARNING A SECOND LANGUAGE
7
3
Describe each step. Then give one example of each step.
a.
b.
c.
4
B
What is the main idea of this passage?
a. It is very important to learn a second language.
b. Some people learn a second language easily. Other people do not.
c. There are ways to help you learn a second language more easily.
Word Forms
In English, some adjectives (adj.) become adverbs (adv.) by adding the su!x -ly,
for example, brief (adj.), briefly (adv.). Read the following sentences. Decide if the
correct word is an adjective or an adverb. Circle your answer. Do the example as
a class before you begin.
Example:
a. John spoke very brief / brie$y at the meeting.
(adj.) (adv.)
b. John gave a very brief / brie$y speech because he had to leave early.
(adj.) (adv.)
8
1
This is an easy / easily exercise.
(adj.) (adv.)
2
I can write the answers easy / easily.
(adj.) (adv.)
3
What is the correct / correctly answer?
(adj.)
(adv.)
CHAPTER 1
LEARNING A SECOND LANGUAGE
4
The students answered the question correct / correctly.
(adj.)
(adv.)
5
Every day our English gradual / gradually improves.
(adj.)
(adv.)
6
This gradual / gradually improvement is exciting.
(adj.)
(adv.)
7
Many people can speak a second language very natural / naturally.
(adj.)
(adv.)
8
Children are natural / naturally language learners.
(adj.)
(adv.)
Word Partnership Use natural with
adv.
n.
C
perfectly natural
natural beauty, natural disaster,
natural food,
natural reaction, natural tendency
Vocabulary in Context
Read the sentences. Choose the correct word or phrase for each sentence. Write
your answers on the blank lines.
patient (adj.)
all at once
1
risks (n.)
Alice enjoys trying new, exciting activities. She really likes to take
.
2
You can’t learn to use a computer
. It takes time to
learn everything you need to know.
CHAPTER 1
LEARNING A SECOND LANGUAGE
9
3
My mother is a very
person. She always takes her
time and is never in a hurry to #nish something.
gradual (adj.)
4
positive (adj.)
in other words
Clark played the violin every day for four months. He saw a
improvement in his music.
5
I will take a math test tomorrow. I have studied hard, so I feel very
about the test.
6
Lucy eats fresh fruit and vegetables every day. She exercises #ve times a
week, and she sleeps eight hours a night.
, Lucy has
a very healthy life.
confidence (n.)
7
in addition
perhaps (adv.)
John is very tired today.
trouble (n.)
he didn’t sleep well last
night. I’ll ask him.
8
We didn’t take care of our car. Last week we went on vacation, and we had
with our car.
9
Tony needs to have more
. He is always afraid of
doing something wrong.
10 Peter went to the store. He bought milk, meat, bread, and fruit.
, he got coffee and tea.
10
CHAPTER 1
LEARNING A SECOND LANGUAGE
D
Topics for Discussion and Writing
1
Imagine that you have a friend who plans to come to Korea to study. Write
a letter to your friend. Tell your friend what to expect. Give your friend
advice about studying in Korea.
2
When do you use English the most? Where? Write about this and give
examples.
3
Where do you prefer to study (for example, at home, in the library, etc.)?
Do you like to study alone or with a friend? Why? Talk about this with your
classmates.
4
Start a journal of your language learning. Use a small notebook that will be
easy to carry with you. Write in your journal several times a week. Do you
think your English is improving? Why? Write about your language learning
accomplishments.
CHAPTER 1
LEARNING A SECOND LANGUAGE
11
E
Follow-up Activities
1
What is the most di!cult part of learning English for you? Talk to several
of your classmates. Ask them for suggestions to help you. Talk to several
people outside your class. Ask them for suggestions, too. Try some of these
suggestions and then report back to your classmates. Tell them which
suggestions were the most helpful and explain why.
2
Refer back to page 1 to your list of things you can do to learn a language.
Work with a partner. Talk about your lists. Decide where you can do these
activities, and which language skills each activity will help you develop.
Write them in the chart below. There are two examples to help you.
Activity
Skills
(listening, speaking,
reading, writing)
Where Can You Do This
Activity?
I ask questions when I
don’t understand.
speaking and listening
in class
I watch English-language
TV shows.
listening
at home, on the Internet
12
CHAPTER 1
LEARNING A SECOND LANGUAGE
F
Cloze Quiz
Read the following passage. Fill in the blanks with the correct words from the list.
Use each word only once.
easily
interesting
learn
such
Some people learn a second language
people have
. Other
(1)
learning a new language. How can you
(2)
help yourself
trouble
a new language,
(3)
as
(4)
English? There are several ways to make learning English a little easier and
more
(5)
achievements
You must be
(7)
.
believe
(6)
confidence
positive
practice
about learning English, and you must
that you can do it. It is important to
every day and make a record of all your
learning English, and you will have more
CHAPTER 1
(9)
(10)
(8)
. You will enjoy
in yourself.
LEARNING A SECOND LANGUAGE
13
CHAPTER
2
Margaret Mead:
The World Was Her Home
Prereading Preparation
Work with a classmate to discuss these questions.
1
Look at the photograph. The woman on the right was Margaret Mead.
She was American.
a. What was her occupation? What do you think?
1. She was an artist.
2. She was an anthropologist.
3. She was a doctor.
b. What kind of work did Margaret Mead do?
1. She helped sick people.
2. She painted pictures.
3. She studied different cultures.
c. Where did Margaret Mead do most of her work?
1. In her own country
2. In a hospital
3. In different countries
14
CHAPTER 2
MARGARET MEAD: THE WORLD WAS HER HOME
2
Describe the kind of work that you think Margaret Mead did. Write one or
two sentences.
3
Read the title of this chapter. Why do you think the whole world was
Margaret Mead’s home? How can the world be a person’s home?
Reading
Directions: Read each paragraph carefully. Then answer the questions.
Margaret Mead: The World Was Her Home
Margaret Mead was a famous American anthropologist. She was born on
December 16, 1901, in Philadelphia, Pennsylvania. She lived with her parents, her
grandmother, and her brother and sisters. Her parents were both teachers, and her
grandmother was a teacher, too. They believed that education was very important
for children. They also believed that the world was important. Margaret learned
many things from her parents and grandmother.
When she was a child, Margaret’s family traveled often and lived in many
different towns. Margaret was always interested in people and places, so she
decided to study anthropology in college to learn about different cultures. At that
time it was not very common for women to study in a university. It was even more
unusual for women to study anthropology.
1
True
False
Margaret Mead’s parents were anthropologists.
2 What do these two paragraphs discuss?
a. Margaret’s education as a young child
b. The importance of Margaret’s family and childhood
c. The importance of Margaret’s occupation
CHAPTER 2
MARGARET MEAD: THE WORLD WAS HER HOME
15
3
Why did Margaret decide to study anthropology?
4
What do you think the next part of the story will discuss?
Margaret graduated from college in 1923. She wanted to continue her education in
anthropology, so she decided to go to American Samoa to study about young women
there. Many people did not know about the culture of American Samoa. Margaret
wanted to learn about Samoans so that the world could learn about them, too.
Margaret lived in Samoa for nine months and learned the language. She talked
with the Samoan people, especially the teenage girls. She ate with them, danced with
them, and learned many details about their peaceful culture.
True
5
False
Margaret went to Samoa to continue her
education in anthropology.
6
Why did Margaret want to learn about the Samoan culture?
a. She wanted to go to college in Samoa.
b. She wanted to teach the world about Samoa.
c. She wanted to learn the Samoan language.
7
How long did Margaret live in Samoa?
True
8
False
Margaret knew the Samoan language before
she went to Samoa.
9 She talked with the Samoan people, especially the teenage girls.
a. Especially means
1. only
2. most importantly
3. except for
b. Teenage girls are
1. girls from 13 to 19 years old
2. girls from 7 to 14 years old
3. girls over 18 years old
16
10
True
False The Samoan culture was peaceful.
CHAPTER 2
MARGARET MEAD: THE WORLD WAS HER HOME
When Margaret returned to the United States, she wrote a book about the
young Samoan women she studied. The book was called Coming of Age in Samoa,
and it was very popular. As a result, Margaret Mead became very famous. Before
Margaret wrote her book, not many people were interested in anthropology.
Because of Margaret’s book, anthropology became a popular subject.
Margaret Mead studied many different cultures in her life. She continued to
work, travel, write, and teach until she died in 1978. She was a remarkable woman
of the world.
11 Coming of Age in Samoa was
a. a book
b. a magazine
c. a teenage girl
12 What was the subject of Margaret’s book?
13 Why did Margaret Mead become famous?
a. Because she was an anthropologist
b. Because she studied many cultures
c. Because she wrote a popular book
14 Margaret Mead continued to work, travel, write, and teach until she died in
1978.
a. Until means
1. when something begins
2. when something continues
3. when something stops
b. Complete the sentence: Last night Elizabeth studied at the library until
1. it opened
2. it closed
3. she woke up
CHAPTER 2
MARGARET MEAD: THE WORLD WAS HER HOME
17
15 Margaret Mead was a remarkable woman of the world.
Remarkable means
a. educated
b. hardworking
c. unusual
Directions: Read the complete passage. When you are #nished, answer the
questions that follow.
Track 07
1
2
3
4
5
6
7
18
Margaret Mead: The World
Was Her Home
Margaret Mead was a famous American anthropologist. She was born
on December 16, 1901, in Philadelphia, Pennsylvania. She lived with her
parents, her grandmother, and her brother and sisters. Her parents were
both teachers, and her grandmother was a teacher, too. They believed that
education was very important for children. They also believed that the
world was important. Margaret learned many things from her parents
and grandmother.
CHAPTER 2
MARGARET MEAD: THE WORLD WAS HER HOME
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
A
When she was a child, Margaret’s family traveled often and lived in many
different towns. Margaret was always interested in people and places, so she
decided to study anthropology in college to learn about different cultures. At
that time it was not very common for women to study in a university. It was
even more unusual for women to study anthropology.
Margaret graduated from college in 1923. She wanted to continue her
education in anthropology, so she decided to go to American Samoa to study
about young women there. Many people did not know about the culture of
American Samoa. Margaret wanted to learn about Samoans so that the world
could learn about them, too.
Margaret lived in Samoa for nine months and learned the language.
She!talked with the Samoan people, especially the teenage girls. She ate
with them, danced with them, and learned many details about their
peaceful!culture.
When Margaret returned to the United States, she wrote a book about the
young Samoan women she studied. The book was called Coming of Age in Samoa,
and it was very popular. As a result, Margaret Mead became very famous. Before
Margaret wrote her book, not many people were interested in anthropology.
Because of Margaret’s book, anthropology became a popular subject.
Margaret Mead studied many different cultures in her life. She continued
to work, travel, write, and teach until she died in 1978. She was a remarkable
woman of the world.
Scanning for Information
Read the questions. Then go back to the complete passage and scan quickly for
the answers. Circle the letter of the correct answer, or write your answer.
1 Margaret Mead decided to study anthropology in college to learn about
different cultures.
a. Why do you think she made this decision?
b. Was this an unusual decision? Why or why not?
CHAPTER 2
MARGARET MEAD: THE WORLD WAS HER HOME
19
2 How did Margaret study the Samoan people?
3 What did Margaret Mead contribute to anthropology? In other words, why
was Margaret Mead important to anthropology?
4 What is the main idea of this passage?
a. Margaret Mead was interested in different cultures.
b. Margaret Mead wrote a book about Samoan women.
c. Margaret Mead helped to make anthropology a popular subject.
B
Word Forms
In English, some verbs (v.) become nouns (n.) by adding the su!x -ence or -ance
to the verb. Read the following sentences. Decide if the correct word is a noun
or a verb. Circle your answer.
20
1
Children depend / dependence on their parents for everything.
(v.)
(n.)
2
This depend / dependence usually continues until they complete
(v.)
(n.)
high school.
3
Eric’s appears / appearance is changing in many ways as be becomes older.
(v.)
(n.)
4
For example, he appears / appearance thinner, and his hair is turning gray.
(v.)
(n.)
5
Sharks prefer warm water. They avoid / avoidance cold water.
(n.)
(v.)
6
Their avoid / avoidance of cold water helps them to survive.
(v.)
(n.)
CHAPTER 2
MARGARET MEAD: THE WORLD WAS HER HOME
7
My sister and I differ / difference from each other in many ways.
(n.)
(v.)
8
Because of our differ / differences, we are not very close.
(n.)
(v.)
Word Partnership Use difference with
adj.
v.
n.
C
big/major difference
know the difference, notice a difference,
tell the difference, settle a difference,
pay the difference, make a difference
difference in age, difference in price
Vocabulary in Context
Read the following sentences. Choose the correct word or phrase for each
sentence. Write your answers on the blank lines.
believe (v.)
1
especially (adv.)
Helen enjoys all her classes, but she
remarkable (adj.)
likes her
English class. That is her favorite subject.
2
Sharks are
animals. They hunt for food at night by
feeling vibrations in the water.
3
My brother and I exercise every day. We
that
exercise is important for good health.
cultures (n.)
as a result
4
The Samoans are very
peaceful (adj.)
people. They rarely disagree
or #ght with each other.
CHAPTER 2
MARGARET MEAD: THE WORLD WAS HER HOME
21
5
Choi and Marina come from different
, but they are
very good friends.
6
Maria did not do her homework last night.
, she
was not prepared for class today.
details (n.)
7
interested (adj.)
That is a very
popular (adj.)
until (prep.)
type of car. Many people buy it
because it is inexpensive and reliable.
8
Cesar is
9
I studied last night
in medicine. He wants to become a doctor.
midnight. Then I went to sleep.
10 There was an earthquake in California this morning, but I don’t know the
. I want to listen to the radio to learn more about it.
D
22
Topics for Discussion and Writing
1
Write a paragraph. Describe one or two interesting things you have learned
about another culture. How did you learn these things about that culture?
2
Do you think anthropology is important? Why or why not? Write a
paragraph to explain your opinion. Give examples.
3
Write in your journal. Imagine that you are a student of anthropology.
Decide what culture you want to study. Discuss your reasons in a paragraph.
CHAPTER 2
MARGARET MEAD: THE WORLD WAS HER HOME
South
Pacific
Ocean
Expeditions of
Margaret Mead
(1925–1939)
Admirality Islands
(1928–1929)
Tau Island, Samoa
(1925–1926)
Indonesia
i
New Guinea
Bali
(1936–1938)
E
Australia
(1931–1932)
(1938–1939)
Follow-up Activities
1
Refer back to the Prereading Preparation section. Read your description
of the work that you thought Margaret Mead did. How accurate was your
description?
2
Work with two or three partners. Imagine that you are a team of
anthropologists. You are going to a new country to study a different culture.
You plan to interview the people there to learn about their culture. What
features of this culture do you want to learn about? What questions can
you ask to get this information? Together, make a list of questions for your
interview.
3
Exchange your questionnaire with another group. Find the answers, online
or elsewhere. Bring the answers back to class. Discuss what you learned
from your research.
CHAPTER 2
MARGARET MEAD: THE WORLD WAS HER HOME
23
F
Cloze Quiz
Read the passage below. Fill in the blanks with the correct words from the list.
Use each word only once.
about
decided
graduated
culture
education
learn
Margaret
from college in 1923. She wanted to
(1)
continue her
study
in anthropology, so she
(2)
to go to American Samoa to
the young women there.
(4)
Many people did not know about the
Margaret wanted to learn
(3)
of American Samoa.
(5)
Samoans so that the world could
(6)
about them, too.
(7)
because
interested
result
subject
book
popular
returned
wrote
When Margaret
she
(9)
The
(10)
very
(11)
(8)
to the United States from Samoa,
a book about the young Samoan women she studied.
was called Coming of Age in Samoa, and it was
. As a
, Margaret Mead became
(12)
very famous. Before Margaret wrote her book, not many people were
(13)
in anthropology.
anthropology became a popular
of Margaret’s book,
(14)
(15)
, and many people began
to read about different cultures.
24
CHAPTER 2
MARGARET MEAD: THE WORLD WAS HER HOME
CHAPTER
3
The Importance of
Exercise for Children
Prereading Preparation
Pick a
country
1
Look at the photograph. What is the boy
doing?
a. Playing soccer
b. Playing basketball
c. Ice skating
2
Work with a partner. Discuss the questions
in the information chart and #ll in the
answers.
What kinds of exercise
do the children do?
1.
2.
3
Read the title of this story. What do you think the reading will discuss?
CHAPTER 3 THE IMPORTANCE OF EXERCISE FOR CHILDREN
25
Reading
Directions: Read each paragraph carefully. Then answer the questions.
The Importance of Exercise for Children
Joseph is a very busy eight-year-old boy. In the fall, he plays on a basketball team.
He practices every Tuesday and Thursday afternoon and has a basketball game every
Sunday morning. In the winter, Joseph plays soccer. His team practices one evening a
week. They have a soccer game every Saturday morning. In the spring and summer,
Joseph plays baseball. His team has a game twice a week and practices at least once. It is
easy to see that Joseph is very active after school.
1 Why is Joseph a very busy eight-year-old boy?
a. He goes to school a lot.
b. He plays many different sports.
c. He plays on a basketball team.
26
2
His team practices one evening a week.
One evening a week means
a. every night during the week
b. at 1:00 during the week
c. one night every week
3
It’s easy to see that Joseph is very active after school.
Why is after underlined?
a. For emphasis
b. Because it is a new word
c. To show a contrast
4
What do you think the next paragraph will discuss?
CHAPTER 3
THE IMPORTANCE OF EXERCISE FOR CHILDREN
In contrast, while most American children are in school, they have a physical
education class just once a week for 45 minutes. Boys and girls from kindergarten to
grade 12 do not have to have a physical education class in school every day. They do
not have to exercise.
Not all American children are as active in sports after school as Joseph is. Therefore,
these boys and girls need to exercise in school. Many people believe that the fitness
and health of American children are in trouble. In fact, 40% of children aged five to
eight may be unhealthy already. For example, many have high blood pressure, are
overweight, or have high cholesterol. Doctors believe that these conditions are the result
of physical inactivity and poor diet.
5
In contrast, while most American children are in school, they have a
physical education class just once a week for 45 minutes.
In contrast shows
a. an example
b. a similarity
c. a difference
6
What is a physical education class?
a. A science class
b. An exercise class
c. An outdoor class
7
How often do most American children exercise in school?
8
9
True
False
Most school children have a physical education
class every day in the United States.
Not all American children are as active in sports after school as
Joseph is. Therefore, these boys and girls need to exercise in school.
a. The #rst sentence means that many American children
1. are also very active in sports, like Joseph
2. are more active in sports than Joseph is
3. are less active in sports than Joseph is
b. Therefore means
1. also
2. as a result
3. for example
CHAPTER 3 THE IMPORTANCE OF EXERCISE FOR CHILDREN
27
10 Many people believe that the fitness and health of American children
are in trouble.
a. Fitness means
1. good physical condition
2. exercise
3. sports
b. Many people believe that the #tness and health of American children
1. are in America
2. are interesting
3. are a problem
11
True
False
Many American children may be unhealthy
already.
12 Doctors believe that these conditions are the result of physical inactivity
and poor diet.
What is physical inactivity?
a. Sports
b. No exercise
c. High blood pressure
In many countries in the world, all schoolchildren have to do one hour of
exercise every day. These exercises do not have to be team sports. They may be
simple, such as running, jumping, or climbing ropes. Doctors believe that habits
learned early are more likely to stay with us through life. School is the perfect place
to learn these habits, or practices. Active, healthy children who exercise regularly
can become active, healthy adults.
13
True
False
Running, jumping, and climbing rope are
always team sports.
14 Doctors believe that habits learned early are more likely to stay with us
through life. School is the perfect place to learn these habits, or practices.
a. Habits are
1. places
2. sports
3. practices
28
CHAPTER 3
THE IMPORTANCE OF EXERCISE FOR CHILDREN
b. What are these habits?
1. Reading habits
2. Exercise habits
3. Study habits
c. Stay with us through life means
1. we will continue to do it
2. we will start these habits early
3. we will not change
15
True
False The author believes that American children
need to exercise in school more often.
Directions: Read the complete passage. When you are #nished, answer the
questions that follow.
Track 05
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
The Importance of Exercise
for Children
Joseph is a very busy eight-year-old boy. In the fall, he plays on a roller
hockey team. He practices every Tuesday and Thursday afternoon and has
a roller hockey game every Sunday morning. In the winter, Joseph plays
basketball. His team practices one evening a week. They have a basketball game
every Saturday morning. In the spring and summer, Joseph plays baseball. His
team has a game twice a week and practices at least once. It is easy to see that
Joseph is very active after school.
In contrast, while most American children are in school, they have a
physical education class just once a week for 45 minutes. Boys and girls from
kindergarten to grade 12 do not have to have a physical education class in school
every day. They do not have to exercise.
Not all American children are as active in sports after school as Joseph is.
Therefore, these boys and girls need to exercise in school. Many people believe
that the fitness and health of American children are in trouble. In fact, 40% of
children aged five to eight may be unhealthy already. For example, many have
high blood pressure, are overweight, or have high cholesterol. Doctors believe
that these conditions are the result of physical inactivity and poor diet.
CHAPTER 3 THE IMPORTANCE OF EXERCISE FOR CHILDREN
29
18
19
20
21
22
23
A
In many countries in the world, all schoolchildren have to do one hour of
exercise every day. These exercises do not have to be team sports. They may be
simple, such as running, jumping, or climbing ropes. Doctors believe that habits
learned early are more likely to stay with us through life. School is the perfect
place to learn these habits, or practices. Active, healthy children who exercise
regularly can become active, healthy adults.
Scanning for Information
Read the questions. Then go back to the complete passage and scan quickly for
the answers. Circle the letter of the correct answer, or write your answer in the
space provided.
30
1
What sports does Joseph play after school?
2
How often do most American children exercise in school?
CHAPTER 3
THE IMPORTANCE OF EXERCISE FOR CHILDREN
B
3
a. Is physical activity important for children?
b. What can happen when children do not exercise?
4
Active, healthy children who exercise regularly can become active, healthy
adults. Why?
a. Because they were healthy children
b. Because they practiced many sports
c. Because they will continue their healthy habits
5
What is the main idea of this passage?
a. Joseph does not exercise in school.
b. It is very important for children to exercise in school.
c. Schoolchildren around the world exercise every day.
Word Forms
In English, some words can be either nouns (n.) or verbs (v.), for example, drink.
Read the following sentences. Decide if the word is a noun or a verb. Circle your
answer. Do the example below as a class before you begin.
Example:
a. I always drink / drink water when I exercise.
(n.)
(v.)
b. This drink / drink is very cold.
(n.)
(v.)
1
Liz practices / practices the piano for one hour every day.
(n.)
(v.)
2
Piano practice / practice is fun for her.
(n.)
(v.)
3
Exercise / Exercise is important to our health.
(n.)
(v.)
4
We exercise / exercise every afternoon.
(n.)
(v.)
CHAPTER 3 THE IMPORTANCE OF EXERCISE FOR CHILDREN
31
5
Tom made many changes / changes in his lifestyle.
(n.)
(v.)
6
Tom also changed / changed his eating habits.
(n.)
(v.)
7
I sometimes diet / diet to lose weight.
(n.) (v.)
8
My diet / diet includes a lot of fruit and vegetables.
(n.) (v.)
Word Partnership Use diet with
balanced diet, healthy diet, proper diet,
strict diet
diet and exercise, diet supplements,
diet pills
on a diet
adj.
n.
prep.
C
Vocabulary in Context
Read the following sentences. Choose the correct word or phrase for each
sentence. Write your answers on the blank lines.
at least
1
habit (n.)
It is a good
in contrast
to exercise three times a week. I usually
exercise on Mondays, Thursdays, and Saturdays.
2
Eric doesn’t enjoy team sports.
, his brother Kyle
plays basketball, baseball, and roller hockey.
3
I try to eat
two pieces of fruit every day. I always eat
an apple and a banana. Sometimes I eat an orange, too.
32
CHAPTER 3
THE IMPORTANCE OF EXERCISE FOR CHILDREN
active (adj.)
4
as a result
practice (v.)
Many adults exercise
regularly (adv.)
. For example, some people
run every morning before work.
5
Many children don’t exercise every day.
, some
children are overweight.
6
Joseph is a very
child. He exercises all the time and
plays many kinds of sports.
7
If you want to be a good swimmer, you must
. You
must swim several times a week.
condition (n.)
8
likely (adj.)
Some children are overweight. This
therefore
is sometimes a
result of a poor diet.
9
Lynn’s doctor told her to lose weight.
, she is trying
to eat a healthier diet and exercise more.
10 Children who exercise are
to grow up and continue
to exercise as adults.
CHAPTER 3 THE IMPORTANCE OF EXERCISE FOR CHILDREN
33
D
34
Topics for Discussion and Writing
1
Write a weekly exercise plan for yourself. Write a letter to your friend and
describe your new plan.
2
When you were a child, did you exercise in school? How often did you
exercise? What kind of exercise did you do? Discuss this with your classmates.
3
What is your favorite kind of exercise? For example, do you like to play a
sport or take a walk? Write about your favorite kind of exercise. Why do you
enjoy it? Explain your answer.
4
Write in your journal. Describe the most exciting sports event you have
ever watched or participated in. What was the event? What happened?
Why was it exciting for you?
CHAPTER 3
THE IMPORTANCE OF EXERCISE FOR CHILDREN
E
Follow-up Activities
1
Refer to all the physical activities you and your classmates listed at
the beginning of this chapter. Put these activities into the appropriate
categories of Sports, Exercise, and Martial Arts in the chart below. Some
activities may belong in more than one category. For example, swimming
can be a sport or an exercise.
Sports
swimming
2
Exercise
Martial Arts
swimming
Imagine that a friend has asked you to give suggestions for activities that
children can do in order to get exercise. Work with two or three classmates.
Make a list of ten ways that children can get exercise that would be fun for
them. When you are #nished, write your suggestions on the blackboard. As
a class, decide which ten activities children will enjoy the most.
CHAPTER 3 THE IMPORTANCE OF EXERCISE FOR CHILDREN
35
F
Cloze Quiz
Read the following paragraphs. Fill in each space with the correct word from the
list. Use each word only once.
busy
every
practices
easy
morning
week
Joseph is a very
winter
eight-year-old boy. In the fall,
(1)
he plays on a roller hockey team. He
every Tuesday
(2)
and Thursday afternoon and has a roller hockey game every Sunday
. In the
(3)
, Joseph plays basketball.
(4)
His team has a basketball game
Saturday morning. In
(5)
the spring and summer, Joseph plays baseball. His team has a game twice a
and practices often. It is
(6)
(7)
to see that
Joseph is very active after school.
active
exercise
result
trouble
believe
overweight
therefore
unhealthy
Not all American children are as
school as Joseph is.
(9)
health of American children are in
children aged five to eight may be
many have high blood pressure, are
cholesterol. Doctors
36
CHAPTER 3
, these boys and girls need to
in school. Many people believe that the fitness and
(10)
(15)
in sports after
(8)
(14)
(11)
(12)
. In fact, 40% of
already. For example,
(13)
, or have high
that these conditions are the
of physical inactivity and poor diet.
THE IMPORTANCE OF EXERCISE FOR CHILDREN
Pacific Ocean
Bering Sea
Sea of
Okhotsk
Gulf of
Alaska
Alaska (USA)
Canada
Arctic Ocean
CHAPTER
4
North Pole
Greenland
Russia
A New Route across
the Top of the World
The New Ocean Route between Europe and Asia
Atlantic Ocean
Northeast Passage
9,200 miles (14,806km)
Rotterdam
Average ice cover 2009
Greenland
Atlantic
Ocean
Arctic
Ocean
21 Aug: Fraternity
and Foresight depart
from Vladivostok
Vilkizki Strait
Average ice cover
1979–2000
South
Korea
*12 Sep: Both container ships
arrived in Yamburg, Siberia
Arkhangel
Rotterdam
Russia
Netherlands
*Escorted by two Russian ice-breakers
Prereading Preparation
1
Look at the map above. Where does this trip begin?
Where does this trip end?
2
How do people travel on this route?
a. By plane
b. By ship
c. By train
3
Read the title of this story and look at the map.
a. Why do you think this is a new route?
b. Which ocean is at the top of the world?
CHAPTER 4 A NEW ROUTE ACROSS THE TOP OF THE WORLD
37
Reading
Directions: Read each paragraph carefully. Then answer the questions.
A New Route across the Top of the World
For the first time in history, the most direct shipping route between Europe and
Asia is clear of ice. The Northeast Passage, which connects the Atlantic Ocean and
the Pacific Ocean, used to be covered in ice all year. In the past, ships could not
travel in this direction because of all the ice. However, the ice cover has steadily
decreased, so now travel is possible.
38
1
A route is
a. a direction
b. a large boat
c. an ocean
2
Clear of ice means
a. there is only a little ice
b. there is no ice
c. the ice is very clear
3
What two oceans does the Northeast Passage connect?
4
In the past, ships could not travel in the Northeast Passage. Why not?
a. It was a di!cult trip.
b. It was covered in ice.
c. It was too long.
5
The ice cover has steadily decreased.
Decreased means
a. became larger
b. stayed the same size
c. became smaller
6
Can ships travel in the Northeast Passage now?
CHAPTER 4 A NEW ROUTE ACROSS THE TOP OF THE WORLD
Yes
No
The Northeast Passage is a shortcut between Europe and Asia through the
Canadian Arctic. Part of the Arctic sea ice melts each summer and freezes again
in the winter. Still, too much ice covered the sea, even in the summer. Over the
last several years, the ice cover has decreased. This shrinking is a result of global
warming. Global warming is the increase in the average temperature of the Earth’s
near-surface air and oceans since the 1950s. Scientists report that the Arctic Ocean
ice cap has decreased to its lowest levels in the past few summers.
7
The Northeast Passage is a shortcut from Europe to Asia through the
Canadian Arctic.
What does shortcut mean?
a. A faster way to do something
b. A longer way to do something
c. A new way to do something
8
Over the last several years, the ice cover has decreased.
Why did this%happen?
a. Global warming makes temperatures higher.
b. Global warming makes temperatures lower.
9
This shrinking is a result of global warming.
Shrinking means to
a. get a result
b. increase in size
c. decrease in size
10 Scientists report that the Arctic Ocean ice cap shrank to its lowest levels in
the past few summers.
This ice cap is
a. ice on top of a mountain
b. ice on top of a ship
c. ice on top of an ocean
CHAPTER 4 A NEW ROUTE ACROSS THE TOP OF THE WORLD
39
Two German ships were the first to cross the Arctic’s Northeast Passage. They
traveled from Ulsan, South Korea, to Yamburg, Siberia. Traditionally, shippers
traveling from Asia to Europe had to go through the Gulf of Aden and through the
Suez Canal into the Mediterranean Sea and then into the Atlantic Ocean. Using
that traditional route, a journey from South Korea to the Netherlands, for example,
is about 12,700 miles (20,430 kilometers). However, the same route through the
Northeast Passage is approximately 9,200 miles (14,800 kilometers). It is a lot
faster, too—about ten days shorter. This not only saves time, but also saves fuel.
11 Traditionally means
a. in the past
b. now
c. recently
12 If you are traveling from South Korea to Siberia, which trip takes longer?
a. A journey through the Northeast Passage
b. A journey through the Suez Canal
The opening of the passage is already causing disagreements among several
countries. Canada says that it wants to control the parts of the Northeast Passage
that go through its country. The United States and many European countries
disagree. They believe that the new route is an international passage and that any
ship can use it.
In the future, the route may become even more open. However, scientists
don’t believe that it will be open year-round because weather patterns sometimes
change. This could freeze the passage up again for long periods of time.
13 What do several countries disagree about?
a. When to use the Northeast Passage
b. Who controls the Northeast Passage
c. How long the Northeast Passage is open
14 In the future, the route may become even more open.
What is the route?
40
CHAPTER 4 A NEW ROUTE ACROSS THE TOP OF THE WORLD
15 Scientists don’t believe that the Northeast Passage will be open
year-round.
What does year-round mean?
a. Only in the summer months
b. Only in the winter months
c. All 12 months of the year
16 Scientists don’t believe that the Northeast Passage will be open
year-round.
Why not?
a. The route is very crowded.
b. The water may freeze up again.
c. It’s a very long route.
Directions: Read the complete passage. When you are #nished, answer the
questions that follow.
Track 10
1
2
3
4
5
6
7
8
9
10
11
12
13
14
A New Route across the
Top of the World
For the first time in history, the most direct shipping route between Europe
and Asia is clear of ice. The Northeast Passage, which connects the Atlantic
Ocean and the Pacific Ocean, used to be covered in ice all year. In the past, ships
could not travel this route because of all the ice. However, the ice cover has
steadily decreased, so now travel is possible.
The Northeast Passage is a shortcut between Europe and Asia through the
Canadian Arctic. Part of the Arctic sea ice melts each summer before freezing
again in the winter. Still, too much ice covered the sea, even in the summer. Over
the last several years, the ice cover has decreased. This shrinking is a result of
global warming. Global warming is the increase in the average temperature of
the Earth’s near-surface air and oceans since the 1950s. Scientists report that the
Arctic Ocean ice cap has decreased to its lowest levels in the past few summers.
Two German ships were the first to cross the Arctic’s Northeast Passage.
They traveled from Ulsan, South Korea, to Yamburg, Siberia. Traditionally,
CHAPTER 4 A NEW ROUTE ACROSS THE TOP OF THE WORLD
41
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
shippers traveling between Asia and Europe had to go through the Gulf of
Aden and through the Suez Canal into the Mediterranean Sea and then into the
Atlantic Ocean. Using that traditional route, a journey from South Korea to the
Netherlands, for example, is about 12,700 miles (20,430 kilometers). However,
the same route through the Northeast Passage is only approximately 9,200 miles
(14,800 kilometers). It is a lot faster, too—about ten days shorter. This not only
saves time, but also saves fuel.
The opening of the passage is already causing disagreements among several
countries. Canada says that it wants to control the parts of the Northeast Passage
that go through its country. The United States and many European countries
disagree. They believe that the new route is an international passage and that
any ship can use it.
In the future, the route may become even more open. However, scientists
don’t believe that it will be open year-round because weather patterns sometimes
change. This could freeze the passage up again for long periods of time.
View of the North Pole Area of the Earth
Pacific Ocean
Bering Sea
Gulf of
Alaska
Sea of
Okhotsk
Alaska (USA)
Canada
Arctic Ocean
North Pole
Greenland
Atlantic Ocean
Rotterdam
42
CHAPTER 4 A NEW ROUTE ACROSS THE TOP OF THE WORLD
Russia
A
Scanning for Information
Read the questions. Then go back to the complete passage and scan quickly for
the answers. Write your answer in the space provided.
1
What is the Northeast Passage?
2
Why is travel on this route possible today?
3
What has caused this to happen?
4
What was the route of the #rst ships to use this passage?
5
What are the advantages of this new route?
6
What do several countries disagree about?
CHAPTER 4 A NEW ROUTE ACROSS THE TOP OF THE WORLD
43
B
Word Forms
In English, some words can be either a noun (n.) or a verb (v.), for example,
cause. Read the sentences below. Decide if the correct word is a noun or a verb.
Circle your answer.
1
Travel / travel to another country can be very expensive.
(v.)
(n.)
2
Every summer, I travel / travel to Jeju Island with my family.
(n.)
(v.)
3
Many large ships / ships cross the Paci#c Ocean every day.
(n.)
(v.)
4
My uncle’s company ships / ships heavy equipment from Korea to Mexico.
(v.)
(n.)
5
A meteorologist reports / reports the weather on the news every morning.
(n.)
(v.)
6
I always listen to several news reports / reports before I leave for school.
(v.)
(n.)
7
The temperature in the U.S. increases / increases in the spring and summer.
(v.)
(n.)
8
There is an increase / increase in the number of students in my class this year.
(n.)
(v.)
9
Heat causes / causes ice to melt.
(n.)
(v.)
10 Heavy rain or snow are often the cause / cause of tra!c accidents.
(n.)
(v.)
Word Partnership Use increase with
adv.
n.
adj.
44
increase dramatically, increase rapidly
population increase, price increase,
salary increase,
increase in crime, increase in demand,
increase in spending, increase
in temperature, increase in value
big increase, marked increase,
sharp increase
CHAPTER 4 A NEW ROUTE ACROSS THE TOP OF THE WORLD
C
Vocabulary in Context
Read the following sentences. Choose the correct word or phrase for each
sentence. Write your answers on the blank lines.
route (n.)
1
shortcut (n.)
The distance from Robert’s house to his friend’s house is three miles, but if
he takes a
2
temperature (n.)
, the distance is only two miles.
What is the quickest
from the library to the college?
I’m in a hurry.
3
Many people are most comfortable when the
is
about 18º Celsius.
cause (v.)
4
freeze (v.)
shrink (v.)
If I wash my sweater in hot water, it will
. I need to
wash it in cold water.
5
Will increasing temperatures
the ice to melt at the
South Pole, too?
6
I like to
fresh vegetables. Then I can eat them
whenever I want.
CHAPTER 4 A NEW ROUTE ACROSS THE TOP OF THE WORLD
45
decrease (v.)
7
global warming (n.)
melt (v.)
There are many causes of
traditionally (adv.)
. One cause is the burning
of coal and oil.
, most Americans have a cake on their birthday.
8
9
That chocolate will
if you leave it on the table in
the sun.
10 You need to
the amount of water you are giving
the $owers. Too much water will harm them.
D
46
Topics for Discussion and Writing
1
The ice in the Arctic Ocean is melting because of global warming. Do you
think this increase in temperature affects the animals that live in the
Arctic? How?
2
What do you think are some causes of global warming? Discuss some
possible reasons with your classmates.
3
Some companies use ships to transport their products. Why do you think
they use ships instead of airplanes? Discuss some possible reasons with
your classmates.
4
Write in your journal. Do you think global warming is dangerous to the
environment? Why or why not? Explain your reasons and give examples.
CHAPTER 4 A NEW ROUTE ACROSS THE TOP OF THE WORLD
E
Follow-up Activities
Look at the map below. Answer the questions that follow.
Ocean Routes between Europe and Asia
United
Sta
S
ates
ates
t
Atltltla
A
tla
tlant
ant
ntic
c
Oc
Oc
ce
ean
n
NORTH
ORTH AMERICA
AM
A
Arrc
A
rcti
ctic
Oce
Ocea
cean
an
Rotte
Rotte
tte d
tterdam
dam
EUROPE
No
North
ortth
or
hea
h
east
astt
Pa
P
as
ass
a
ss
s
sa
s
age
ag
a
ge
13,60
1
3,600
00 kilometers
kkiilo
om
me
RUSS
RUS
SIA
S
Suez
Can
C
ana
al
Pacific
P
ac
aci
cific
c
ific
Ocean
Oc
O
ce
ce
ea
an
ASIA
Yokohama
Y
Yo
oko
ok
oha
ham
Southerly
So
S
outhe
ou
o
uthe
he Ro
Route
R
20,750
20
2
0,7
0
75
7
50 ki
kkilometer
omet
ete
te
er
e
ers
AFRICA
A
Indian
dian Ocean
ean
ean
an
The new route between Europe and Asia
The traditional ocean route between Europe and Asia
1
What is the distance from Yokohama to Rotterdam using the
southerly route?
2
kilometers
What is the distance from Yokohama to Rotterdam using the
Northeast Passage?
kilometers
3
Which route is shorter?
4
Why is it shorter?
5
What are some advantages of a shorter route?
CHAPTER 4 A NEW ROUTE ACROSS THE TOP OF THE WORLD
47
F
Cloze Quiz
Read the following paragraphs. Fill in the blanks with the correct words from
the list. Use each word only once.
air
lowest
result
between
melts
sea
increase
report
winter
The Northeast Passage is a shortcut
years
(1)
Europe and Asia
through the Canadian Arctic. Part of the Arctic sea ice
summer before freezing again in the
covered the
(5)
(6)
(4)
. Still, too much ice
(3)
, even in the summer. Over the last several
, the ice cover has decreased. This shrinking is a
of global warming. Global warming is the
in the average temperature of the Earth’s near-surface
and oceans since the 1950s. Scientists
ice cap has decreased to its
approximately
faster
saves
cross
route
through
example
same
traditionally
to Yamburg, Siberia.
(12)
(13)
(8)
levels in the past few summers.
(10)
Northeast Passage. They
(7)
that the Arctic Ocean
(9)
Two German ships were the first to
48
each
(2)
traveled
(11)
the Arctic’s
from Ulsan, South Korea,
, shippers traveling from Asia to
CHAPTER 4 A NEW ROUTE ACROSS THE TOP OF THE WORLD
Europe had to go through the Gulf of Aden and
(14)
the
Suez Canal into the Mediterranean Sea and then into the Atlantic Ocean.
Using that traditional
Netherlands, for
(17)
, a journey from South Korea to the
(15)
(16)
, is about 20,430 kilometers. However, the
route through the Northeast Passage is
14,800 kilometers. It is a lot
This not only saves time, but also
(18)
, too—about 10 days shorter.
(19)
(20)
fuel.
CHAPTER 4 A NEW ROUTE ACROSS THE TOP OF THE WORLD
49
CHAPTER
5
Volunteer Vacations
Prereading Preparation
1 What are volunteers?
2 What kinds of work do volunteers do? Work in a small group. Use the diagram
below to help you organize your answers. When you are #nished, share your
answers with the class.
WHAT KINDS OF WORK
DO VOLUNTEERS DO?
50
CHAPTER 5
VOLUNTEER VACATIONS
3 Look at the photograph below. What are these people doing?
4 Who do you think they are building the house for?
5 What are some reasons that people volunteer to help others?
Track 3
1
2
3
4
5
6
7
8
9
10
11
12
Volunteer Vacations
Everyone enjoys taking a vacation. A vacation is fun and relaxing. Some
people like to go to the beach and swim. Other people go to the mountains or
visit another country. Many other people use their vacation time for another
reason. What do they do? They take a volunteer vacation to help other people.
Volunteers are people who do something, but they receive no money for it. They
do this because they want to be helpful to people in need. Many organizations
give volunteers a chance to help others.
Habitat for Humanity is one of these organizations. Habitat for Humanity is
an organization of volunteers who build homes for the poor. The most famous
volunteer is former U.S. President Jimmy Carter, who won the Nobel Prize for
Peace. Habitat for Humanity volunteers don’t need a special skill. They just
need to be in good health. Volunteers build homes in the United States, but they
CHAPTER 5
VOLUNTEER VACATIONS
51
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
52
also construct homes all over the world, in places such as Honduras, Fiji, and
Ethiopia. Volunteers pay for their own trips. For example, a two-week trip to
Honduras, Fiji, or Ethiopia is about $1,200.
A second volunteer organization is called Earthwatch. Earthwatch gets many
volunteers to help scientists do research in many places around the world. For
example, volunteers may study endangered animals, such as manatees in Florida.
Most of the trips are two weeks. Volunteers pay about $1,800 to participate,
without airfare. They usually stay in dormitories and cook their meals together.
This year, Earthwatch had 4,000 volunteers from 47 different countries.
Cross-Cultural Solutions is another volunteer organization. It helps
communities in China, Ghana, India, Peru, and Russia. Cross-Cultural Solutions
helps to bring health care and education to many people. Twelve to eighteen
volunteers work together for about three weeks at one location. The work
depends on the volunteers’ skills. For instance, a volunteer may have special
medical knowledge. This person will work in a local hospital. Volunteers have
evenings and two weekends to spend on their own. Prices begin at $1,900 for a
two-week trip, not including airfare.
People who take volunteer vacations believe they are helping people around the
world to live healthier lives. They believe they can help people get an education.
The people they help may have a better place to live. For the volunteers, this is
the best vacation of all.
CHAPTER 5
VOLUNTEER VACATIONS
A
Skimming and Scanning Exercise
PART 1
Skim through the passage. Then read the following statements. Choose the one
that is the main idea of the reading.
a. Vacation volunteers receive money for helping people all around the
world build their own homes.
b. Vacation volunteers work with organizations to help people around
the world live better lives.
c. Vacation volunteers travel around the world to have fun and to relax
in different countries.
PART 2
Work in small groups and complete the chart about Volunteer Vacations.
What do
they do?
How long is
a volunteer
vacation?
How much
does it cost?
VOLUNTEER VACATIONS
53
Where do
they work?
Habitat for Humanity
Earthwatch
Cross-Cultural Solutions
CHAPTER 5
B
Reading Analysis
Read each question carefully. Circle the letter or the number of the correct answer.
1 Volunteers are people who do something, but they receive no money for
it. They do this because they want to be helpful to other people in need.
a. Volunteers are people who
1. work without pay
2. need other people
3. need some help
b. People in need
1. want someone to do everything for them
2. cannot always help themselves
3. volunteer to help others
2 Volunteers need to be in good health. They build homes in the United
States, but they also construct homes all over the world.
Construct means
a. volunteer
b. need
c. build
3 Earthwatch gets many volunteers to help scientists do research in places
around the world.
Research means
a. to study something carefully
b. to do volunteer work
c. to travel to different places
4 Earthwatch volunteers usually stay in dormitories and cook their meals
together.
Dormitories are
a. individual homes
b. homes for groups of people
c. hotels
54
CHAPTER 5
VOLUNTEER VACATIONS
5 Twelve to eighteen volunteers work together for about three weeks
at one location.
A location is a
a. job
b. place
c. person
6 Prices for Cross-Cultural Solutions begin at $1,900 for a two-week trip, not
including airfare.
a. Begin at $1,900 means
1. $1,900 is the highest price
2. $1,900 is the usual price
3. $1,900 is the lowest price
b. A two-week trip
1. will cost at least $1,900. You also need to buy your own airplane
ticket.
2. will usually cost $1,900. Your airplane ticket is part of the cost.
3. will always cost $1,900. You also need to buy your own airplane
ticket.
C
Dictionary Skills
Read the dictionary entry for each word and think about the context of the
sentence. Write the number of the appropriate de#nition on the line next to
the word. Then choose the sentence with the correct answer.
1
former adj. 1 previous, past: He is a former employee of this company.
2 referring to the first thing or person named in a pair
—n. the first thing or person named in a pair: We eat lots of !sh and chicken,
but we prefer the former (meaning “the fish”).
The most famous volunteer is former U.S. President Jimmy Carter.
a. former:
b. 1. The most famous volunteer is the past U.S. President Jimmy Carter.
2. The most famous volunteer is the #rst in a pair of U.S. Presidents,
Jimmy Carter.
CHAPTER 5
VOLUNTEER VACATIONS
55
2
skill n. [C; U] 1 an ability to do s.t. well because of practice, talent, or
special training: She has excellent musical skills. 2 a trade: Plumbing is his skill.
A volunteer for Cross-Cultural Solutions may have a skill, for example,
special medical knowledge. This person will work in a local hospital.
a. skill:
b. 1. A volunteer may have the ability to do something well because of
special training.
2. A volunteer may have a trade.
D
Word Forms
In English, there are several ways that verbs change to nouns. Some verbs
become nouns by adding the su!x -tion, for example, collect (v.), collection (n.).
Some words change spelling, for example, explain (v.), explanation (n.).
Complete each sentence with the correct form of the words on the left. Write
all the verbs in the simple present tense. They may be a!rmative or
negative. The nouns may be singular or plural.
1 People around the world want all children to have a good
educate (v.)
. We usually
education (n.)
children
in schools and at home.
2 Volunteer organizations
locate (v.)
location (n.)
in need. The
communities
for volunteer work are
usually in developing countries.
construct (v.)
construction (n.)
3 The
of a new home can be very
fast when many volunteers work together. They
homes in many cities around the world.
[C]—Countable (noun); [U]—Uncountable (noun); s.o.—someone, s.t.—something; (syn.)—synonym; n.—noun;
v.—verb; I—Intransitive; T—Transitive
56
CHAPTER 5
VOLUNTEER VACATIONS
organize (v.)
organization (n.)
4 When a volunteer
works well, it helps
many people. Habitat for Humanity
groups of workers to build houses for people who cannot
afford them.
5 Chris
solve (v.)
solution (n.)
his problems slowly. He thinks
quickly. He thinks of several
right away,
then chooses the best one.
Word Partnership Use solve with:
n.
v.
ability to solve something, solve a crisis,
solve a mystery, solve a problem, solve a
puzzle, way to solve something
attempt/try to solve something, help solve
something
Word Partnership Use solution with:
adj.
prep.
v.
best solution, peaceful solution, perfect
solution, possible solution, practical
solution, temporary solution,
easy solution, obvious solution,
simple solution
solution to a conflict, solution to a crisis,
solution to a problem
propose a solution, reach a solution,
seek a solution,
find a solution
CHAPTER 5
VOLUNTEER VACATIONS
57
E
Vocabulary in Context
construct (v.)
former (adj.)
research (v.)
vacation (n.)
dormitory (n.)
healthy (adj.)
skill (n.)
volunteer (v.)
Read the following sentences. Complete each blank space with the correct
word from the list above. Use each word only once.
1 Kim is a university student. He lives in a
2 John is the
at school.
head of the company. He stopped working
here last year.
3 I work at a hospital after school. I don’t work for money because
I
to help there.
4 There are a lot of children in my city. The government must
new schools for all the children.
5 My mother is a very hard worker. She needs to take a
so
that she can relax.
6 My parents are very
people. They eat well, exercise every
day, and are never sick.
7 Justin is an excellent cook. He learned this
from his
grandmother.
8 Scientists
food that is good for us. They learned that
fruit and vegetables are good for our health, so we eat them often.
58
CHAPTER 5
VOLUNTEER VACATIONS
F
Think About It
Read the questions and think about the answers. Write your answer for each
question. Then compare your answers with those of your classmates.
1 Former U.S. President Jimmy Carter is a volunteer for Habitat for Humanity.
Why do you think he volunteers to help build houses for poor people?
2 Why do many people work so hard to help people they do not know, in
countries they do not live in?
CHAPTER 5
VOLUNTEER VACATIONS
59
G
Another Look
Read the following passage about people who do volunteer work. Then answer
the questions that follow.
Track 4
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
60
Who Volunteers?
People volunteer in order to help other people in need. They also volunteer
in order to “give back” to the community. This means that they want to help the
people in their community who need help. However, volunteering is not only
good for the community and those in need, but it is good for the volunteers,
too. Volunteer Canada, an organization in Canada, started National Volunteer
Week in 1943. Today, it is still very popular. In fact, six million people around the
country volunteer.
Who volunteers? All kinds of people volunteer. For example, senior citizens
(people over 65 years old) volunteer for many reasons. They want to meet new
friends and stay active. Senior citizens often have a lot of free time. They can use
this time to help other people. Sometimes, when people graduate from college,
they do volunteer work. Then they can get some skills and experience before
they find a job. Other people volunteer because it gives them a chance to do
something different. New immigrants to Canada also volunteer. They get work
experience and can improve their English and French language skills.
All of these volunteers in Canada do different work, but they have something
in common: they are helping other people. And by helping other people, they
are helping themselves, too.
CHAPTER 5
VOLUNTEER VACATIONS
Questions for Another Look
1 Who are senior citizens?
a. Volunteers
b. People over 65 years old
c. College graduates
2 Who are immigrants?
a. People who come from another country
b. People who live in Canada
c. People who volunteer
3 Who started National Volunteer Week in Canada?
4 Look at the chart below. Why do these people volunteer? Write the reasons.
Volunteers
Why do they volunteer?
1. Senior citizens
2. College graduates
3. New immigrants
CHAPTER 5
VOLUNTEER VACATIONS
61
H
Topics for Discussion and Writing
1 This chapter discusses three volunteer organizations. Which one do
you think does the most important work? Why? Write your reasons
and give examples.
2 Former U.S. President Jimmy Carter is very famous. Do you think it is
a good idea for famous people to volunteer to help others? Why? Explain
your reasons.
3 What was your favorite vacation? Why? Who did you go with? Write about
what you did on your favorite vacation.
4 Write in your journal. Will you ever volunteer to work with an organization,
such as Habitat for Humanity, Earthwatch, or Cross-Cultural Solutions? If so,
which one? Why? If not, why not?
I
Grammar Cloze Quiz
Read the passage. Complete each blank space with an article from
the box. You may use each article more than once.
a
an
the
Everyone enjoys taking
(1)
vacation.
relaxing. Some people like to go to
to the mountains or visit
(5)
(4)
(3)
(2)
vacation is fun and
beach and swim. Other people go
unusual country. Many other people take
volunteer vacation to help other people. Volunteers are people who
do something because they want to be helpful to other people in need. Many
organizations give volunteers
62
CHAPTER 5
VOLUNTEER VACATIONS
(6)
chance to help others.
Habitat for Humanity is
homes for
(8)
poor.
organization of volunteers who build
(7)
(9)
most famous volunteer is former U.S.
President Jimmy Carter, who won
Humanity volunteers don’t need
(10)
(11)
good health. Volunteers build homes in
construct homes all over
(14)
(13)
Nobel Prize for Peace. Habitat for
special skill. They just need to be in
(12)
United States, but they also
world.
second organization is called Earthwatch. Earthwatch volunteers
may study
(15)
endangered animal, such as manatees in Florida.
CHAPTER 5
VOLUNTEER VACATIONS
63
CHAPTER
6
The Search for Happiness
through Adoption
Prereading Preparation
1 What kinds of children do people adopt? For example, do people
adopt young babies, older children, boys, girls, or children from
different countries?
2 Read the title. Who is searching for happiness?
a. People who adopt children
b. Children who are adopted
c. The people who adopt children and the children they adopt
64
CHAPTER 6
THE SEARCH FOR HAPPINESS THROUGH ADOPTION
3 Work with one or two partners. Why do people adopt children? Why do
people give up a child for adoption? Make a list of reasons. When you
#nish, compare your list with those of your classmates.
Reasons People Adopt a Child:
Track 7
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
Reasons People Give up a Child
for Adoption:
The Search for Happiness
through Adoption
When couples get married, they usually plan to have children. Sometimes,
however, a couple cannot have a child of their own. In this case, they may decide
to adopt a child. In fact, adoption is very common today. There are about 130,000
adoptions each year in the United States alone. Some people prefer to adopt
infants; others adopt older children. Some couples adopt children from their
own countries; others adopt children from foreign countries. Some people adopt
children of their same race, i.e., white, black, Asian; others adopt children of
different races. In any case, they all adopt children for the same reason: they care
about children, and want to give their adopted child a happy life. This includes a
comfortable home, a loving family, and a good education.
Most adopted children know that they are adopted. Psychologists and
child care experts generally think this is a good idea. However, many adopted
children, or adoptees, have very little information about their biological mother
and father. As a matter of fact, it is often very difficult for adoptees to find out
about their birth parents because the birth records of most adoptees are usually
sealed. The information is confidential, so no one can see it. Sealed documents
protect both adoptees and their natural parents.
CHAPTER 6
THE SEARCH FOR HAPPINESS THROUGH ADOPTION
65
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
66
Naturally, adopted children have different feelings about their birth parents.
Many adoptees want to search for them, but others do not. Jake, who is thirteen,
was adopted when he was only two and a half months old. He says, “I don’t
think I’ll ever search out my birth mother. I might want to get some more facts,
but I don’t feel I really want to go looking. Maybe she would be awful and I’d
just be disappointed.” Carla, who is twelve, was adopted when she was four
years old. Her adoptive parents also adopted another little girl. Carla says,
“Sometimes my sister and I will talk. She says she doesn’t want to look for
her birth mother when she gets older, but I have mixed feelings. Sometimes I
feel that I want to look for her—and my mother says she’ll help me when I’m
older—but sometimes I don’t want to look for her at all because I’m scared of
finding out what her reactions would be. I worry that she’ll have a whole new
life and I’ll just be interfering with that new life. She might not want anyone
to know about her past.” Sue, who is thirteen, was adopted when she was a
baby. Her family helped her find her birth mother. Sue says, “I think adopted
kids should be allowed to search whenever they’re ready. They need to know
where they came from. And they need to know what their medical history is.
As soon as I searched and found the information I was looking for, I felt more
worthwhile in the world. Beforehand, a part of me had always been missing.”
The decision to search for birth parents is a difficult one to make. Most
adoptees, like Carla, have mixed feelings about finding their biological parents.
Even though adoptees do not know about their past or their natural parents, they
do know that their adoptive parents want them, love them, and will care for them.
CHAPTER 6
THE SEARCH FOR HAPPINESS THROUGH ADOPTION
A
Skimming and Scanning Exercise
PART 1
Skim through the passage. Then read the following statements. Choose the one
that is the main idea of the reading.
a. Most adopted children know they are adopted, but not all of them
want to #nd their natural parents.
b. Some couples adopt children when they cannot have children of
their own.
c. People adopt children of different ages, races, and from
different countries.
PART 2
Scan the passage. Work with a partner to #ll in the chart below with information
from the reading.
FEELINGS ABOUT ADOPTION
Name
Do these people think
it is a good idea to #nd
birth parents?
Jake
Yes / No / Not sure
Carla
Yes / No / Not sure
Sue
Yes / No / Not sure
CHAPTER 6
Reasons
THE SEARCH FOR HAPPINESS THROUGH ADOPTION
67
B
Reading Analysis
Read each question carefully. Circle the letter or the number of the correct
answer, or write your answer on the blank line.
1 When couples get married, they usually plan to have children. Sometimes,
however, a couple cannot have a child of their own. In this case, they may
decide to adopt a child. In fact, adoption is very common today. There are
about 130,000 adoptions in the United States alone.
a. In this case means
1. when a couple cannot have children
2. when a couple plans to have children
3. when a couple gets married
b. What follows in fact?
1. An example of adoption
2. More information about adoption
3. The reason for adoption
c. The last sentence means that
1. the United States is the only country in the world where people
adopt children
2. about 130,000 adoptions take place in the United States, and many
adoptions take place in other countries, too
3. people who adopt children in the United States are alone
d. What does about 130,000 mean?
1. More than 130,000
2. Less than 130,000
3. Around 130,000
2 Some people prefer to adopt infants; others adopt older children. What is
an infant?
a. A very young baby
b. An adoptive parent
c. An older child
68
CHAPTER 6
THE SEARCH FOR HAPPINESS THROUGH ADOPTION
3 Some people adopt children of their same race, e.g., white, black, Asian;
others adopt children of different races. In any case, they all adopt children
for the same reason: they care about children, and want to give their
adopted child a happy life. This includes a comfortable home, a loving
family, and a good education.
a. What does e.g. mean?
1. For example
2. The same race
3. Also
b. What does in any case mean?
1. When people adopt children of the same race
2. It does not matter what kind of child they adopt
3. If they adopt a child of a different race
c. What information follows the colon (:)?
1. An example
2. An opposite idea
3. A reason
d. What does this refer to?
1. A good education
2. A happy life
3. A loving family
4
Most adopted children know that they are adopted. Psychologists and
child care experts generally think this is a good idea.
This refers to the fact that
a. children know they are adopted
b. people want to adopt children
5 Many adopted children, or adoptees, have very little information about
their biological mother and father. As a matter of fact, it is often very
di!cult for adoptees to #nd out about their birth parents because the
birth records of most adoptees are usually sealed. The information
is confidential, so no one can see it. Sealed documents protect both
adoptees and their natural parents.
a. What does adoptees mean?
1. Children who are adopted
2. People who adopt children
CHAPTER 6
THE SEARCH FOR HAPPINESS THROUGH ADOPTION
69
b. In this paragraph, what are synonyms for the words biological mother
and father?
c. What information follows as a matter of fact?
1. More information about the same idea
2. Information about a different idea
d. Read the following sentence and complete it. The weather today is very
cold. As a matter of fact,
1. tomorrow will be warmer
2. the temperature is below freezing
e. Which word in this paragraph is a synonym for records?
f. What are sealed documents?
1. They are documents that are in an envelope.
2. They are documents that no one can read.
g. What does confidential mean?
1. Important
2. Serious
3. Secret
6 Naturally, adopted children have different feelings about their birth
parents. Many adoptees want to search for them, but others do not.
a. Naturally means
1. of course
2. however
b. What does do not mean?
1. Other adoptees do not want to search for their birth parents.
2. Other adoptees do not have different feelings about their
birth parents.
7 Carla says, “My sister says she doesn’t want to look for her birth mother, but
I have mixed feelings. Sometimes I feel that I want to look for her— and
my mother says she’ll help me when I’m older—but sometimes I don’t
want to look for her because I’m scared of #nding out what her reactions
would be.”
70
CHAPTER 6
THE SEARCH FOR HAPPINESS THROUGH ADOPTION
a. Why does Carla say that she has mixed feelings?
1. She does not want to look for her natural mother.
2. She wants to look for her natural mother.
3. She is not sure what she wants to do.
b. When you have mixed feelings, you
1. think two opposite ways about something
2. think differently from another person
8 Sue says, “Adopted kids need to know where they came from, and they
need to know what their medical history is. As soon as I searched and
found the information I was looking for, I felt more worthwhile in the
world. Beforehand, a part of me had always been missing.”
a. Worthwhile means
1. unsure
2. happy
3. important
b. Beforehand refers to the time
1. before something happens
2. after something happens
c. Jack was on time when he arrived at the station to take the train.
Beforehand,
1. he will go to bed early tonight
2. he had called the station to #nd out the train schedule
9 Even though adoptees do not know about their past or their natural
parents, they do know that their adoptive parents want them, love them,
and will care for them.
a. What does even though mean?
1. Also
2. Although
3. However
b. Complete the following sentence. Even though the train was late,
1. Karen arrived at work on time
2. Karen was late to work
c. Why is do before the verb, and why is it in italics?
1. To show emphasis
2. To ask a question
CHAPTER 6
THE SEARCH FOR HAPPINESS THROUGH ADOPTION
71
C
Dictionary Skills
Read the dictionary entry for each word, and think about the context of the
sentence. Write the number of the appropriate de#nition on the line next
to the word. Then choose the sentence with the correct answer.
1
care v. cared, caring, cares 1 [I; T] to worry about the well-being of
others: She cares about everyone; she is interested in and concerned about
people.||He doesn’t care about anyone but himself. 2 [I; T] to be concerned
about s.t.: She cares about the quality of her work.||I really want to buy
that car; I don’t care if it costs too much! 3 not to care for: not to like or
love: (love) I don’t care for her.||(like) He doesn’t care for carrots or beans.
4 phrasal v. insep. [T] to care for s.o. or s.t.: to look after s.o.’s health:
When she was sick, he cared for her day and night. 5 to not care less: to
not care at all: He is such a bad manager; I could not care less if he leaves
the company.
People adopt children because they care about them, and want to give
their adopted child a happy life.
a. care:
b. 1. People adopt children because they worry about them.
2. People adopt children because they are concerned about the
children’s well-being.
3. People adopt children because they want to look after the
children’s health.
2
record n. 1 s.t. (usu. written) that proves that an event happened,
including records of business transactions, scientific data, cultural, or other
human activities: The records of our business are kept in our computer and in
printouts. 2 the best time, distance, etc., in an athletic event: She holds the
world record for the 100-meter dash. 3 a criminal’s history of arrests and
things he or she did wrong: That thief has a long criminal record. 4 a flat,
black disk onto which a sound recording, esp. music, has been pressed: He
has a collection of Elvis Presley records from the 1950s.
The birth records of most adoptees are usually sealed because the
information is con#dential.
a. record:
b. 1. Written information about an adoptee’s birth is con#dential.
2. The criminal history of an adoptee’s birth is con#dential.
3. Information about an adoptee’s birth is written on a $at, black disk,
and is con#dential
[C]—Countable (noun); [U]—Uncountable (noun); s.o.—someone, s.t.—something; (syn.)—synonym; n.—noun;
v.—verb; I—Intransitive; T—Transitive
72
CHAPTER 6
THE SEARCH FOR HAPPINESS THROUGH ADOPTION
history n. -ies 1 [C; U] the study of past events (people, civilizations, etc.):
She studied European history at college. 2 [C] past events, a written account of
past events: My family history is very interesting; I plan to write it all down some
day.||She read a history of Peru. 3 that’s history or past (ancient) history: s.t.
that is no longer important: His bad behavior is past history; he’s a good boy now.
4 to make history: to do s.t. memorable, important
3
Sue says, “Adopted kids need to know where they came from, and they
need to know what their medical history is.”
a. history:
b. 1. Adopted children need to #nd written accounts of their
medical records.
2. Adopted children need to study their past.
3. Adopted children make their own history.
D
Word Forms
PART 1
In English, the noun form and the verb form of some words are the same, for
example, visit (v.), visit (n.). Complete each sentence with the correct form of the
words on the left. In addition, indicate whether you are using the verb (v.) or the
noun (n.) form of each word. Write all the verbs in the simple present tense.
They may be a!rmative or negative. The nouns may be singular or plural.
plan
1 Terry has several
he
(v., n.)
(v., n.)
for his career. For example,
to move to another city and to work for
the government.
care
2 All parents give love and
(v., n.)
happy families, parents and children
to their children. In
(v., n.)
about
each other very much.
CHAPTER 6
THE SEARCH FOR HAPPINESS THROUGH ADOPTION
73
3 The Records O!ce at City Hall keeps all the
record
(v., n.)
of births, marriages, and deaths. However, the Records
O!ce
(v., n.)
sales of property. The City Real Estate
O!ce keeps all that information on #le.
4 When I lose my car keys, I usually
search
my pockets. Sometimes my
(v., n.)
(v., n.)
for them in
is not successful,
so I look for my keys on the $oor.
5 Lee has many
worry
(v., n.)
about his family. They are
very important to him. However, he
(v., n.)
about
unimportant matters.
PART 2
In English, there are several ways that verbs change to nouns. Some verbs
become nouns by adding the su!x -ion, for example, suggest (v.), suggestion (n).
Complete each sentence with the correct form of the words on the left. Write
all the verbs in the simple present tense. They may be a!rmative or
negative. The nouns may be singular or plural.
1 Fred generally
decide (v.)
decision (n.)
where to go on vacation
after he reads some travel books. As a matter of fact,
Fred makes all his
after he reads books
or magazines.
74
CHAPTER 6
THE SEARCH FOR HAPPINESS THROUGH ADOPTION
react (v.)
2 John
strongly when he is surprised. He never
says anything, or shows any feelings. His
reaction (n.)
are
not usually easy to see.
protect (v.)
3 An umbrella
you from the rain when
the wind is blowing very hard. On rainy and windy
protection (n.)
days, a raincoat gives better
than an
umbrella does.
adopt (v.)
4 When a couple
a child, the entire family is
usually very happy. Before the
adoption (n.)
takes
place, the whole family usually discusses the decision
together.
inform (v.)
5 The Registrar’s O!ce
information (n.)
students when they
are accepted to a college. The O!ce of Admissions mails
this
to the students.
Word Partnership Use information with:
adj.
v.
additional information, background
information, important information,
personal information
find information, get information,
have information, provide information,
retrieve information, store information,
want information
CHAPTER 6
THE SEARCH FOR HAPPINESS THROUGH ADOPTION
75
E
Vocabulary in Context
adopted (v.)
even though
protected (v.)
confidential (adj.)
in fact
worthwhile (adj.)
decided (v.)
infants (n.)
Read the following sentences. Complete each blank space with the correct
word from the list above. Use each word only once.
1
drink milk from a bottle. They cannot use a cup.
2 Mr. Lee is not a new teacher at this school.
, he started
teaching here 15 years ago.
3 All medical records are
. Only your doctor can read them.
4 This class is very
because I am learning a lot of
English here.
5 Cara came to school
she is sick.
6 Seat belts are very important in a car. Mine
me when I
had an accident last year.
7 Carlos is looking for a new apartment, but there are many places to choose.
Finally, he
to move to Bayside because it is near
his school.
8 Mr. and Mrs. Stevens wanted to start a family. They couldn’t have a baby, so
they
76
CHAPTER 6
a child from their country.
THE SEARCH FOR HAPPINESS THROUGH ADOPTION
F
Think About It
Read the following questions and think about the answers. Write your
answer below each question. Then compare your answers with those of
your classmates.
1 What might be some reasons why some people adopt children from
foreign countries?
2 What might be some reasons why adoptees want or need to #nd
information about their natural parents?
G
Another Look
Read this adoptive mother’s journal entry. Then answer the questions
that follow.
Track 8
Diary of an Adoptive Mother
1
2
3
4
5
6
7
8
9
January 1: It has happened; I got a call today saying a li!le girl in Russia is now
my li!le girl. There is a lot of paperwork to do, and we have to travel to Russia to bring
her home, but now it is certain. I think I’ll tell some close friends. Jason is so excited.
I haven’t told Steven yet. How can I tell a seven-year-old that he has a sister who is
already five years old?
January 10: Today I received a picture of Katerina. The picture is small and not
very clear, but I look at it over and over again. I don’t know anything else about her.
She has lived in an orphanage for most of her life. I wonder how I will talk to her. I don’t
speak Russian, and she doesn’t speak English.
CHAPTER 6
THE SEARCH FOR HAPPINESS THROUGH ADOPTION
77
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
78
February 1: Today I showed Katerina’s picture to Steven. He is very happy and
wants to tell all his friends about his new sister. I want to buy some clothes for
Katerina, but I don’t know her size. I haven’t received any more information from the
adoption agency, and I’m feeling a li!le worried.
February 16: Finally! Today we received good news! All the papers are ready and
tomorrow we will go to Russia to bring Katerina home with us.
February 18: Today I met my daughter for the first time. She is very small, very
thin, and very afraid. On the way home in the airplane, she slept most of the time.
When she woke up, she cried. I am very nervous and hope that I can be a good mother
to Katerina.
February 19: Steven met his sister this morning. Although Katerina was shy at
first, soon she and Steven began to communicate in a mixture of Russian, English,
and hand gestures. Steven and his sister get along well together. In fact, he is able
to help her communicate with Jason and me. I am worried about how Katerina will be
in school. Next week she will start kindergarten. How will she communicate with the
other children? How will she understand her teacher?
March 21: Katerina looks much healthier now. She has gained weight, her hair is
shiny, and her skin is clear. She loves to watch television with her brother, and she has
learned to roller-skate. She is doing well in school, and her English gets be!er every
day. Although she sometimes looks sad, and sometimes cries, most of the time she
is happy. I think she is slowly ge!ing used to her new life with us. After only three
months, I can’t imagine my life without her.
CHAPTER 6
THE SEARCH FOR HAPPINESS THROUGH ADOPTION
Questions for Another Look
1 Who is the writer of this diary?
2 Who is Katerina?
a. The adoptive mother
b. The adoptive father
c. The adopted child
3 Who is Jason?
a. The adoptive mother
b. The adoptive father
c. The adopted child
4 Who is Steven?
a. The adoptive father
b. The writer’s son
c. The adopted child
5 In the last sentence of the story, the writer says, “After only three months,
I can’t imagine my life without her.” What does this sentence mean?
a. The writer is happy that she has adopted Katerina.
b. The writer is not happy that she has adopted Katerina.
H
Topics for Discussion and Writing
1 Is adoption common in your country? Why or why not?
2 Do you think it is a good idea for adoptees to search for their birth parents?
Explain your answer.
3 Do you think it is a good idea for people to adopt children who are a
different race? Explain your answer.
4 In your country, can anyone adopt a child? For example, can a single man
adopt a child? Do you think it is a good idea for anyone—male, female,
married or single—to adopt a child? Explain your answer.
CHAPTER 6
THE SEARCH FOR HAPPINESS THROUGH ADOPTION
79
5 People sometimes give up their children for adoption. Imagine that you are
going to give up your child. Write a letter to your best friend and explain
your reasons.
6 Write in your journal. Imagine that you are married, and you cannot
have children of your own. Will you adopt children? If you will, why is it
important for you to have children? If you won’t, explain your reasons.
I
Grammar Cloze Quiz
Read the passage. Complete each blank space with one of the pronouns listed
in the box. You may use the pronouns more than once.
her
me
she
them
I
my
their
they
Naturally, adopted children have different feelings about
parents. Many adoptees want to search for
have different feelings. Jake says, “
out
(6)
don’t feel
birth mother.
(9)
(11)
Carla says, “Sometimes
doesn’t want to look for
80
CHAPTER 6
mother says
(3)
will ever search
(5)
might want to get some more facts, but
(7)
(8)
(10)
adoptive parents also adopted another little girl.
(12)
(16)
sister and
(23)
(13)
will talk.
birth mother when
have mixed feelings. Sometimes
(22)
, but others do not.
don’t think
(4)
birth
really want to go looking.” Carla was adopted when
was four years old.
and
(2)
(1)
(19)
feel that
will help
(24)
says
(15)
gets older, but
(17)
(20)
(14)
want to look for
when
THE SEARCH FOR HAPPINESS THROUGH ADOPTION
(25)
am older.”
(18)
(21)
,
CHAPTER
7
Robots: The Face
of the Future
Prereading Preparation
1 Look at the photograph. This is a robot called ASIMO. What do you think it
can do? Make a list.
2 ASIMO looks like a person. Do you think all robots look like people?
CHAPTER 7
ROBOTS: THE FACE OF THE FUTURE
81
3 Where do people use robots? Circle your answers. You can choose more
than one answer.
a. At home
b. At work
c. At school
4 Have you ever seen a robot? Where did you see it? What did it do?
5 Imagine you have a robot. What do you want the robot to do for you?
Make a list.
Track 9
1
2
3
4
5
6
7
8
9
10
11
12
13
82
Robots: The Face of the Future
ASIMO traveled to Edinburgh, Scotland in February for the annual Edinburgh
International Science Festival. Thousands of people came to visit the festival, but
most of them came to see nine-year-old ASIMO. ASIMO is very famous because
ASIMO is a robot. It is designed to run, climb stairs, and kick a soccer ball. It can
even conduct an orchestra. In fact, when Yo Yo Ma, the famous cellist, performed
at a concert in Detroit, Michigan last year, ASIMO was the conductor. Everyone
at the concert was amazed not only by Yo Yo Ma but also by ASIMO.
A robot is not a new idea. Scientists developed robots more than 50 years ago.
For many years, robots have worked in factories. They do uninteresting jobs,
such as packaging food or assembling cars. They are often used to do dangerous
work as well. Most of these robots are shaped like machines; they do not look
like people. However, ASIMO looks like a person. In addition, it is equipped
with the ability to recognize and remember people.
CHAPTER 7
ROBOTS: THE FACE OF THE FUTURE
14
15
16
17
18
19
20
21
22
23
24
A
While many countries are developing robots, Japan has the most robots of all.
It is also developing more robots very quickly. In Japan, 20 percent of the people
are over 65 years old. This means that a lot of Japanese people are senior citizens
who no longer work. Robots can do their work, and help take care of the senior
citizens, too. Japan hopes to have one million robots working in the country by
the year 2025. A single robot can replace, or do the work of, ten people!
Robots will become more useful and popular in the future. Right now you
can’t buy a robot to do all your work, but you can buy one to help you around
the house. iRobot, an American company, announced that it has robots that
can wash, sweep, or vacuum your floor. Although these robots do not look like
people, they can work just as hard!
Skimming and Scanning Exercise
PART 1
Skim through the passage. Then read the following statements. Choose the one
that is the main idea of the reading.
a. In the future, robots will do a lot of work for people.
b. Twenty percent of the people in Japan are senior citizens.
c. ASIMO can teach students and conduct an orchestra.
CHAPTER 7
ROBOTS: THE FACE OF THE FUTURE
83
PART 2
Scan the passage. Work with a partner to #ll in the chart below with information
from the reading.
Places Where People Use Robots
What Robots Can Do There
Home
Factories
Other Places
B
Reading Analysis
Read each question carefully. Circle the letter or the number of the correct answer.
1
84
Everyone at the concert was amazed not only by Yo Yo Ma but also by
ASIMO.
a. Amazed means
1. confused
2. surprised
3. interested
CHAPTER 7
ROBOTS: THE FACE OF THE FUTURE
b. Not only . . . but also means
1. however
2. except
3. and
2 Scientists developed robots more than 50 years ago. For many years,
robots have worked in factories. They do jobs, such as packaging food.
a. Developed means
1. learned about
2. thought about
3. made
b. Packaging food is
1. making food for a company
2. carrying food to a truck
3. putting food into boxes
3 Most of these robots are shaped like machines; they do not look like
people. However, ASIMO looks like a person. In addition, it is equipped
with the ability to recognize and remember people.
a. Shaped like means
1. to have the same form
2. to be the same size
b. Which one of these is shaped like a hen’s egg? Circle your answer.
1.
2.
3.
c. Equipped with means
1. needs
2. makes
3. has
CHAPTER 7
ROBOTS: THE FACE OF THE FUTURE
85
4 In Japan, 20 percent of the people are over 65 years old. This means that a
lot of Japanese people are senior citizens who no longer work.
Senior citizens are people who
a. do not work
b. are 65 years old or older
c. have important jobs
5 Japan hopes to have 1 million robots working in the country by the year
2025. Does Japan have 1 million robots now?
a. Yes
b. No
6 A single robot can replace, or do the work of, ten people!
a. In this sentence, a single means
1. an unmarried
2. only one
3. a new
b. In this sentence, the use of replace indicates
1. one robot equals ten people at work.
2. ten robots equal one person at work.
3. one robot equals one person at work.
7 iRobot, an American company, announced that it has robots that can
wash, sweep, or vacuum your $oor.
Announced means
a. discovered
b. said
c. promised
8 These robots do not look like people, but they can work just as hard!
This sentence means
a. robots can work harder than people
b. people can work harder than robots
c. robots can do the same work as people
86
CHAPTER 7
ROBOTS: THE FACE OF THE FUTURE
C
Dictionary Skills
Read the dictionary entry for each word and think about the context of the
sentence. Write the number of the appropriate de#nition on the line next to the
word. Then choose the sentence with the correct answer.
1
conduct n. [U] 1 behavior, comportment: Good conduct is expected of
students in school. 2 the process of doing s.t.: the conduct of diplomacy || the
conduct of business—v. 1 [T] to behave: The students conducted themselves
well in class today. 2 [T] to do s.t.: That store conducts business from 9:00 A.M.
to 7:00 P.M. 3 [I; T] to direct an orchestra, band, etc.: He conducts the London
Philharmonic Orchestra.
ASIMO can even conduct an orchestra.
a. conduct:
b. 1. ASIMO can stand in front of an orchestra and direct its performance.
2. ASIMO can do business for a musical performance.
3. ASIMO can behave well during a musical performance.
2
assemble v. -bled, -bling, -bles 1 [T] to put together, make:
The workers in that factory assemble trucks. 2 [I] to gather, come together:
The crowd assembled in the meeting hall.
They do uninteresting jobs, such as packaging food or assembling cars.
a. assemble:
b. 1. Robots come together in a group in a car factory.
2. Robots are collected together in a car factory.
3. Robots #t the parts of cars together in a factory.
3
recognize v. [T] -nized, -nizing, -nizes
1 to recall, remember s.o.
or s.t. when one sees or hears that person or thing: I recognized an old friend
in a crowd and waved to her. 2 in a formal meeting, to give s.o. a chance to
speak: The chairwoman recognized me and I told the committee my opinion.
-adv. recognizably.
ASIMO is equipped with the ability to recognize and remember people.
a. recognize:
b. 1. ASIMO knows who a person is because it has seen that
person before.
2. ASIMO gives other people a chance to speak.
[C]—Countable (noun); [U]—Uncountable (noun); s.o.—someone, s.t.—something; (syn.)—synonym; n.—noun;
v.—verb; I—Intransitive; T—Transitive
CHAPTER 7
ROBOTS: THE FACE OF THE FUTURE
87
D
Word Forms
PART 1
In English, some verbs become nouns by adding the su!x -ment, for example,
govern (v.), government (n.). Complete each sentence with the correct form of
the word on the left. Write all of the verbs in the past tense. The verbs may
be a!rmative or negative. The nouns may be singular or plural.
1 The little girl looked in
amaze (v.)
amazement (n.)
at the animals
on the farm. The cows, horses, sheep, and chickens
her because she lived in a city and never
saw farm animals before.
2 My new company
develop (v.)
development (n.)
many advances
in computer technology last year. Technological
are taking place there more and more
quickly every year.
3 Doctors need expensive
equip (v.)
equipment (n.)
to conduct
medical research. Last year, several research companies
their laboratories with millions of dollars
worth of machines.
4 Fifty years ago, robots
replace (v.)
replacement (n.)
people at home,
only in factories. Today, the
of people
by robots at home for housework is becoming very
common.
announce (v.)
announcement (n.)
5 When Roberto and Maria decided to get married, they
happily
friends. They even put
newspapers.
88
CHAPTER 7
ROBOTS: THE FACE OF THE FUTURE
the news to their family and
in two of the local
PART 2
In English, the noun form and the verb form of some words are the same, for
example, visit (v.), visit (n.). Complete each sentence with the correct form of
the words on the left. Then circle (v.) if you are using the verb, or (n.) if you are
using a noun. Write all of the verbs in the present tense. The verbs may be
a!rmative or negative. The nouns may be singular or plural.
design
1 Jackie works for a clothing company. She
women’s dresses and suits. Her
(v., n.)
are very
(v., n.)
fashionable.
package
2 The department store always
(v., n.)
gifts in
beautiful paper. Today is my birthday, and I received a gift
that came in a colorful
(v., n.)
with a large bow
and a card.
work
3 I
(v., n.)
on weekends. My
(v., n.)
is only
during weekdays, and never later than 5 P.M.
guide
4 We are not familiar with the city we are going to visit, so we
will get local
(v., n.)
to show us the most interesting
places. They often take tourists to places that are not in
tourist books. They
(v., n.)
people around the city
very well!
CHAPTER 7
ROBOTS: THE FACE OF THE FUTURE
89
5 These boxes come in a variety of
shape
(v., n.)
, but not the
one you need. Put your vase in paper. If you
(v., n.)
the paper to !t your vase, it won’t break.
Word Partnership Use shape with:
change shape,
change the shape of something,
get in shape
dark shape,
(pretty) bad/good/great shape,
better/worse shape, physical shape,
terrible shape
v.
adj.
E
Vocabulary in Context
amazed (adj.)
design (v.)
replace (v.)
announced (v.)
equipped (adj.)
senior citizens (n.)
assemble (v.)
recognize (v.)
Read the following sentences. Complete each blank space with the correct
word or phrase from the list above. Use each word or phrase only once.
1 The teacher
that we are going to have a grammar test
next week. I am going to begin studying this weekend.
2 My cell phone is broken. I will return it to the store and the store
will
it. I hope my new cell phone works better than
my old one!
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CHAPTER 7
ROBOTS: THE FACE OF THE FUTURE
3 Ann’s new computer is
with a DVD player, speakers,
and a camera.
4 Mickey bought a new bookcase. He must
it before he
can use it.
5 My brother has a new haircut and looks very different. I almost didn’t
him!
6 Clara is learning English very quickly. She is
at her
fast progress.
7 Maryann really likes fashion, especially new clothes and shoes. She hopes
to learn to
8 Many
clothing in college.
don’t have to work any longer, so they have more
time to spend with their grandchildren.
F
Think About It
Read the following questions and think about the answers. Write your
answers below each question. Then compare your answers with those
of your classmates.
1 Most robots look like machines. They do not look like people. Is it important
for robots to look like people? Why or why not?
CHAPTER 7
ROBOTS: THE FACE OF THE FUTURE
91
2 There are many senior citizens in Japan. In the future, robots will do their
work and take care of senior citizens, too. How can robots take care of
senior citizens?
3 In many countries, including Japan, people must retire, or stop working, by
a certain age, usually when they are 60 or 65 years old. What do you think is
the reason for this?
4 iRobot has robots that can wash, sweep, and vacuum. What else do you
want a robot to do for you in your home?
92
CHAPTER 7
ROBOTS: THE FACE OF THE FUTURE
G
Another Look
Read the following story about a new teacher in Japan. Then answer the
questions that follow.
Track 10
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
An Unusual Teacher
Yuki Ishito’s new 6th grade teacher, Sava, is like most teachers in Japan. This
morning, she is calling the attendance list, and asking the students in the back
of the room to “Please be quiet.” Sava smiles at the students and looks happy.
“Thank you,” she says. Sometimes she looks sad or angry. Other times, she can
look surprised or scared. Sava doesn’t really look different from Yuki’s other
teachers, but she is. Sava is a robot.
Hiroshi Kobayashi is a professor at the Tokyo University of Science. He
developed Sava. “Robots that look like people are a big hit with young
children,” he said. Of course Sava cannot really teach the students. She is
remote-controlled by a person through a camera inside the robot.
Japan and other countries hope that in the future robots will do a lot of the
work that people do today. However, some scientists don’t believe that a robot
can replace a teacher. Professor Kobayashi says, “Sava is just meant to help
people. The robot has no intelligence. It has no ability to learn. It’s just a tool.”
Although Sava is not ready to be a real teacher, the children enjoyed her visits.
CHAPTER 7
ROBOTS: THE FACE OF THE FUTURE
93
Questions for Another Look
1 What can Sava do? Write three answers.
a.
b.
c.
2 “Robots that look like people are a big hit with young children.” A big hit is
an idiom. What does it mean?
a. Famous
b. Popular
c. Effective
3 Do you think future robots can replace teachers? Why or why not?
H
Topics for Discussion and Writing
1 Robots can do many different jobs. What jobs do you think robots cannot
do? Why not? Talk about this with your classmates.
2 Robots do many dangerous or boring jobs. Robots also do interesting jobs.
For example, ASIMO can conduct an orchestra. Will people be happy if
robots do interesting jobs for them? Why or why not?
3 What are some of the advantages of having robots work in factories and
other places, such as hospitals and homes for senior citizens? What are
some of the disadvantages?
4 Write in your journal. Imagine that your teacher is a robot. Write a letter to
a friend and describe your robot teacher. Tell your friend about your class.
Do you enjoy your robot teacher? Why or why not?
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CHAPTER 7
ROBOTS: THE FACE OF THE FUTURE
I
Grammar Cloze Quiz
Read the passage. Complete each blank space with one of the prepositions
listed below. You may use each preposition more than once.
by
in
of
over
A robot is not a new idea. Scientists developed robots more than
50 years ago. For many years, robots have worked
(1)
factories. They do
uninteresting jobs, such as packaging food or assembling cars. Most
(2)
these robots are shaped like machines; they do not look like people. However,
ASIMO looks like a person.
(3)
addition, it is equipped with the ability
to recognize and remember people. While many countries are developing
robots, Japan has the most robots
the people are
(7)
(4)
all.
(5)
Japan, 20 percent
65 years old. This means that a lot
(8)
(6)
Japanese
people are senior citizens who no longer work. Robots can do their work,
and help take care
(9)
million robots working
the senior citizens, too. Japan hopes to have one
(10)
the country
robot can replace, or do the work
CHAPTER 7
(12)
(11)
the year 2025. A single
, ten people!
ROBOTS: THE FACE OF THE FUTURE
95
CHAPTER
8
A Healthy Diet
for Everyone
Prereading Preparation
1 Look at the photographs. Describe the two meals. Which meal do you think
is healthier? Why?
2 Work with one or two partners. Fill in the chart on page 97. What food do
you think is healthy? What food is not?
3 Why is it important to have a healthy diet?
96
CHAPTER 8 A HEALTHY DIET FOR EVERYONE
Food That Is Healthy
Food That Is Not Healthy
4 Read the title of this passage. People in different cultures and countries
eat different kinds of food. What healthy food suggestions can you make
that everyone around the world can follow? What does “A Healthy Diet for
Everyone” mean?
Track 15
1
2
3
4
5
6
7
8
9
A Healthy Diet for Everyone
Everyone knows that we must eat food in order to live. However, sometimes,
people are confused about what type of food is healthy, and what kind of food
can be harmful to our health. The USDA1 has prepared a food guide to help
people learn about which types of food are the healthiest to eat. The food guide
describes six basic food groups: meat (beef, !sh, chicken, etc.), dairy (milk,
yogurt, cheese, etc.), grains (bread, cereal, rice, etc.), fruit, and vegetables. The
last group is fats, oil, and sweets. The USDA also suggests how much of each
food group is healthy to eat daily. Although this guide was prepared by the
U.S. government, it is very useful for people all over the world.
1The United States Department of Agriculture. The USDA’s responsibility is to control the quality of food in the
United States.
CHAPTER 8 A HEALTHY DIET FOR EVERYONE
97
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
98
As a result of years of research, we know that too much animal fat is bad for
our health. For example, Americans eat a lot of meat and only a small amount of
grains, fruit, and vegetables. Because of their diet, they have a high rate of cancer
and heart disease. In Japan, in contrast, people eat large amounts of grains and
very little meat. The Japanese also have a very low rate of cancer and heart
disease. In fact, the Japanese live longer than almost anyone else in the world.
Unfortunately, when Japanese people move to the United States, the rate of heart
disease and cancer increases as their diet changes. Moreover, as hamburgers,
ice cream, and other high-fat foods become popular in Japan, the rate of heart
disease and cancer is increasing there as well. People are also eating more meat
and dairy products in other countries, such as Cuba, Mauritius, and Hungary.
Not surprisingly, the disease rate in these countries is increasing along with the
change in diet. Consequently, doctors everywhere advise people to eat more
grains, fruit, and vegetables, and eat less meat and fewer dairy products.
A healthy diet is important for children as well as adults. When adults have
poor eating habits, their children usually do, too. After all, children eat the same
way as their parents. When parents eat healthy food, the children will learn to
enjoy it, too. Then they will develop good eating habits. Doctors advise parents
to give their children healthier snacks such as fruit, vegetables, and juice.
Everyone wants to live a long, healthy life. We know that the food we eat affects
us in different ways. For instance, doctors believe that fruit and vegetables can
actually prevent many different diseases. On the other hand, animal fat can cause
disease. We can improve our diet now and enjoy many years of healthy living.
CHAPTER 8 A HEALTHY DIET FOR EVERYONE
A
Skimming and Scanning Exercise
PART 1
Skim through the passage. Then read the following statements. Choose the one
that is the main idea of the reading.
a. The kind of diet we have can cause or prevent diseases.
b. Doctors advise people to eat more fruit, vegetables, and grains.
c. Eating meat causes cancer and heart disease.
PART 2
Scan the passage. Work with a partner to !ll in the #owchart below with
information from the reading.
JAPANESE DIET:
AMERICAN DIET:
EFFECTS
OF DIET ON
HEALTH
EFFECTS
OF DIET ON
HEALTH
WHAT DOCTORS
BELIEVE ABOUT
THE FOOD WE EAT
CHAPTER 8 A HEALTHY DIET FOR EVERYONE
99
B
Reading Analysis
Read each question carefully. Either circle the letter or the number of the
correct answer or write your answer in the blank space.
1 Everyone knows that we must eat food in order to live.
a. What information follows in order to?
1. The reason
2. The decision
3. The cause
b. Complete the following sentence with the appropriate choice. Cindy
went to the supermarket in order to
1. walk to the store
2. learn how to cook
3. buy some food
2 Sometimes people are confused about what type of food is healthy,
and what kind of food can be harmful for our health.
a. In these sentences, which word is a synonym for kind?
b. What does confused mean?
1. Mixed up
2. Clear
3. Unhappy
c. What does harmful mean?
1. Bad
2. Good
3. Easy
3 The USDA described basic food groups: meat (beef, !sh, chicken, etc.),
dairy (milk, cheese, butter, etc.), grains (bread, cereals, rice, etc.), fruit,
vegetables, and a group including fats, oils, and sweets. The USDA
suggested how much of each food group was healthy to eat daily.
a. Refer to page 97. What is the USDA?
b. How do you know?
100
CHAPTER 8 A HEALTHY DIET FOR EVERYONE
c. The information at the bottom of page 97 is called a
d. What are the basic food groups? Give examples of each group.
1.
2.
3.
4.
5.
6.
e. What does daily mean?
1. Every day
2. A lot of
3. A little of
4 Americans eat a lot of meat and only a small amount of grains, fruit, and
vegetables. In Japan, in contrast, people eat large amounts of grains and
very little meat. The Japanese also have a very low rate of cancer and heart
disease. In fact, the Japanese live longer than anyone else in the world.
a. What information follows in contrast?
1. A similar idea
2. An opposite idea
3. The same idea
b. What information follows in fact?
1. More information about the same idea
2. Contrasting information about the same idea
3. Surprising information about the same idea
c. What does anyone else mean?
1. All other people
2. Some other people
3. Most other people
5 Unfortunately, when Japanese people move to the United States, the rate
of heart disease and cancer increases as their diet changes. Moreover, as
hamburgers, ice cream, and other high-fat foods become popular in Japan,
the rate of heart disease and cancer increases there, too.
CHAPTER 8 A HEALTHY DIET FOR EVERYONE
101
a. What follows unfortunately?
1. Something lucky
2. Something bad
3. Something false
b. What does as mean?
1. When
2. So
3. And
c. What does moreover mean?
1. However
2. Also
3. Then
d. What are some examples of high-fat foods?
e. Where does there refer to?
1. In the United States
2. In Cuba
3. In Japan
6 People are also eating more meat and dairy products in other countries
such as Cuba, Mauritius, and Hungary. Not surprisingly, the disease rate in
these countries is increasing along with the change in diet. Consequently,
doctors everywhere advise people to eat more grains, fruit, and vegetables,
and less meat and fewer dairy products.
a. What does such as mean?
1. For example
2. Instead of
3. Except in
b. What information follows not surprisingly?
1. Information that is hard to believe
2. Information that is not true
3. Information that is easy to believe
c. What does consequently mean?
1. In addition
2. As a result
3. In fact
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CHAPTER 8 A HEALTHY DIET FOR EVERYONE
7 A healthy diet is important for children as well as adults.
a. This sentence means that a healthy diet
1. is more important for children than it is for adults
2. is more important for adults than it is for children
3. is equally important for both adults and children
b. As well as means
1. and also
2. but not
3. instead of
8 When adults have poor eating habits, their children usually do, too.
After all, children eat the same way as their parents.
a. The !rst sentence means
1. the children usually have better eating habits
2. the children also have poor eating habits
b. Read the second sentence again. Then read the following sentence and
complete it with the appropriate choice. José speaks Spanish #uently.
After all,
1. he lived in Venezuela for 15 years
2. he reads many books about South America
9 Most doctors agree that fruit and vegetables can actually prevent many
different diseases. On the other hand, animal fat can cause disease.
a. What is the connection between prevent and cause?
1. They have similar meanings.
2. They have opposite meanings.
b. What does prevent mean?
1. To keep from happening
2. To make happen
c. What information follows on the other hand?
1. A similar idea
2. An example of the idea
3. An opposite idea
d. Read the following sentences. Complete the second sentence with the
appropriate choice. I may visit many different places on my vacation.
On the other hand,
1. I may go to museums, zoos, parks, and beaches
2. I may stay at home and relax
CHAPTER 8 A HEALTHY DIET FOR EVERYONE
103
C
Dictionary Skills
Read the dictionary entry for each word and think about the context of the
sentence. Write the number of the appropriate de!nition on the line next to
the word. Then choose the sentence with the correct answer.
1
confuse v. [T] -fused, -fusing, -fuses 1 to mix things up: He sent the wrong
reports because he confused them with other ones. 2 to mix up mentally so that
one cannot understand or think clearly: The teacher’s question confused him.
Sometimes, people are confused about what type of food is healthy,
and what kind of food can be bad for our health.
a. confused:
b. 1. Sometimes, people mix up healthy food and unhealthy food.
2. Sometimes, people feel mixed up and cannot understand which
kinds of food are healthy and which kinds are not.
2
suggest v. [T] 1 to propose s.t. to do or to offer an idea for consideration:
He suggested that we have lunch at the hotel. 2 to bring (an idea) to mind,
to indicate: This picture suggests an ancient battle scene.||The results of the test
suggested that I was ill.
The USDA suggested how much of each food group was healthy to
eat daily.
a. suggest:
b. 1. The USDA brought to mind how much of each food group was
healthy to eat daily.
2. The USDA offered people an idea of how much of each food group
was healthy to eat daily.
104
CHAPTER 8 A HEALTHY DIET FOR EVERYONE
D
Word Forms
PART 1
In English, some verbs become nouns by adding the su$x -ment, for example,
announce (v.), announcement (n.). Complete each sentence with the correct form
of the words on the left. Write all the verbs in the simple present tense. They
may be a!rmative or negative. The nouns may be singular or plural.
improve (v.)
improvement (n.)
1 Manufacturers have made many
in
computers in the last ten years. For example, they are
smaller, faster, and more dependable. Manufacturers
their products to satisfy their
customers.
agree (v.)
agreement (n.)
2 Some vegetarians think that eating meat is unhealthy.
Faye
with these vegetarians. Faye
believes that eating meat occasionally causes no
health problems. However, she is in
with the idea that fruit and vegetables are very
healthy.
encourage (v.)
encouragement (n.)
3 Jason is my best friend. He always
me when I have a di$cult problem. In fact, his
has often helped me to succeed.
develop (v.)
development (n.)
4 Scientists are working to
kinds of cancer. The
a cure for all
of a cure will be
welcome all around the world.
enjoy (v.)
enjoyment (n.)
5 I
going to the movies alone. I prefer to
go with a friend. Watching a movie with a friend adds
to my
.
CHAPTER 8 A HEALTHY DIET FOR EVERYONE
105
PART 2
In English, the noun form and the verb form of some words are the same, for
example, move (v.), move (n.). Complete each sentence with the correct form
of the word on the left. Circle (v.) if you are using a verb, or (n.) if you are using
a noun. Write all the verbs in the simple present tense. They may be
a!rmative or negative. The nouns may be singular or plural.
research
1 Dr. Johnson
her
increase
(v., n.)
(v., n.)
cures for cancer. She does all
on heart disease.
2 During the summer, the temperature
about 30°. This signi!cant
(v., n.)
to
in temperature
(v., n.)
usually makes many people uncomfortable.
taste
3 I like the sweet
of fruit, such as cherries,
(v., n.)
pears, and peaches. Lemons
(v., n.)
sweet, however.
They are very sour.
change
4
In some areas of the world, there are four
(v., n.)
in
seasons: spring, summer, fall, and winter. However, in other
countries, the climate
(v., n.)
year. There is only one season.
106
CHAPTER 8 A HEALTHY DIET FOR EVERYONE
at all. It is the same all
5 There are many
cause
(v., n.)
of cancer. For example,
sometimes, exposure to the sun
(v., n.)
skin cancer.
Word Partnership Use cause with:
determine the cause,
support a cause
cause of death,
cause an accident, cause cancer,
cause problems, cause a reaction,
cause for concern
v.
n.
E
Vocabulary in Context
confuse (v.)
in order to
suggest (v.)
in contrast
not surprisingly (adv.)
unfortunately (adv.)
in fact
prevent (v.)
Read the following sentences. Complete each blank space with the correct
word or phrase from the list above. Use each word or phrase only once.
1 Leon eats fresh fruit and vegetables daily. His brother Sam eats cake and
cookies every day.
, Leon is healthier than Sam.
2 Viola wanted to go swimming at the beach yesterday.
,
it rained all day, so she stayed home.
3 Michael and his brother, Tom, look very different. Michael is short and has
light hair.
, Tom is tall and has dark hair.
CHAPTER 8 A HEALTHY DIET FOR EVERYONE
107
4 When Harry and Bill do dangerous work, they
injury by
being especially careful.
5 Jane loves to read books.
, she reads about 100 books
a year.
6 If you want to get up at 4 A.M. to go !shing, I
that you go
to bed before 8 P.M.
7
lose weight, you need to exercise more and eat less.
8 Leigh’s directions always
me. When she gives me
directions, I usually get lost.
F
Think About It
Read the following questions and think about the answers. Write your answer
below each question. Then compare your answers with those of your classmates.
1 Why did the USDA prepare a food guide for Americans?
2 Why are fats, oils, and sweets grouped together?
108
CHAPTER 8 A HEALTHY DIET FOR EVERYONE
3 Why do Japanese people change their diet when they move to the
United States?
G
Another Look
Read the following passage about reasons why people eat when they’re not
hungry. Then answer the questions that follow.
Track 16
Why Do I Eat When I'm Not Hungry?
4
The next time you want to eat something, ask yourself a question. Are you
really hungry? If you answer “No,” then ask yourself why you want to eat when
your body is not really hungry. The following reasons may help you understand
why you do so.
5
• I’M BORED. Sometimes we are bored and don’t have anything better to do.
6
When this happens, and you start to walk into the kitchen, stop yourself.
Go to another part of the house, or go for a walk.
• IT TASTES GOOD. Sometimes it does, but sometimes we eat anything we
can !nd in the kitchen, even if it really isn’t that great tasting. When I’m
dieting, I like to eat food that I really enjoy. Eat less of it, and enjoy it.
• I HAVE A LOT OF STRESS. This is often a common reason for eating. I often
eat because of stress, not because I am hungry. I try to read a book,
or exercise instead.
• TV MAKES ME WANT TO EAT. I rarely watched TV when I was thin. Then
I started to watch TV almost every evening, and I gained 20 kilograms.
Evening TV programs have many food commercials that make me run to the
kitchen for a snack. My best advice is to stop watching evening television.
1
2
3
7
8
9
10
11
12
13
14
15
16
17
CHAPTER 8 A HEALTHY DIET FOR EVERYONE
109
18
• BECAUSE I’M REALLY THIRSTY. Sometimes people eat because they are
19
thirsty. Instead of having something to drink, people eat something that is
often fattening. The next time you feel hungry, drink some water.
20
21
22
23
24
25
26
If your stomach is making noise, it is time to eat. If you want food between
meals when your stomach is not making noise, don’t eat. Remember, you
should give your body some kind of nutrition three times a day. If you do have
to eat between meals, eat a piece of fruit or a vegetable. Try to think about
what and why you are eating the next time you want a snack. Ask yourself,
“Why am I eating?”
Questions for Another Look
1 What is the main idea of the passage?
a. There are many reasons why people eat when they are hungry.
b. There are many reasons why people eat when they are not hungry.
c. Watching television makes people eat when they are not hungry.
110
CHAPTER 8 A HEALTHY DIET FOR EVERYONE
2 What are some reasons why people eat when they are not hungry?
a.
b.
c.
d.
e.
3 Instead of eating when you are not hungry, what are some other things
you can do?
4 Do you agree with all the advice in this reading?
H
Topics for Discussion and Writing
1 Is there a high rate of heart disease or cancer in your country? What do
you think are some reasons for this?
2 The reading passage discusses a healthy diet as a way to prevent disease.
Work with a classmate. Make a list of other ways to prevent disease.
Compare your list with those of your classmates.
3 Do you have children? What kind of food do you give them? Why? Do they
enjoy the food? If you don’t have children, imagine that you do. What kind
of food do you give them? Why?
4 Write in your journal. Describe ways you can help yourself live a healthy life.
CHAPTER 8 A HEALTHY DIET FOR EVERYONE
111
I
Grammar Cloze Quiz
Read the passage. Complete each blank space with one of the words or phrases
listed below. You may use them more than once. In addition, there may be more
than one correct answer.
a high rate of
fewer
more
a lot of
large amounts of
too much
a small amount of
less
very little
a very low rate of
As a result of years of research, we know that
fat is bad for our health. For example, Americans eat
and
eat
have
(2)
meat,
grains, fruit, and vegetables. Because of their diet, they
(3)
have
animal
(1)
cancer and heart disease. People in Japan, in contrast,
(4)
grains and
(5)
meat. The Japanese also
(6)
cancer and heart disease. In fact, the Japanese live
(7)
longer than anyone else in the world. Consequently, doctors everywhere
advise people to eat
and eat
112
(9)
(8)
meat and
CHAPTER 8 A HEALTHY DIET FOR EVERYONE
grains, fruit, and vegetables,
(10)
dairy products.
CHAPTER
9
Alfred Nobel:
A Man of Peace
Prereading Preparation
1 Look at the photograph below. This medal is a Nobel Prize. Alfred Nobel’s
image is in the center of the medal. What are the reasons why Alfred Nobel
is famous?
a. He established the Nobel Prize.
b. He lived in the nineteenth century.
c. He invented dynamite.
d. He was Swedish.
2 What do you know about Alfred Nobel? Work with a partner. Make a list.
CHAPTER 9 ALFRED NOBEL: A MAN OF PEACE
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3 Read the title of this passage. Why do you think Alfred Nobel is called
a man of peace?
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114
Alfred Nobel: A Man of Peace
The headline in the newspaper announced the death of Alfred Nobel on
April 13, 1888. The reporter called him a salesman of death, “The Dynamite
King,” because he invented this powerful explosive. In fact, Alfred Nobel’s
dynamite business had made him a very rich man. The newspaper story
continued, giving Alfred Nobel’s age, nationality, and other information about
his business. However, the words “The Dynamite King” were all that the
55-year-old Swedish man read.
Alfred Nobel sadly put down the newspaper. No, he wasn’t dead—his
brother Ludwig had died the day before, and the French newspaper had
made a mistake. All the same, Alfred Nobel was disturbed. Was this the way
the world was going to remember him? He did not like that idea at all. He
had spent his life working for peace in the world. He hated violence and war.
He had invented dynamite to save lives—lives that were lost because other
explosives were dangerous to use. He wanted people to remember him as a
man of peace.
Alfred Nobel invented dynamite at a perfect moment in time. Many
countries were beginning to build railroads and tunnels, and needed a safe,
powerful explosive to construct railroad tracks through mountains. People also
needed dynamite to blow up stone in order to construct buildings, dams, and
roads. Alfred Nobel invented dynamite for these peaceful uses. Moreover, he
believed that if all countries had the same powerful weapons, they would see
how impossible war was, and wars would end. In fact, this was a popular idea
of his day.
Nobel was very upset about the image that the world had of him, but he
did not know what to do about it. He thought about his problem for years.
He wanted to think of the best way for people to use his fortune of $9 million
after his death. Then in 1895, an adventurer named Salomon August Andree
made plans for an expedition to reach the North Pole. People all over the
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world were excited about Andree’s journey. Nobel read about Andree’s plan,
too, and had an inspiration. He !nally knew what to do with his fortune. He
wrote his Last Will and Testament1. In his will, he instructed people to use all
of his money for an annual award as an honor to leaders of science, literature,
and world peace. He stated that these leaders could be men or women of any
nationality.
Alfred Nobel died on December 10, 1896, at the age of 63. He was unmarried
and had no children. People all over the world wondered who was going to get
Nobel’s money. They were amazed when they learned of Alfred Nobel’s plan to
award annual prizes in the !elds of physics, chemistry, medicine, literature, and
peace. The !rst Nobel Prizes were awarded in 1901, and they very soon became
the greatest honor that a person could receive in these !elds. In 1969, an award
for economics was added.
The report of Alfred Nobel’s death had been a mistake, but the decision that
he made because of this error gave the world the image he wanted. Alfred Nobel
established the Nobel Prize, and the world thinks of him the way he wanted to
be remembered: Alfred Nobel, man of peace.
1Last Will and Testament: A legal paper that states how a person wishes his or her possessions to be distributed after
his or her death.
CHAPTER 9 ALFRED NOBEL: A MAN OF PEACE
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A
Skimming and Scanning Exercise
PART 1
Skim through the passage. Then read the following statements. Choose the one
that is the main idea of the reading.
a. Alfred Nobel wrote his will after Andree went to the North Pole.
b. The Nobel Prize is an internationally famous award.
c. Alfred Nobel was a peaceful man who gave the world a great prize.
PART 2
Scan the passage. Work with a partner to !ll in the chart with information
from the reading.
ALFRED NOBEL
Accomplishment
Reason
He invented dynamite.
He established the
Nobel Prize.
116
CHAPTER 9 ALFRED NOBEL: A MAN OF PEACE
Result
B
Reading Analysis
Read each question carefully. Either circle the letter or the number of the
correct answer or write your answer in the space provided.
1 The newspaper story gave Alfred Nobel’s age, nationality, and other
information about his business. However, the words “The Dynamite King”
were all that the 55-year-old Swedish man read.
a. What does however mean?
1. And
2. But
3. Then
b. Complete the following sentence with the appropriate choice. Robert
wanted to go to the beach. However,
1. it rained, so he stayed home
2. he asked his friends to go with him
3. he brought his lunch and a big umbrella
c. “The words ‘The Dynamite King’ were all that the 55-year-old Swedish
man read.” What does this mean?
1. He read everything.
2. These three words were the only words he read.
3. He read these words completely.
2 The French newspaper made a mistake about Nobel. Ludwig Nobel died,
not Alfred Nobel. All the same, Alfred Nobel was disturbed. What do these
sentences mean?
a. Because the news was a mistake, Alfred was not upset anymore.
b. It did not matter that the news was a mistake. Alfred was still upset.
3 The world was going to remember him as “The Dynamite King.” Alfred
Nobel did not like that idea at all. This sentence means that
a. he liked the idea a little
b. he liked the idea a lot
c. he did not like anything about the idea
CHAPTER 9 ALFRED NOBEL: A MAN OF PEACE
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4 Nobel invented dynamite to save lives—lives that were lost because other
explosives were dangerous to use. What follows the dash (—)?
a. A contrast
b. An example
c. An explanation
5 Alfred Nobel invented dynamite for peaceful uses. Moreover, he believed
that if all countries had the same powerful weapons, they would see how
impossible war was, and wars would end. This was a popular idea of his day.
a. Moreover means
1. however
2. in addition
3. as a result
b. Complete the following sentence with the correct choice.
Robert needed to learn English because he wanted to go to college in
the United States. Moreover,
1. he had to speak English to get a good job
2. he hated to study and was a poor student
c. His day refers to
1. the day Nobel invented dynamite
2. the year 1895
3. the time that he lived
6 Nobel wanted to think of the best way for people to use his fortune of
$9 million after his death.
What is a synonym of fortune?
a. Idea
b. Plan
c. Wealth
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CHAPTER 9 ALFRED NOBEL: A MAN OF PEACE
7 In 1895, Alfred Nobel wrote his Last Will and Testament. In his will, he
instructed people to use all of his money for an annual award.
a. Look at page 115. What is a Last Will and Testament?
b. How do you know?
c. This information is called a
8 Alfred Nobel had a plan to award annual prizes in the fields of physics,
chemistry, medicine, literature, and peace.
a. What does fields mean?
1. Occupation; job
2. Subject; area
3. Outdoor area
b. Give some examples of fields.
9 The report of Alfred Nobel’s death was a mistake, but the decision that he
made because of this error gave the world the image he wanted.
In this sentence, which word is a synonym of mistake?
CHAPTER 9 ALFRED NOBEL: A MAN OF PEACE
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C
Dictionary Skills
Read the dictionary entry for each word and think about the context of the
sentence. Write the number of the appropriate de!nition on the line next to the
word. In addition, circle noun, verb, or adjective where indicated. Then choose
the sentence with the correct answer.
1
perfect adj. 1 the best possible: a perfect score (or) record||If only the world
were perfect! 2 complete and faultless, with nothing wrong or missing: This
car is in perfect condition. 3 appropriate and satisfactory in every respect:
The holiday decorations were perfect. 4 total, complete, thorough: a perfect
fool||a perfect stranger
—v. [T] to make perfect, flawless, excellent: She perfected her style of playing
the piano by practicing eight hours a day.
—n. (in grammar) a verb tense that shows action completed at a certain
time: In the sentence, “I had !nished my dinner when she phoned,” the verb “had
!nished” is in the past perfect.
Alfred Nobel invented dynamite at a perfect moment in time. Many
countries were beginning to build railroads and tunnels and needed a safe,
powerful explosive to construct railroad tracks through mountains.
a. perfect:
(adjective / verb / noun)
b. 1. Nobel invented dynamite at a satisfactory moment in time.
2. Nobel invented dynamite at a complete and faultless moment
in time.
3. Nobel invented dynamite at the best possible moment in time.
2
disturb v. [T] 1 to interrupt: Bad dreams disturbed her sleep. 2 to worry,
upset: The bad news disturbed him.
The newspaper article that described Alfred Nobel as “The Dynamite King”
disturbed him. Nobel did not want the world to remember him that way.
He hated violence and war.
a. disturb:
(adjective / verb / noun)
b. 1. The newspaper article that described Alfred Nobel as “The Dynamite
King” upset him.
2. The newspaper article that described Alfred Nobel as “The Dynamite
King” interrupted him.
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CHAPTER 9 ALFRED NOBEL: A MAN OF PEACE
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award v. [T] 1 to give a prize (honor, praise, etc.) to s.o.: The school
principal awarded a prize in history to the best student. 2 to give, grant: A buyer
awarded a contract to the supplier.
—n. a prize (honor, praise, etc.) given to s.o. for outstanding performance:
The teacher gave her best student an award.
In his will, Alfred Nobel instructed people to use all of his money for an
annual award to honor leaders of science, literature, and world peace.
a. award:
(adjective / verb / noun)
b. 1. Alfred Nobel instructed people to use all of his money for an annual
grant to honor leaders of science, literature, and world peace.
2. Alfred Nobel instructed people to use all of his money for an annual
prize to honor leaders of science, literature, and world peace.
4
honor n. 1 [U] one’s good reputation (for honesty, integrity, etc.): He is a
man of honor and is totally trustworthy. 2 [U] (for a woman) virtue, morality:
Her honor is above question. 3 [C; U] praise, recognition from others: She has
the honor of being given an award. 4 sing. privilege, distinction: The mayor has
the honor of introducing the President to the audience. 5 [U] a term of address
for a mayor or a judge: His Honor the Mayor attended the meeting. 6 on one’s
honor: an agreement to do s.t. based on one’s word, integrity: You may take
the examination without supervision, and you are on your honor not to cheat.
7 with honors: with high academic marks: He graduated with honors.
—v. [T] 1 to praise, give recognition to: She was honored by the mayor with a
good citizenship award. 2 to show respect: The son honors his parents by caring
for them. 3 to ful!ll a promise or obligation: She honored her student loans by
paying them.
In his will, Alfred Nobel instructed people to use all of his money for an
annual award to honor leaders of science, literature, and world peace.
a. honor:
(adjective / verb / noun)
b. 1. In his will, Alfred Nobel instructed people to use all of his money
for an annual award to ful!ll his obligation to leaders of science,
literature, and world peace.
2. In his will, Alfred Nobel instructed people to use all of his money for
an annual award to give recognition to leaders of science, literature,
and world peace.
3. In his will, Alfred Nobel instructed people to use all of his money
for an annual award to show respect to leaders of science, literature,
and world peace.
CHAPTER 9 ALFRED NOBEL: A MAN OF PEACE
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D
Word Forms
PART 1
In English, some verbs become nouns by adding the su$x -ion or -ation, for
example, suggest (v.), suggestion (n.). Be careful of spelling changes, for example,
combine (v.), combination (n.). Complete each sentence with the correct form of
the words on the left. Write all the verbs in the simple past tense. They may
be a!rmative or negative. The nouns may be singular or plural.
instruct (v.)
instruction (n.)
1 The teacher
the students to write
their compositions in pen, to skip a line, and to put
their names on their papers. The students followed her
carefully.
invent (v.)
invention (n.)
2 Thomas Edison, an American,
more
than 1,000 useful items. His
include
the light bulb, sound movies, and the phonograph,
or record player.
construct (v.)
construction (n.)
3 The company !nished the
of their
new o$ce building. The company
the
building of steel. They built it with bricks and wood instead.
inspire (v.)
inspiration (n.)
4 When the general gave a speech to his soldiers,
he
the general’s
them to action. As a result of
, the soldiers won the
di$cult battle.
continue (v.)
5 When Jenny graduated from high school, she
continuation (n.)
her education immediately. She went
to college several years later. The
of her education had to wait until she saved enough
money.
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CHAPTER 9 ALFRED NOBEL: A MAN OF PEACE
PART 2
In English, there are several ways that verbs change to nouns. Some verbs
become nouns by adding the su$x -ment, for example, improve (v.), improvement (n.). Complete each sentence with the correct form of the words on the
left. Write all the verbs in the simple past tense. They may be a!rmative
or negative. The nouns may be singular or plural.
announce (v.)
announcement (n.)
1 Carol and Simon
their engagement
yesterday. They plan to get married in two months.
Their happy
surprised their friends.
2 Lloyd went to a baseball game yesterday, but the game
excite (v.)
excitement (n.)
him at all. He prefers to watch soccer
games. However, I enjoy watching baseball games. I think
there is a lot of
in a baseball game.
3 The magician was very talented, and he
amaze (v.)
amazement (n.)
the children with his wonderful
tricks. He smiled at their look of
when he pulled a rabbit from his hat.
state (v.)
statement (n.)
4 The Governor made a few
last
night. In his speech, he
that he
planned to run for reelection next year and that he
also planned to cut taxes.
establish (v.)
5 The Board of Directors discussed the formal
establishment (n.)
of a law school at the university ten
years ago. However, they
the law
school until this year.
Word Partnership Use establish with:
n.
establish control, establish independence,
establish rules,
establish contact, establish relations,
establish someone’s identity
CHAPTER 9 ALFRED NOBEL: A MAN OF PEACE
123
E
Vocabulary in Context
all the same
disturb (v.)
fortune (n.)
however (conj.)
amaze (v.)
field (n.)
honor (n.)
mistake (n.)
Read the following sentences. Complete each blank space with the correct
word or phrase from the list above. Use each word or phrase only once.
1 Ji Soo is going into the
of medicine. She wants to
become a doctor.
2 David wants to take a vacation to Hawaii.
, he doesn’t
have enough money now, so he’s going to wait until next year.
3 The art in Sophia’s home is worth a
. Her family owns
several paintings by very famous artists. Each painting is worth over a
million dollars.
4 Magicians always
people with their tricks. They can
make a rabbit disappear, or cut a woman in half.
5 I made a
6 Never
in my paper. I wrote “he do” instead of “he does.”
Susan when she is studying. She needs to
concentrate on her books.
7 We were cold and tired from our long walk in the country.
when we came home, we decided to go to the movies after dinner.
8 The University surprised a graduating student with a special
for her volunteer work with young children during her
summer vacations.
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CHAPTER 9 ALFRED NOBEL: A MAN OF PEACE
,
F
Think About It
Read the following questions and think about the answers. Write your answers
below each question. Then, compare your answers with those of
your classmates.
1 Alfred Nobel invented dynamite to help people build railroads, tunnels,
buildings, and dams, but the reporter in the story called Nobel “a salesman
of death.” Why?
2 How did Nobel earn his fortune of $9 million?
3 Nobel established the Nobel Prize so that people would remember him as
a man of peace. Can you think of another reason why he wanted to give
prizes to people who were leaders in their !elds?
CHAPTER 9 ALFRED NOBEL: A MAN OF PEACE
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G
Another Look
Read the following description of how Nobel Prize winners are chosen. Then
answer the questions that follow.
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Choosing Nobel Prize Winners
Alfred Nobel gave more than $9 million of his fortune to establish annual
Nobel Prizes. According to Nobel’s instructions, the money is given to people
who help humankind in some outstanding way in !ve !elds: physics, chemistry,
physiology (or medicine), literature, and peace. In addition to the cash prize,
each Nobel Prize winner receives a gold medal.
The Nobel Foundation is the legal owner of the prize funds, but it does not
award the prizes. The Foundation follows a list of Alfred Nobel’s rules. One of
the rules states that not all the prizes must be given out each year. In fact, no
Nobel prizes were given for the years 1940–1942.
Different groups give out each award. The Royal Swedish Academy of
Sciences makes the physics and chemistry awards. The Karolinska Institute of
Stockholm, Sweden, awards the physiology or medicine prize. The Nobel Prize
CHAPTER 9 ALFRED NOBEL: A MAN OF PEACE
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for literature is awarded by the Swedish Academy. The Norwegian parliament
chooses a committee of !ve people to award the Nobel Peace Prize. In 1969,
a sixth prize was established in economics. The Royal Swedish Academy of
Sciences makes this award, too.
Each of these institutions must receive the names of candidates before
February 1 of each year. A jury of twelve people decides on a !nal candidate
by majority vote. If there is no majority vote for any one candidate, the prize
is not offered that year. The jury reviews the candidates and asks them many
questions, including the following:
• Did you make the outstanding contribution in the previous year?
• Was your contribution the result of many years of research?
• Did you work with one, two, or three scientists as a team? (The prize
may be divided.)
• Did your discovery depend on the work of another candidate? (Again,
the prize may be divided.)
The !rst Nobel prizes were awarded on December 10, 1901, the !fth
anniversary of Alfred Nobel’s death. The amount of each prize was more
than $40,000 at that time. Today each prize is more than $1 million.
Questions for Another Look
1
True
False
Each prize must be given out every year.
2 Why do you think no prizes were given out from 1940 to 1942?
3 What happens if the jury of twelve people cannot agree on one candidate?
4 Read the interview question again. “Did you make the outstanding
contribution in the previous year?” Why do you think this information
is important?
CHAPTER 9 ALFRED NOBEL: A MAN OF PEACE
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H
Topics for Discussion and Writing
1 Pretend that you are wealthy. What do you want to happen to your
property and money after you die? Write instructions.
2 Nominate a famous person for a Nobel Prize in one of the six categories.
Describe the person and explain why you believe he or she deserves a
Nobel Prize in that !eld.
3 Go to the library. Use an almanac to !nd the list of all the Nobel Prize
winners. Select a Nobel Prize winner from any country in any !eld. Write
about that man or woman, and why you think this person deserved
the award.
4 Write a short biography of one of the Nobel Prize winners who interests you.
5 Write in your journal. Describe how you want people to remember you.
Explain why you want people to remember you this way.
I
Grammar Cloze Quiz
Read the passage below. Complete each blank space with the simple past tense
of one of the verbs listed. You may use the verbs more than once.
be
have
make
think
become
know
read
write
After Nobel
(1)
the newspaper story, he
about the image that the world
(3)
of him. He
very upset
(2)
(4)
about
his problem for years. Then in 1895, an adventurer named Salomon August
Andree
128
(5)
plans to reach the North Pole. People all over the world
CHAPTER 9 ALFRED NOBEL: A MAN OF PEACE
excited about Andree’s journey. Nobel
(6)
Andree’s plan, too, and
(8)
about
(7)
an inspiration. He !nally
what to do with his fortune, and he
(9)
his Last Will and Testament
(10)
to give instructions for his plan.
Alfred Nobel died on December 10, 1896. He
and had no children. People all over the world
they
(13)
(11)
(12)
unmarried,
amazed when
in the newspapers about Alfred Nobel’s plan. However,
after his death, the Nobel Prize
(14)
the greatest honor a person
could achieve.
CHAPTER 9 ALFRED NOBEL: A MAN OF PEACE
129
CHAPTER
10
A Cultural Difference:
Being on Time
Prereading Preparation
1 What does on time mean?
2 Is it always important to be on time? Look at the table on page 131. How
important is it to be on time for each appointment? Put a check mark in
the box to show your answer. Discuss your answers with the class.
3 Are you usually on time, or are you usually late? Why?
4 Read the title of the article. What do you think this article is about?
130
CHAPTER 10 A CULTURAL DIFFERENCE: BEING ON TIME
HOW IMPORTANT IS IT TO BE ON TIME?
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Type of
Appointment
Scheduled
Time
dentist
9 A.M.
university class
11 A.M.
lunch with a
friend at school
12 P.M.
dinner with
your family
7 P.M.
a friend’s party
9 P.M.
job interview
in a bank
2 P.M.
Very
Important
Slightly
Important
Not
Important
A Cultural Difference: Being on Time
In the United States, it is important to be on time, or punctual, for an
appointment, a class, a meeting, etc. However, this may not be true in all
countries. An American professor discovered this difference while teaching a
class in a Brazilian university. The two-hour class was scheduled to begin at
10 a.$. and end at 12 %.$. On the !rst day, when the professor arrived on time,
no one was in the classroom. Many students came after 10 a.$. Several arrived
after 10:30 a.$. Two students came after 11 a.$. Although all the students greeted
the professor as they arrived, few apologized for their lateness. Were these students
being rude? He decided to study the students’ behavior.
The professor talked to American and Brazilian students about lateness in
both an informal and a formal situation: lunch with a friend and in a university
class, respectively. He gave them an example and asked them how they would
react. If they had a lunch appointment with a friend, the average American
student de!ned lateness as 19 minutes after the agreed time. On the other hand,
the average Brazilian student felt the friend was late after 33 minutes.
CHAPTER 10 A CULTURAL DIFFERENCE: BEING ON TIME
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In an American university, students are expected to arrive at the appointed
hour. In contrast, in Brazil, neither the teacher nor the students always arrive at
the appointed hour. Classes not only begin at the scheduled time in the United
States, but they also end at the scheduled time. In the Brazilian class, only a few
students left the class at noon; many remained past 12:30 %.$. to discuss the class
and ask more questions. While arriving late may not be very important in Brazil,
neither is staying late.
The explanation for these differences is complicated. People from Brazilian
and North American cultures have different feelings about lateness. In Brazil,
the students believe that a person who usually arrives late is probably more
successful than a person who is always on time. In fact, Brazilians expect a
person with status or prestige to arrive late, while in the United States lateness
is usually considered to be disrespectful and unacceptable. Consequently, if a
Brazilian is late for an appointment with a North American, the American may
misinterpret the reason for the lateness and become angry.
As a result of his study, the professor learned that the Brazilian students
were not being disrespectful to him. Instead, they were simply behaving in the
appropriate way for a Brazilian student in Brazil. Eventually, the professor was
able to adapt his own behavior so that he could feel comfortable in the new
culture.
CHAPTER 10 A CULTURAL DIFFERENCE: BEING ON TIME
A
Reading Analysis
Read each question carefully. Circle the letter or the number of the correct
answer, or write your answer in the space provided.
1 What is the main idea of the passage?
a. It is important to be on time for class in the United States.
b. People learn the importance of time when they are children.
c. The importance of being on time differs among cultures.
2 Why did the professor study the Brazilian students’ behavior?
a. The students seemed very rude to him.
b. He wanted to understand why the students came late.
c. He wanted to make the students come to class on time.
3 Read lines 1 and 2.
a. What does punctual mean?
b. How do you know?
4 In line 8, what does few refer to?
a. The professor
b. The students
c. Greetings
5 Read lines 7 and 8.
a. What does as mean?
1. Because
2. When
3. If
b. What is rude behavior?
1. Impolite behavior
2. Noisy behavior
3. Studious behavior
6
a. Read lines 10–12. Which is an example of an informal situation?
CHAPTER 10 A CULTURAL DIFFERENCE: BEING ON TIME
133
b. Which is an example of a formal situation?
c. How do you know?
d. What does this word mean?
1. The same as
2. In the same order
3. Opposite
7
Read lines 13–15. How does on the other hand connect the American idea
of lateness with the Brazilian idea of lateness?
a. It shows a similarity.
b. It gives more information.
c. It shows a contrast.
8
Read lines 17 and 18: “Neither the teacher nor the students always arrive at
the appointed hour.” Who always arrives at the appointed hour?
a. No one
b. The students only
c. The teacher and the students
9 Read lines 18 and 19: “Classes not only begin at the scheduled time in the
United States, but they also end at the scheduled time.” What does not
only . . . but . . . also mean?
a. And
b. But
c. So
10 In line 26, what does in fact indicate?
a. A contrast between two ideas
b. Something that is true
c. Emphasis of the previous idea
11 Read lines 31–33. What does instead show?
a. A similarity
b. A substitution
c. An opposite
134
CHAPTER 10 A CULTURAL DIFFERENCE: BEING ON TIME
B
Information Organization
Read the passage again. Underline what you think are the main ideas. Then
scan the reading and complete the following #owchart about the reading. Use
the sentences that you have underlined to help you. You will use this #owchart
later to answer questions about the reading.
Students arrived late. They did not
apologize for being late.
Professor arrived on time.
Professor gave students examples of:
an informal situation:
and
a formal situation:
American and Brazilian students defined lateness.
and
Americans:
Americans:
Brazilians:
Brazilians: Up to one hour after the
scheduled time.
Conclusions
1. In the United States,
2. In Brazil,
Result
CHAPTER 10 A CULTURAL DIFFERENCE: BEING ON TIME
135
C
Information Recall and Summary
Read each question carefully. Use your #owchart to answer the questions.
Do not refer back to the passage. When you are !nished, write a brief summary
of the reading.
1 What did the professor decide to study?
2 Describe the professor’s experiment.
3 Did American students and Brazilian students have the same ideas about
lateness in class? Do classes always begin and end at the appointed hour in
both cultures? Explain.
4 What were the American students’ and the Brazilian students’ ideas about
being late for a lunch appointment?
5 In general, what did the Brazilian students think about people who are late?
6 In general, what did the American students think about people who are late?
7 What was the result of the professor’s study?
136
CHAPTER 10 A CULTURAL DIFFERENCE: BEING ON TIME
Summary
Work in pairs or alone. Write a brief summary of the reading, and put it on the
board. Compare your summary with your classmates’. Which one best describes
the main idea of the reading?
CHAPTER 10 A CULTURAL DIFFERENCE: BEING ON TIME
137
D
Dictionary Skills
Read the following sentences. Use the context to help you understand
the boldface words. Read the dictionary entry for that word and circle the
appropriate de!nition. Then choose the sentence with the correct answer.
1
react v. [I] 1 to speak or move when s.t. happens: When he heard the good
news, he reacted with a smile. 2 to act in a different way because of s.o. or s.t.:
The teacher reacted to the student’s bad grades by giving him more homework.
3 (in chemistry) to change because of contact with another chemical:
Oxygen and iron react together to form rust.
The professor gave American and Brazilian students an example and asked
them how they would react.
a. The professor gave American and Brazilian students an example and
asked them how they would respond in this situation.
b. The professor gave American and Brazilian students an example and
asked them how they would act in a different way in this situation.
c. The professor gave American and Brazilian students an example
and asked them how they would change because of contact with
a chemical in this situation.
2
discover v. 1 [I; T] to learn, !nd out: When she got to her door, she
discovered she had lost her key. 2 [T] to !nd, see, or learn of (s.t. no one knew
before): Galileo discovered the planet Jupiter. 3 [T] to invent: Scientists in
England discovered penicillin.
An American professor discovered this difference while teaching a class in
a Brazilian university.
a. An American professor invented this difference while teaching a class
in a Brazilian university.
b. An American professor learned something that no one knew before
about this difference while teaching a class in a Brazilian university.
c. An American professor found out this difference while teaching a class
in a Brazilian university.
138
CHAPTER 10 A CULTURAL DIFFERENCE: BEING ON TIME
E
Word Forms
PART 1
In English, verbs change to nouns in several ways. Some verbs become nouns
by adding the su$x -ation—for example, combine (v.) becomes combination (n.).
Complete each sentence with the correct form of the words on the left. Use the
correct tense of the verb in either the a!rmative or the negative form. Use
the singular or plural form of the noun.
1 Next year a big !lm company
adapt (v.)
a story
from a book to make a movie. The
adaptation (n.)
of a
book to a movie takes a lot of work and time.
2 Chris is studying at the university for a degree in
interpret (v.)
interpretation (n.)
. When he graduates, he
for an embassy.
expect (v.)
expectation (n.)
3 Most people have high
another country. They
when they visit
to have a bad
time. They want to enjoy themselves.
observe (v.)
observation (n.)
4 Suzie is in the park now. She
the
behavior of pigeons. She records all her
in a special notebook.
explain (v.)
explanation (n.)
5 We needed an
of the difference
between adjectives and adverbs. The teacher
the difference to us, and we understood.
CHAPTER 10 A CULTURAL DIFFERENCE: BEING ON TIME
139
PART 2
Some English verbs become nouns by adding the su$x -ing—for example, feel
(v.) becomes feeling (n.). Complete each sentence with the correct form of the
words on the left. Use the correct tense of the verb in either the a!rmative
or the negative form. Use the singular or plural form of the noun.
1 Allen
spell (v.)
spelling (n.)
several words incorrectly on
his composition yesterday. He has to check the
of a di$cult word before he uses it.
understand (v.)
understanding (n.)
2 Andrew
anything in his !rst math class
yesterday. However, his
will improve
during the semester.
3 Please don’t tell me the
end (v.)
ending (n.)
of this mystery
story. I want to guess how the story
by
myself.
4 “Hi,” “Hello,” and “How are you” are common
greet (v.)
greeting (n.)
in the United States. Most people also
each other with a smile.
5 Our department has ten monthly
meet (v.)
meeting (n.)
We
during May or December.
Word Partnership Use meeting with:
n.
v.
140
meeting agenda, board meeting,
business meeting
attend a meeting, call a meeting,
go to a meeting, have a meeting,
hold a meeting, plan a meeting,
schedule a meeting
CHAPTER 10 A CULTURAL DIFFERENCE: BEING ON TIME
every year.
F
Vocabulary in Context
adapt (v.)
greets (v.)
rude (adj.)
apologized (v.)
in fact
unacceptable (adj.)
appropriate (adj.)
prestige (n.)
behavior (n.)
punctual (adj.)
Read the following sentences. Complete each blank space with the correct
word or phrase from the list above. Use each word or phrase only once.
1 A suit and tie are
clothes for a business meeting.
2 Wearing shorts in a mosque is
.
3 In most countries, doctors have considerable
. People
respect them highly.
4 Greg always
people by smiling and saying hello.
5 It was very
of Martin to ask Mrs. Barnes her age.
6 Being
for a job interview is important in order to make a
good impression.
7 When you walk into a dark room from the bright sunlight, your eyes need a
few moments to
8 It is very cold in Antarctica.
to the change in light.
, it is the coldest place on Earth.
9 Martha dropped chocolate ice cream on my white rug. She
,
but I told her not to worry about it, and we cleaned it up.
10 I don’t understand Mark’s
. He gets angry for no reason
and refuses to talk to anyone.
CHAPTER 10 A CULTURAL DIFFERENCE: BEING ON TIME
141
G
Critical Thinking Strategies
Read the following questions and think about the answers. Write your answer
below each question. Then compare your answers with those of your classmates.
1 How do you think the professor adapted his behavior in Brazil after his study?
2 Why do you think the professor changed his behavior? Why didn’t he try to
change the Brazilian students’ behavior?
H
Topics for Discussion and Writing
1 Describe how people in your culture feel about someone who is late. For
example, do you think that person is inconsiderate and irresponsible, or
do you think that person is prestigious and successful? Please explain your
answer, and also give some examples.
2 When you travel to a new place, what kinds of adaptations or changes (for
example, food, currency, etc.) do you have to make? Explain your answer.
3 Write in your journal. Do you think it is important to adapt your behavior
to a new culture? In what ways would you be willing to make changes?
Please explain.
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CHAPTER 10 A CULTURAL DIFFERENCE: BEING ON TIME
I
Cloze Quiz
Read the passage below. Fill in the blanks with one word from the list. Use each
word only once.
adapt
ended
instead
only
appointment
fact
late
punctual
behavior
formal
misinterpret
rude
contrast
greeted
neither
status
difference
hand
nor
unacceptable
In the United States, it is important to be on time, or
(1)
, for
an appointment, a class, a meeting, etc. However, this may not be true in
all countries. An American professor discovered this
(2)
while
teaching a class in a Brazilian university. The two-hour class began at 10 a.$.
and
at 12 %.$. On the !rst day, when the professor arrived on
(3)
time, no one was in the classroom. Many students came after 10 a.$. Several
arrived after 10:30 a.$. Two students came after 11 a.$. Although all the
students
(4)
the professor as they arrived, few apologized for their
lateness. Were these students being
students’
(6)
(5)
? He decided to study the
.
The professor talked to American and Brazilian students about lateness in
both an informal and a
situation: lunch with a friend and in a
(7)
university class. He gave them an example and asked them how they would
react. If they had a lunch
(8)
with a friend, the average American
student de!ned lateness as 19 minutes after the agreed time. On the other
(9)
, the average Brazilian student felt the friend was late after
33 minutes.
CHAPTER 10 A CULTURAL DIFFERENCE: BEING ON TIME
143
In an American university, students are expected to arrive at the appointed
hour. In
(10)
, in Brazil, neither the teacher
the students
(11)
always arrive at the appointed hour. Classes not
begin at
(12)
the scheduled time in the United States, but they also end at the scheduled
time. In the Brazilian class, only a few students left the class at noon; many
remained past 12:30 %.$. to discuss the class and ask more questions. While
arriving late may not be very important in Brazil,
is staying late.
(13)
The explanation for these differences is complicated. People from Brazilian
and North American cultures have different feelings about lateness. In
Brazil, the students believe that a person who usually arrives
(14)
is probably more successful than a person who is always on time. In
(15)
, Brazilians expect a person with
(16)
or prestige to
arrive late, while in the United States lateness is usually disrespectful and
(17)
. Consequently, if a Brazilian is late for an appointment with a
North American, the American may
(18)
the reason for the lateness
and become angry.
As a result of his study, the professor learned that the Brazilian students
were not being disrespectful to him.
(19)
, they were simply
behaving in the appropriate way for a Brazilian student in Brazil. Eventually,
the professor was able to
(20)
his own behavior so that he could feel
comfortable in the new culture.
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CHAPTER 10 A CULTURAL DIFFERENCE: BEING ON TIME
CHAPTER
11
Technology Competes
for Family Time
Prereading Preparation
1 Look at the photo. Describe it. Who are these
people? What are they doing?
2 Answer the questions in the chart below.
Then compare your answers with your
classmates’ answers.
Each week, how much time do you spend
Number of Hours
1. watching TV?
2. sur!ng the Internet?
3. talking on your cell phone?
4. playing computer games?
Total Number of Hours
5. speaking with your family?
Difference between 1–4 and 5
3 Read the title of this chapter, and review your chart.
a. Do you spend more time with technology, or more time with your family?
b. Is it important to spend time with your family? Why or why not?
CHAPTER 11
TECHNOLOGY COMPETES FOR FAMILY TIME
145
Track 3
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
146
Technology Competes
for Family Time
When the Johnson family bought their !rst computer several years ago,
Mr. and Mrs. Johnson were thrilled that their children had access to so much
information through the Internet. Now, though, they’re not as excited anymore.
“Our family spends more time sur!ng the Internet than communicating with
each other,” complains Mr. Johnson. The Johnson family is not alone in this
situation. According to research by the Annenberg Center for the Digital Future at
the University of Southern California, in 2006, 11% of Americans said they were
spending less time with their families. Last year, the number almost tripled to 28%.
It seems that as Internet use becomes more popular, the amount of family
time decreases. Many parents are concerned about this reduction in the time
their families spend together, and Michael Gilbert agrees. He is a researcher at
the Annenberg Center. “Most people think of the Internet and our digital future
as boundless—unlimited—, and I do too,” Gilbert said. However, he added, “It
can’t be a good thing that families are spending less face-to-face time together.”
As technology becomes more advanced, it often changes the ways that families
interact. This is not a new concern. When televisions !rst became popular in the 1950s,
parents worried that their children were watching too much TV and spending too
little time talking with their parents. However, there is a signi!cant difference between
these two activities. Watching TV can be done as a family, while sur!ng the Internet
is often a solitary activity. Furthermore, the Internet isn’t the only modern technology
pushing families apart. Many children today have cell phones. Although they help
parents to keep track of their children, cell phones also give children more privacy.
Sometimes they have too much privacy. “When I was a teenager,” Mrs. Johnson says,
“my friends telephoned me at home. My parents always knew who was calling me.”
From 2000 to 2005, people spent about 26 hours each month with their families. A
few years later, that number dropped to about 18 hours, according to the Annenberg
Study. In addition to reduced face-to-face time among all family members, women
say that they feel ignored by a family Internet user. In fact, almost half say they are
sometimes or often ignored, while fewer than forty percent of men feel this way.
Gilbert said, “People report spending less time with family members as social
networks like Facebook, Twitter, and MySpace are booming.” However, not all
young people enjoy the new technology that allows them to be in contact with
their friends around the clock. Steven Cho, a college student, is one of them.
Every summer he works at a camp in upstate New York. The camp has very little
CHAPTER 11
TECHNOLOGY COMPETES FOR FAMILY TIME
35
36
37
38
39
40
A
Internet access. “It’s nice to get away from the Internet for a few weeks every
summer,” says Steven. “I can relax and do other things like play music, read, or be
with my friends.” Although he spends a lot of time on the Internet during the
school year, he is happy to have a break from it. “It gets very tiring sometimes,”
he adds. The Internet is here to stay, and so are cell phones. How will families
change in the future as technology competes with their time together?
Reading Analysis
Read each question carefully. Circle the letter or the number of the correct
answer, or write your answer in the space provided.
1 What is the main idea of the passage?
a. Family time decreases as technology becomes more popular.
b. Family time increases as technology becomes more popular.
c. Children have more privacy because of cell phones.
CHAPTER 11
TECHNOLOGY COMPETES FOR FAMILY TIME
147
2 Read lines 1–3. What word is a synonym for thrilled?
3 a. Read line 3. They’re not as excited anymore because
1. their children don’t enjoy the Internet
2. their children spend too much time on the Internet
3. their children like to communicate with each other
b. Who are they?
1. Mr. and Mrs. Johnson
2. The children
3. The family
4 In lines 5–8, the Johnson family is not alone in this situation means
a. many other families have the same problem
b. the Johnson family has a lot of friends
c. Mr. and Mrs. Johnson like to be alone with their family
5 Read lines 9–11.
a. Reduction means
1. become more
2. stay the same
3. become less
b. Who is Michael Gilbert?
1. A friend of the Johnson family
2. An Internet user
3. A technology researcher
6 In lines 12 and 13, what word is a synonym for boundless?
7 Read lines 18–20. What is the significant difference between television
and the Internet?
a. Families do not usually use the Internet together, but they can watch TV
together.
b. Families cannot watch TV together, but they can use the Internet together.
c. Families can watch TV and use the Internet together.
148
CHAPTER 11
TECHNOLOGY COMPETES FOR FAMILY TIME
8
In line 20, a solitary activity is
a. something that people do together
b. something you do with your family
c. something a person does alone
9
Read lines 37 and 38. He is happy to have a break from it.
a. Who is he?
1. Steven Cho
2. Mr. Johnson
3. Michael Gilbert
b. What is it?
1. The TV
2. The Internet
3. His college
c. Have a break from means
1. get away from
2. get information from
3. get tired from
10 Read line 39. The Internet is here to stay, and so are cell phones means
a. the Internet and cell phones stay in our homes
b. some day people will not use cell phones and computers any more
c. people will always have cell phones and computers
CHAPTER 11
TECHNOLOGY COMPETES FOR FAMILY TIME
149
B
Information Organization
Read the passage again. Underline what you think are the main ideas. Then
scan the reading and complete the following #owchart, using the sentences
that you have underlined to help you. You will use this #owchart later to answer
questions about the reading.
Problem: Families today do not spend a lot of time together.
1950s Technology
Technology Today
How it affected family time:
How it affects family time today:
Differences in the effect of technology
on families in the 1950s and today:
Results of the Annenberg study:
From 2000-2005:
A few years later:
Conclusion:
150
CHAPTER 11
TECHNOLOGY COMPETES FOR FAMILY TIME
C
Information Recall and Summary
Read each question carefully. Use your #owchart to answer the questions. Do
not refer back to the passage. When you are !nished, write a brief summary of
the reading.
1
a. What are some examples of 1950s technology?
b. What are some examples of technology today?
2
a. How did technology affect family time in the 1950s?
b. How does technology affect family time today?
3 What is the biggest difference between 1950s technology and technology
today?
4 What were the results of the Annenberg Study?
5 What conclusion can we draw as a result of the Annenberg Study?
Summary
Work in pairs or alone. Write a brief summary of the reading, and put it on the
board. Compare your summary with your classmates’. Which one best describes
the main idea of the reading?
CHAPTER 11
TECHNOLOGY COMPETES FOR FAMILY TIME
151
D
Dictionary Skills
Read the following sentences. Use the context to help you understand
the boldface words. Read the dictionary entry for that word and circle the
appropriate de!nition. Then choose the sentence with the correct answer.
1
surf v. 1 [I] to ride the ocean’s waves as they break in approaching
the shore, esp. while standing on a narrow board (surfboard): She went to
California to surf. 2 (in computers) to surf the Net/the Web: to search from
place to place on the Internet for interesting information: I surfed the Net for
!ve hours yesterday.
“Our family spends more time surfing the Internet than communicating
with each other,” complains Mr. Johnson.
a. “Our family spends more time riding waves on the Internet than
communicating with each other,” complains Mr. Johnson.
b. “Our family spends more time searching from place to place on the
Internet than communicating with each other,” complains Mr. Johnson.
2
access n.[U] 1 entrance, permission to use: I got access to the library by
showing my identity card. 2 a way or means of reaching or entering a place:
The only access to the island is by boat or plane.
Mr. and Mrs. Johnson were thrilled that their children had access to so
much information through the Internet.
a. Mr. and Mrs. Johnson were thrilled that their children had a way to get to
so much information through the Internet.
b. Mr. and Mrs. Johnson were thrilled that their children had permission to
use so much information through the Internet.
3
solitary adj. 1 lone, single: A solitary house stood in an open !eld. 2 alone:
My aunt lives alone and likes her solitary life.
Watching TV can be done as a family, while sur!ng the Internet is often a
solitary activity.
a. Watching TV can be done as a family, while sur!ng the Internet is often a
single activity that people do without doing anything else.
b. Watching TV can be done as a family, while sur!ng the Internet is often
an activity that people do alone, with no one else.
152
CHAPTER 11
TECHNOLOGY COMPETES FOR FAMILY TIME
E
Word Forms
PART 1
In English, the verb and noun forms of some words are the same—for example,
research (n.) and research (v.). Complete each sentence with the correct form
of the words on the left. Use the correct tense of the verb in either the
a!rmative or the negative form. Use the singular or plural form of the noun.
In addition, indicate whether you are using the noun (n.) or verb (v.) form.
access
1
In most colleges, students
the Internet
(v., n.)
in classrooms, the library, or the cafeteria. This easy
(v., n.)
decrease
2
is very convenient for students.
Carol works a lot, so there is a
in the amount
(v., n.)
of her free time. She’s not happy about this, but she
the number of hours she works because she
(v., n.)
likes her job, too.
network
3
Ji Young regularly
with people in her !eld.
(v., n.)
She phones or e-mails at least four people a day. As a
result, she has a large
(v., n.)
of people she can
contact for work.
contact
4
Maria needs help with her visa, so she
student advisor. He is an important
(v., n.)
(v., n.)
the
for all
foreign students.
CHAPTER 11
TECHNOLOGY COMPETES FOR FAMILY TIME
153
5 Air pollution
concern
me, so I walk to school instead of
(v., n.)
taking the bus. It’s not a
(v., n.)
he drives his car everywhere!
for my roommate—
PART 2
In English, adjectives become nouns in several ways. Some adjectives become
nouns by adding the su$x –tion or –ation — for example, celebrate (v.) becomes
celebration (n.), and participate (v.) becomes participation (n.). Complete each
sentence with the correct form of the words on the left. Use the correct tense of
the verb in either the a!rmative or the negative form.
inform (v.)
1 The teacher
information (n.)
the students about the
!nal exam tomorrow. This
is very
important.
compete (v.)
competition (n.)
2 The Olympics is an international
from all over the world
. People
together for gold,
silver, and bronze medals.
communicate (v.)
3 Peter
communication (n.)
very well in English. As a result,
will be a problem when he visits the
United States next month.
reduce (v.)
4 My doctor wants me to have a
reduction (n.)
weight, so I
the amount of sweets and
ice cream that I eat from now on.
154
CHAPTER 11
TECHNOLOGY COMPETES FOR FAMILY TIME
in my
relax (v.)
5 I enjoy going to the park for
relaxation (n.)
. It’s very nice
to sit under the trees and read a book. I
as much at home as I do in the park. It’s much quieter in
the park!
Word Partnership Use relax with:
v.
n.
F
sit back and relax
begin to relax, try to relax
time to relax
relax your body, muscles relax
Vocabulary in Context
access (n.)
concerns (v.)
technology (n.)
boundless (adj.)
reduction (n.)
thrilled (adj.)
communicate (v.)
relax (v.)
compete (v.)
solitary (adj.)
Read the following sentences. Complete each blank space with the correct
word from the list above. Use each word only once.
1 Trudy is a very
person. She spends most of her time alone.
2 Parents and children don’t always
very well, especially if
they don’t talk with each other enough.
CHAPTER 11
TECHNOLOGY COMPETES FOR FAMILY TIME
155
3 Olga was accepted to the university of her choice. She is
4 In order to have
!
to the library, you need to register and
get a library card.
5 Simon and his brother always
with each other. Each one
tries to be better than the other.
6 After class, Gloria and her friends
in the cafeteria
together. They eat lunch and tell each other stories.
7 A typewriter is very simple
, while a computer is very
complex.
8 When William’s !rst baby was born, his joy was
. He was
so happy and excited that he couldn’t sleep.
9 After a holiday, there will often be a big
in prices. You
can save a lot of money if you shop then.
10 Jason spends 6 hours a day at his computer. This
parents. They worry that he doesn’t get enough exercise.
156
CHAPTER 11
TECHNOLOGY COMPETES FOR FAMILY TIME
his
G
Critical Thinking Strategies
Read the following questions and think about the answers. Write your answer
below each question. Then compare your answers with those of your classmates.
1 Michael Gilbert says, “It can’t be a good thing that families are spending
less face-to-face time together.” What do you think happens when families
spend less time together?
2 Some people say that they communicate more with technology because
they talk frequently with their cell phones, they send e-mails, and they use
Facebook, Twitter, and KakaoTalk.
a. What are the advantages and disadvantages of communicating
electronically with others, instead of communicating face-to-face?
b. What conclusions can you make after thinking about these advantages
and disadvantages?
CHAPTER 11
TECHNOLOGY COMPETES FOR FAMILY TIME
157
H
Topics for Discussion and Writing
1 Do you think families spend enough “face-to-face” time together? Why or
why not? What might happen to families who don’t spend a lot of time
together?
2 Teachers sometimes complain that students spend so much time with
technology that they do not read books any more. Teachers also say that
students write less and are losing this skill. Is technology replacing books?
Are students becoming poor writers?
3 Write in your journal. What effects has technology had on your life? How
has it improved your life? Are there any negative effects of technology on
your life?
I
Cloze Quiz
Read the passage below. Fill in the blanks with one word from the list. Use each
word only once.
access
difference
popular
televisions
agrees
face-to-face
reduction
though
boundless
family
research
thrilled
complains
Internet
solitary
tripled
computer
parents
surfing
watching
When the Johnson family bought their !rst
Mr. and Mrs. Johnson were
(2)
to so much information through the
158
CHAPTER 11
(1)
several years ago,
that their children had
(4)
. Now,
TECHNOLOGY COMPETES FOR FAMILY TIME
(5)
(3)
, they’re
not as excited anymore. “Our family spends more time
Internet than communicating with each other,”
the
(6)
Mr. Johnson. The
(7)
Johnson family is not alone in this situation. According to
by the
(8)
Annenberg Center for the Digital Future at the University of Southern California,
in 2006, 11% of Americans said they were spending less time with their families.
Last year, the number almost
to 28%.
(9)
It seems that as Internet use becomes more
, the amount of
(10)
family time decreases. Many parents are concerned about this
the time their families spend together, and Michael Gilbert
in
(11)
. He
(12)
is a researcher at the Annenberg Center. “Most people think of the Internet and
our digital future as
(13)
—unlimited—, and I do too,” Gilbert said.
However, he added, “It can’t be a good thing that families are spending less
(14)
time together.”
As technology becomes more advanced, it often changes the ways that
families interact. This is not a new concern. When
(15)
!rst became
popular in the 1950s, parents worried that their children were
too much TV and spending too little time talking with their
However, there is a signi!cant
Watching TV can be done as a
often a
(20)
(18)
(19)
(16)
(17)
.
between these two activities.
, while sur!ng the Internet is
activity.
CHAPTER 11
TECHNOLOGY COMPETES FOR FAMILY TIME
159
CHAPTER
12
Loneliness: How Can We
Overcome It?
Prereading Preparation
1 What is loneliness?
2 Are loneliness and being alone the same? Why or
why not?
3 Look at the table at the top of page 161. Work with a partner and make
a list of some reasons why people may feel lonely. Have you or your partner ever felt
lonely for these reasons? Discuss your answers with
your classmate.
4 Do you think everyone feels lonely at some time in his or her life? Do you think this is
common? Explain your answer.
160
CHAPTER 12
LONELINESS: HOW CAN WE OVERCOME IT?
Reasons People Feel Lonely
You
Your Partner
1.
yes / no
yes / no
2.
yes / no
yes / no
3.
yes / no
yes / no
4.
yes / no
yes / no
5.
yes / no
yes / no
5 How would you answer the question in the title of this chapter?
Track 5
1
2
3
4
5
6
7
8
9
10
11
12
13
Loneliness: How Can
We Overcome It?
Most people feel lonely sometimes, but it usually only lasts between a few
minutes and a few hours. This kind of loneliness is not serious. In fact, it is quite
normal. For some people, though, loneliness can last for years. Psychologists are
studying this complex phenomenon in an attempt to better understand longterm loneliness. These researchers have already identi!ed three different types
of loneliness.
The !rst kind of loneliness is temporary. This is the most common type. It
usually disappears quickly and does not require any special attention. The
second kind, situational loneliness, is a natural result of a particular situation—
for example, a divorce, the death of a loved one, or moving to a new place.
Although this kind of loneliness can cause physical problems, such as headaches
and sleeplessness, it usually does not last for more than a year. Situational
loneliness is easy to understand and to predict.
CHAPTER 12 LONELINESS: HOW CAN WE OVERCOME IT?
161
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
162
The third kind of loneliness is the most severe. Unlike the second type,
chronic loneliness usually lasts more than two years and has no speci!c cause.
People who experience habitual loneliness have problems socializing and
becoming close to others. Unfortunately, many chronically lonely people think
there is little or nothing they can do to improve their condition.
Psychologists agree that one important factor in loneliness is a person’s
social contacts, e.g., friends, family members, coworkers, etc. We depend on
various people for different reasons. For instance, our families give us emotional
support, our parents and teachers give us guidance, and our friends share
similar interests and activities. However, psychologists have found that the
number of social contacts we have is not the only reason for loneliness. It is more
important how many social contacts we think or expect we should have. In other
words, though lonely people may have many social contacts, they sometimes
feel they should have more. They question their own popularity.
Most researchers agree that the loneliest people are between the ages of 18 and
25, so a group of psychologists decided to study a group of college freshmen.
They found that more than 50% of the freshmen were situationally lonely at the
beginning of the semester as a result of their new circumstances, but had adjusted
after a few months. Thirteen percent were still lonely after seven months due
to shyness and fear. They felt very uncomfortable meeting new people, even
though they understood that their fear was not rational. The situationally lonely
freshmen overcame their loneliness by making new friends, but the chronically
lonely remained unhappy because they were afraid to do so.
CHAPTER 12
LONELINESS: HOW CAN WE OVERCOME IT?
37
38
39
40
41
42
A
Psychologists are trying to !nd ways to help habitually lonely people for
two reasons. First of all, they are unhappy and unable to socialize. Secondly,
researchers have found a connection between chronic loneliness and serious
illnesses such as heart disease. While temporary and situational loneliness
can be a normal, healthy part of life, chronic loneliness can be a very sad, and
sometimes dangerous, condition.
Reading Analysis
Read each question carefully. Circle the letter or the number of the correct
answer, or write your answer in the space provided.
1 What is the main idea of the passage?
a. There are three kinds of loneliness.
b. Chronic loneliness is the most severe kind.
c. Researchers want to cure loneliness.
2 Read lines 3 and 4.
a. What does last mean?
1. Finish
2. Hurt
3. Continue
b. What does this complex phenomenon refer to?
1. Loneliness that lasts for years
2. Loneliness that lasts for hours
3 Read lines 14–16.
a. What does unlike show?
1. A similarity
2. A difference
3. An addition
b. Which word in these sentences is a synonym for chronic?
CHAPTER 12 LONELINESS: HOW CAN WE OVERCOME IT?
163
4 Read lines 19 and 20.
a. What follows e.g.?
1. Examples
2. Proof
3. Explanations
b. What does etc. mean?
1. For example
2. And others
3. End of sentence
5 In line 21, for instance introduces
a. explanations
b. examples
c. results
6 Read lines 25–27. How does in other words help you?
7 In line 27, what does question mean?
a. Ask a question
b. Have doubts about
8 Read lines 34–36.
a. What does “the situationally lonely freshmen overcame their
loneliness” mean?
1. They accepted their loneliness.
2. They were no longer lonely.
3. They made new friends.
b. What does “. . . they were afraid to do so” mean?
9 Read lines 40–42. What does while mean?
a. At the same time
b. During
c. Although
164
CHAPTER 12
LONELINESS: HOW CAN WE OVERCOME IT?
B
Information Organization
Read the passage again. Underline what you think are the main ideas. Then
scan the reading and complete the following #owchart, using the sentences
that you have underlined to help you. You will use this #owchart later to answer
questions about the reading.
Kinds of Loneliness
Problems
Problems
Problems
Why psychologists want to help these people:
1.
2.
CHAPTER 12 LONELINESS: HOW CAN WE OVERCOME IT?
165
C
Information Recall and Summary
Read each question carefully. Use your #owchart to answer the questions. Do
not refer back to the passage. When you are !nished, write a brief summary of
the reading.
1 a. How many different kinds of loneliness are there?
b. Describe each kind of loneliness.
2 Why is situational loneliness easy to predict?
3 Why is chronic loneliness the most severe kind of loneliness?
4 How can loneliness be unhealthy?
166
CHAPTER 12
LONELINESS: HOW CAN WE OVERCOME IT?
Summary
Work in pairs or alone. Write a brief summary of the reading, and put it on the
board. Compare your summary with your classmates’. Which one best describes
the main idea of the reading?
D
Dictionary Skills
Read the following sentences. Use the context to help you understand
the boldface words. Read the dictionary entry for that word and circle the
appropriate de!nition. Then choose the sentence with the correct answer.
1
factor n. 1 a fact to be considered: The high cost of labor is an important
factor in the price of steel. 2 a number by which a larger number can be
divided: Two and four are factors of eight.
Psychologists agree that one important factor in loneliness is a person’s
social contacts, e.g., friends, family, coworkers, etc.
a. Psychologists agree that one important number by which another
number can be divided in loneliness is a person’s social contacts,
e.g., friends, family, coworkers, etc.
b. Psychologists agree that one important fact to be considered in
loneliness is a person’s social contacts, e.g., friends, family, coworkers, etc.
2
contact n. 1 [U] touch: My clothes come in contact with my skin.
2 [C] a person one knows, esp. who can get s.t. done: She has contacts with
top of!cials in the government. 3 [C] an electrical point: The contact on the car
battery is broken. 4 communication with s.o.: He made contact by telephone
with his friend.
CHAPTER 12 LONELINESS: HOW CAN WE OVERCOME IT?
167
Psychologists have found that the number of social contacts we have is not
the only reason for loneliness.
a. Psychologists have found that the number of people we know who can
get something done is not the only reason for loneliness.
b. Psychologists have found that the amount of communication we have
with others is not the only reason for loneliness.
c. Psychologists have found that the number of electrical points we have
with others is not the only reason for loneliness.
3
question v. [T] 1 to look for an answer to s.t. unknown or in doubt:
She questioned the teacher about a dif!cult problem. 2 to try to get information
from s.o.: The police questioned the prisoner. 3 to wonder if s.t. is just, good,
or legal: Some people question the legality of that government.
Lonely people sometimes feel they should have more friends. They
question their own popularity.
a. Lonely people sometimes feel they should have more friends. They try
to get information from others about their popularity.
b. Lonely people sometimes feel they should have more friends. They
wonder if they are popular enough.
E
Word Forms
PART 1
In English, adjectives become nouns in several ways. Some adjectives become
nouns by adding the su$x -ness—for example, sick (adj.) becomes sickness (n.).
Complete each sentence with the correct form of the words on the left. Use the
singular or plural form of the noun.
happy (adj.)
1 My nieces are very
is important to my sister and
happiness (n.)
her husband.
168
CHAPTER 12
children. Their
LONELINESS: HOW CAN WE OVERCOME IT?
2 The teacher left school early because she felt
ill (adj.)
illness (n.)
during class. Fortunately, her
seemed to improve by the next morning.
3 My aunt overcame her
lonely (adj.)
by going out more
often with her friends. She was very
loneliness (n.)
after
her husband died.
shy (adj.)
4 Some doctors think that
shyness (n.)
that way. This
children are born
often prevents them from
doing well in school.
5 My father !nally went to the doctor because his
sleepless (adj.)
was so severe. After several
sleeplessness (n.)
nights, he was exhausted.
PART 2
In English, some adjectives become nouns by adding the su$x -ity—for example,
national (adj.) becomes nationality (n.). Complete each sentence with the correct
form of the words on the left. Use the singular or plural form of the noun.
complex (adj.)
complexity (n.)
1 The
math. For example, arithmetic is very simple. In contrast,
calculus is a very
popular (adj.)
popularity (n.)
of math depends on the type of
2 One of the most
subject.
fast foods in the United
States is the hamburger. Its incredible
will
probably continue for many years.
similar (adj.)
similarity (n.)
3 England and the United States are
because
the people speak the same language. However, culturally,
there are fewer
and many differences.
CHAPTER 12 LONELINESS: HOW CAN WE OVERCOME IT?
169
rational (adj.)
4 Under ordinary circumstances, most people act in a
rationality (n.)
manner. Under unusual circumstances,
however, many people’s level of
decreases.
5 The American Constitution guarantees
equal (adj.)
to
everyone under the law. In other words, every person
equality (n.)
living in the United States has
rights.
Word Partnership Use equal with:
equal importance, equal number,
equal parts, equal pay, equal share,
equal rights, equal treatment
n.
F
Vocabulary in Context
chronic (adj.)
predicted (v.)
temporary (adj.)
factors (n.)
remain (v.)
unlike (adj.)
for instance
severe (adj.)
overcame (v.)
shy (adj.)
Read the following sentences. Complete each blank space with the correct
word or phrase from the list above. Use each word or phrase only once.
1 Helen is very thin,
2 After I learn English, I will
her sister, who is quite heavy.
in this country and get a
good job.
170
CHAPTER 12
LONELINESS: HOW CAN WE OVERCOME IT?
3 This beautiful weather is only
. It is going to rain for the
rest of this week.
4 Artie !nally
his fear of #ying when he went to Florida
by plane.
5 I am always waiting for Debbie because she is late for everything. Her
lateness is destroying our friendship.
6 Yolanda is a
student. She is very quiet and always sits
alone in class.
7 This morning, the newscaster
snow for tomorrow.
8 My uncle went to the hospital because he suddenly had a
pain in his back.
9 A proper diet and frequent exercise are important
in
maintaining good health.
10 Barbara has many varied interests.
, she enjoys music,
horseback riding, and coin collecting.
CHAPTER 12 LONELINESS: HOW CAN WE OVERCOME IT?
171
G
Critical Thinking Strategies
Read the following questions and think about the answers. Write your answer
below each question. Then compare your answers with those of your classmates.
1 Many lonely people have a lot of social contacts, but they feel they should
have more. Why do you think they feel this way?
2 Why do you think the loneliest people are between the ages of 18 and 25?
What do you think are some reasons for their loneliness?
H
Topics for Discussion and Writing
1 In this article, the author states that young adults (18 to 25 years old) are
the loneliest people in the United States. Think about this statement. What
do you think may be some reasons for this?
2 Do you think it is important for psychologists and researchers to study
loneliness? Why or why not?
3 Write in your journal. Describe a time in your life when you felt lonely.
What did you do to overcome your loneliness?
172
CHAPTER 12
LONELINESS: HOW CAN WE OVERCOME IT?
I
Cloze Quiz
Read the passage below. Fill in the blanks with one word from the list. Use each
word only once.
chronic
instance
phenomenon
severe
circumstances
interests
popularity
shyness
connection
loneliness
predict
temporary
factor
normal
rational
unfortunately
habitual
overcame
remained
words
Most people feel lonely sometimes, but it usually only lasts between a few
minutes and a few hours. This kind of loneliness is not serious. In fact, it is
quite
(1)
. For some people, though, loneliness can last for years.
Psychologists are studying this complex
(2)
in an attempt to better
understand long-term loneliness. These researchers have already identi!ed
three different types of loneliness.
The !rst kind of loneliness is
(3)
. This is the most common
type. It usually disappears quickly and does not require any special attention.
The second kind, situational
(4)
, is a natural result of a particular
situation—for example, a divorce, the death of a loved one, or moving to a
new place. Although this kind of loneliness can cause physical problems, such
as headaches and sleeplessness, it usually does not last for more than a year.
Situational loneliness is easy to understand and to
The third kind of loneliness is the most
(6)
(5)
.
. Unlike the second
type, chronic loneliness usually lasts more than two years and has no speci!c
cause. People who experience
(7)
socializing and becoming close to others.
loneliness have problems
(8)
, many chronically lonely
people think there is little or nothing they can do to improve their condition.
CHAPTER 12 LONELINESS: HOW CAN WE OVERCOME IT?
173
Psychologists agree that one important
in loneliness
(9)
is a person’s social contacts, e.g., friends, family members, coworkers, etc.
We depend on various people for different reasons. For
,
(10)
our families give us emotional support, our parents and teachers give us
guidance, and our friends share similar
and activities. However,
(11)
psychologists have found that the number of social contacts we have is not
the only reason for loneliness. It is more important how many social contacts
we think or expect we should have. In other
, though lonely
(12)
people may have many social contacts, they sometimes feel they should have
more. They question their own
.
(13)
Most researchers agree that the loneliest people are between the ages of
18 and 25, so a group of psychologists decided to study a group of college
freshmen. They found that more than 50% of the freshmen were situationally
lonely at the beginning of the semester as a result of their new
(14)
,
but had adjusted after a few months. Thirteen percent were still lonely after
seven months due to
and fear. They felt very uncomfortable
(15)
meeting new people, even though they understood that their fear was
not
(16)
. The situationally lonely freshmen
(17)
loneliness by making new friends, but the chronically lonely
their
(18)
unhappy because they were afraid to do so.
Psychologists are trying to !nd ways to help habitually lonely people for
two reasons. First of all, they are unhappy and unable to socialize. Secondly,
researchers have found a
(19)
between chronic loneliness and
serious illnesses such as heart disease. While temporary and situational
loneliness can be a normal, healthy part of life,
a very sad, and sometimes dangerous, condition.
174
CHAPTER 12
LONELINESS: HOW CAN WE OVERCOME IT?
(20)
loneliness can be
CHAPTER
13
The Reliability
of Eyewitnesses
Prereading Preparation
Crime
Murder
1
Look at the photograph. Where was this
photograph taken? Who are the four women?
Why are they there?
2
What kinds of evidence are used to convict
suspected criminals? In small groups, use
the chart below to make a list of the kinds
of evidence used to convict criminals for the
crimes listed.
Bank Robbery
Mugging
Types
of
Evidence
CHAPTER 13
THE RELIABILITY OF EYEWITNESSES
175
Track 8
1
2
3
4
5
6
7
8
9
10
11
12
13
14
176
3
In your country, what kinds of evidence are used to convict criminals for
these crimes?
4
In your country, is an eyewitness’s testimony important in convicting
criminals?
5
In your opinion, what kinds of people make reliable eyewitnesses? Why?
The Reliability of Eyewitnesses
Bernard Jackson is a free man today, but he has many bitter memories.
Jackson spent !ve years in prison after a jury wrongly convicted him of
raping two women. At Jackson’s trial, although two witnesses testi!ed that
Jackson was with them in another location at the times of the crimes, he was
convicted anyway. Why? The jury believed the testimony of the two victims,
who positively identi!ed Jackson as the man who had attacked them. The
court eventually freed Jackson after the police found the man who had really
committed the crimes. Jackson was similar in appearance to the guilty man.
The two women had made a mistake in identity. As a result, Jackson has lost
!ve years of his life.
The two women in this case were eyewitnesses. They clearly saw the man
who attacked them, yet they mistakenly identi!ed an innocent person. Similar
incidents have occurred before. Eyewitnesses to other crimes have identi!ed the
wrong person in a police lineup or in photographs.
CHAPTER 13
THE RELIABILITY OF EYEWITNESSES
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
Many factors influence the accuracy of eyewitness testimony. For instance,
witnesses sometimes see photographs of several suspects before they try to
identify the person they saw in a lineup of people. They can become confused by
seeing many photographs or similar faces. The number of people in the lineup,
and whether it is a live lineup or a photograph, may also affect a witness’s
decision. People sometimes have dif!culty identifying people of other races. The
questions the police ask witnesses also have an effect on them.
Are some witnesses more reliable than others? Many people believe that
police of!cers are more reliable than ordinary people. Psychologists decided to
test this idea, and they discovered that it is not true. Two psychologists showed
a !lm of crimes to both police of!cers and civilians. The psychologists found
no difference between the police and the civilians in correctly remembering the
details of the crimes.
Despite all the possibilities for inaccuracy, courts cannot exclude eyewitness
testimony from a trial. American courts depend almost completely on
eyewitness testimony to resolve court cases. Sometimes it is the only evidence
to a crime, such as rape. Furthermore, eyewitness testimony is often correct.
Although people do sometimes make mistakes, many times they really do
identify individuals correctly.
American courts depend on the ability of the 12 jurors, and not the judges,
to determine the accuracy of the witness’s testimony. It is their responsibility to
decide if a certain witness could actually see, hear, and remember what occurred.
In a few cases, the testimony of eyewitnesses has convicted innocent people.
More importantly, it has rightly convicted a larger number of guilty people;
consequently, it continues to be of great value in the American judicial system.
CHAPTER 13
THE RELIABILITY OF EYEWITNESSES
177
A
Reading Analysis
Read each question carefully. Circle the letter or the number of the correct
answer, or write your answer in the space provided.
1
What is the main idea of the passage?
a. Bernard Jackson spent !ve years in jail, but he was innocent.
b. Eyewitness testimony, although sometimes incorrect, is valuable.
c. Police o$cers are not better eyewitnesses than civilians.
2
According to the passage, which of the following factors in#uence
eyewitnesses? Check the correct ones.
a. Seeing many similar photographs
b. The time of day the crime happened
c. The questions the police ask
d. The age and sex of the witness
e. A live lineup or a photograph of a group of people
f. The type of job the witness has
g. The education of the witness
h. The race of the suspect
3
Read lines 1–3. What are bitter memories?
a. Angry memories
b. Unhappy memories
c. Prison memories
4
Read lines 5 and 6.
a. What does testimony mean?
1. A person’s statement used for evidence
2. A photograph used for evidence
3. A clue used for evidence
b. What does victims refer to?
1. The people who commit a crime
2. The people against whom a crime is committed
178
CHAPTER 13
THE RELIABILITY OF EYEWITNESSES
5
a. In line 12, what does yet mean?
1. After
2. So
3. But
b. How do you know?
6
In line 15, what does for instance mean?
a. In addition
b. For example
c. However
7
Read lines 22–25: “. . . they discovered that it is not true.”
a. What is not true? It is not true that
b. What are civilians?
1. Police o$cers
2. Ordinary people
3. Psychologists
8
Read lines 28–33.
a. What does despite mean?
1. In addition to
2. As a result
3. In spite of
b. What does evidence mean?
1. Proof
2. Result
3. Story
9
Read lines 35 and 36: “It is their responsibility to decide if . . . .” Who does
their refer to?
a. The judges
b. The courts
c. The jurors
CHAPTER 13
THE RELIABILITY OF EYEWITNESSES
179
10 Read lines 38 and 39. What does consequently mean?
a. As a result
b. However
c. In addition
DETECTIVE BUREAU
PHOTOGRAPHIC UNIT
POLICE DEPARTMENT
CITY OF METROPOLIS
PLEASE POST IN A
CONSPICUOUS PLACE
THE ABOVE IS A SKETCH RESEMBLING A SUSPECT SOUGHT FOR AN ARMED ROBBERY
THAT OCCURRED ON FEBRUARY 10, 2010 AT 0125 HRS IN THE CONFINES OF THE
13TH PRECINCT. THIS SKETCH IS BASED ON A DESCRIPTION SUPPLIED BY THE VICTIM.
DESCRIPTION: MALE, WHITE, 40–45 YEARS, APPROXIMATE HEIGHT 6´ 2 ˝, 160 LBS.,
LIGHT BROWN HAIR, WEARING A BEIGE, SLEEVELESS POCKET VEST.
THE ABOVE SUBJECT, WITH AT LEAST FIVE OTHERS, OVERTOOK A SECURITY GUARD
AT GUNPOINT, TYING HIM UP WITH ROPE IN A PARKING LOT AT 4TH AND MAIN
STREETS. THEY THEN REMOVED SIX TRUCKS LOADED WITH OVER ONE MILLION
DOLLARS WORTH OF DESIGNER CLOTHING. SUSPECT AND HIS ASSOCIATES ARE
TO BE CONSIDERED ARMED AND DANGEROUS, AND WELL DRESSED.
CASE NO. 2003-4035-22
CIRCULAR NO. 94/115
DATE PREPARED 02/13/10
POLICE DEPARTMENT
CITY OF METROPOLIS
LIMITED TO DEPARTMENT
CIRCULATION
11 Refer to the wanted poster above. In small groups, answer the following
questions.
a. Who is this man?
b. Who drew this picture?
c. What do the police think this man did?
d. Where can you see wanted posters?
180
CHAPTER 13
THE RELIABILITY OF EYEWITNESSES
B
Information Organization
Read the passage again. Underline what you think are the main ideas. Then
scan the reading and complete the following outline, using the sentences
that you have underlined to help you. You will use this outline later to answer
questions about the reading.
I. Bernard Jackson’s Case
A. His Crime:
B. The Evidence:
C. Reason for His Conviction:
D. The Problem:
II. Factors In#uencing the Accuracy of Eyewitness Testimony
A.
B.
C.
D.
E. The questions the police ask witnesses have an effect on them.
III. Experiment to Test the Reliability of Police O$cers and Ordinary People
as Witnesses
A. Experiment:
B. Results:
IV. Why Courts Cannot Exclude Eyewitness Testimony from a Trial
A.
B.
CHAPTER 13
THE RELIABILITY OF EYEWITNESSES
181
C
Information Recall and Summary
Read each question carefully. Use your outline to answer the questions. Do
not refer back to the passage. When you are !nished, write a brief summary
of the reading.
1
Why did Bernard Jackson go to prison? Was he guilty?
2
At Jackson’s trial, what did the two witnesses testify? Did the jury believe
the two witnesses?
3
Why did the victims identify Jackson as the man who had attacked them?
4
What are some factors that affect eyewitness testimony?
5
a. Are police o$cers better witnesses than ordinary people?
b. How did psychologists test this idea?
182
6
Why is eyewitness testimony important in an American court?
7
In an American court, who decides if the eyewitness testimony is correct
or not? Why is eyewitness testimony a valuable part of the American
judicial system?
CHAPTER 13
THE RELIABILITY OF EYEWITNESSES
Summary
Work in pairs or alone. Write a brief summary of the reading, and put it on the
board. Compare your summary with your classmates’. Which one best describes
the main idea of the reading?
D
Dictionary Skills
Read the following sentences. Use the context to help you understand
the boldface words. Read the dictionary entry for that word and circle the
appropriate de!nition. Then rewrite the sentence, using the de!nition you
have chosen. Be sure to make your sentence grammatically correct.
1
lineup n. 1 (in baseball) a list of players in the order in which they will
come to bat: The starting lineup includes the team’s best players. 2 !g. any
listing of people, events, products, etc.: The fall lineup of television programs
(new fashions, social events, etc.) looks interesting. 3 a group of people,
including criminal suspects, presented by police to witnesses who try to
identify the criminal(s) in the group: The man who was robbed picked out the
thief from the police lineup.
The number of people in the lineup, and whether it is a live lineup or a
photograph, may affect a witness’s decision.
CHAPTER 13
THE RELIABILITY OF EYEWITNESSES
183
2
value n. 1 [U] worth: Mr. Perez is a rich man who owns many pieces of art of
great value.||The value of this home has doubled since we bought it. 2 [U] liking,
importance: She places great value on her friendships with others. 3 pl. ideals,
standards of a society: We have tried to teach our children solid values.
Eyewitness testimony continues to be of value in the American judicial system.
3
positive adj. 1 optimistic, hopeful: He has a positive attitude toward his
work; he likes it and does it well. 2 certain, de!nite, without doubt: The police
are positive that they have the right man in jail. 3 indicating yes: I received
a positive reply to my application to enter that college. 4 helpful, bene!cial:
She received positive advice (criticism, insights, etc.) on how to study for exams.
5 (of the results of a medical test) showing that a condition, disease, etc.,
exists: She had a pregnancy test and the result was positive. 6 indicating a (+)
sign for an electrical charge: I hooked the starter cable to the positive post on the
car battery. -adv. positively.
The two women were positive that Bernard Jackson had committed the
crimes against them.
184
CHAPTER 13
THE RELIABILITY OF EYEWITNESSES
E
Word Forms
PART 1
In English, the verb and noun forms of some words are the same—for
example, change (n.) and change (v.). Complete each sentence with the correct
form of the word on the left. Use the correct tense of the verb in either the
a!rmative or the negative form. Use the singular or plural form of the noun.
In addition, indicate whether you are using the noun (n.) or verb (v.) form.
influence
1 Many people believe that the weather
(n., v.)
our feelings. However the strength of this
(n., v.)
film
has not been proven.
2 Unfortunately, John
(n., v.)
our high school reunion
next month. His
of social gatherings are
(n., v.)
always interesting, so we are very disappointed.
attack
3 People frequently write
on politicians in
(n., v.)
the newspapers, but the politicians do not always pay
attention to them. People usually
(n., v.)
the
politicians’ dishonesty.
witness
4 Margaret was the only
(n., v.)
to a serious car
accident. As soon as she
the accident,
(n., v.)
she called an ambulance and the police.
CHAPTER 13
THE RELIABILITY OF EYEWITNESSES
185
5 Susan and Emily are twin sisters. People frequently
mistake
Emily for Susan and Susan for
(n., v.)
Emily because they look alike. Sometimes such
(n., v.)
in identity are funny.
6 The police
the suspect until his lawyer
(n., v.)
arrived. They waited for his lawyer, and then they
question
asked him very speci!c
(n., v.)
.
PART 2
In English, there are several ways verbs change to nouns. Some verbs become
nouns by adding the su$x -ence or -ance—for example, insist (v.) becomes
insistence (n.). Complete each sentence with the correct form of the words on
the left. Use the correct tense of the verb in either the a!rmative or the
negative form. Use the singular or plural form of the noun.
depend (v.)
1 When a baby is born, it
dependence (n.)
on its parents
completely. As it grows up, the child’s
on
its parents decreases.
differ (v.)
2 Angela’s coat and Debbie’s coat
difference (n.)
They are both blue. The only
in color.
between
the two coats are their size and material. Angela’s coat
is cotton, but Debbie’s coat is wool.
occur (v.)
3 Snow in April is an unusual
occurrence (n.)
fact, snow
in this area. In
very often, even in the winter.
Only two or three inches fall during the entire season.
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assist (v.)
4 The nurses
assistance (n.)
the doctor today, but
they will help her during the operation tomorrow.
The doctor will need their
to give her
surgical instruments.
appear (v.)
appearance (n.)
5 The President made a special
on
television last night. He
very calm, but
his news was serious.
Word Partnership Use appearance with:
n.
adj.
v.
F
court appearance
public appearance, sudden appearance,
physical appearance
make an appearance, change your appearance
Vocabulary in Context
bitter (adj.)
guilty (adj.)
testimony (n.)
civilian (n.)
innocent (adj.)
victims (n.)
despite (prep.)
mistake (n.)
evidence (n.)
similar (adj.)
Read the following sentences. Complete each blank space with the correct
word from the list above. Use each word only once.
1
John was in the army for two years. At the end of his military service, he
was happy to become a
CHAPTER 13
again.
THE RELIABILITY OF EYEWITNESSES
187
2
Last week, an armed robber shot two men when he robbed the City Bank.
Afterwards, an ambulance took the two
3
Tommy stole a car, but the police caught and arrested him. Because Tommy
was
4
to the hospital.
, he went to prison for six months.
Kathy saw the two men who robbed City Bank. As a result of her
in court, the two men were convicted and put into prison.
5
When the police investigate a crime, they look for
, such as
!ngerprints, footprints, hair, and clothing.
6
Mr. Michaels worked for the same company for 25 years. Six months before
retiring, he lost his job, and he couldn’t !nd another one. He has become
very
7
Many people believed that Ronald had murdered his wife, but he
was
.
the cold weather, Kay went to work without her coat.
8
9
towards his old company.
Chris and his brother look very
. They are both tall and thin,
and both have light hair and blue eyes.
10 The waitress made a
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CHAPTER 13
. She gave me coffee, but I had ordered tea.
THE RELIABILITY OF EYEWITNESSES
G
Critical Thinking Strategies
Read the following questions and think about the answers. Write your answer
below each question. Then compare your answers with those of your classmates.
H
1
Police o!cers are not better eyewitnesses than ordinary people. What type
of person do you think would be a very reliable eyewitness? Why?
2
Eyewitness testimony is often unreliable. However, it continues to be part
of the American legal system. Should eyewitness testimony be eliminated?
Why or why not?
Topics for Discussion and Writing
1
In this article, the two women made a mistake in identity. Think about a
case you know of in which an innocent person was convicted of a crime
because eyewitnesses made a mistake. Describe the case.
2
Is it possible to be sure of an eyewitness’s testimony? Please explain.
3
Write in your journal. Have you ever witnessed a crime or an accident?
Were you able to remember the exact details? Why or why not? Describe
what happened.
CHAPTER 13
THE RELIABILITY OF EYEWITNESSES
189
I
Cloze Quiz
Read the passage below. Fill in the blanks with one word from the list. Use each
word only once.
appearance
evidence
instance
reliable
bitter
eyewitness
judges
similar
civilians
guilty
mistake
testimony
crimes
influence
occurred
victims
despite
innocent
questions
yet
Bernard Jackson is a free man today, but he has many
(1)
memories. Jackson spent !ve years in prison after a jury convicted him of
raping two women. Jackson’s lawyer introduced witnesses who testi!ed
that Jackson was with them in another location at the times of the crimes.
Why, then, was he convicted? The jury believed the
two
of the
(2)
. They positively identi!ed Jackson as the man who had
(3)
attacked them. The court eventually freed Jackson after the police found
the man who had really committed the crimes. Jackson was similar in
(4)
to the guilty man. The two women had made a
in
(5)
identity. As a result, Jackson has lost !ve years of his life.
The two women in this case were eyewitnesses. They clearly saw the man
who attacked them,
they mistakenly identi!ed an innocent
(6)
person. Similar incidents have
(7)
before. Eyewitnesses to other
crimes have identi!ed the wrong person in a police lineup or in photographs.
Many factors
(9)
(8)
the accuracy of eyewitness testimony. For
, witnesses sometimes see photographs of several suspects
before they try to identify the person they saw in a lineup of people. They
can become confused by seeing many photographs of
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THE RELIABILITY OF EYEWITNESSES
(10)
faces.
The number of people in the lineup, and whether it is a live lineup or a
photograph, may also affect a witness’s decision. People sometimes have
dif!culty identifying people of other races. The
the police ask
(11)
witnesses also have an effect on them.
Are some witnesses more
than others? Many people believe
(12)
that police of!cers are more accurate than ordinary people. Psychologists
decided to test this idea, and they discovered that it is not true. Two
psychologists showed a !lm of
(13)
to both police of!cers and
. The psychologists found no difference between the two groups
(14)
in correctly remembering the details of the crimes.
(15)
all the possibilities for inaccuracy, courts cannot exclude
eyewitness testimony from a trial. American courts almost completely depend
on eyewitness testimony to resolve court cases. Sometimes it is the only
(16)
to a crime, such as rape. Furthermore,
(17)
testimony
is often correct. Although people do sometimes make mistakes, many times
they really do identify individuals correctly.
American courts depend on the ability of the 12 jurors, and not the
(18)
, to determine the accuracy of the witness’s testimony. It is
their responsibility to decide if a certain witness could actually see, hear, and
remember what occurred. In a few cases, the testimony of eyewitnesses has
convicted
(19)
a larger number of
people. More importantly, it has rightly convicted
(20)
people; consequently, it continues to be a
valuable part of the American judicial system.
CHAPTER 13
THE RELIABILITY OF EYEWITNESSES
191
CHAPTER
14
Mars: Our
Neighbor in Space
Prereading Preparation
192
1
What do you know about the planet Mars?
2
Do you think life exists on Mars today? Why or why not?
3
How can we find out if there is life on Mars?
4
Why are scientists so interested in exploring Mars?
CHAPTER 14
MARS: OUR NEIGHBOR IN SPACE
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Mars: Our Neighbor in Space
Ever since people !rst looked up at the night sky, they have been fascinated by
the planet Mars. When scientists started using telescopes to try to see the Red Planet,
they wondered if there could be life on Mars. However, for hundreds of years, they
could only ask questions. There was no way to actually travel to another planet.
When space exploration began in the 1960s, many countries sent unmanned
spacecraft to Mars to !nd out everything they could about our nearest planetary
neighbor in space. Unfortunately, only half were successful. Twelve missions
landed on the surface, but only seven sent information back to Earth.
In spite of the numerous failures, astronomers all over the world are hopeful
as each Mars mission approaches the Red Planet. For example, Mars Observer, an
American spacecraft, was scheduled to move into orbit around Mars and begin
sending new information back to Earth. Mars Observer was going to study the
Martian atmosphere and surface. Unfortunately, scientists lost contact with
Mars Observer, and the mission, which cost $845 million, failed.
In contrast, the United States’ mission to Mars in 1996 was a great success.
Mars Path!nder sent back more images of Mars than all the previous Mars
missions combined. More recently, in 2007, the Mars Reconnaissance Orbiter sent
back to Earth more information than all other Mars missions put together. The
Phoenix Mars Lander, in 2008, returned an enormous amount of data as well.
What kinds of information did the successful Mars missions obtain? In 1976,
the Viking spacecraft searched for signs of life, but the tests that they performed
had negative results. However, scientists wanted to investigate further into
the possibility of life on Mars. This was the purpose of the unsuccessful Mars
Observer mission in 1993.
Scientists’ interest in the Red Planet is based on an assumption. They believe
that 4.5 billion years ago, Mars and Earth began their existence under similar
conditions. During the !rst billion years, liquid water—in contrast to ice—was
abundant on the surface of Mars. This is an indication that Mars was much
warmer at that time. Mars also had a thicker atmosphere of carbon dioxide
(CO2). Many scientists think it is possible that life began under these favorable
conditions. After all, Earth had the same conditions during its !rst billion
years, when life arose. At some point in time, Earth developed an atmosphere
that is rich in oxygen, and an ozone layer. Ozone (O3) is a form of oxygen. The
ozone layer protects Earth from harmful ultraviolet light from the sun. While
life not only began on Earth, it also survived and became more complex. In
contrast, Mars lost its thick atmosphere of carbon dioxide. Ultraviolet radiation
intensi!ed. The planet eventually grew colder, and its water froze.
CHAPTER 14 MARS: OUR NEIGHBOR IN SPACE
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38
39
40
41
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44
45
46
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48
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A biologist at NASA (the National Aeronautics and Space Administration),
Chris McKay, has suggested three theories about life on Mars. One possibility is
that life never developed. A second possibility is that life arose on Mars just as it
did on Earth and survived for at least a billion years. The third is that life arose
and simple organisms developed. When environmental conditions on Mars
changed, life ended.
Since the early missions, spacecraft have mapped the planet’s surface
and have landed in better locations. The spacecraft have searched for simple
life forms (microorganisms) as well as for signs of water. To date, none of
the Mars missions has discovered any sure signs of past or present life.
Nonetheless, scientists worldwide are not discouraged. If life ever existed
on Mars, they believe that future missions might !nd records of it under
sand, or in the ice. They are thrilled with the data they have obtained so far,
and are planning a number of missions in the future. These missions might
include airplanes or balloons, which can explore many different sites on the
planet’s surface.
Even if future missions discover no evidence of past or present life on Mars,
scientists will look for the answers to other, intriguing questions. How is Earth
different from Mars? Why did life develop here on our planet and not on Mars?
Are we alone in the universe?
CHAPTER 14
MARS: OUR NEIGHBOR IN SPACE
A
Reading Analysis
Read each question carefully. Circle the letter or the number of the correct
answer, or write your answer in the space provided.
1
What is the main idea of the passage?
a. NASA biologists have three possible theories about life on Mars.
b. The United States sent two missions to Mars, but one was unsuccessful.
c. Scientists have always been interested in the possibility of life on Mars.
2
The author of this article is in favor of sending more spacecraft to Mars.
a. Yes
b. No
c. We don’t know
3
In line 2, what does the Red Planet refer to?
a. The sun
b. Earth
c. Mars
4
Read lines 5–7.
a. When did space exploration begin?
1. 1950–1959
2. 1960–1969
3. 1970–1979
b. What does our nearest planetary neighbor in space mean?
1. The sun
2. The spacecraft
3. Mars
5
Read lines 9 and 10.
a. In spite of means
1. because of
2. despite
3. as well as
b. Numerous means
1. many
2. a few
3. some
CHAPTER 14 MARS: OUR NEIGHBOR IN SPACE
195
6
Read lines 12–19. Which missions to Mars were successful?
a. Mars Observer
b. Mars Pathfinder
c. Mars Reconnaissance Orbiter
d. a, b, and c
e. only b and c
7
Read lines 13–17.
a. What does in contrast indicate?
1. Two similar ideas
2. Two opposite ideas
b. Which two words show this relationship?
8
Read lines 22–24.
a. What was the purpose of the Mars Observer?
b. Was it successful?
1. Yes
2. No
9
Read lines 25–27. Which of the following statements is true?
a. Mars is older than Earth.
b. Earth is older than Mars.
c. Mars and Earth are the same age.
10 In lines 29–30 and in line 33, what do CO2 and O3 represent?
a. Chemical symbols
b. Abbreviations
c. Amounts
11 a. In line 38, what is in parentheses?
1. An abbreviation
2. The purpose of NASA
3. The words that NASA stands for
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b. Why do you think NASA is used in the sentence, and National
Aeronautics and Space Administration is in parentheses?
12 a. In lines 45 and 46, what are microorganisms?
b. Why is microorganisms in parentheses?
1. It is an example.
2. It is a special word.
3. It is a foreign word.
13 Read lines 46–48. What is a synonym for to date?
CHAPTER 14 MARS: OUR NEIGHBOR IN SPACE
197
B
Information Organization
Read the passage again. Underline what you think are the main ideas. Then
scan the reading and complete the following chart, using the sentences
that you have underlined to help you. You will use this chart later to answer
questions about the reading.
Missions to Mars
Name
Name
Name
Name
Name
Year
Year
Year
Year
Year
Success/
Failure
Success/
Failure
Success/
Failure
Success/
Failure
Success/
Failure
Theories about life on Mars:
1.
2.
3.
Similarities between Earth and Mars:
Differences between Earth and Mars:
Questions that scientists want to answer:
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MARS: OUR NEIGHBOR IN SPACE
C
Information Recall and Summary
Read each question carefully. Use your chart to answer the questions. Do
not refer back to the passage. When you are finished, write a brief summary
of the reading.
1
What were the names and dates of the missions to Mars? Which ones
were successful?
2
Describe the three theories about life on Mars.
a.
b.
c.
3
a. How were Earth and Mars similar in the beginning?
b. How did Earth and Mars become di#erent?
4
What do scientists want to learn in the future?
CHAPTER 14 MARS: OUR NEIGHBOR IN SPACE
199
Summary
Work in pairs or alone. Write a brief summary of the reading, and put it on the
board. Compare your summary with your classmates’. Which one best describes
the main idea of the reading?
D
Dictionary Skills
Read the following sentences. Use the context to help you understand
the boldface words. Read the dictionary entry for that word and circle the
appropriate definition. Then rewrite the sentence, using the definition you
have chosen. Be sure to make your sentence grammatically correct.
1
perform v. 1 [T] to do or complete a task: He performed his regular duties
quickly and quietly. 2 [T] to ful!ll, satisfy: The builder performed all the
conditions of his contract. 3 [I] to act, operate, or behave: She performs well
under pressure. 4 [I; T] to give, act out, or present a performance (of a play,
piece of music, dance, etc.): The actors performed a play for the queen.
In 1976, the Viking spacecraft searched for signs of life, but the tests that
[the scientists] performed had negative results.
2
favorable adj. 1 approving, positive: I received a favorable report from
the doctor. 2 pleasing: The !rst day of class, the instructor made a favorable
impression on the students. 3 advantageous, conducive: We have favorable
weather for our sailing trip now.
Mars also had a thicker atmosphere of carbon dioxide (CO2). Many scientists
think it is possible that life began under these favorable conditions.
200
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MARS: OUR NEIGHBOR IN SPACE
3
condition n. 1 [U] the state of s.t. (good, bad, weak, strong): The condition
of his health is excellent.||The condition of that machinery is bad. 2 [C] a disease,
medical problem: My grandmother has a heart condition. 3 [C] a requirement:
Our book contract has two special conditions in it; we must pay $10,000 in advance,
and we must renew the contract annually. 4 [C] external factors: My living
conditions were terrible at my old apartment building; I had no running water or
heat for two months. 5 on the condition that: provided that: Yes, we will renew
the contract next year on the condition that we make money on the deal.
They believe that 4.5 billion years ago, Mars and Earth began their existence
under similar conditions.
E
Word Forms
PART 1
In English, some verbs change to nouns in several ways. Some verbs become
nouns by adding the su!x –ion or –ation—for example, combine (v.) becomes
combination (n.). Complete each sentence with the correct form of the words
on the left. Use the correct tense of the verb in either the a!rmative or
the negative form. Use the singular or plural form of the noun.
protect (v.)
protection (n.)
1 Bicycle helmets
cyclists from getting
hurt. This kind of
is important for both
adults and children.
investigate (v.)
investigation (n.)
2 When the fire started in the house, there was an
into how it started. The fire department
several di#erent causes.
indicate (v.)
indication (n.)
3 Very high winds can sometimes
blizzard. There are other
a
as well, such as
heavy snow and freezing temperatures.
CHAPTER 14 MARS: OUR NEIGHBOR IN SPACE
201
explore (v.)
4 The Viking spacecraft
exploration (n.)
combine (v.)
its
the moon. Instead,
was done on Mars.
5 A peanut butter and jelly sandwich is a popular
combination (n.)
for children. It’s so simple that children
can
the peanut butter and jelly
themselves.
PART 2
In English, the verb and noun forms of some words are the same—for example,
travel (v.) and travel (n.). Complete each sentence with the correct form of the
words on the left. Use the correct tense of the verb in either the a!rmative
or the negative form. Use the singular or plural form of the noun. In
addition, indicate whether you are using the noun (n.) or verb (v.) form.
schedule
1 Debbie has a very busy
(n., v.)
(n., v.)
this semester. She
all of her classes in only 3 days because she
works full time as well.
approach
2 Sophia is very cautious around animals. She
(n., v.)
a strange dog too quickly. She always takes a slower, more
careful
record
3 Doctors
(n., v.)
(n., v.)
.
all of their patients’ medications on
computers. In this way, they always have a
their patients’ medical histories.
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CHAPTER 14
MARS: OUR NEIGHBOR IN SPACE
(n., v.)
of
orbit
4 Each year, the Earth
(n., v.)
the sun. This complete
takes about 12 months.
5 Carlos needed a
map
(n., v.)
(n., v.)
to get to a restaurant
across town. He couldn’t find one, so he used a GPS to
(n., v.)
Word
the directions instead.
Word Partnership Use map with:
detailed map
draw a map, look at a map,
open a map, read a map
adj.
v.
F
Vocabulary in Context
abundant (adj.)
investigate (v.)
survive (v.)
arise (v.)
perform (v.)
theory (n.)
assumption (n.)
similar (adj.)
intriguing (adj.)
support (v.)
Read the following sentences. Complete each blank space with the correct
word from the list above. Use each word only once.
1
A human being can
without food or water for several
days, but will die within moments without air.
CHAPTER 14 MARS: OUR NEIGHBOR IN SPACE
203
2
The police always
murders and robberies to try to find
out who committed the crimes so they can arrest them.
3
Water is
in many places, but it is rare in deserts.
4
Many scientists have a
that some form of life existed on
Mars, but to date, there is no proof to support their idea.
5
When Pat opened a letter from the college she had applied to, she began
to cry. Susan was watching her and made the
that the
news was bad. Her guess was correct: Pat was not accepted by the college.
6 Many students do not
well on examinations because
they become very nervous and tense.
7 Fay suggested a two-month camping trip to the Himalayas next summer.
Her husband Luis thought the idea was
. They had never
done anything so exciting before!
8 Venus and Earth are
in size. However, the surface
temperature of Venus is 315º Celsius!
9 It is probably impossible for life to ever
on Venus
because of its intense surface heat.
10 Maria will attend college next semester, and her parents agreed to
her, so she will not have to get a job.
204
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MARS: OUR NEIGHBOR IN SPACE
G
Critical Thinking Strategies
Read the following questions and think about the answers. Write your
answer below each question. Then compare your answers with those of
your classmates.
H
1
“To date, none of the Mars missions has discovered any sure signs of past
or present life. Nonetheless, scientists worldwide are not discouraged.” Why
do you think scientists still believe there might be life on Mars?
2
Scientists’ interest in the Red Planet is based on an assumption. Why is
there only an assumption? Why can’t scientists be sure?
Topics for Discussion and Writing
1
Do you think that life on Earth is simply an accident? Why or why not?
2
Do you think it is important for scientists to study other places in space?
Explain your answer.
3
Does your country have a space program? If so, how would you compare it
to the space program in the United States?
4
Write in your journal. Do you think there is life on another planet? Why or
why not?
CHAPTER 14 MARS: OUR NEIGHBOR IN SPACE
205
I
Cloze Quiz
Read the passage below. Fill in the blanks with one word from the list. Use each
word only once.
approaches
failed
Martian
spacecraft
combined
failures
missions
success
data
fascinated
neighbor
travel
Earth
information
orbit
unfortunately
exploration
Mars
scientists
unmanned
Ever since people !rst looked up at the night sky, they have been
(1)
by the planet
. When scientists started using
(2)
telescopes to try to see the Red Planet, they wondered if there could be life on
Mars. However, for hundreds of years, they could only ask questions. There
was no way to actually
When space
(5)
began in the 1960s, many countries sent
(4)
spacecraft to Mars to !nd out everything they could about
our nearest planetary
successful. Twelve
(9)
to another planet.
(3)
in space.
(6)
(8)
landed on the surface, but only seven sent
back to Earth.
In spite of the numerous
(10)
are hopeful as each Mars mission
example, Mars Observer, an American
move into
back to
(13)
(14)
, astronomers all over the world
the Red Planet. For
(11)
, was scheduled to
(12)
around Mars and begin sending new information
. Mars Observer was going to study the
atmosphere and surface. Unfortunately,
(16)
Observer, and the mission, which cost $845 million,
206
CHAPTER 14
, only half were
(7)
MARS: OUR NEIGHBOR IN SPACE
(15)
lost contact with Mars
(17)
.
In contrast, the United States’ mission to Mars in 1996 was a great
(18)
. Mars Path!nder sent back more images of Mars than all the
previous Mars missions
(19)
. More recently, in 2007, the Mars
Reconnaissance Orbiter sent back to Earth more
(20)
.
CHAPTER 14 MARS: OUR NEIGHBOR IN SPACE
207
CHAPTER
15
The Paradox of Happiness
by Diane Swanbrow
Psychology Today
Prereading Preparation
1
a. In groups of three, write a definition of
happy. Write what it means to be happy.
On the board, compare your definitions
with the definitions of the other groups in
the class.
b. Do the same for unhappy.
c. Compare your class explanations of happy
and unhappy. Are they opposites? Is there
a relationship between happiness and
unhappiness?
2 What makes you happy? What makes you
unhappy?
3 Do you think your environment can cause you to be happy or unhappy? Explain your
answer.
4 Look at the title of this article. What is a paradox? Why might there be a paradox involving
happiness and unhappiness?
208
CHAPTER 15
THE PARADOX OF HAPPINESS
Track 01
1
5
10
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25
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The Paradox of Happiness
It’s plain common sense—the more happiness you feel, the less unhappiness
you experience. It’s plain common sense, but it’s not true. Recent research
reveals that happiness and unhappiness are not really flip sides of the
same emotion. They are two distinct feelings that, coexisting, rise and fall
independently.
“You’d think that the higher a person’s level of unhappiness, the lower their
level of happiness and vice versa,” says Edward Diener, a University of Illinois
professor of psychology who has done much of the new work on positive and
negative emotions. But when Diener and other researchers measure people’s
average levels of happiness and unhappiness, they often !nd little relationship
between the two.
The recognition that feelings of happiness and unhappiness can coexist much
like love and hate in a close relationship may offer valuable clues on how to lead
a happier life. It suggests, for example, that changing or avoiding things that
make you miserable may well make you less miserable but probably won’t make
you any happier. That advice is backed up by an extraordinary series of studies
which indicate that a genetic predisposition for unhappiness may run in certain
families. On the other hand, researchers have found, happiness doesn’t appear
to be anyone’s heritage. The capacity for joy is a talent you develop largely for
yourself.
Psychologists have settled on a working de!nition of the feeling—happiness
is a sense of subjective well-being. They’ve also begun to !nd out who’s happy,
who isn’t, and why. To date, the research hasn’t found a simple recipe for a
happy life, but it has discovered some of the actions and attitudes that seem to
bring people closer to that most desired of feelings.
In a number of studies of identical and fraternal twins, researchers have
examined the role genetics plays in happiness and unhappiness. The work
suggests that although no one is really born to be happy, sadness may run
in families.
In one University of Southern California study, psychologist Laura Baker and
colleagues compared 899 individuals who had taken several commonly used
tests for happiness and unhappiness. The men and women included 105 pairs of
identical and fraternal twins as well as grandparents, parents, and young adult
offspring from more than 200 other families.
“Family members,” Baker reports, “resembled each other more in their levels
of unhappiness than in their levels of happiness.” Furthermore, identical twins
were much closer than fraternal twins in unhappiness, a !nding that implies a
genetic component.
CHAPTER 15
THE PARADOX OF HAPPINESS
209
40
45
50
55
60
210
In a study at the University of Minnesota, twins (some raised together and
others who had grown up apart) were tested for a wide range of personality
traits. In terms of happiness—de!ned as the capacity to enjoy life—identical twins
who were separated soon after birth were considerably less alike than twins
raised together. But when it came to unhappiness, the twins raised apart—some
without contact for as long as 64 years—were as similar as those who’d grown
up together.
Why is unhappiness less influenced by environment? When we’re happy we
are more responsive to people and keep up connections better than when we’re
feeling sad.
This doesn’t mean, however, that some people are born to be sad and
that’s that. Genes may predispose one to unhappiness, but disposition can be
influenced by personal choice. You can increase your happiness through your
own actions.
In a series of experiments by psychologists John Reich and Alex Zautra at
Arizona State University, they asked students to select their favorite activities
from a list of everyday pleasures—things like going to a movie, talking with
friends and playing cards.
Then the researchers instructed some of the subjects to increase the number
of favorite activities they participated in for one month (the other participants in
the study served as controls and did not vary their activity level). Results: Those
who did more of the things they enjoyed were happier than those who didn’t. The
conclusion, then, is that the pleasure we get from life is largely ours to control.
CHAPTER 15
THE PARADOX OF HAPPINESS
A
Reading Analysis
Read each question carefully. Circle the number or letter of the correct answer,
or write your answer in the space provided.
1 Read lines 6 and 7: “You’d think that the higher a person’s level of
unhappiness, the lower their level of happiness and vice versa.”
a. The use of vice versa here indicates that
1. the lower a person’s level of unhappiness, the higher their level
of$happiness
2. the higher a person’s level of unhappiness, the higher their level
of$happiness
3. the lower a person’s level of unhappiness, the lower their level
of$happiness
b. Vice versa means
1. the same thing is true
2. the reverse is true
2 Read lines 9–11. What does the two refer to?
a. Diener and other researchers
b. Positive and negative emotions
c. Happiness and unhappiness
3 Read lines 14–16. Miserable means
4 Read lines 16–18.
a. What does back up mean?
1. Go behind
2. Write
3. Support
b. “Studies indicate that a genetic predisposition for unhappiness may run
in certain families. On the other hand, happiness doesn’t appear to be
anyone’s heritage.” This sentences means that
1. the tendency to be unhappy is inherited, but happiness is not
2. the tendency to be unhappy is inherited, and happiness is, too
3. the tendency to be happy is inherited, but unhappiness is not
CHAPTER 15
THE PARADOX OF HAPPINESS
211
c. Complete the following sentence with the appropriate choice: John is
happy being a student in another country because he can study what
he wants. On the other hand, he is unhappy because
1. he is far from his family and friends
2. he knows people from many di#erent countries
3. his English skills are improving
5 Read lines 39–45.
a. According to the University of Minnesota study, what is happiness?
b. How do you know?
c. Why is the phrase some without contact for as long as 64 years
separated from the rest of the sentence by dashes (—)?
6 Read lines 49–50. That’s that means:
a. some people are born to be sad, and there is nothing they can do to
change the situation
b. some people are born to be sad, and they don’t think about it
c. some people are born to be sad, and some people are born to be happy
7 Read lines 53–56.
a. What are some of the everyday pleasures on the list that the students read?
b. How do you know?
8 Read lines 59–61.
a. Those who didn’t refers to
1. the students who didn’t participate in the study
2. the students who didn’t increase the number of favorite activities
3. the students who didn’t become happier
b. In this context, largely means
1. hugely
2. completely
3. mostly
212
CHAPTER 15
THE PARADOX OF HAPPINESS
B
Information Organization
Read the article again. Underline what you think are the main ideas. Then scan
the article and complete the following outline, using the sentences that you
have underlined to help you. You will use this outline later to answer specific
questions about the article.
I. What New Research Shows about Happiness and Unhappiness
A. The tendency to feel unhappy may be in your genes
B.
C.
II.
Studies on the Role of Genetics in Happiness and Unhappiness
A. University of Southern California
1. Subjects:
899 individuals (identical and fraternal twins, grandparents, parents and
young adult offspring)
2. Results:
3. Conclusion:
B. University of Minnesota
1. Subjects:
2. Results:
a. In terms of happiness,
b. In terms of unhappiness,
3. Conclusion:
CHAPTER 15
THE PARADOX OF HAPPINESS
213
III. The Implications of the Studies on Happiness and Unhappiness
A. Genes only predispose a person to unhappiness
B.
IV. Arizona State University Experiment on Happiness
A. Subjects:
B. Experiment:
1.
2.
C. Result:
D. Conclusion: The pleasure we get from life is largely ours to control
C
Information Organization Quiz
and Summary
Read each question carefully. Use your notes to answer the questions.
Do not refer back to the text. When you are finished, write a brief summary
of the article.
1 What do researchers believe about happiness and unhappiness?
2 Describe the study done at the University of Southern California. Who did
researchers study? What did the researchers learn?
214
CHAPTER 15
THE PARADOX OF HAPPINESS
3 Describe the experiment done at Arizona State University. Who did the
researchers study? How? What was the result of the study?
4 According to this article, how can we increase our happiness?
Summary
CHAPTER 15
THE PARADOX OF HAPPINESS
215
D
Dictionary Skills
Read the dictionary entry for each word. Then look at how the word is used in
the sentence. Write the number of the correct definition and the synonym or
meaning in the space provided. The first one has been done as an example.
1
distinct adj. 1 clear, easy to see: Medical care has made a distinct
improvement in his health. 2 separate, different: Those two types of birds are
quite distinct (from each other). –adv. distinctly.
Happiness and unhappiness are not really %ip sides of the same emotion.
They are two (2) separate / different feelings that, coexisting, rise and
fall independently.
2
close adj. 1 with little space between, nearby: Her chair is close to the wall.
2 near in time: It’s close to 5:00. 3 very friendly: They are a close family with
a few close friends. 4 with air that is not fresh and is usu. too warm: It is very
close in this room; let’s open a window. 5 with strict control: The doctor put her
patient under close observation. 6 a close call: a. s.t. that is dif!cult to judge:
The two runners crossed the !nish line together, so who won was a close call (or)
too close to call. b. a narrow escape from danger or death: The speeding taxi
nearly hit him; that was a close call (or) a close shave.
Feelings of love and hate can coexist in relationships that are very
( )
a husband and wife.
3
, for example, the relationship between
lead v. led, leading, leads 1 [T] to go !rst to show the way: She led the
visitors on a tour through the museum. 2 [I;T] to be ahead of, in front of: He
leads the others in the race by several meters. 3 [T] to direct, control: She led the
orchestra (the discussion, the team, etc.). 4 [I] to be a route to: That road leads
to the river. 5 [T] to experience, live (a life): He leads an exciting life.
6 [T] to influence or cause (s.o. to do s.t.): Her expression led me to believe
there was some problem.
Understanding our feelings helps us (
that are happier.
)
[C]—Countable (noun); [U]—Uncountable (noun); s.o.—someone, s.t.—something; (syn.)—synonym;
n.—noun; v.—verb; I—Intransitive; T—Transitive
216
CHAPTER 15
THE PARADOX OF HAPPINESS
lives
E
Word Forms
PART 1
In English, verbs can change to nouns in several ways. Some verbs become
nouns by adding the su!xes -ion or -tion, for example, suggest (v.), suggestion (n.).
Complete each sentence with the correct form of the words on the left. Be
careful of spelling changes. Use the simple present tense of the verbs, in the
a!rmative form. Use the singular form of the nouns.
indicate (v.)
1 Tra!c signals have three signals. A red light
indication (n.)
stop, and a green light means go.
A yellow, or amber, light is an
that
the light is going to become red. It means prepare to
stop.
participate (v.)
participation (n.)
2 Many college students
in sports
such as soccer, tennis, and swimming to keep in shape.
In fact, regular
in a sport is also a
good way to make friends.
define (v.)
definition (n.)
3 I don’t understand what influence means. Can you
give me a simple
? Most people
influence as the power to a#ect a
person or an event.
recognize (v.)
4 Joan has an incredible memory for faces. She actually
recognition (n.)
people that she hasn’t seen for
years. Her powers of
are well
known among her friends.
CHAPTER 15
THE PARADOX OF HAPPINESS
217
imply (v.)
5 Diane Swanbrow
implication (n.)
that many
“opposite” feelings may not really be opposites at all. This
. Are like and dislike
is an interesting
not really opposites?
PART 2
In English, verbs can change to nouns in several ways. Some verbs become
nouns by adding the su!xes -ance or -ence, for example, insist (v.), insistence (n.).
Complete each sentence with the correct form of the words on the left.
Use the simple present tense of the verbs, in either the a!rmative or the
negative form. Use the singular form of the nouns.
1 Peter
appear (v.)
makes me wonder what’s wrong.
appearance (n.)
avoid (v.)
to be very unhappy. His sad
2 Susan
avoidance (n.)
going to a doctor even
when she’s very sick. Her
of
doctors is not good. She should see one when she’s ill.
assist (v)
3 Can you help me for a moment? I need your
assistance (n.)
. This box is too heavy for me to
pick up by myself. If you
me, I won’t
be able to pick up the box.
resemble (v.)
resemblance (n.)
4 Michael
his mother at all. She has
blond hair and blue eyes. He has dark hair and brown
eyes. Michael has a much stronger
to his father, who has dark hair and brown eyes, too.
exist (v.)
5 Some people believe in the
existence (n.)
of life in other solar systems. I also think that life
on other planets besides Earth.
218
CHAPTER 15
THE PARADOX OF HAPPINESS
perform (v.)
performance (n.)
6 The actor in the new play
very
well in all his appearances. Consequently, I am looking
forward to his first
tonight.
Word Partnership Use existence with:
v.
adj.
come into existence, deny the existence of
continued existence, daily existence,
everyday existence
Word Partnership Use perform with:
n.
adj.
v.
adv.
F
perform miracles, perform tasks
able to perform
continue to perform
perform well
Critical Thinking Strategies
Read each question carefully, and write a response. Remember that there is no
one correct answer. Your response depends on what you think.
1 According to this article, feelings of happiness and unhappiness can
coexist. Similarly, love and hate can coexist in a close relationship. How
can you explain such con%icting feelings in a relationship? Do you think a
person can be happy and sad at the same time? Explain your answer.
CHAPTER 15
THE PARADOX OF HAPPINESS
219
2 The author mentions several studies of identical and fraternal twins. These
studies conclude that sadness may run in families. Why do you think
researchers like to study twins rather than other brothers and sisters? Why
do you think researchers compare identical twins who grew up together
with identical twins who grew up apart?
3 According to the University of Southern California study, “identical twins
were much closer than fraternal twins in unhappiness, a finding that
implies a genetic component.” Why do you think identical twins were more
alike than fraternal twins were?
4 The author describes two studies, one at the University of Southern
California and one at the University of Minnesota. She also describes an
experiment at Arizona State University. What do you think is the di#erence
between doing a study and doing an experiment?
220
CHAPTER 15
THE PARADOX OF HAPPINESS
5 What do you think the author believes about happiness and unhappiness?
Does she believe they are opposites? What do you think her opinion is?
G
Topics for Discussion and Writing
1 What was the happiest time in your life? Why was it a happy time? Write a
composition about this and describe what it was that made you feel happy.
2 At the end of the article, the author states, “The conclusion, then, is that the
pleasure we get from life is largely ours to control.” Do you agree with her?
Can we control our pleasure in life? Discuss this with your classmates.
3 Work with a partner. How important is happiness in your life? Are there
other things that are more important to you than happiness? Make a list of
what is important in your life, and compare it to your classmate’s list. Then
choose the one thing that is most important in your life, and write about it.
Give examples to show why it is so important to you.
4 Write in your journal. Researchers think that sadness runs in families. Do
you agree or disagree? Explain your opinion, and give examples to support
your ideas.
CHAPTER 15
THE PARADOX OF HAPPINESS
221
H
Cloze Quiz
Complete the passage with words from the list. Use each word only once.
advice
found
largely
relationship
appear
genetic
less
researchers
avoiding
happier
level
run
close
higher
miserable
studies
emotions
joy
recognition
unhappiness
“You’d think that the
a person’s level of
(1)
unhappiness, the lower their
of happiness and vice
(2)
versa,” says Edward Diener, who has done much of the new work on
positive and negative
. But when Diener and other
(3)
measure people’s average levels of happiness and
(4)
unhappiness, they often !nd little
The
(6)
between the two.
(5)
that feelings of happiness and
can coexist much like love and hate in a
for example, that changing or
things that make you
(10)
miserable but
(12)
probably won’t make you any happier. That
up by an extraordinary series of
life. It suggests,
(9)
may well make you
(11)
relationship may
(8)
offer valuable clues on how to lead a
(14)
(13)
which indicate that a
in certain families. On the other hand, researchers have
happiness doesn’t
222
CHAPTER 15
is backed
predisposition for unhappiness may
(15)
for
(7)
(19)
(18)
,
(17)
to be anyone’s heritage. The capacity
is a talent you develop
THE PARADOX OF HAPPINESS
(16)
(20)
for yourself.
CHAPTER
16
Acupuncture: The New
Old Medicine
Edited by William G. Flanagan, Forbes
Prereading Preparation
1 What do you know about acupuncture? How is it done? Is it a new
kind of medicine?
2 Why do people get acupuncture treatments?
3 Have you ever had acupuncture treatments, or do you know someone who
has? Describe the experience and the reason for the treatment.
4 Acupuncture is a traditional form of medicine. Do you know of some other
traditional kinds of medicine? Are these treatments di#erent from more
“modern” medical treatments? How?
5 Read the title of this chapter. Why is acupuncture called the “new
old medicine”?
CHAPTER 16 ACUPUNCTURE: THE NEW OLD MEDICINE
223
Track 05
1
5
10
15
20
25
30
224
Acupuncture: The New
Old Medicine
The thin, extremely sharp needles didn’t hurt at all going in. Dr. Gong pricked
them into my left arm, around the elbow that had been bothering me. Other
needles were slipped into my left wrist and, strangely, my right arm, and then
into both my closed eyelids.
There wasn’t any discomfort, just a mild warming sensation, when the
electrodes were connected to the needles in my left arm, and my muscles began
to twitch involuntarily. However, I did begin to wonder what had driven me
here, to the of!ce of Dr. James Gong, a floor up from Mott Street in New York’s
Chinatown.
Then I remembered—the excruciating pain in that left elbow. Several trips
to a Fifth Avenue neurologist and two expensive, uncomfortable medical tests
had failed to produce even a diagnosis. “Maybe you lean on your left arm too
much,” the neurologist concluded, suggesting I see a bone doctor.
During the hours spent waiting in vain to see an orthopedist, I decided to take
another tack and try acupuncture. A Chinese-American friend recommended Dr.
Gong. I took the subway to Canal Street and walked past the open-air !sh stalls,
the incense shops, the Asia Bank branch, and restaurants with cooked ducks
hanging in their windows. Reaching Dr. Gong’s second-floor of!ce, marked with
a hand painted sign, I felt I could have been in old Hong Kong.
Dr. Gong speaks English, but not often. Most of my questions to him were
greeted with a friendly laugh, but I managed to let him know where my arm
hurt. He hustled me into a room, had me lie down on a cot, and went to work.
In the next room, I learned, a woman dancer was also getting a treatment. As I
lay there a while, becoming oblivious to the needles and the muscle spasms and
the electric current shooting through my arm, I drifted into a dreamlike state and
fantasized about what she looked like.
Not every acupuncturist offers such fantasy trips along with the price of
treatment, of course. Acupuncturists today are as likely to be found on Park
Avenue as on Mott Street, and they are as likely to be Caucasian as Asian. In
all there are an estimated 10,000 acupuncturists in the country, 6,500 of whom
are certi!ed one way or another. Nowadays, a lot of M.D.s have learned
acupuncture techniques; so have a number of dentists. Reason? Patient demand.
Few, though, can adequately explain how acupuncture works.
CHAPTER 16 ACUPUNCTURE: THE NEW OLD MEDICINE
35
40
45
50
55
60
65
Acupuncturists may say that the body has more than 800 acupuncture points.
A life force called qi (pronounced CHEE) circulates through the body. Points
on the skin are energetically connected to speci!c organs, body structures and
systems. Acupuncture points are stimulated to balance the circulation of qi. It’s
all very confusing.
The truth is, though acupuncture is at least 2,200 years old, “nobody really
knows what’s happening,” says Paul Zmiewski, a Ph.D. in Chinese studies who
practices acupuncture in Philadelphia.
Millions of Americans now seek out the services of acupuncturists, usually
because conventional medicine failed to cure their ills. Jack Tymann, 51,
president and general manager of Westinghouse Electronic Systems Co., is
typical. Tymann was bothered for 15 years with severe lower back pain. His
doctor suggested disc surgery, but he decided to try acupuncture instead.
A scientist and an engineer by education, Tymann was highly skeptical at
!rst. “I went in with that symptom, and haven’t had any trouble with my back
since,” he says. He still goes for treatments, four or !ve times per year—not for
back pain, but as a preventive measure. “It’s been my primary form of health
care for about nine years now,” he says.
Harwood Beville, 51, executive vice president of the Rouse Co., started
acupuncture nine years ago, for treatment of “what I’ll call tennis shoulder.”
The shoulder had bothered him for two years, and visits to other doctors met
with no success. Acupuncture had worked for his wife. After a few treatments,
his pain was gone, and there were other noticeable effects. “Immediately, stress
didn’t seem to be bothering me so much.” Like Tymann, he, too, still goes for
regular treatments.
Acupuncture is used to treat a variety of ailments—anxiety, depression,
back pain, smoking, high blood pressure, stress, arthritis; the list goes on.
Acupuncture is even used to help treat drug addiction—with considerable
success.
The number of treatments can vary, although one-shot cures are relatively
rare. It usually takes four to six sessions to treat a speci!c ailment. If that
doesn’t work, you will probably feel at least somewhat better. After !ve
treatments from Dr. Gong, there has been dramatic improvement in my arm,
and the pain is a fraction of what it was. I feel less stress, too. I think. The
mainly silent Dr. Gong !nally even offered a diagnosis for what ailed me.
“Pinched nerve,” he said.
CHAPTER 16 ACUPUNCTURE: THE NEW OLD MEDICINE
225
A
Reading Analysis
Read each question carefully. Circle the number or letter of the correct answer,
or write your answer in the space provided.
1 In the first paragraph, what is a synonym for pricked into?
2 In lines 7–9, the author writes, “However, I did begin to wonder what had
driven me here, to the o!ce of Dr. Gong.” This means that the author was
thinking about
a. how he had gotten there
b. why he had gone there
c. what Dr. Gong does
3 Read lines 10–12: “Several trips to a Fifth Avenue neurologist and two
expensive, uncomfortable medical tests had failed to produce a
diagnosis.” Failed to produce a diagnosis means that
a. the author did not pass his medical tests
b. the tests did not relieve his pain
c. the tests did not uncover his physical problem
4 In lines 12–13, the neurologist suggested that the author see a bone
doctor. In the next paragraph, what is a synonym for bone doctor?
5 Read lines 14–15: “During the hours spent waiting in vain to see an
orthopedist, I decided to take another tack and try acupuncture.” In vain
means
a. uselessly
b. carefully
c. quietly
6 In line 23, the author writes, “A woman dancer was also getting a
treatment.” What does treatment mean?
226
CHAPTER 16 ACUPUNCTURE: THE NEW OLD MEDICINE
7 In line 29, what are Park Avenue and Mott Street?
a. Similar places
b. Di#erent places
c. Medical places
8 Read lines 30–31. “In all, there are an estimated 10,000 acupuncturists in
the country.” What does in all mean?
a. In total
b. In fact
c. In New York
9 Read lines 31–33: “Nowadays, a lot of M.D.s have learned acupuncture
techniques; so have a number of dentists. Reason? Patient demand.
Few, though, can adequately explain how acupuncture works.”
a. What does nowadays refer to?
1. Only at the present time
2. From some time in the past up to the present
3. During the time that the author’s story takes place
b. What are M.D.s?
1. Doctors
2. Dentists
3. Acupuncturists
c. In line 33, who does few refer to?
1. Only patients
2. Only M.D.s
3. Dentists and M.D.s
4. Only dentists
10 Read line 35: “A life force called qi (pronounced CHEE) circulates through
the body.”
a. What is qi?
b. How do you know?
CHAPTER 16 ACUPUNCTURE: THE NEW OLD MEDICINE
227
11 Read lines 43–45: “Jack Tymann, 51, president and general manager of
Westinghouse Electronic Systems Co., is typical.” This sentence means
that Jack Tymann is
a. a common man
b. a common example
c. a common acupuncturist
12 Read lines 45–46: “His doctor suggested disc surgery, but he decided
to try acupuncture instead.”
a. Jack Tymann had
1. surgery, but not acupuncture
2. surgery and acupuncture
3. acupuncture, but not surgery
b. Complete the following sentence correctly.
Jack and Helen wanted to go to the beach, but it was raining.
They decided to
1. go to the movies instead
2. go for a walk instead
3. go for a swim instead
13 Read lines 52–53: “Harwood Beville, 51, executive vice president of
the Rouse Co., started acupuncture nine years ago, for treatment of
‘what I’ll call tennis shoulder.’ ” How old was Harwood Beville when he
started acupuncture?
a. 51
b. 42
c. 60
14 Read lines 59–60: “Acupuncture is used to treat a variety of ailments—
anxiety, depression, back pain, smoking, high blood pressure, stress,
arthritis; the list goes on.” What are ailments?
a. Treatments
b. Problems
c. Illnesses
228
CHAPTER 16 ACUPUNCTURE: THE NEW OLD MEDICINE
B
Information Organization
Read the article again. Underline what you think are the main ideas. Then scan
the article and complete the following outline, using the sentences that you
have underlined to help you. You will use this outline later to answer specific
questions about the article.
I. The Author’s Thoughts about His First Acupuncture Experience
A. How the treatment felt
1.
2.
B. Why he had come to Dr. Gong’s o!ce
1.
2.
II. A Description of Today’s Acupuncturists
A.
B.
C.
III. A Description of Acupuncture
A.
B. A life force called qi (pronounced CHEE) circulates through the body
C.
D.
E. Acupuncture is at least 2,200 years old, but nobody really knows
how it works
IV. Who Gets Acupuncture Treatments
A. Number of people:
B. Examples of people who have acupuncture treatments:
1.
2.
CHAPTER 16 ACUPUNCTURE: THE NEW OLD MEDICINE
229
V. Uses of Acupuncture
A.
B.
VI. E#ectiveness of Acupuncture
A.
C
Information Organization
Quiz and Summary
Read each question carefully. Use your notes to answer the questions. Do not
refer back to the text. When you are finished, write a brief summary of the article.
1 Why did the author decide to go to an acupuncturist?
230
CHAPTER 16 ACUPUNCTURE: THE NEW OLD MEDICINE
2 What is acupuncture? How does it work?
3 a. Why did Jack Tymann go to an acupuncturist? What was the result of
his treatments?
b. Why did Harwood Beville go to an acupuncturist? What was the result
of his treatments?
4 What can acupuncturists treat?
5 How long do acupuncture treatments usually take?
Summary
CHAPTER 16 ACUPUNCTURE: THE NEW OLD MEDICINE
231
D
Dictionary Skills
Read the dictionary entry for each word. Then look at how the word is used in
the sentence. Write the number of the correct definition and the synonym or
meaning in the space provided. Be sure to use the correct form of the verbs
and nouns.
1
conclude v. -cluded, -cluding, -cludes 1 [I; T] to bring to an end: The
concert concluded with an exciting song. 2 [T] to form an opinion: After not
getting a salary increase, I concluded that I must !nd a new job. 3 to reach or
come to a conclusion: to come to an agreement: The agreement was concluded
and signed in 1945.
The neurologist ( )
that perhaps I leaned on
my left arm too much and suggested that I see a bone doctor.
2
hustle v. -tled, -tling, -tles 1 [I; T] to go rapidly, rush: I hustled over to my
friend’s place. 2 [I] to work energetically: He really hustled to !nish the job
on time. 3 [I; T] to do business in a sneaky or overly aggressive way: He
hustled stolen cars for a living. 4 infrml. [I] to sell one’s body as a prostitute
Dr. Gong (
)
me into a room, had me lie
down on a cot, and went to work.
3
fail v. 1 [I; T] to not succeed: He failed his test in math. 2 [I] to not operate
when needed: The brakes failed on his automobile when he tried to stop. 3 [I] to
break: A wire failed on a bridge and fell over the roadway. 4 [I] to lose strength
and ability: The old man is failing rapidly and may die soon.
Millions of Americans go to acupuncturists, usually because conventional
medicine (
4
)
. It does not cure their ills.
dramatic adj. 1 related to drama: He has written dramatic works for the
stage. 2 related to a high emotional point: a dramatic scene in a play
3 making a big impression, (syn.) striking: She wore an amazing dress
for a dramatic entrance into the theater. -adv. dramatically.
After five treatments from Dr. Gong, there has been
(
232
)
improvement in my arm.
CHAPTER 16 ACUPUNCTURE: THE NEW OLD MEDICINE
E
Word Forms
PART 1
In English, adjectives usually become adverbs by adding the su!x -ly, for
example, immediate (adj.), immediately (adv.).
Complete each sentence with the correct form of the words on the left.
extreme (adj.)
1 Some people believe that the death penalty is an
extremely (adv.)
form of punishment. Others
believe that murder is an
serious
crime, and that murderers deserve capital punishment.
strange (adj.)
2 Barbara has been acting very
strangely (adv.)
lately. I wonder if anything is wrong. Perhaps I should
ask her about her
involuntary (adj.)
behavior.
3 Sometimes people jump when they hear thunder.
involuntarily (adv.)
This is called an
reaction. Many
people react
when they hear a
loud noise unexpectedly.
adequate (adj.)
4
adequately (adv.)
This essay is not
. It should be at
least 300 words. You cannot express your point of view
in only 100 words.
usual (adj.)
usually (adv.)
5 Eve
, but not always, takes
her vacation in August. This is because her
vacation consists of relaxing on
the beach and swimming in the ocean.
CHAPTER 16 ACUPUNCTURE: THE NEW OLD MEDICINE
233
PART 2
In English, verbs can change to nouns in several ways. Some verbs
become nouns by adding the su!x -ion or -tion, for example, prevent (v.),
prevention (n.).
Complete each sentence with the correct form of the words on the left.
Use the correct tense of the verbs, in either the a!rmative or the negative
form. Use the singular or plural form of the nouns.
conclude (v.)
1 Copernicus, a well-known Polish astronomer,
conclusion (n.)
that the Earth was round. He
reached his revolutionary
in the
sixteenth century.
recommend (v.)
recommendation (n.)
2 John
that I take advanced
calculus this semester, but I didn’t listen to
him. I should have taken his advice because his
have always been sensible.
stimulate (v.)
stimulation (n.)
3 Babies need constant
in order to help their development. If adults
babies’ interest in the world
around them, they will become more alert.
explain (v.)
explanation (n.)
4 Yesterday, the teacher
how
electricity is produced because she didn’t have
time. Tomorrow, when she gives her scientific
, I will take notes.
234
CHAPTER 16 ACUPUNCTURE: THE NEW OLD MEDICINE
decide (v.)
5 I
decision (n.)
yet where to apply to graduate
school. I need to make some other important
first, such as whether to stay in
this country or go back home.
Word Partnership Use explanation with:
adj.
v.
brief explanation, detailed explanation,
logical explanation, only explanation,
possible explanation
give an explanation, offer an explanation,
provide an explanation
Word Partnership Use decision with:
v.
adj.
F
arrive at a decision, make a decision,
postpone a decision, reach a decision
difficult decision, final decision, important
decision, right decision, wise decision,
wrong decision
Critical Thinking Strategies
Read each question carefully, and write a response. Remember that there is no
one correct answer. Your response depends on what you think.
1 In the first paragraph of this passage, the author describes his acupuncture
treatment. He writes, “Other needles were slipped into my left wrist and,
strangely, my right arm, and then into both my closed eyelids.” Why did he
think this was strange?
CHAPTER 16 ACUPUNCTURE: THE NEW OLD MEDICINE
235
2 In lines 10–13, the author talks about his experiences with a “Fifth Avenue
neurologist.” What do you think the author believed about Fifth Avenue
doctors before he had acupuncture treatments?
3 In the third paragraph, the author describes his experience with the Fifth
Avenue neurologist. In the fourth paragraph, he recounts his trip to Dr.
Gong’s o!ce. The author gives di#erent impressions about the two doctors
and their environments. What are they?
4 According to this article, Harwood Beville went to an acupuncturist
because other doctors could not help him and because “acupuncture had
worked for his wife.” How do you think Mrs. Beville’s experience a#ected
Mr. Beville?
5 Read the last two sentences of this article. What is the tone of these
statements? In other words, what is the author’s opinion about Dr. Gong?
236
CHAPTER 16 ACUPUNCTURE: THE NEW OLD MEDICINE
G
Topics for Discussion and Writing
1 Many people today are using traditional forms of medicine in place of
modern treatments. What do you think are some reasons for this change?
Write a composition to explain your answer.
2 a. In a group, make a list of common illnesses. Next to each illness, write the
traditional forms of medicine that you know are used to treat these illnesses,
both in your country and in other countries. Then write the modern
treatments for these illnesses. Compare the two types of treatments for
each illness you have chosen. For instance, which treatment is usually less
expensive? Which usually takes less time to see positive results? Which
seems to be more e#ective? Which is less extreme, i.e., involves taking
medicine or getting therapy, as opposed to having surgery?
b. For each illness, discuss which type of treatment you would prefer if
you had that illness. Explain your reasons to your classmates.
c. As a class, list on the board all the illnesses that you discussed and the
traditional and modern treatments for each. Then take a poll to see
how many students prefer the traditional treatments and how many
students prefer the modern treatments for these ailments.
3 Write in your journal. Select a traditional form of medicine that has been
used in your country for a long time. Describe its uses and its e#ectiveness.
Discuss your personal experience with this traditional form or the
experience of someone you know. Tell whether you would recommend
this form of medicine to others, and why.
CHAPTER 16 ACUPUNCTURE: THE NEW OLD MEDICINE
237
H
Cloze Quiz
Complete the passage with words from the list. Use each word only once.
acupuncture
education
primary
suggested
bothered
instead
services
symptom
conventional
pain
since
treatments
cure
president
skeptical
typical
doctors
preventive
success
visits
Millions of Americans now seek out the
acupuncturists, usually because
of
(1)
medicine failed to
(2)
their ills. Jack Tymann, 51, is
(3)
Tymann was
for 15 years with severe lower back
(5)
pain. His doctor
disc surgery, but he decided to try
(6)
acupuncture
. A scientist and an engineer by
(7)
, Tymann was highly
(8)
“I went in with that
my back
.
(4)
at !rst.
(9)
and haven’t had any trouble with
(10)
,” he says. He still goes for
(11)
(12)
four or !ve times per year—not for back pain, but as a
measure. “It’s been my
(14)
(13)
form of health care for about nine
years now,” he says.
Harwood Beville, 51, executive vice
started
(16)
for two years, and
no
(19)
nine years ago. His shoulder had bothered him
(17)
to other
. After a few treatments, his
gone.
238
of the Rouse Co.,
(15)
CHAPTER 16 ACUPUNCTURE: THE NEW OLD MEDICINE
met with
(18)
(20)
was
CHAPTER
17
The Pursuit of Excellence
by Jill Smolowe
Time
Prereading Preparation
1 In your country, what are the requirements for a student to attend college?
Can any student go to college in your country? Why, or why not?
2 Would you like to study in a foreign country? What are the requirements
you have to fulfil to attend college overseas? Why do you think there
are so many Korean students in foreign universities?
CHAPTER 17
THE PURSUIT OF EXCELLENCE
239
3 Take an in-class survey of the reasons students decide to study in
another country.
a. In a small group, discuss and list the reasons why Korean students
might choose to study abroad, e.g., cost, choice of subjects, etc.
b. Compare your list with the other groups’ lists. What is the most
common reason students in your country have for studying abroad?
The second most common reason? The third?
4 Look at the title of this article. What do you think it means?
Track 09
1
5
10
15
240
The Pursuit of Excellence
Sometime around the seventh grade, many American students are introduced
to the tale of 10 blind men inspecting an elephant. When each blind man reaches
different conclusions about the creature, the students are invited to consider
whether truth is absolute or lies in the eye of the beholder. College professors and
administrators might want to remember that fable when they take the measure of
American higher education. Many of them, who tend to see only what they stand
to lose, perceive the beast as wounded, suffering from the shocks of rising costs,
dwindling resources and life-draining cutbacks. But foreigners, who compare
America’s universities with their own, often reach very different conclusions
about the nature of the beast.
If sheer numbers provide any proof, America’s universities and colleges are
the envy of the world. For all their abiding troubles, the United States’ 3,500
institutions were flooded with 407,530 students from 193 different countries last
year. Asia led the way with 39,600 students from China and 36,610 from Japan,
followed by India and Canada. Many of the foreigners entered graduate and
undergraduate programs in roughly equal numbers. . . .
Most European and Asian universities provide an elite service to a small
and privileged clientele. While fully 60% of all U.S. high school graduates
attend college at some point in their life, just 30% of the comparable German
CHAPTER 17
THE PURSUIT OF EXCELLENCE
20
25
30
35
40
45
50
55
60
population, 28% of the French, 20% of the British and 37% of the Japanese
proceed beyond high school. German students who survive the Abitur or Britons
who pass their A levels may still not qualify for a top university at home, but
!nd American universities far more welcoming. Some U.S. schools acknowledge
the rigor of European secondary training and will give up to a year’s credit to
foreigners who have passed their high school exams.
“The egalitarian conception that everyone has a right to an education
appropriate to his potential is a highly democratic and compassionate standard,”
says Marvin Bressler, professor of sociology and education specialist at Princeton
University. True, not all U.S. collegians can match the performance of their
foreign counterparts, but American institutions do offer students from rich and
poor families alike the chance to realize their full potential. “America educates
so many more people at university that one can’t expect all those who go to
be either as well informed or intelligent as the much narrower band who go
to English universities,” says Briton Christopher Ricks, professor of English at
Boston University. Having instructed at Cambridge, Rick knows that teaching
T. S. Eliot to British undergraduates is an easier task. Yet he !nds teaching at
B.U. very rewarding. “I’m not against elitism,” he says, “but I happen to like
having people who are more eager to learn.”
The democratic impulse to reach out to so many !rst took seed after World
War II, when the G.I. bill made funding for higher education available to all
returning soldiers. As universities expanded to handle the sudden influx, they
developed the flexibility that has become one of the hallmarks of American
higher learning. “In the U.S. there is a system of in!nite chances,” says Diane
Ravitch, assistant secretary of education. “At 35, you can decide to go back to
college, upgrade your education, change your profession.”
While Americans take such flexibility for granted, foreigners do not. To French
students, who are commonly expected at age 16 to select both a university
and a speci!c course of study, the American practice of jumping not only from
department to department but also from school to school seems a luxury.
Japanese students !nd it all but impossible to transfer credits from one school
to another. Thus, students who initially enter a junior college and subsequently
decide to earn a bachelor’s degree must head overseas.
Many are attracted not only to the academic programs at a particular U.S.
college but also to the larger community, which affords the chance to soak up
the surrounding culture. Few foreign universities put much emphasis on the
cozy communal life that characterizes American campuses from clubs and
sports teams to student publications and theatrical societies. “The campus and
the American university have become identical in people’s minds,” says Brown
University President Vartan Gregorian. “In America it is assumed that a student’s
daily life is as important as his learning experience. . . .”
CHAPTER 17
THE PURSUIT OF EXCELLENCE
241
65
70
75
80
85
90
95
100
242
Foreign students also come in search of choices. America’s menu of options—
research universities, state institutions, private liberal-arts schools, community
colleges, religious institutions, military academies—is unrivaled. “In Europe,”
says history professor Jonathan Steinberg, who has taught at both Harvard and
Cambridge, “there is one system, and that is it.” While students overseas usually
must demonstrate expertise in a single !eld, whether law or philosophy or
chemistry, most American universities insist that students sample natural and
social sciences, languages and literature before choosing a !eld of concentration.
Such opposing philosophies grow out of different traditions and power
structures. In Europe and Japan, universities are answerable only to a
ministry of education, which sets academic standards and distributes money.
While centralization ensures that all students are equipped with roughly the
same resources and perform at roughly the same level, it also discourages
experimentation. “When they make mistakes, they make big ones,” says Robert
Rosenzweig, president of the Association of American Universities. “They set a
system in wrong directions, and it’s like steering a supertanker.”
U.S. colleges, on the other hand, are so responsive to cultural currents that
they are often on the cutting edge of social change. Such sensitivity—some
might argue hypersensitivity—to the culture around them reflects the broad
array of constituencies to which college administrators must answer. The board
of trustees, composed of community and national leaders, serves as a referee
between the institutional culture and the surrounding community, alumni
and corporate donors who often earmark monies for speci!c expenditures,
student bodies that demand a voice in university life, legislators who apportion
government funds, and an often feisty faculty.
Smaller colleges are particularly attractive to foreign students because they
are likely to offer direct contact with professors. “We have one of the few
systems in the world where students are actually expected to go to class,”
says Rosenzweig. With the exception of Britain, where much of the teaching
takes place in one-on-one tutorials, European students rarely come into direct
contact with professors until they reach graduate-level studies. Even lectures are
optional in Europe, since students are graded solely on examinations, with no
eye to class attendance or participation. . . .
In some respects, the independent spirit of the American university that
foreigners admire comes down to dollars and cents. All U.S. colleges, private
and public alike, must !ght vigorously to stay alive. They compete not only
for students but also for faculty and research grants. Such competition, though
draining and distracting, can stimulate creativity and force administrators to
remain attentive to student needs. “U.S. students pay for their education,” says
Ulrich Littmann, head of the German Fulbright Commission, “and demand a
commensurate value for what they—or their parents—pay.”
CHAPTER 17
THE PURSUIT OF EXCELLENCE
105
A
Most universities abroad have state funding, but that luxury has a steep price:
universities have less opportunity to develop distinctive personalities and de!ne
their own missions. . . . If the !nancial crisis besetting U.S. campuses is mishandled,
Americans may discover they don’t know what they’ve got until it’s gone.
Reading Analysis
Read each question carefully. Circle the number or letter of the correct answer,
or write your answer in the space provided.
1 Read the first paragraph. What do college professors and administrators
believe about American universities?
a. American universities are superior to foreign universities.
b. There is a financial crisis in American universities.
c. They think that American universities are very expensive.
CHAPTER 17
THE PURSUIT OF EXCELLENCE
243
2 Read lines 14–15. “Asia led the way with 39,600 students from China and
36,610 from Japan, followed by India and Canada.” This statement means
a. Asian students arrived first
b. Chinese students were in front of Japanese students
c. more students came from Asia than from anywhere else
d. Indian students followed Japanese students
3 Read lines 15–16. This statement means
a. half of foreign students entered undergraduate school and half entered
graduate school
b. more foreign students entered undergraduate school than
graduate school
4 Read lines 17–18. Which word is a synonym of elite?
5 Read lines 18–21.
a. At some point in their life means that most U.S. high school graduates
1. enter college at the same age
2. enter college before they get married
3. enter college at di#erent times
b. What is the comparable German population?
1. German high school graduates
2. German college students
3. German people
6 Read lines 21–23.
a. What are the Arbitur and the A levels?
b. How do you know?
7 Read lines 23–25.
a. This statement means that
1. European secondary training is more di!cult than American
secondary training
2. American secondary training is more di!cult than European
secondary training
244
CHAPTER 17
THE PURSUIT OF EXCELLENCE
b. Secondary training refers to
1. graduate school
2. college
3. high school
8 Read lines 29–31.
a. Counterparts refers to
1. foreign college students
2. American college students
3. rich students
4. poor students
b. Rich and poor families alike means
1. rich families are like poor families
2. both rich families and poor families
3. rich families and poor families like each other
9 Read lines 43–44. Chances means
a. risks
b. opportunities
c. accidents
10 Read lines 46–49. Jumping from department to department means
a. taking gymnastics classes
b. changing universities
c. changing majors
11 Read lines 50–52.
a. all but impossible means
1. completely impossible
2. almost impossible
3. everything is impossible
b. Thus means
1. afterwards
2. in addition
3. as a result
c. Initially means
1. first
2. second
3. third
CHAPTER 17
THE PURSUIT OF EXCELLENCE
245
d. Subsequently means
1. first
2. next
3. last
12 Read lines 61–63.
a. Which word is a synonym of choices?
b. What is between the dashes (—)?
1. New information about options
2. Examples of options
3. Contrasting information
13 Read lines 87–93.
a. This statement means that students in European classes
1. never attend classes
2. must attend classes
3. do not have to attend classes
b. Optional means
1. necessary
2. not necessary
3. important
14 Read lines 102–104. What follows the colon (:)?
a. The cost of state funding
b. An explanation of the price
c. A description of universities
246
CHAPTER 17
THE PURSUIT OF EXCELLENCE
B
Information Organization
Quiz and Summary
Read the article again. Underline what you think are the main ideas. Then scan
the article and answer the following questions using the sentences that you
have underlined to help you. When you are finished, write a brief summary
of the article.
1
a. What percent of U.S. high school graduates enter college?
b. What percent of high school graduates enter college in Germany,
France, Britain and Japan?
2
What are some di#erences between universities in the United States and
those in other countries?
3
How are colleges in the United States di#erent financially from colleges
in other countries?
Summary
CHAPTER 17
THE PURSUIT OF EXCELLENCE
247
C
Dictionary Skills
Read the dictionary entry for each word. Then look at how the word is used in
the sentence. Write the number of the correct definition and the synonym or
meaning in the space provided. Remember that you may need to change the
wording of the definition in order to have a grammatically correct sentence.
1
roughly adv 1 : in a rough manner : as a : with harshness or violence
b : in crude fashion : imperfectly 2 : without completeness or exactness :
approximately
Many of the foreigners entered graduate and undergraduate programs
in (
2
)
equal numbers.
match v 1 a : to encounter successfully as an antagonist b (1) : to set in
competition or opposition (2) : to provide with a worthy competitor
c : to set in comparison 2 : to join or give in marriage 3 a (1) : to put in a
set possessing equal or harmonizing attributes (2) : to cause to correspond :
suit b (1) : to be the counterpart of; also : to compare favorably with (2) :
to harmonize with c : to provide with a counterpart d : to provide funds
complementary . . .
Not all U.S. collegians can (
)
the
performance of their foreign counterparts.
3
practice n 1 a : actual performance or application b : a repeated or
customary action c : the usual way of doing something d : the form, manner,
and order of conducting legal suits and prosecutions 2 a : systematic
exercise for pro!ciency b : the condition of being pro!cient through
systematic exercise . . .
The American (
)
of jumping from
department to department seems a luxury.
4
demonstrate v 1 : to show clearly 2 a : to prove or make clear by
reasoning or evidence b : to illustrate and explain esp with many examples
3 : to show or prove the value or ef!ciency of to a prospective buyer
Students overseas must (
)
expertise in a
single field, whether law or philosophy or chemistry.
By permission. From Merriam-Webster’s Collegiate® Dictionary, 11th Edition © 2010 by Merriam-Webster,
Incorporated (www.Merriam-Webster.com).
248
CHAPTER 17
THE PURSUIT OF EXCELLENCE
D
Word Forms
PART 1
In English, some adjectives become nouns by adding the su!x -ity, for example,
fatal (adj.), fatality (n.).
Complete each sentence with the correct form of the words on the left.
Use the singular or plural form of the nouns.
individual (adj.)
individuality (n.)
1 Even though they may be in a large class, students
like to receive
treatment
from their teachers. Everyone likes to preserve their
even if they are part of a
large group.
creative (adj.)
creativity (n.)
2 People can demonstrate
in many ways. For instance, some people have
ways of expressing themselves
in words, others in decorating their homes, and still
others in painting or photography.
diverse (adj.)
diversity (n.)
3 In a typical ESL classroom, you will find students
from a wide
of countries. In
fact, even if students are from the same country,
they may come from
backgrounds.
national (adj.)
nationality (n.)
4 Each country has its own
anthem, or song. There are students of very di#erent
in this class.
CHAPTER 17
THE PURSUIT OF EXCELLENCE
249
flexible (adj.)
flexibility (n.)
5 There is considerable
in this
English program. For example, the days and the
hours of classes are quite
.
PART 2
In English, some adjectives become nouns by deleting the final -t and adding
-ce, for example, negligent (adj.), negligence (n.).
Complete each sentence with the correct form of the words on the left.
excellent (adj.)
excellence (n.)
1 We all strive for
, and
sometimes we achieve it. Even if everything we do
isn’t always
, we can always try
harder the next time.
different (adj.)
difference (n.)
2 I haven’t noticed any
in the
quality of the food in this restaurant since they hired
a new cook last week. The meals don’t taste any
than they did last week.
dominant (adj.)
3 According to geneticists, brown eyes are always
dominance (n.)
over blue eyes. This
means that if one parent has
brown eyes and the other parent has blue eyes, the
children will most likely have brown eyes.
250
CHAPTER 17
THE PURSUIT OF EXCELLENCE
independent (adj.)
independence (n.)
4 In the past several years, many countries have
struggled for and gained their
These newly
.
countries usually
have to contend with many di!culties as they try to
maintain stability.
important (adj.)
5 The students want to know how much
importance (n.)
the teacher is going to give to
their homework. In other words, they want to
know how
the homework is to
their grade.
Word Partnership Use independence with:
adj.
v.
n.
economic/financial independence
fight for independence, gain independence
a struggle for independence
Word Partnership Use importance with:
adj.
v.
n.
critical importance, enormous importance,
growing/increasing importance,
utmost importance
place less/more importance on something,
recognize the importance,
understand the importance
self-importance, sense of importance
CHAPTER 17
THE PURSUIT OF EXCELLENCE
251
E
Critical Thinking Strategies
Read each question carefully, and write a response. Remember that there is no
one correct answer. Your response depends on what you think.
1 In lines 59–60, Brown University President Gregorian says, “In America
it is assumed that a student’s daily life is as important as his learning
experience.” From this statement, what expectations, other than academic,
can we assume that American universities have of all their students,
including foreign students?
2 Read lines 65–68. Why do you think American universities have these
requirements?
3 In lines 94–101, the author discusses the money factor. What connection
does she make between paying for one’s education and the university’s
responsibility to its students?
4 Read lines 102–104. What do you think the author believes is the e#ect of
state funding on foreign universities?
252
CHAPTER 17
THE PURSUIT OF EXCELLENCE
5 Think about how the author presented the information in this article.
a. Do you think she was objective or subjective in describing the
American university system? Why do you think so? Refer to specific
sentences in the reading to support your opinion.
b. Do you think she was objective or subjective in describing foreign
students? Why do you think so? Refer to specific sentences in the
reading to support your opinion.
F
Topics for Discussion and Writing
1 Work with one or two partners. List the potential di!culties of being a
foreign student in Korea. Discuss how you can deal with these problems to
reduce or eliminate them.
2 One problem that foreign students frequently encounter is loneliness and
di!culty making friends. Work with a partner. Plan several strategies for
reducing loneliness and making friends.
3 Write in your journal. Imagine that a friend wants to come to the Korea to
study. Write your friend a letter. Tell him or her what to expect as a foreign
student and how to prepare before leaving home.
CHAPTER 17
THE PURSUIT OF EXCELLENCE
253
G
A
Cloze Quiz
Complete the passage with words from the list. Use each word only once.
attracted
emphasis
flooded
practice
campuses
envy
followed
provide
colleges
equal
foreigners
students
community
expected
impossible
troubles
countries
flexibility
initially
undergraduate
If sheer numbers
and
are the
(2)
For all their abiding
of the world.
(3)
, the United States’ 3,500
(4)
institutions were
different
any proof, America’s universities
(1)
with 407,530 students from 193
(5)
last year. Asia led the way with 39,600
(6)
from China and 36,610 from Japan,
(7)
by India and Canada. Many of the
(9)
programs in roughly
(10)
Americans take academic
(12)
(8)
entered graduate and
numbers. . . .
(11)
for granted, but foreigners
do not. To French students, who are commonly
(13)
at age
16 to select both a university and a speci!c course of study, the American
of jumping not only from department to department
(14)
but also from school to school seems a luxury. Japanese students !nd it all
but
(15)
students who
to transfer credits from one school to another. Thus,
(16)
enter a junior college and subsequently
decide to earn a bachelor’s degree must head overseas.
254
CHAPTER 17
THE PURSUIT OF EXCELLENCE
Many are
not only to the academic programs
(17)
at a particular U.S. college but also to the larger
(18)
,
which affords the chance to soak up the surrounding culture. Few foreign
universities put much
characterizes American
(19)
(20)
on the cozy communal life that
: from clubs and sports teams
to student publications and theatrical societies.
CHAPTER 17
THE PURSUIT OF EXCELLENCE
255
CHAPTER
18
Is Time Travel Possible?
by Mark Davidson
USA Today
Prereading Preparation
1 What is time travel? Do you think it is possible? Why or why not?
2 Do you think scientists should try to find a way to travel to the past?
To the future? Why, or why not?
3 Would you like to travel to the past? If yes, what year would you like to visit?
4 Would you like to travel to the future? If yes, what year would you like
to$visit?
5 Using the chart on page 257 as a model, take a survey of your classmates.
Compare your classmates’ responses.
256
CHAPTER 18
IS TIME TRAVEL POSSIBLE?
Student’s Name
Track 12
1
5
10
15
TIME TRAVEL PREFERENCES
Would you like to Where would
Would you like
travel to the past? you like to go in
to travel to the
Yes / No
the past?
future? Yes / No
Where would you
like to go in the
future?
Is Time Travel Possible?
Contrary to the old warning that time waits for no one, time slows down
when you are on the move. It also slows down more as you move faster, which
means astronauts someday may survive so long in space that they would return
to an Earth of the distant future. If you could move at the speed of light, 186,282
miles a second, your time would stand still. If you could move faster than light,
your time would move backward.
Although no form of matter yet discovered moves as fast or faster than
light, scienti!c experiments have con!rmed that accelerated motion causes
a voyager’s, or traveler’s, time to be stretched. Albert Einstein predicted this
in 1905, when he introduced the concept of relative time as part of his Special
Theory of Relativity. A search is now under way to con!rm the suspected
existence of particles of matter that move faster than light and therefore possibly
might serve as our passports to the past.
An obsession with time—saving, gaining, wasting, losing, and mastering
it—seems to have been part of humanity for as long as humans have existed.
Humanity also has been obsessed with trying to capture the meaning of time.
Einstein used a de!nition of time, for experimental purposes, as that which is
measured by a clock. Thus, time and time’s relativity are measurable by any
CHAPTER 18
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257
20
25
30
35
40
45
50
sundial, hourglass, metronome, alarm clock, or an atomic clock that can measure
a billionth of a second.
Scientists have demonstrated that an ordinary airplane flight is like a brief
visit to the Fountain of Youth. In 1972, for example, scientists who took four
atomic clocks on an airplane trip around the world discovered that the moving
clocks moved slightly slower than atomic clocks which had remained on the
ground. If you fly around the world, preferably going eastward to gain the
advantage of the added motion of the Earth’s rotation, the atomic clocks
show that you’ll return younger than you would have been if you had stayed
home. Frankly, you’ll be younger by only 40 billionths of a second. Even
such an in!nitesimal saving of time proves that time can be stretched.
Moreover, atomic clocks have demonstrated that the stretching of time
increases with speed.
Here is an example of what you can expect if tomorrow’s space-flight
technology enables you to move at ultrahigh speeds. Imagine you’re an astronaut
with a twin who stays home.1 If you travel back and forth to the nearest star
at about half the speed of light, you’ll be gone for 18 Earth years. When you
return, your twin will be 18 years older, but you’ll have aged only 16 years.
Your body will be two years younger than your twin’s because time aboard
the flying spaceship will have moved more slowly than time on Earth. You will
have aged normally, but you have been in a slower time zone. If your spaceship
moves at about 90% of lightspeed, you’ll age only 50% as much as your twin.
If you whiz along at 99.86% of lightspeed, you’ll age only !ve percent as much.
These examples of time-stretching, of course, cannot be tested with any existing
spacecraft. They are based on mathematical projections of relativity science.
Speed is not the only factor that slows time; so does gravity. Einstein
determined in his General Theory of Relativity that the force of an object’s
gravity “curves” the space in the object’s gravitational !eld. When gravity
curves space, Einstein reasoned, gravity also must curve time, because space
and time are linked.
Numerous atomic clock experiments have con!rmed Einstein’s calculation
that the closer you are to the Earth’s center of gravity, which is the Earth’s core,
the slower you will age. In one of these experiments, an atomic clock was taken
from the National Bureau of Standards in Washington, D.C., near sea level, and
moved to mile-high Denver. The results demonstrated that people in Denver age
more rapidly by a tiny amount than people in Washington.
1This hypothetical situation is known as the Twin Paradox.
258
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55
60
If you would like gravity’s space-time warp to extend your life, get a home
at the beach and a job as a deep-sea diver. Avoid living in the mountains or
working in a skyscraper. That advice, like the advice about flying around the
world, will enable you to slow your aging by only a few billionths of a second.
Nevertheless, those tiny fractions of a second add up to more proof that
time-stretching is a reality.
Time Reversal
65
70
According to scienti!c skeptics, time reversal—travel to the past—for
humans would mean an unthinkable reversal of cause and effect. This
reversal would permit you to do something in the past that changes the
present. The skeptics worry that you even might commit an act that prevents
your own birth.
Some scientists believe we should keep an open mind about time reversal.
Open-minders speculate that time-travelers who change the past would be
opening doors to alternative histories, rather than interfering with history as we
know it. For example, if you prevented the assassination of Abraham Lincoln,
then a new line of historical development would be created. The alternative
history—the one without Lincoln’s assassination—would have a completely
separate, ongoing existence. Thus, no change would be made in anybody’s
existing history. Another possibility is that nature might have an unbreakable
law preventing time travelers from changing the past.
Journey to the Future
75
80
85
If we did discover a source of energy that would enable us to travel beyond
lightspeed, we might have access not only to the past, but also to the future.
Suppose you went on a super-lightspeed trek to the Spiral Nebula in the
Andromeda Galaxy. That location is separated from Earth by 1,500,000 lightyears,
the distance light travels in 1,500,000 years. Suppose you make the round trip in
just a few moments. If all goes well, you’ll return to the Earth 3,000,000 years into
its future, because that’s how much Earth time will have elapsed.
Time is an abstraction. In other words, it cannot be seen, touched, smelled,
or tasted. It seems to have no existence apart from the events it measures, but
something tells us that time is out there, somewhere. “When we pursue the
meaning of time,” according to the time-obsessed English novelist-playwright
J. B. Priestly, “we are like a knight on a quest, condemned to wander through
CHAPTER 18
IS TIME TRAVEL POSSIBLE?
259
90
95
260
innumerable forests, bewildered and baffled, because the magic beast he is
looking for is the horse he is riding.”
What about our quest for particles that travel faster than light? If we !nd
them, will we be able to control their energy to tour the past? If we return to our
past, will we be forced to repeat our mistakes and suffer the same consequences?
Or will we be able to use our experience to make everything turn out better the
second time around?
Will we ever be able to take instant trips to the distant future, the way people
do in the movies, with a twist of a dial and a “Zap!, Zap!” of sound effects? One
cannot resist the temptation to respond that only time will tell.
CHAPTER 18
IS TIME TRAVEL POSSIBLE?
A
Reading Analysis
Read each question carefully. Circle the number or letter of the correct answer,
or write your answer in the space provided.
1 Read lines 4–5.
a. What is the speed of light?
b. What does your time would stand still mean?
1. Your time would speed up.
2. Your time would reverse.
3. Your time would stop.
2 Read lines 9–11: “Einstein predicted this in 1905.” What does this refer to?
In other words, what did Einstein predict?
3 Read lines 11–13.
a. Under way means that the search is
1. being done now
2. finished
3. under a method
b. Suspected existence means that
1. people have found these particles
2. people believe these particles exist
3. people do not believe these particles exist
c. What are our passports to the past?
CHAPTER 18
IS TIME TRAVEL POSSIBLE?
261
4 Read lines 21–22. In this sentence, scientists mean that an airplane
trip might
a. make you younger
b. speed up the aging process
c. make you older
5 Read line 28. Frankly means
a. actually
b. on the contrary
c. obviously
6 In lines 28–29, an infinitesimal saving of time is
a. a large amount
b. an average amount
c. a very small amount
7 In lines 32–33, tomorrow refers to
a. the day after today
b. some time in the future
c. some time next year
8 In lines 34–35, Back and forth means
a. to the nearest star and then return to Earth
b. to the nearest star two times
c. back to the nearest star after you’ve been there
9 Read line 41. Whiz means
a. age quickly
b. change quickly
c. move quickly
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IS TIME TRAVEL POSSIBLE?
10 Read lines 44–46. Why is “curves” in quotation marks?
11 Read lines 70–74. What is this imaginary situation an example of?
12 Read lines 75–76. What is the purpose of did?
a. To ask a question
b. To show emphasis
c. To express the past
13 In lines 79–80, what does round trip mean?
14 Read lines 84–88.
a. What does quest mean?
b. How do you know?
CHAPTER 18
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263
B
Information Organization
Quiz and Summary
Read the article again. Underline what you think are the main ideas. Then
scan the article and answer the questions. When you are finished, write a brief
summary of the article.
1 How does the speed of light a#ect time?
2 Describe the evidence which shows that time is a#ected by speed.
3 Describe the evidence which shows that time is a#ected by gravity.
4 How would time reversal change cause and e#ect?
Summary
264
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IS TIME TRAVEL POSSIBLE?
C
Dictionary Skills
Read the dictionary entry for each word. Then look at how the word is used in
the sentence. Write the number of the correct definition and the synonym or
meaning in the space provided. Remember that you may need to change the
wording of the definition in order to have a grammatically correct sentence.
1
matter n 1 a : a subject under consideration b : a subject of disagreement
or litigation c pl : the events or circumstances of a particular situation d
: the subject or substance of a discourse or writing e : something of an
indicated kind or having to do with an indicated !eld or situation f :
something to be proved in law g : obsolete : sensible or serious material as
distinguished from nonsense or drollery h (1) obsolete : reason, cause (2) : a
source esp of feeling or emotion i : problem, dif!culty 2 a : the substance
of which a physical object is composed b : material substance that occupies
space, has mass, and is composed predominantly of atoms . . .
No form of (
)
has yet been discovered that
moves as fast or faster than light.
2
stretch v 1 : to extend (as one’s limbs or body) in a reclining position
2 : to reach out : extend 3 : to extend in length . . . 6 : to draw up (one’s
body) from a cramped, stooping, or relaxed position 7 : to pull taut 8 a : to
enlarge or distend esp by force b : to extend or expand as if by physical force
c : strain 9 : to cause to reach or continue (as from one point to another or
across a space) 10 a : to amplify or enlarge beyond natural or proper limits
b : to expand (as by improvisation) to ful!ll a larger function . . .
Experiments with atomic clocks show that it is possible to
(
)
time.
By permission. From Merriam-Webster’s Collegiate® Dictionary, 11th Edition © 2010 by Merriam-Webster,
Incorporated (www.Merriam-Webster.com).
CHAPTER 18
IS TIME TRAVEL POSSIBLE?
265
3
determine v 1 a : to !x conclusively or authoritatively b : to decide by
judicial sentence c : to settle or decide by choice of alternatives or possibilities
d : resolve 2 a : to !x the form, position, or character of beforehand : ordain
b : to bring about as a result : regulate 3 a : to !x the boundaries of b : to limit
in extent or scope c : to put or set an end to : terminate 4 : to !nd out or come
to a decision about by investigation, reasoning, or calculation 5 : to bring
about the determination of
Einstein (
)
in his General Theory
of Relativity that the force of an object’s gravity “curves” the space in
the object’s gravitational field.
4
speculate vi 1 a : to meditate on or ponder a subject : reflect b : to
review something idly or casually and often inconclusively 2 : to assume
a business risk in hope of gain; especially : to buy or sell in expectation of
pro!ting from market fluctuations vt 1 : to take to be true on the basis of
insuf!cient evidence: theorize 2 : to be curious or doubtful about: wonder
<speculates whether it will rain all vacation>
Open-minders (
)
that time-travelers
who change the past would be opening doors to alternative histories,
rather than interfering with known history.
By permission. From Merriam-Webster’s Collegiate® Dictionary, 11th Edition © 2010 by Merriam-Webster,
Incorporated (www.Merriam-Webster.com).
266
CHAPTER 18
IS TIME TRAVEL POSSIBLE?
D
Word Forms
PART 1
In English, some verbs become nouns by adding the su!x -ance or -ence, for
example, appear (v.), appearance (n.).
Complete each sentence with the correct form of the words on the left. Use
the correct tense of the verbs, in either the a!rmative or the negative form.
avoid (v.)
1
avoidance (n.)
Monica regularly
exposure to the
sun. Her careful
of the sun is due
to persistent skin problems.
resist (v.)
2
It is a well-known fact that stress lowers the body’s
resistance (n.)
to illness. It is logical, then, that
we
disease better when we
maintain good health and avoid stressful situations.
accept (v.)
3
acceptance (n.)
any
Gloria’s English teacher
papers that are more than two days late. This is her
policy. Her professor’s
of papers
also depends on whether the students have followed
her guidelines for the format of the paper, such as
double spacing.
insist (v.)
insistence (n.)
4
Arthur invariably
on
having dinner at the same time every day. His
on the same dinnertime isn’t
his only odd habit. He also insists on eating the same
breakfast, and going to the same place for vacation
every year.
CHAPTER 18
IS TIME TRAVEL POSSIBLE?
267
exist (v)
5 There is a myth about a creature called the
existence (n.)
Abominable Snowman, which some people
believe
somewhere in the
Himalaya Mountains. There is also a legend about
the
of a giant creature called
Sasquatch, or Bigfoot, which supposedly lives in the
Pacific Northwest.
PART 2
In English, some verbs become adjectives by adding the su!x -al, for example,
cause (v.), causal (adj.).
Complete each sentence with the correct form of the words on the left. Use
the correct tense of the verbs, in either the a!rmative or the negative form.
survive (v.)
1
survival (adj.)
Mark and Laura were stranded in the mountains in
the middle of a severe snowstorm. They needed basic
skills in order to stay alive. They
the bitter cold because they
found a small cave, which protected them from the
harsh weather until a rescue team found them two
days later.
arrive (v.)
arrival (n.)
2
Ted’s children eagerly awaited the
of their father at the airport. When Ted finally
, the children greeted him very
excitedly. He had been away for a long time!
268
CHAPTER 18
IS TIME TRAVEL POSSIBLE?
experiment (v.)
experimental (adj.)
3
Scientists in the pharmaceutical laboratory are working
on a new drug, but it is in the
stage. Doctors cannot prescribe it yet. The scientists
successfully with the drug in
the laboratory; now they need to test it on human
volunteers.
cause (v.)
4 When researchers try to establish what
causal (adj.)
a given disease, they look for
relationships between certain factors and the onset of
the disease. Sometimes it is di!cult to establish a clear
relationship between the disease
and a particular factor.
Word Partnership Use experiment with:
v.
adj.
conduct an experiment,
perform an experiment, try an experiment
scientific experiment,
simple experiment
Word Partnership Use cause with:
v.
n.
determine the cause,
support a cause
cause of death, cause an accident,
cause cancer, cause problems,
cause a reaction, cause for concern
CHAPTER 18
IS TIME TRAVEL POSSIBLE?
269
E
Critical Thinking Strategies
Read each question carefully, and write a response. Remember that there is no
one correct answer. Your response depends on what you think.
1 In line 1 of the article, the author refers to a proverb, “Time waits for no
one.” What do you think this proverb means? Why do you think the author
mentioned this proverb with regard to the topic of the reading?
2 Read lines 42–44. Why do you think time-stretching cannot be tested with
any spacecraft we have today?
3 Read lines 61–65. What do you think reversal of cause and effect means?
What do you think about this argument against travel to the past?
4 Read lines 82–88. What do you think is the purpose of this reference to a
knight on a quest? In other words, what image do you think the author
wants us to visualize? Why?
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CHAPTER 18
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F
Topics for Discussion and Writing
1 Imagine that you could travel to the past. What is the one historical event
you would like to change? Why do you want to change it? How would you
change it? What consequences might this change have for the present?
2 Would you like to see the future? Why? What year do you want
to visit? Explain.
3 Imagine that time travel is possible. Do you think there should be
restrictions on this type of travel? For example, many countries have visa
and immigration restrictions. Should there also be restrictions on time
travel? If so, what restrictions do you suggest? Who would be in charge of
making these rules and enforcing them?
4 Write in your journal. Imagine that you could travel back in time. Choose
a person from the past you would like to meet. Explain why you would like
to meet this person.
G
Cloze Quiz
Complete the passage with words from the list. Use each word only once.
concept
light
return
survive
contrary
motion
slows
than
experiments
move
space
time
faster
part
speed
waits
future
predicted
still
yet
to the old warning that time
(1)
no one,
(3)
(2)
for
slows down when you are on the move. It also
CHAPTER 18
IS TIME TRAVEL POSSIBLE?
271
down more as you move
(4)
which means astronauts someday may
distant
so long in
(6)
that they would
(7)
,
(5)
to an Earth of the
(8)
. If you could move at the
(9)
light, 186,282 miles a second, your time would stand
If you could move faster
light, your time would
(12)
Although no form of matter
as fast or faster than
(15)
have con!rmed that accelerated
(14)
discovered moves
, scienti!c
(17)
(16)
causes a voyager’s,
or traveler’s, time to be stretched. Albert Einstein
in 1905, when he introduced the
272
CHAPTER 18
.
(11)
backward.
(13)
(20)
of
(10)
(19)
(18)
of relative time as
of his Special Theory of Relativity.
IS TIME TRAVEL POSSIBLE?
this
Antarctica: Whose
Continent Is It Anyway?
CHAPTER
by Daniel and Sally Grotta, Popular Science
Prereading
Preparation
Europe
n
cea
O
c
nti
tla
Afr
ica
an
Oce
ian
Ind
North and
So
America uth
A
19
Ronne
Ice Shelf
Antarctica
South
Pole
Asia
Climate
c if
ic O
cea
Au
n
Geography
2 With a partner, discuss
what you know about
Antarctica, and fill
in the chart below with
your information.
3 Some scientists study
Antarctica. What are
possible reasons why?
Ross
Ice Shelf
Pa
1 Where is Antarctica?
str
a li
a
People
4 Look at the title. What do
you think this article will
discuss?
Animals
Plants
CHAPTER 19 ANTARCTICA: WHOSE CONTINENT IS IT ANYWAY?
273
Track 10
1
5
10
15
20
25
30
274
Antarctica: Whose Continent
Is It Anyway?
Last February, the World Discoverer, our cruise ship, stopped in front of a white
ice cliff higher than the ship’s mast. As large as France, the Ross Ice Shelf of
Antarctica extends unbroken along the Ross Sea for hundreds of miles.
Like other passengers on our cruise ship, we had been lured by an irresistible
attraction: the chance to visit the most remote place on Earth, and the most
unusual. The coldest place on Earth is also the subject of conflicting interests
between scientists, tourists, environmentalists, oil and mineral seekers.
Scientists treasure the unparalleled advantages for research; tourists prize the
chance to visit Earth’s last frontier; environmentalists fear that increases in both
activities will pollute the continent and jeopardize its fabulous creatures; others
contend that preserving Antarctica as a kind of world park will deprive the rest
of the world of much needed oil and mineral reserves.
Fears of Antarctica’s ruin through commercial exploitation have been partly
reduced by the October, 1991, 31-nation signing of the Madrid Protocol, which
bans oil and gas exploration for the next 50 years. But Antarctica’s unique
attributes—it is the coldest, driest, and highest continent—will keep it at the
focus of conflicting scienti!c and touristic interests.
Think of a place as remote as the far side of the moon, as strange as Saturn
and as inhospitable as Mars, and that will give some idea of what Antarctica is
like. A mere 2.4 percent of its 14 million-square-kilometers land mass is ice-free,
and then, only for a few months a year. Scientists estimate that 70 percent of the
world’s fresh water is locked away in Antarctica’s icecap; if it were ever to melt,
sea levels might rise 60 meters. In Antarctica, winds can blow at more than
320 km/h, and temperatures drop as low as minus 53.7°C. There’s not a single
village or town, not a tree, bush, or blade of grass on the entire continent.
But far from being merely a useless continent, Antarctica is vital to life on
Earth. The continent’s vast ice !elds reflect sunlight back into space, preventing
the planet from overheating. The cold water that the breakaway icebergs
generate flows north and mixes with equatorial warm water, producing currents,
clouds, and ultimately creating complex weather patterns. Antarctic seas teem
with life, making them an important link in the world food chain. The frigid
waters of the Southern Ocean are home to species of birds and mammals that
are found nowhere else.
CHAPTER 19 ANTARCTICA: WHOSE CONTINENT IS IT ANYWAY?
35
40
45
50
55
60
65
70
The National Science Foundation (NSF) is the government agency responsible
for the U.S. stations in Antarctica. Because of the continent’s extreme cold and
almost complete isolation, the NSF considers it to be the best place to study and
understand such phenomena as temperature circulation in the oceans, unique
animal life, ozone depletion, and glacial history. And buried deep in layers
of Antarctic ice lie clues to ancient climates, clues such as trapped bubbles of
atmospheric gases, which can help predict whether present and future global
warming poses a real threat.
Until scientists began the !rst serious study of the continent during the
1957–58 International Geophysical Year (IGY), a multicountry cooperative
research project, Antarctica was dismissed as a vast, useless continent.
Based upon early explorations and questionable land grants, seven countries,
including Great Britain, Chile, and Argentina, claim sovereignty over vast
tracts of the continent. However, as IGY wound down, the question of who
owns Antarctica came to a head. The 12 participating countries reached an
international agreement, the Antarctic Treaty, which took effect in June 1961.
The number has since grown, making 39 in all. It established Antarctica as
a “continent for science and peace,” and temporarily set aside all claims of
sovereignty for as long as the treaty remains in effect.
The rules of the treaty meant that as tourists to Antarctica, passengers on our
cruise ship needed neither passports nor visas. Except for a handful of sites of
special scienti!c interest, specially protected areas, and specially managed areas,
there was nothing to restrict us from wandering anywhere we wanted.
Primarily because of its scienti!c and ecological importance, many scientists
feel that Antarctica should be dedicated to research only. They feel that tourists
should not be permitted to come. However, recent events have shown that the
greatest future threat to Antarctica may not be tourism or scienti!c stations, but
the worldwide thirst for oil and minerals. “The reason the Antarctic Treaty was
negotiated and went through so quickly,” geologist John Splettstoesser explains,
“is that at the time, relatively few minerals were known to exist there.”
By the early 1970s, however, there were some indications that there might
be gas and oil in Antarctica. The treaty countries decided that no commercial
companies would be permitted to explore for resources. The Madrid Protocol
bans all exploration or commercial exploitation of natural resources on the
continent for the next 50 years.
Like the Antarctic Treaty itself, the Madrid Protocol is binding only on the
39 treaty countries. There’s nothing to stop non-treaty countries from establishing
commercial bases anywhere on the continent and doing whatever they please.
CHAPTER 19 ANTARCTICA: WHOSE CONTINENT IS IT ANYWAY?
275
75
276
Where do we go from here? So far, no non-treaty nation has expressed a
serious interest in setting up for business in Antarctica. So far, none of the
countries claiming sovereignty has moved to formally annex Antarctic territory.
So whose continent is Antarctica, anyway? Former Vice President Albert
Gore best expresses the feelings of those of us who have fallen in love with this
strange and spectacular land: “I think that it should be held in trust as a global
ecological reserve for all the people of the world, not just in this generation, but
later generations to come as well.”
CHAPTER 19 ANTARCTICA: WHOSE CONTINENT IS IT ANYWAY?
A
Reading Analysis
Read each question carefully. Circle the number or letter of the correct answer,
or write your answer in the space provided.
1 a. Read lines 1–2. What is the World Discoverer?
b. Who does our refer to?
2 Read lines 2–3. What is as large as France?
a. The World Discoverer
b. The Ross Ice Shelf
c. Antarctica
3 Read lines 4–6.
a. Lure means
1. invite
2. visit
3. attract
b. What is an irresistible attraction?
c. What follows the colon (:)?
1. Additional information
2. An example
3. An explanation
4 Read lines 8–12. In line 10, to whom does others refer to?
a. Tourists
b. Scientists
c. Environmentalists
d. Oil and mineral seekers
CHAPTER 19 ANTARCTICA: WHOSE CONTINENT IS IT ANYWAY?
277
5 In lines 20–21, what does a mere 2.4 percent mean?
a. only 2.4 percent
b. exactly 2.4 percent
c. approximately 2.4 percent
6 Read lines 30–31. Which one of the following examples represents
a food chain?
a. orange tree → oranges → people
b. insects → birds → cats
c. Farmer → supermarket → people
7 Read lines 42–44.
a. What is IGY?
b. When was Antarctica thought of as a useless continent?
1. Before IGY
2. After IGY
c. When did scientists begin the first serious study of Antarctica?
1. Before 1957
2. 1957–1958
3. After 1958
8 Read lines 47–48. “As IGY wound down, the question of who owns
Antarctica came to a head.” What does came to a head mean?
a. Started a big argument
b. Grew to a large size
c. Became very important
9 In line 52, what does sovereignty mean?
a. Ownership
b. Boundaries
c. Continent
278
CHAPTER 19 ANTARCTICA: WHOSE CONTINENT IS IT ANYWAY?
10 In line 54, what is a handful?
a. A small number
b. A large number
11 Read lines 54–56. Which word is a synonym for sites?
12 In lines 61–63, when does at the time refer to?
13 In line 70, what are non-treaty countries?
14 a. In lines 72–74, what does so far mean?
1. In the future
2. Up to now
3. Never
b. Why do the authors write so far twice in the same paragraph?
1. For repetition
2. For contrast
3. For emphasis
15 Read lines 73–74, “So far none of the countries claiming sovereignty has
moved to formally annex Antarctic territory.” This sentence means that
none of the countries claiming sovereignty
a. has moved to make Antarctica part of its own country
b. has moved to set up a government in Antarctica
c. has sent a number of people to settle in Antarctica
16 Read the last paragraph. Who thinks this way about Antarctica?
a. Only Albert Gore
b. The authors
c. Everyone who loves Antarctica
CHAPTER 19 ANTARCTICA: WHOSE CONTINENT IS IT ANYWAY?
279
B
Information Organization
Read the article again. Underline what you think are the main ideas. Then scan
the article and complete the following outline, using the sentences that you
have underlined to help you. You will use this outline later to answer specific
questions about the article.
I. People with Con%icting Interests in Antarctica
A.
Reason:
B. Tourists
Reason: They prize the chance to visit Earth’s last frontier
C.
Reason:
D.
Reason:
II. The Madrid Protocol
A. Date:
B. Original number of participating nations:
C. Purpose:
III. What Antarctica is like
A.
B.
C. Winds blow at more than 320 km/h
D.
E. There are no villages, towns, or plants
280
CHAPTER 19 ANTARCTICA: WHOSE CONTINENT IS IT ANYWAY?
IV. Antarctica Is Vital to Life on Earth
A.
B.
C.
D.
V. The Antarctic Treaty’s Purpose
A.
B.
C
Information Organization
Quiz and Summary
Read each question carefully. Use your notes to answer the questions. Do
not refer back to the text. When you are finished, write a brief summary of
the article.
1 Why are there some con%icting interests regarding Antarctica?
2 What is the Madrid Protocol?
3 Describe the continent of Antarctica.
CHAPTER 19 ANTARCTICA: WHOSE CONTINENT IS IT ANYWAY?
281
4 Is Antarctica necessary to life on Earth? Why, or why not?
5 What is the purpose of the Antarctic Treaty?
Summary
D
Dictionary Skills
Read the dictionary entry for each word. Then look at how the word is used in
the sentence. Write the number of the correct definition and the synonym or
meaning in the space provided. Remember that you may need to change the
wording of the definition in order to have a grammatically correct sentence.
1
remote adj 1 : separated by an interval or space greater than usual 2 : far
removed in space, time, or relation : divergent 3 : out-of-the-way, secluded
4 : acting, acted on, or controlled indirectly or from a distance; also :
relating to the acquisition of information about a distant object (as by radar
or photography) without coming into physical contact with it . . .
Think of a place as (
)
as the far side of the
moon.
By permission. From Merriam-Webster’s Collegiate® Dictionary, 11th Edition © 2010 by Merriam-Webster,
Incorporated (www.Merriam-Webster.com).
282
CHAPTER 19 ANTARCTICA: WHOSE CONTINENT IS IT ANYWAY?
2
contend v 1 : to strive or vie in contest or rivalry or against dif!culties :
struggle 2 : to strive in debate : argue
Some people (
)
that preserving Antarctica as a
kind of world park will deprive the rest of the world of oil and mineral reserves.
3
dismiss v 1 : to permit or cause to leave 2 : to remove from position or
service : discharge 3 a : to reject serious consideration of b : to put out of
judicial consideration
Until scientists began the first serious study of Antarctica in 1957,
most people (
)
the continent. They
considered it a vast, useless place.
E
Word Forms
PART 1
In English, many verbs become nouns by adding the su!x -ion or -tion, for
example, suggest (v.), suggestion (n.).
Complete each sentence with the correct form of the words on the left.
Use the correct tense of the verbs, in either the a!rmative or the negative
form. Use the singular or plural form of the nouns.
reflect (v.)
reflection (n.)
1 The baby saw her
in the mirror and
smiled. She didn’t understand that the mirror actually
her own image, not another child’s.
reduce (v.)
reduction (n.)
2 Neil
the amount of food he eats
because he has gone on a diet. He is working on a weight
of ten to fifteen pounds in a month.
By permission. From Merriam-Webster’s Collegiate® Dictionary, 11th Edition © 2010 by Merriam-Webster,
Incorporated (www.Merriam-Webster.com).
CHAPTER 19 ANTARCTICA: WHOSE CONTINENT IS IT ANYWAY?
283
deplete (v.)
depletion (n.)
3 We
the world’s supply of oil and
natural gas at a steady rate. In order to reduce the rate of
of these natural resources, we need
to resort to alternate sources of energy.
exploit (v.)
exploitation (n.)
4 If we
our natural resources wisely,
and take care to protect the environment, we will have a
supply of oil and gas for a long time. However, it is very
easy for unwise
to leave the Earth
both polluted and without resources.
negotiate (v.)
5 The two computer firms entered into serious
negotiation (n.)
in order to merge their companies
into one. They not only
acceptable
terms, but also decided where to relocate the newly
formed company.
PART 2
In English, many verbs become nouns by adding the su!x -ment, for example,
improve (v.), improvement (n.).
Complete each sentence with the correct form of the words on the left.
Use the correct tense of the verbs, in either the a!rmative or the negative
form. Use the singular or plural form of the nouns.
employ (v.)
1 In the past, many companies had very unfair
employment (n.)
practices. For example, they
anyone they were prejudiced
against, and they often made people work six or even
seven days a week.
equip (v.)
equipment (n.)
284
2 The manager of Fielder’s Choice always
the high school baseball team.
CHAPTER 19 ANTARCTICA: WHOSE CONTINENT IS IT ANYWAY?
He provides the team with all the basic
it needs in return for having his
shop’s name on the team’s$uniforms.
govern (v.)
3 I’m going to vote for Joan Harrington for mayor because
government (n.)
I think that our city
needs a change.
I really believe that Joan
the city
much better than the present mayor has been doing.
manage (v.)
management (n.)
4 Bill and Carla
the new company
together beginning next year. The board of directors
believes that the new
will help the
company improve its productivity over the next
five years.
establish (v.)
establishment (n.)
5 The government recently
an
agency to investigate reports of environmental
pollution. Many private environmental groups praised
the government for its timely
of
this agency.
Word Partnership Use management with:
n.
adj.
business management, crisis management,
management skills, management style
waste management
management team, management training
new management, senior management
Word Partnership Use establish with:
n.
establish control, establish independence,
establish rules
establish contact, establish relations,
establish someone’s identity
CHAPTER 19 ANTARCTICA: WHOSE CONTINENT IS IT ANYWAY?
285
F
Critical Thinking Strategies
Read each question carefully, and write a response. Remember that there is no
one correct answer. Your response depends on what you think.
1 Read lines 21–23. What do you think would happen if sea levels
rose 60 meters?
2 Read lines 38–41. What do you think are some other reasons that it may be
important to study ancient climates?
3 Read lines 59–63. When the Antarctic Treaty was signed in 1961, very little
was known about the continent’s natural resources. According to John
Splettstoesser, what is the relationship between the quick signing of the
treaty and the lack of information about the resources?
286
CHAPTER 19 ANTARCTICA: WHOSE CONTINENT IS IT ANYWAY?
G
H
Topics for Discussion and Writing
1
The authors ask who Antarctica belongs to. Whose continent is Antarctica?
Do you think it should belong to one country, many countries, or to no
one? Write a composition explaining your opinion.
2
Write in your journal. Reread the fifth paragraph (lines 18–25). In this
paragraph, the authors describe Antarctica by comparing it with other
places and by giving facts about it. The authors are trying to convey an
image and a feeling about this unusual continent. Imagine that you are
visiting Antarctica. Write a journal entry in which you describe what you
see and how being in Antarctica makes you feel. Do you have feelings
similar to those of the first explorers?
Cloze Quiz
Complete the passage with words from the list. Use each word only once.
agreement
continent
however
research
all
countries
long
science
Antarctica
effect
number
scientists
Argentina
established
question
temporarily
claims
explorations
remains
useless
Until
began the !rst serious study of the
(1)
(2)
during the 1957–58 International Geophysical Year (IGY),
a multicountry cooperative
dismissed as a vast,
(3)
(4)
project, Antarctica was
continent.
CHAPTER 19 ANTARCTICA: WHOSE CONTINENT IS IT ANYWAY?
287
Based upon early
and questionable land grants, seven
(5)
, including Great Britain, Chile, and
(6)
claim sovereignty over vast tracts of the continent.
IGY wound down, the
, as
(8)
of who owns
(9)
,
(7)
(10)
came to a head. The 12 participating countries reached an international
, the Antarctic Treaty, which took
(11)
in June 1961. The
for
(16)
(18)
(20)
288
has since grown, making 39 in
(13)
. It
(14)
(12)
(15)
and peace,” and
of sovereignty for as
Antarctica as a “continent
(17)
(19)
in effect.
CHAPTER 19 ANTARCTICA: WHOSE CONTINENT IS IT ANYWAY?
set aside all
as the treaty
CHAPTER
20
My Husband,
the Outsider
Prereading
Preparation
1
Group De!nition
In a small group,
de!ne the term mixed
marriage. Write your
de!nition on the
board. Compare your
de!nition with those
of the other groups.
As a class, decide what
you mean by mixed
marriage.
Class De!nition
2 Alone, think about these two questions: What is a Korean? When is a
person a Korean? Write your responses in your journal, and think about the
questions as you read the article.
CHAPTER 20
MY HUSBAND, THE OUTSIDER
289
3 Read the title of the article. What does Marian Hyun mean when she
describes her husband as an outsider?
4 Conduct an in-class survey using the questions in the chart. Record the
responses on the chart and discuss as a class. You will use your data later
when you do an out-of-class survey on the same questions.
In-Class Marriage Survey
Total # of Respondents:
Total # of Men:
Total # of Women:
Is there a “right” age to get married?
Yes
Men
No
Women
%
Men
%
Not Sure
Women
%
Men
%
Women
%
%
Is it acceptable to marry a person of another race?
Yes
Men
No
Women
%
Men
%
Not Sure
Women
%
Men
%
Women
%
%
Should a son or a daughter always marry the person the parents choose?
Yes
Men
No
Women
%
Men
%
Not Sure
Women
%
Men
%
Women
%
%
Should a son or a daughter marry a person even if the parents disapprove of the person?
Yes
Men
No
Women
%
290
Men
%
CHAPTER 20
Not Sure
Women
%
MY HUSBAND, THE OUTSIDER
Men
%
Women
%
%
CD 1
Track 03
My Husband, the Outsider
by Marian Hyun, Newsday
1
5
10
15
20
25
30
When my husband-to-be and I announced our engagement, people were
curious about the kind of wedding we would have. He is an Irish-Ukrainian
from the Bronx, and a lapsed Catholic, while I am an American-born Korean
from New Jersey. Some of my husband’s friends must have been expecting an
exotic wedding ceremony.
We disappointed many people. Far from being exotic, or even very religious,
our ceremony was performed in English by a Unitarian minister on a hotel
balcony. But when my husband and I decided to have 50 guests instead of 150,
we caused an uproar among relatives and family friends, especially on the
Korean side.
“It’s very embarrassing,” my father complained. “Everyone wants to know
why you won’t listen to me and invite the people you should.”
“Well, whose wedding is this, anyway?” I asked.
What a dumb question. I had forgotten for a moment that I was dealing with
Koreans. It was bad enough that I had decided to marry a non-Korean, but
highly insulting that I wasn’t giving everyone the chance to snicker over it in
person. I found out after the wedding that my father was asked, “How does it
feel to have an American son-in-law?”
“My son-in-law is a good man,” he said. “Better to have a good American
son-in-law than a bad Korean one.”
He hadn’t always felt that way. For years, he ignored the non-Koreans I was
dating—it took him about a year to remember my husband’s name. But when
I was a freshman in college, I dated my father’s dream of a son-in-law, David,
an American-born Korean from a respected family, who was doing brilliantly at
Harvard and had plans for law school. When the relationship ended, my father
preferred not to acknowledge the fact.
When it became clear that David would never be his son-in-law, my father
started dropping hints at the dinner table about some handsome and delightful
young doctor working for him, who was right off the plane from Seoul—there
seemed to be a steady supply. This started during my senior year in college, and
continued until sometime after my engagement.
The one time I did go out with a Korean doctor was at my mother’s request.
“Please, just once,” she said. “One of my college friends has a son who wants to
get married, and she thought of you.”
CHAPTER 20
MY HUSBAND, THE OUTSIDER
291
35
40
45
50
55
60
65
70
292
“You expect me to go out with a guy who lets his mommy pick his dates?”
I asked.
“He’s very traditional,” she explained. “If you refuse to meet him, my friend
will think I’m too snobby to want her son in our family. I’ll lose face.”
“OK, just this once,” I said reluctantly. A few days later, I sat in an Indian
restaurant with the Korean doctor. After several start-and-stop attempts at
conversation, the doctor told me I should live in Korea for a while.
“Korea is a great country,” he said. “I think you ought to appreciate it more.
And you should learn to speak Korean. I don’t understand why you can’t speak
your native language.”
“English is my native language,” I said. “I wish I could speak Korean, but
I don’t have the time to learn it now.”
“You are Korean,” he insisted. “You should speak your mother tongue.”
A mouthful of food kept me from saying more than “Mmmm,” but I found
myself stabbing my tandoori chicken with remarkable violence.
Despite our obvious incompatibility, the doctor kept asking me out. For
weeks, I had to turn down invitations to dinner, movies and concerts—even
rides to visit my parents—before he !nally stopped calling.
During a visit to Seoul a few years later, I realized that this kind of dogged
persistence during Korean courtship was quite common. In fact, my own father
had used it successfully. My mother told me he proposed to her the day after
they were introduced at a dinner given by matchmaking friends. She told him
he was crazy when she turned him down. Undaunted, he hounded her for three
months until she !nally gave in.
My parents have now been married for almost 40 years, but what worked for
them wasn’t about to work for me. I think one reason my father didn’t object to
having a non-Korean son-in-law—aside from actually liking my husband—was
that he was relieved to have one at all.
When I was 24, he started asking me, “When are you going to make me a
grandfather?”
And when I turned 25, the age when unmarried women in Korea are
considered old maids, my other relatives expressed their concern.
“You better hurry up and meet someone,” one of my aunts told me. “Do you
have a boyfriend?”
“Yes,” I said. . . . I had met my future husband a few months earlier in an
of!ce where I was working as a temporary secretary.
“Is he Korean?” she asked.
“No.” My aunt considered this for a moment, then said, “You better hurry up
and meet someone. Do you want me to help?”
CHAPTER 20
MY HUSBAND, THE OUTSIDER
75
80
A
My husband saved me from spinsterhood. Just barely, in some eyes—I was
married at 26. We received generous gifts, many from people who hadn’t been
invited to the wedding. This convinced my father more than ever that we
should have invited all of his friends and relatives. He felt this way for several
years, until one of my sisters got engaged and made elaborate plans to feed and
entertain 125 wedding guests.
As the expenses mounted, my father took me aside and asked me to talk to
my sister.
“Tell her she should have a small, simple wedding,” he said. “Like yours.”
Reading Overview: Main Idea,
Details, and Summary
Read the passage again. As you read, underline what you think are the most
important ideas. Then, in one or two sentences, write the main idea of the
reading. Use your own words.
Main Idea
CHAPTER 20
MY HUSBAND, THE OUTSIDER
293
Details
Use the chart to list the people the author refers to in the reading. What is each
person’s opinion of Marian and her marriage? Refer back to the information
you underlined in the passage as a guide. When you have !nished, write a brief
summary of the reading. Use your own words.
Person
How does this person feel about
Marian and the marriage?
Marian
Summary
294
CHAPTER 20
MY HUSBAND, THE OUTSIDER
B
Reading Analysis
Read each question carefully. Circle the letter or number of the correct answer,
or write your answer in the space provided.
1 Read lines 1–4. Why were people curious about the kind of wedding Marian
and her husband would have?
a. Because they come from similar backgrounds
b. Because they come from different backgrounds
2 Read lines 8–10. Caused an uproar means
a. the family was very happy
b. the family was very upset
c. the family all agreed
3 Read lines 17–18. What is a son-in-law?
4 Read lines 37–38. Lose face means
1. hurt your face
2. forget something
3. become embarrassed
5 Read lines 47–50.
a. Why was the author stabbing my tandoori chicken with
remarkable violence?
1. She didn’t like the food.
2. She wasn’t hungry.
3. She was angry at the Korean doctor.
b. Incompatibility means that Marian and the doctor
1. did not get along well because they didn’t have anything in common
2. got along well because they had much in common
CHAPTER 20
MY HUSBAND, THE OUTSIDER
295
6 Read lines 53–58.
a. What is another expression to indicate that Marian’s father showed
dogged persistence in courting Marian’s mother?
b. These terms mean that Marian’s father
1. was shy about trying to date her mother
2. pursued her mother insistently
3. let her mother call him for dates
7 Read lines 80–82. Why does Marian’s father ask her to tell her sister
she should have a small, simple wedding, like yours?
C
Dictionary Skills
Read the excerpts from the article. Then read the dictionary entry for the
boldfaced word and write the number of the de!nition that is appropriate for
the context. Be prepared to explain your choice.
1 When the relationship with David ended, my father preferred not to
acknowledge the fact.
acknowledge:
acknowledge 1 : to recognize the rights, authority, or status of
2 : to disclose knowledge of or agreement with 3 a : to express gratitude
or obligation for <acknowledge a gift> b : to take notice of <failed to
acknowledge my greeting> c : to make known the receipt of <acknowledge
a letter> 4 : to recognize as genuine or valid <acknowledge a debt> . . .
By permission. From Merriam-Webster’s Collegiate® Dictionary, 11th Edition © 2010 by Merriam-Webster, Incorporated
(www.Merriam-Webster.com)
296
CHAPTER 20
MY HUSBAND, THE OUTSIDER
2
When I was a freshman in college, I dated my father’s dream of a son-in-law,
David, an American-born Korean from a respected family, who was doing
brilliantly at Harvard and had plans for law school.
dream:
dream 1 : a series of thoughts, images, or emotions occurring during
sleep—compare rem sleep 2 : an experience of waking life having the
characteristics of a dream: as a : a visionary creation of the imagination :
daydream b : a state of mind marked by abstraction or release from
reality: reverie c : an object seen in a dreamlike state : vision . . .
4 a : a strongly desired goal or purpose <a dream of becoming president>
b : something that fully satis!es a wish : ideal <a meal that was a
gourmet’s dream>
3
He is an Irish-Ukrainian from the Bronx, and a lapsed Catholic, while I am
an American-born Korean from New Jersey. Some of my husband’s friends
must have been expecting an exotic wedding ceremony.
exotic:
exotic 1 : introduced from another country : not native to the place
where found <exotic plants> 2 archaic : foreign, alien 3 : strikingly,
excitingly, or mysteriously different or unusual <exotic flavors> . . .
4
During dinner, the Korean doctor said, “You should learn to speak Korean.
I don’t understand why you can’t speak your native language.” “English is
my native language,” I said. “I wish I could speak Korean, but I don’t have
the time to learn it now.” “You are Korean,” he insisted. “You should speak
your mother tongue.” Despite our obvious incompatibility, the doctor
kept asking me out.
incompatible:
incompatible 1 : incapable of being held by one person at one time—
used of of!ces that make conflicting demands on the holder 2 : not
compatible: as a : incapable of association or harmonious coexistence
<incompatible colors> b : unsuitable for use together because of undesirable
chemical or physiological effects <incompatible drugs> c : not both true
<incompatible propositions> . . .
By permission. From Merriam-Webster’s Collegiate® Dictionary, 11th Edition © 2010 by Merriam-Webster, Incorporated
(www.Merriam-Webster.com)
CHAPTER 20
MY HUSBAND, THE OUTSIDER
297
Thesaurus
acknowledge Also look up:
accept, admit, grant,
recognize
v.
Word Partnership Use dream with:
have a dream,
fulfill a dream, pursue a dream, realize a dream
dream interpretation,
dream home, dream vacation
v.
n.
D
Critical Thinking Strategies
Read each question carefully, and write a response. Remember there is no one
correct answer. Your response depends on what you think.
1 Read the !rst paragraph. Why do you think Marian’s husband’s friends were
expecting an exotic wedding ceremony?
2 What qualities do you think Marian’s father looked for in a possible
husband for his daughter?
3
What did Marian’s mother mean by losing face?
4 What can you infer about Marian’s attitude when she says to her mother,
You expect me to go out with a guy who lets his mommy pick his dates?
298
CHAPTER 20
MY HUSBAND, THE OUTSIDER
5 Read between the lines. What was Marian’s aunt actually saying when she
repeated, You better hurry up and meet someone?
6 Marian talks about her opinion and describes how her mother and father
feel. However, she does not discuss her husband’s point of view. Why do
you think she decided not to write about his opinion?
7 What is the author’s tone? For example, is she humorous, serious, sarcastic,
etc.? What makes you think this?
CHAPTER 20
MY HUSBAND, THE OUTSIDER
299
E
Another Perspective
Read the article and answer the questions that follow.
CD 1
Track 04
Unwelcome In Chinatown
She Looks the Part, but She Doesn’t
Speak the Language
by Amy Wu, The New York Times
1
5
10
15
20
25
300
When I go to Chinatown for breakfast with my parents or my relatives from
Hong Kong, we are ushered to the best table, offered a variety of special dishes
and treated to warm smiles and solicitous service by the dim sum ladies.
You might think that because I am Chinese—with the standard straight hair,
yellow skin and slanted eyes—I would have an inside track in Chinatown. But
there are hundreds of men and women like me in New York who actually get
short shrift there because we’re ABCs, American-born Chinese, and we don’t
speak Cantonese.
Whether it’s an outdoor market, a stationery store, a bakery or a restaurant,
the routine is always the same. ABCs are initially greeted with a smile and
a friendly word in Cantonese. Then, when it’s discovered that we don’t
understand, the word, smile, and any pretense of friendliness disappear.
It can be embarrassing. One time, a dim sum lady asked me something after
she had chatted with my father. “She doesn’t speak Cantonese,” my father
said. The woman turned scarlet. “What, you never taught her?!” she asked
indignantly.
Actually, when I was little, my parents enrolled me in a Saturday morning
private school to learn Chinese language and culture. I dropped out when I was
seven, after a year or two. I had better things to do on a weekend—mainly to
play with my American friends. I wanted nothing more than to be like them, and
that’s what I became. Now, in Chinatown, I pay the price.
Tourists get better treatment than ABCs. Ladies in cheepows bow to them.
Waiters !ll teapots without being asked. Managers make polite chit-chat, asking
how they like Chinatown. Tourists have an excuse for not knowing Cantonese.
Well, nobody asked, but I love Chinatown—the smells of fried noodles, the
hurly-burly, the feeling of being in another world that is like a little piece of my
heritage. I don’t think I deserve the treatment I receive there.
CHAPTER 20
MY HUSBAND, THE OUTSIDER
30
35
A Chinatown friend says I should be more understanding. “They live in tiny
rooms, in poverty,” she said. “They have very little to be proud about except this
language no one else understands. You’re either in or out.”
To them, I’m just another Americanized young person, a failure, a traitor. Sure
I understand, but most of the time I’m just plain angry. It’s not that I want to be
accepted, just respected.
Whenever my downtown ABC friends and I want Chinese food without the
insults, we go to a take-out place near our New York University dorm. The lo
mein is dry and the vegetables are watery, but the cook gives us extra fortune
cookies and orange slices and jokes with us in English. He makes us feel at
home. Of course, he is an ABC, too.
1
Why does Amy Wu feel unwelcome in Chinatown?
2
Do you think Amy Wu’s experience as an American-born Chinese happens
here in Korea to Koreans born overseas? Explain your answer.
3
Compare Marian Hyun’s experience with that of Amy Wu’s. How do you think
their upbringing might have been similar? How might it have been different?
4
Apparently, neither Marian’s parents nor Amy’s parents raised their
daughters to be bilingual. Why do you think this was so? What do you think
about the consequences of Marian and Amy being monolingual? About
being so “Americanized”?
CHAPTER 20
MY HUSBAND, THE OUTSIDER
301
F
Topics for Discussion and Writing
1 Think about the people in the article “My Husband, the Outsider”: Marian,
her father, her mother, her dates, her husband. Marian describes how she
feels and gives us an idea about how her mother and father feel. How do
you think her dates felt? How do you think her husband feels about his
in-laws? How do you think Marian’s husband’s parents might feel about his
marriage?
2 Discuss the con#icts that Marian Hyun had with her family and with her
dates. What were some of the causes of these con#icts? For example,
were they parent-child disagreements? Were they the result of cultural
differences?
3 In this chapter, we read that Marian does not speak Korean and Amy does
not speak Cantonese. Why didn’t they learn these languages? Do you think
they should be able to speak them? Explain your answer.
4 Think about your initial answers to the questions: When is a person a
Korean? What is a Korean? Do you think any differently after reading the
two articles in this chapter? In small groups, discuss your responses. Do you
have similar ideas?
5 Write in your journal. Marian did not follow her parents’ wish that she
marry a Korean man. What is your opinion of her decision?
G
Cloze Quiz
Complete the passage with words from the list. Use each word only once.
302
announced
dealing
father
invite
anyway
decided
forgotten
lapsed
ceremony
disappointed
friends
minister
chance
embarrassing
husband
son-in-law
curious
exotic
insulting
uproar
CHAPTER 20
MY HUSBAND, THE OUTSIDER
When my husband-to-be and I
people were
our engagement,
(1)
about the kind of wedding we would have.
(2)
He is an Irish-Ukrainian from the Bronx, and a
Catholic,
(3)
while I am an American born Korean from New Jersey. Some of my husband’s
must have been expecting an
(4)
(5)
wedding ceremony.
We
many people. Far from being exotic, or
(6)
even very religious, our
by a Unitarian
was performed in English
(7)
on a hotel balcony. But when my
(8)
and I decided to have 50 guests instead of 150, we
(9)
caused an
among relatives and family friends, especially
(10)
on the Korean side.
“It’s very
,” my father complained. “Everyone wants
(11)
to know why you won’t listen to me and
the people you
(12)
should.”
“Well, whose wedding is this,
What a dumb question. I had
I was
(13)
(14)
?” I asked.
for a moment that
with Koreans. It was bad enough that I had
(15)
to marry a non-Korean, but highly
(16)
that I wasn’t giving everyone the
(18)
person. I found out after the wedding that my
(17)
to snicker over it in
(19)
was
asked, “How does it feel to have an American son-in-law?”
“My
(20)
is a good man,” he said. “Better to have a good
American son-in-law than a bad Korean one.”
CHAPTER 20
MY HUSBAND, THE OUTSIDER
303
CHAPTER
21
Who Lives Longer?
Prereading Preparation
1
Factors
Positive
diet
304
CHAPTER 21
In groups of three or four, speculate on
how long the average person lives. Discuss
factors that affect a person’s longevity, both
positively and negatively. For example, diet
is a factor. How can diet positively affect your
longevity? How can it negatively affect your
longevity? Use the chart below to help you
organize your ideas.
WHO LIVES LONGER?
Negative
CD 1
Track 07
2
After you have organized the factors, prepare a brief (two- or three-minute)
report that one of you will present to the class.
3
After all the groups have presented their views, work in your group again.
Revise your chart as needed and then report any changes to the$class.
4
Read the title. Who do you think the article will say lives longer?
Who Lives Longer?
by Patricia Skalka, McCall’s
1
5
10
How to live longer is a topic that has fascinated mankind for centuries. Today,
scientists are beginning to separate the facts from the fallacies surrounding the
aging process. Why is it that some people reach a ripe old age and others do
not? Several factors influencing longevity are set at birth, but surprisingly, many
others are elements that can be changed. Here is what you should know.
Some researchers divide the elements determining who will live longer into
two categories: !xed factors and changeable factors. Gender, race and heredity
are !xed factors—they can’t be reversed, although certain long-term social
changes can influence them. For example, women live longer than men—at
birth, their life expectancy is about seven to eight years more. However, cigarette
smoking, drinking and reckless driving could shorten this advantage.
There is increasing evidence that length of life is also influenced by a number
of elements that are within your ability to control. The most obvious are physical
lifestyle factors.
Health Measures
15
20
According to a landmark study of nearly 7,000 adults in Alameda County,
California, women can add up to seven years to their lives and men 11 to 12 years
by following seven simple health practices: (1) Don’t smoke. (2) If you drink,
do so only moderately. (3) Eat breakfast regularly. (4) Don’t eat between meals.
(5) Maintain normal weight. (6) Sleep about eight hours a night. (7) Exercise
moderately.
CHAPTER 21
WHO LIVES LONGER?
305
25
Cutting calories may be the single most signi!cant lifestyle change you can
make. Experiments have shown that in laboratory animals, a 40 percent calorie
reduction leads to a 50 percent extension in longevity. “Eating less has a more
profound and diversi!ed effect on the aging process than does any other life-style
change,” says Byung P. Yu, Ph.D., professor of physiology at the University of
Texas Health Science Center at San Antonio. “It is the only factor we know of in
laboratory animals that is an anti-aging factor.”
Psychosocial Factors
30
A long life, however, is not just the result of being good to your body and
staving off disease. All the various factors that constitute and influence daily life
can be critical too. In searching for the ingredients to a long, healthy existence,
scientists are studying links between longevity and the psychological and
social aspects of human existence. The following can play signi!cant roles in
determining your longevity:
Social Integration
35
40
Researchers have found that people who are socially integrated—they are part
of a family network, are married, participate in structured group activities—live
longer.
Early studies indicated that the more friends and relatives you had, the
longer you lived. Newer studies focus on the types of relationships that are
most bene!cial. “Larger networks don’t always seem to be advantageous
to women,” says epidemiologist Teresa Seeman, Ph.D., associate research
scientist at Yale University. “Certain kinds of ties add more demands rather
than generate more help.”
Autonomy
45
306
A feeling of autonomy or control can come from having a say in important
decisions (where you live, how you spend your money) or from being
surrounded by people who inspire con!dence in your ability to master certain
tasks (yes, you can quit smoking, you will get well). Studies show these feelings
bring a sense of well-being and satisfaction with life. “Autonomy is a key factor
in successful aging,” says Toni Antonucci, associate research scientist at the
Institute for Social Research at the University of Michigan.
CHAPTER 21
WHO LIVES LONGER?
Stress and Job Satisfaction
50
55
60
65
Researchers disagree on how these factors affect longevity. There isn’t enough
data available to support a link between stress and longevity, says Edward L.
Schneider, M.D., dean of the Andrus Gerontology Center at the University of
Southern California. Animal research, however, provides exciting insights. In
studies with laboratory rats, certain types of stress damage the immune system
and destroy brain cells, especially those involved in memory. Other kinds of
stress enhance immune function by 20 to 30 percent, supporting a theory !rst
advanced by Hans Selye, M.D., Ph.D., a pioneer in stress research. He proposed
that an exciting, active and meaningful life contributes to good health.
The relationship between job satisfaction and longevity also remains in
question. According to some researchers, a satisfying job adds years to a man’s
life, while volunteer work increases a woman’s longevity. These !ndings may
change as more women participate in the workforce. One study found that
clerical workers suffered twice as many heart attacks as homemakers. Factors
associated with the coronary problems were suppressed hostility, having a
nonsupportive boss, and decreased job mobility.
Environment
70
Where you live can make a difference in how long you live. A study by
the California Department of Health Services in Berkeley found a 40 percent
higher mortality rate among people living in a poverty area compared to
those in a nonpoverty area. “The difference was not due to age, sex, health
care or lifestyle,” says George A. Kaplan, Ph.D., chief of the department’s
Human Population Laboratory. The resulting hypothesis: A locale can have
environmental characteristics, such as polluted air or water, or socioeconomic
characteristics, such as a high crime rate and level of stress, that make it
unhealthy.
Socioeconomic Status
75
80
People with higher incomes, more education and high-status occupations
tend to live longer. Researchers used to think this was due to better living and
job conditions, nutrition and access to health care, but these theories have not
held up. Nevertheless, the differences can be dramatic. Among women 65 to
74 years old, those with less than an eighth-grade education are much more
likely to die than are women who have completed at least one year of college.
CHAPTER 21
WHO LIVES LONGER?
307
What Can You Do?
85
A
The message from the experts is clear. There are many ways to add years
to your life. Instituting sound health practices and expanding your circle of
acquaintances and activities will have a bene!cial effect. The good news about
aging, observes Erdman B. Palmore of the Center for the Study of Aging and
Human Development at Duke Medical Center in North Carolina, is many of the
factors related to longevity are also related to life satisfaction.
Reading Overview: Main Idea,
Details, and Summary
Read the passage again. As you read, underline what you think are the most
important ideas. Then, in one or two sentences, write the main idea of the
reading. Use your own words.
Main Idea
308
CHAPTER 21
WHO LIVES LONGER?
Details
Complete the chart below to organize the information in the article. Refer back
to the information you underlined in the passage as a guide. When you have
!nished, write a brief summary of the reading. Use your own words.
Who Lives Longer?
Changeable Factors
1. gender
1.
1.
2.
2.
2.
3.
3.
3.
4.
4.
5.
5.
6.
7.
What you can do:
1.
2.
Summary
CHAPTER 21
WHO LIVES LONGER?
309
B
Reading Analysis
Read each question carefully. Either circle the letter or number of the correct
answer or write your answer in the space provided.
1 Read lines 1–3.
a. Which word means the opposite of fact?
b. How do you know?
2 Read lines 3–4. People who reach a ripe old age are people who
a. die young
b. are women
c. live a long time
3 Read lines 6–9. Fixed factors are those that
a. we can change
b. we are born with
c. can be reversed
4 In lines 8–9, and 34–35, what follows the dashes (—)?
a. Explanations
b. Causes
c. New ideas
5 Read lines 7–11. What are examples of certain long-term social changes?
6 Read lines 17–18. If you drink, do so only moderately. What does this
sentence about alcohol mean?
a. Do not drink.
b. Drink as much as you want.
c. Only drink a little.
7 Read lines 32–33. What does the following refer to?
310
CHAPTER 21
WHO LIVES LONGER?
8 Read lines 43–46. Having a say means
a. having an opinion
b. having a choice
c. speaking loudly
9 Read line 50. What do these factors refer to?
10 Read lines 62–65. The coronary problems are
a. hostility
b. dissatisfaction with your job
c. heart attacks
11 Read lines 69–74. What is a hypothesis?
a. A theory
b. A fact
c. A law
C
Dictionary Skills
Read the excerpts from the article. Then read the dictionary entry for the
boldfaced word and write the number of the de!nition that is appropriate for
the context. Be prepared to explain your choice.
1
The study of nearly 7,000 adults in California was a landmark in the !eld of
health. According to the study, women can add up to seven years to their
lives and men 11 to 12 years by following seven simple health practices.
landmark:
landmark 1 : an object (as a stone or tree) that marks the boundary of land
2 a : a conspicuous object on land that marks a locality b : an anatomical
structure used as a point of orientation in locating other structures 3 : an
event or development that marks a turning point or a stage 4 : a structure
(as a building) of unusual historical and usually aesthetic interest; especially :
one that is of!cially designated and set aside for preservation
By permission. From Merriam-Webster’s Collegiate® Dictionary, 11th Edition © 2010 by Merriam-Webster, Incorporated
(www.Merriam-Webster.com).
CHAPTER 21
WHO LIVES LONGER?
311
2
Eating less has a more profound effect on the aging process than does any
other lifestyle change. It is the only factor we know of in laboratory animals
that is an anti-aging factor.
profound:
profound 1 a : having intellectual depth and insight b : dif!cult to
fathom or understand 2 a : extending far below the surface b : coming
from, reaching to, or situated at a depth : d$$%-s$a($d <a profound sigh>
3 a : characterized by intensity of feeling or quality b : all encompassing :
)o+%,$($ <profound sleep> <profound deafness>. . .
3
A feeling of autonomy or control can come from having a say in important
decisions (where you live, how you spend your money).
say:
say 1 archaic : something that is said : s(a($+$-( 2 : an expression of
opinion <had my say> 3 : a right or power to influence action or decision;
especially : the authority to make !nal decisions
4
Instituting sound health practices and expanding your circle of
acquaintances and activities will have a bene!cial effect.
sound:
sound 1 a : free from injury or disease b : free from flaw, defect, or decay
2 : so,.d, /.0+; also : s(a1,$ 3 a : free from error, fallacy, or misapprehension
<sound reasoning> b : exhibiting or based on thorough knowledge and
experience <sound scholarship> c : legally valid <a sound title> d : logically
valid and having true premises e : agreeing with accepted views : o0(2odo3
4 a : (2o0o452 b : deep and undisturbed <a sound sleep> c : 2a0d, s$6$0$
<a sound whipping> 5 : showing good judgment or sense <sound advice> . . .
Thesaurus
adj.
sound Also look up:
safe, sturdy, undamaged, whole,
logical, valid, wise; (ant.) illogical, unreliable
By permission. From Merriam-Webster’s Collegiate® Dictionary, 11th Edition © 2010 by Merriam-Webster, Incorporated
(www.Merriam-Webster.com).
312
CHAPTER 21
WHO LIVES LONGER?
D
Critical Thinking Strategies
Read each question carefully, and write a response. Remember that there is
no one correct answer. Your response depends on what you think.
1
What tone does the author set at the end of the article? Is she upbeat,
pessimistic, matter-of-fact, etc.?
2
Does the author of “Who Lives Longer?” believe that increasing life
expectancy is a desirable goal? Explain your answer.
3
Why does eating have such a dramatic positive effect on longevity?
4
Why do you think volunteer work increases a woman’s longevity?
5
How are clerical workers and homemakers similar? Why do you think
clerical workers suffer twice as many heart attacks as homemakers?
CHAPTER 21
WHO LIVES LONGER?
313
E
Another Perspective
Read the article and answer the questions that follow.
CD 1
Track 08
More Senior Citizens, Fewer Kids
by Jessie Cheng, Free China Review
1
5
10
15
20
25
30
314
“Thirty years from now, it will be rare to see children walking along the
streets of Taiwan,” says Chen Kuanjeng, a research fellow in the Institute of
Sociology at Academia Sinica. “Instead, the streets will be full of elderly people.”
Chen’s prediction may sound a bit drastic, but he voices a growing concern
among sociologists over the dramatic shift under way in Taiwan society toward
a graying population. As in many developed countries, island families are
having fewer children, while at the same time the average life span is increasing
to create a larger and larger pool of senior citizens.
Between 1953 and 1993, the annual birthrate declined from about forty-!ve
births per thousand persons to less than sixteen. During the same period,
the7average number of children per Taiwan couple declined by more than
two-thirds, from 7 to 1.7. The current average is below that of the United States
(2 children per couple), mainland China (1.9), and Britain or France (both 1.8).
The Taiwan !gure also means that since 1984 the birthrate has dropped below
the “replacement level.” Sociologists predict that within forty years, the total
population will be declining.
Another trend is also changing the face of Taiwan’s population: the average
life span is steadily rising, leading to a growing proportion of elderly people. In
1951, local men lived an average of 53 years, and women lived 56 years. Today,
men average 72 years and women 77. Because the trend toward fewer children
and more senior citizens is expected to continue, sociologists predict that the
elderly proportion of the population will increase steadily. While persons aged
over 65 made up just over seven percent of the population in 1994, they are
expected to account for 22 percent by the year 2036—a !gure that could mean
more than !ve million senior citizens.
The result is an overall “graying” of society and a new set of social welfare
needs that must be met—nursing homes rather than nursery schools, day
care programs for the elderly rather than for preschoolers. Social scientists
predict these demands will be hard to ful!ll. “In the future, there won’t be
enough young people to support the older people,” says Chen. Sociologists are
particularly concerned that expanding health care costs for senior citizens will
CHAPTER 21
WHO LIVES LONGER?
35
40
45
50
mean a large !nancial burden for taxpayers. Another concern is that a dwindling
population of working-age adults will slow economic growth.
Patterns in Taiwan’s population growth looked far different just a generation
ago. During the 1950s, the island’s population zoomed from 7.6 million to a 1960
!gure of 10.8 million. The centuries-old belief that more children bring luck to a
family was strong among local residents.
But as the decade came to a close, the rapid population increase began to
alarm sociologists. Opposition notwithstanding, the government launched a prepregnancy health campaign in 1959 which included teaching birth control methods
through public hospitals and health stations (community out-patient clinics). Still,
Taiwan’s population grew from 14.7 million to 17.8 million during the 1970s, and
social scientists continued to urge further population control measures.
The 1980s marked a turning point in population control. In addition to of!cial
family planning campaigns, a number of social factors have led to the declining
birthrate. For example, couples are marrying later, and a growing number of
young people are opting to stay single.
But sociologists worry that population control measures have gone too
far. The government is now reversing its of!cial stance on family planning.
“While in past decades we controlled the population, over the next few years
we will promote a reasonable growth rate,” says Chien Tai-lang, director of the
Department of Population, Ministry of the Interior.
1
Which two important population factors in Taiwan does this article discuss?
2
How are these factors expected to affect Taiwan in the future?
3
What potential problems might this population shift create?
4
Why is the birthrate declining?
CHAPTER 21
WHO LIVES LONGER?
315
F
G
Topics for Discussion and Writing
1
What are some of the consequences of an aging population? In other
words, what factors must be taken into consideration as the elderly begin
to make up a larger segment of a country’s population than ever before?
What needs will have to be met?
2
In a small group, discuss the factors that might shorten a person’s
life expectancy.
3
In a small group, make a list of the steps you can take to increase your
life expectancy.
4
Choose a country and write a composition about the life expectancy in this
country. Include what you think may be reasons for this country’s high or
low life expectancy.
5
Write in your journal. How long would you like to live? Explain your
answer.
Cloze Quiz
Complete the passage with words from the list. Use each word only once.
ability
expectancy
landmark
reversed
birth
fallacies
longer
ripe
changeable
health
longevity
separate
elements
heredity
maintain
shorten
evidence
influence
moderately
years
How to live
(1)
is a topic that has fascinated mankind
for centuries. Today, scientists are beginning to
316
CHAPTER 21
WHO LIVES LONGER?
(2)
the facts
from the
surrounding the aging process. Why is it that
(3)
some people reach a
old age and others do not? Several
(4)
factors influencing
are set at
(5)
, but
(6)
surprisingly, many others are elements that can be changed. Here is what you
should know.
Some researchers divide the
determining who
(7)
will live longer into two categories: !xed factors and
factors. Gender, race and
can’t be
are !xed factors—they
(9)
, although certain long-term social changes
(10)
can
(8)
them. For example, women live longer than
(11)
men—at birth, their life
is about seven to eight years
(12)
more. However, cigarette smoking, drinking and reckless driving could
(13)
this advantage.
There is increasing
that length of life is also
(14)
influenced by a number of elements that are within your
(15)
to control. The most obvious are physical lifestyle factors.
According to a
(16)
study of nearly 7,000 adults in
Alameda County, California, women can add up to seven
(17)
to their lives and men 11 to 12 years by following seven simple
(18)
(19)
(20)
practices: Don’t smoke. If you drink, do so only
. Eat breakfast regularly. Don’t eat between meals.
normal weight. Sleep about eight hours a night.
Exercise7moderately.
CHAPTER 21
WHO LIVES LONGER?
317
CHAPTER
22
The Gift of Life: When One
Body Can Save Another
Prereading Preparation
1
Read the title of the article and discuss it with a
classmate. What do you think this reading will
be$about?
2
Read the following paragraphs about organ
transplants. Work with a partner to answer
the$questions.
Paragraph One
A doctor’s new dilemma: two weeks ago, Ronald Busuttil, director of UCLA’s
liver-transplant program, heard that a liver, just the right size and blood type,
was suddenly available for a man who had been waiting for a transplant. The
patient, severely ill but not on the verge of death, was being readied for the
procedure when the phone rang. A !ve-year-old girl who had previously been
given a transplant had suffered a catastrophe. Her liver had stopped functioning.
Busuttil had to make a decision. “I had two desperately ill patients,” he says, but
the choice was clear. Without an immediate transplant, “the little girl certainly
would have died.”
a. What was the doctor’s dilemma?
318
CHAPTER 22
THE GIFT OF LIFE: WHEN ONE BODY CAN SAVE ANOTHER
b. Describe each patient’s condition:
The man’s:
The little girl’s:
c. What did the doctor decide to do?
d. Do you agree with his decision? Why or why not?
Paragraph Two
In the world of advanced medical technology, the uses of living tissue have
become very suddenly more complex and problematic. A newly born infant
suffering from the fatal congenital malformation known as anencephaly will
surely die within a few days of birth. Anencephaly means a partial or complete
absence of the cerebrum, cerebellum and flat bones of the skull. Such babies
could be an invaluable source for organs and tissues for other needy infants.
Is that sort of “harvesting” all right?
a. Is an anencephalic infant healthy? Why or why not?
b. What will happen to such an infant?
c. What is the ethical dilemma in this case?
d. What is your opinion on this matter? In other words, Is that sort of
“harvesting” all right?
CHAPTER 22 THE GIFT OF LIFE: WHEN ONE BODY CAN SAVE ANOTHER
319
CD 2
Track 05
The Gift of Life: When One Body
Can Save Another
by Lance Morrow, Time
1
5
10
15
20
25
30
320
Now the long quest was ending. A 14-month-old girl named Marissa Ayala
lay anesthetized upon an operating table in the City of Hope National Medical
Center in Duarte, California. A surgeon inserted a one-inch-long needle into
the baby’s hip and slowly began to draw marrow. In 20 minutes, they removed
about a cup of the viscous red liquid.
The medical team then rushed the marrow to a hospital room where Marissa’s
19-year-old sister Anissa lay waiting. Through a Hickman catheter inserted in
the chest, the doctor began feeding the baby’s marrow into Anissa’s veins. The
marrow needed only to be dripped into the girl’s bloodstream. There the healthy
marrow cells began to !nd their way to the bones.
Done. If all goes well, if rejection does not occur or a major infection set in,
the marrow will do the work. It will give life to the older sister, who otherwise
would have died of chronic myelogenous leukemia. Doctors rate the chance of
success at 70%.
The Ayala family had launched itself upon a sequence of nervy, life-or-death
adventures to arrive at the denouement last week. Anissa’s leukemia was
diagnosed three years ago. In such cases, the patient usually dies within !ve
years unless she receives a marrow transplant. Abe and Mary Ayala, who own
a speedometer-repair business, began a nationwide search for a donor whose
marrow would be a close match for Anissa’s. The search, surrounded by much
poignant publicity, failed.
The Ayalas did not passively accept their daughter’s fate. They knew from
their doctors that the best hope for Anissa lay in a marrow transplant from a
sibling, but the marrow of her only brother, Airon, was incompatible. Her life,
it seemed, could depend on a sibling who did not yet exist.
First, Abe had to have his vasectomy surgically reversed, a procedure with a
success rate of just 40%. That done, Mary Ayala ventured to become pregnant
at the age of 43. The odds were one in four that the baby’s bone marrow would
match her sister’s. In April 1990 Mary bore a daughter, Marissa. Fetal stem
cells were extracted from the umbilical cord and frozen for use along with
the marrow in last week’s transplant. Then everyone waited for the optimum
moment—the baby had to grow old enough and strong enough to donate safely
even while her older sister’s time was waning.
CHAPTER 22
THE GIFT OF LIFE: WHEN ONE BODY CAN SAVE ANOTHER
35
40
45
50
55
60
65
70
Twelve days before the operation, Anissa began receiving intensive doses of
radiation and chemotherapy to kill her diseased bone marrow. As a result, she is
losing her hair. Her blood count is plummeting. Her immune system has gone
out of business. But in two to four weeks, the new cells should take over and
start their work of giving Anissa a new life.
The drama of the Ayalas—making the baby, against such long odds, to
save the older daughter—seemed to many to be a miracle. To others, it was
profoundly, if sometimes obscurely, troubling. What disturbed people was the
spectacle of a baby being brought in to the world . . . to serve as a means, a
biological resupply vehicle. The baby did not consent to be used. The parents
created the new life then used that life for their own purposes, however noble.
Would the baby have agreed to the transplant if she had been able to make the
choice?
People wanting a baby have many reasons—reasons frivolous, sentimental,
practical, emotional, biological. Farm families need children to work the !elds.
In much of the world, children are social security for old age. They are vanity
items for many people, an extension of ego. Or a sometimes desperate measure
to try to save a marriage that is failing. Says Dr. Rudolf Brutoco, Marissa Ayala’s
pediatrician: “Does it make sense to conceive a child so that little Johnny can
have a sister, while it is not acceptable to conceive the same child so that Johnny
can live?” In American society, procreation is a personal matter. Crack addicts or
convicted child abusers are free to have children.
Considered on the family’s own terms, their behavior is hard to fault. The
!rst duty of parents is to protect their children. The Ayalas say they never
considered aborting the fetus if its marrow did not match Anissa’s. They will
cherish both daughters in the context of a miracle that allowed the older to live
on and the younger to be born.
But their case resonated with meanings and dilemmas larger than itself.
The case was based upon a prospect of medical-technological possibility and
danger. In the past it was mostly cadavers from which transplant organs were
“harvested.” Today, as with the Ayalas, life is being tapped to save life.1
Beyond the Ayala case, the ethics can become trickier. What if a couple
conceives a baby in order to obtain matching marrow for another child; and
what if amniocentesis shows that the tissue of the fetus is not compatible for
transplant? Does the couple abort the fetus and then try again? Says Dr. Norman
Fost, a pediatrician and ethicist at the University of Wisconsin: “If you believe
that a woman is entitled to terminate a pregnancy for any reason at all, then
it doesn’t seem to me to make it any worse to terminate a pregnancy for this
reason.” But abortions are normally performed to end accidental pregnancies.
1 Postscript: The transplant operation was successful. Anissa survived and Marissa suffered no adverse effects
from the procedure.
CHAPTER 22 THE GIFT OF LIFE: WHEN ONE BODY CAN SAVE ANOTHER
321
75
80
85
90
95
100
105
110
322
What is the morality of ending a pregnancy that was very deliberately
undertaken in the !rst place?
Transplant technology is developing so rapidly that new practices are
outpacing society’s ability to explore their moral implications. The !rst
kidney transplants were performed over 35 years ago and were greeted as an
amazing novelty. Today the transplant is part of the culture—conceptually
dazzling, familiar in a weird way but morally unassimilated. The number of
organ transplants exceeds 15,000 a year and is growing at an annual clip of
15%. The variety of procedures is also expanding as surgeons experiment with
transplanting parts of the pancreas, the lung and other organs. As of last week,
23,276 people were on the waiting list of the United Network for Organ Sharing,
a national registry and tracking service.
A dire shortage of organs for these patients helps make the world of
transplants an inherently bizarre one. Seat-belt and motorcycle-helmet laws are
bad news for those waiting for a donor. The laws reduce fatalities and therefore
reduce available cadavers.
Most organs come from cadavers, but the number of living donors is rising.
There were 1,778 last year, up 15% from 1989. Of these, 1,773 provided kidneys, nine
provided portions of livers. Six of the living donors gave their hearts away. How?
They were patients who needed heart-lung transplant packages. To make way for
the new heart, they gave up the old one; doctors call it the “domino practice.”
In 1972 Dr. Thomas Starzl, the renowned Pittsburgh surgeon who pioneered
liver transplants, stopped performing live-donor transplants of any kind. He
explained why in a speech in 1987: “The death of a single well-motivated and
completely healthy living donor almost stops the clock worldwide. The most
compelling argument against living donation is that it is not completely safe
for the donor.” Starzl said he knew of 20 donors who had died, though other
doctors regard this number as miraculously low, since there have been more
than 100,000 live-donor transplants.
There will never be enough cadaver organs to !ll the growing needs of people
dying from organ or tissue failure. This places higher and higher importance,
and risk, on living relatives who might serve as donors. Organs that are either
redundant (one of a pair of kidneys) or regenerative (bone marrow) become
more and more attractive. Transplants become a matter of high-stakes risk
calculation for the donor as well as the recipient and the intense emotions
involved sometimes have people playing long shots.
Federal law now prohibits any compensation for organs in the United States.
In China and India, there is a brisk trade in such organs as kidneys. Will the day
come when Americans have a similar marketplace for organs? Turning the body
into a commodity might in fact make families less willing to donate organs.
CHAPTER 22
THE GIFT OF LIFE: WHEN ONE BODY CAN SAVE ANOTHER
A
Reading Overview: Main Idea,
Details, and Summary
Read the passage again. As you read, underline what you think are the most
important ideas. Then, in one or two sentences, write the main idea of the
reading. Use your own words.
Main Idea
Spongy Bone
Marrow
Outer Bone
Pelvis
CHAPTER 22 THE GIFT OF LIFE: WHEN ONE BODY CAN SAVE ANOTHER
323
Details
Use the #owchart below to organize the information in the reading. Refer back
to the information you underlined in the passage as a guide. When you have
!nished, write a brief summary of the reading. Use your own words.
THE GIFT OF LIFE: WHEN ONE BODY CAN SAVE ANOTHER
The Ayalas’ Dilemma
The Ayalas’ Decision
Arguments Opposing the Ayalas
Arguments Supporting the Ayalas
The Larger Dilemmas
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Summary
B
Reading Analysis
Read each question carefully. Circle the letter or number of the correct answer,
or write the answer.
1 Read lines 7–8. A catheter is
a. a type of medicine
b. a thin plastic tube
c. a small hole
2 Read lines 11–12. If all goes well means
a. if the procedure works correctly
b. if the sister dies
c. if rejection occurs
3 Read lines 15–18.
a. Denouement means
1. problem
2. solution
3. hospital
b. What does in such cases refer to?
CHAPTER 22 THE GIFT OF LIFE: WHEN ONE BODY CAN SAVE ANOTHER
325
4 Read lines 22–25.
a. What was their daughter’s fate?
1. She would be sick for a long time.
2. She would die within !ve years.
3. She would receive marrow from a stranger.
b. The marrow of her only brother . . . was incompatible means
1. the marrow of Airon and Anissa was the same
2. the marrow of Airon and Anissa was different
c. A sibling who did not yet exist refers to a sibling who
1. had not been conceived yet
2. had already been born
3. was not yet old enough
5 Read lines 31–33.
a. When is the optimum moment?
b. Optimum means
1. best
2. worst
3. after one year
6 Read lines 39–45. In this paragraph, what word is a synonym of consent?
7 Read lines 53–54. What is procreation?
a. Having children
b. Taking drugs
c. Making a choice
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8 Read lines 68–71. To have an abortion means to
a. become pregnant
b. terminate a pregnancy
c. continue a pregnancy
9 Read lines 85–88.
Why are seat belt and motorcycle-helmet laws bad news for those
waiting for a donor?
10 Read lines 95–99.
a. The death of a . . . completely healthy living donor almost stops the
clock worldwide means that the death of a healthy living donor
1. discourages other healthy people from donating an organ
2. discourages doctors from performing transplant operations using
healthy living donors
3. both 1 and 2
b. Compelling means
1. convincing
2. healthy
3. interesting
11 Read line 109. Prohibits any compensation means
a. you cannot receive money for donating an organ
b. you cannot donate an organ from a cadaver
c. you cannot donate an organ from a living donor
CHAPTER 22 THE GIFT OF LIFE: WHEN ONE BODY CAN SAVE ANOTHER
327
C
Dictionary Skills
Read the excerpts from the article. Then read the dictionary entry for the
boldfaced word and write the number of the de!nition that is appropriate
for the context. Be prepared to explain your choice.
1
There will never be enough cadaver organs to !ll the growing needs of
people dying from organ or tissue failure.
failure:
failure 1 a : omission of occurrence or performance; speci!cally : a failing
to perform a duty or expected action <failure to pay the rent on time>
b (1) : a state of inability to perform a normal function <kidney failure>
— compare 2$a0( /a.,40$ (2) : an abrupt cessation of normal functioning
<a power failure> c : a fracturing or giving way under stress <structural
failure> 2 a : lack of success b : a failing in business : 1a-804%()9 3 a : a
falling short : d$/.).$-)9 <a crop failure> b : d$($0.o0a(.o-, d$)a9 . . .
2
Considered on the family’s own terms, the Ayalas’ behavior (conceiving a
baby to save their daughter) is hard to fault.
fault:
fault intransitive verb 1 : to commit a fault : $00 2 : to fracture so as to
produce a geologic fault
transitive verb 1 : to !nd a fault in <easy to praise this book and to fault
it—H. G. Roepke> 2 : to produce a geologic fault in . . .
3
In 1972 Dr. Thomas Starzl, the renowned Pittsburgh surgeon who
pioneered liver transplants, stopped performing live-donor transplants
of any kind.
pioneer:
pioneer intransitive verb 1 : to act as a pioneer <pioneered in the
development of airplanes>
transitive verb 1 : to open or prepare for others to follow; also : s$((,$ 2 : to
originate or take part in the development of
By permission. From Merriam-Webster’s Collegiate® Dictionary, 11th Edition © 2010 by Merriam-Webster, Incorporated
(www.Merriam-Webster.com).
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The drama of the Ayalas—making the baby, against such long odds, to
save the older daughter—seemed to many to be a miracle. To others, it was
profoundly, if sometimes obscurely, troubling.
4
profound:
profound 1 a : having intellectual depth and insight b : dif!cult to
fathom or understand 2 a : extending far below the surface b : coming
from, reaching to, or situated at a depth : d$$%-s$a($d <a profound sigh>
3 a : characterized by intensity of feeling or quality b : all encompassing :
)o+%,$($ <profound sleep> <profound deafness>
Word Partnership Use failure with:
adj.
n.
v.
afraid of failure, doomed to failure,
complete failure, dismal failure
feelings of failure, risk of failure,
success or failure,
engine failure, heart failure,
kidney failure, liver failure,
business failure
failure to communicate
Word Partnership Use fault with:
prep.
adj.
v.
at fault, to a fault
generous to a fault
find fault
By permission. From Merriam-Webster’s Collegiate® Dictionary, 11th Edition © 2010 by Merriam-Webster, Incorporated
(www.Merriam-Webster.com).
CHAPTER 22 THE GIFT OF LIFE: WHEN ONE BODY CAN SAVE ANOTHER
329
D
Critical Thinking Strategies
Read each question carefully, and write a response. Remember that there is no
one correct answer. Your response depends on what you think.
1 What do you think is Dr. Rudolf Brutoco’s opinion of the Ayalas’ decision to
have another child in the hopes of saving their daughter’s life?
2 a. Why did Dr. Starzl stop performing live-donor transplants of any kind?
b. Why do other doctors regard the number of donors who have died as
miraculously low?
3 Why will there be a higher and higher importance, and risk for living
relatives who may become donors?
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E
Another Perspective
Read the article and answer the questions that follow.
CD 2
Track 06
Saving Her Sister’s Life
Teen Vogue
1
5
10
15
20
25
In 1990, Marissa Ayala’s birth stirred a national debate—should families conceive
one child to save another’s life? In her own words, 18-year-old Marissa shares her
story.
My sister, Anissa, is like my second mom. Even though she’s 18 years older than
me, I don’t know how much closer you could be with someone. In 1988, when
she was 16, Anissa was diagnosed with leukemia. If she didn’t find a bone marrow
donor, doctors said, she would die within three to five years. My parents weren’t
matches, so for a few years they went through every organization they could—the
Life-Savers Foundation of America, the National Marrow Donor Program, City
of Hope—to find donors. They couldn’t find a single match. At the time, Hispanic
registration for the National Marrow Donor Program was practically nonexistent,
which means there were hardly any Hispanics on the list as donors. Since that’s
our heritage, it wasn’t likely my parents would find someone who could work as a
match for my sister.
Because matches are more common within families than with nonrelatives,
every single extended family member got tested, but none of them matched with
Anissa. Finally, one of my mom’s best friends said as a joke,“Mary, you should
have another baby.” My mom, who was 43 at the time, thought her friend was
crazy. But one night my mom dreamed that God was telling her to have a baby.
She took that as a sign, and in April 1990 I was born. My parents were hoping I
would be a match.
When I was old enough to be tested, I turned out to be a perfect match for my
sister. My family was really excited and had me donate bone marrow to her
14 months after I was born—my marrow was transplanted into hers to stimulate
healthy blood-cell growth. It was a total success. I recovered perfectly—my
parents even have a video of me running around the same day I had my surgery.
Although at first my sister had to be in an isolation room for a while so that no
germs could get to her, she recovered well. She’s been cancer-free for the past
18 years.
CHAPTER 22 THE GIFT OF LIFE: WHEN ONE BODY CAN SAVE ANOTHER
331
30
35
40
45
50
55
There has always been a lot of media attention surrounding our family because
of our situation, though. It was apparently really controversial that my parents were
having a baby just to save their other daughter’s life. I don’t remember a lot of that,
because I was so much younger. When I was a baby, Anissa and I were on the cover
of Time and there was a made-for-TV movie on NBC in 1993 called For the Love of
My Child: The Anissa Ayala Story, made about my family’s experience.
I first started really researching my own story when I was in the seventh grade.
My friends were Googling themselves and nothing came up, but when I searched
for myself a lot of news articles popped up. I read negative comments from a few
newspapers about how my parents were just using me to save my sister’s life and
weren’t going to love me, and that what they did was morally wrong. It surprised
me. I thought,“Really? People think about my family like that?” Some of the articles
said that if I hadn’t been a perfect match for my sister, my parents would have
disowned me. And that just wasn’t the case.
I try to see both sides of the story, but I ultimately don’t agree with the critics.
They were probably just looking out for my safety, thinking that my parents were
going to have a baby solely for the purpose of saving their child. But they don’t
know us personally: My family loves me so much.
Every year our family takes part in the Relay for Life cancer walk and we raise
money for the American Cancer Society. We try to spread the message that the need
for marrow donors is great. And more important, that despite being diagnosed with
whatever type of cancer, there’s a way to get through it.
There are so many ways growing up as “the baby who saved her sister” has
influenced my life. I’ve taken it, been humbled by it, and have grown from it. But it
won’t be my whole life story. In the future, I plan to study either child development
or psychology. My dad always tells me,“Marissa, you should do something you want
to do every day.” I want to help people.
1 a. Marissa says, There has always been a lot of media attention
surrounding our family because of our situation. Why was there a lot
of media attention?
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b. Give some examples of the media attention.
2 a. What negative comments did the critics make about the Ayala family?
b. Does Marissa agree with them? Why or why not?
3 Many people know Marissa Ayala as the baby who saved her sister. How
has this in#uenced her life today? How will this in#uence her in the future?
4 Compare the articles, “The Gift of Life” and “Saving Her Sister’s Life.” How are
they different? How are they similar?
CHAPTER 22 THE GIFT OF LIFE: WHEN ONE BODY CAN SAVE ANOTHER
333
F
Topics for Discussion and Writing
1 In a magazine survey, 47% of American people said they believe it is
acceptable for parents to conceive a child in order to provide an organ or
tissue that will save the life of another one of their children. However, 37%
of Americans believe this is unacceptable. What do you think? Write a
letter to the magazine explaining your position. Be sure to make your
reasons clear.
2 What do you think is the general opinion on living-to-living organ donation
(for example, the donation of a kidney or a lung lobe) in your country? Is
this practice legal? Write a paragraph about living-to-living organ donation
in your country. Compare it with your classmates’ descriptions of livingto-living organ donation in their countries. How are the policies similar in
various countries? How are they different?
3 Write in your journal. What is your opinion about the Ayala case? Do you
approve of their decision to have another child in order to save their older
daughter? Explain your opinion.
G
Cloze Quiz
Complete the passage with words from the list. Use each word only once.
consent
frivolous
optimum
sibling
denouement
incompatible
pregnant
success
disturbed
launched
radiation
surgeon
donor
life
rejection
transplant
failed
marrow
safely
unless
A 14-month-old girl named Marissa Ayala lay anesthetized upon
an operating table in the City of Hope National Medical Center. A
(1)
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CHAPTER 22
inserted a one-inch-long needle into the baby’s hip and
THE GIFT OF LIFE: WHEN ONE BODY CAN SAVE ANOTHER
slowly began to draw marrow.
The medical team then rushed the
to a hospital room
(2)
where Marissa’s 19-year-old sister Anissa lay waiting. The doctor fed the
baby’s marrow into Anissa’s veins. There the healthy marrow cells began to
!nd their way to the bones.
Done. If all goes well, if
(3)
does not occur or a major
infection set in, the marrow will do the work. It will give life to the older sister,
who otherwise would have died of leukemia. Doctors rate the chance
of success at 70%.
The Ayala family had
(4)
itself upon a sequence of
nervy, life-or-death adventures to arrive at the
last
(5)
week. Anissa’s leukemia was diagnosed three years ago. In such cases, the
patient usually dies within !ve years
(6)
she receives a
marrow transplant. Abe and Mary Ayala began a nationwide search for a
whose marrow would be a close match for Anissa’s.
(7)
The search
(8)
.
The Ayalas did not passively accept their daughter’s fate. They knew
from their doctors that the best hope for Anissa lay in a marrow transplant
from a
, but the marrow of her only brother, Airon, was
(9)
. Her life, it seemed, could depend on a sibling who did
(10)
not yet exist.
First, Abe had to have his vasectomy surgically reversed, a procedure
with a
rate of just 40%. That done, Mary Ayala ventured
(11)
to become
(12)
at the age of 43. In April 1990 Mary bore
a daughter, Marissa. Then everyone waited for the
(13)
moment—the baby had to grow old enough and strong enough to donate
(14)
, even while her older sister’s time was waning.
CHAPTER 22 THE GIFT OF LIFE: WHEN ONE BODY CAN SAVE ANOTHER
335
Twelve days before the operation, Anissa began receiving intensive doses
of
(15)
and chemotherapy to kill her diseased bone marrow.
But in two to four weeks, the new cells should take over and start their work
of giving Anissa a new life.
The drama of the Ayalas—making the baby, against such long odds, to
save the older daughter—seemed to many to be a miracle. To others, it was
profoundly, if sometimes obscurely, troubling. What
was
(16)
the spectacle of a baby being brought in to the world . . . to serve as a means,
a biological resupply vehicle. The baby did not
used. The parents created the new
(18)
to be
(17)
then used that life
for their own purposes, however noble. Would the baby have agreed to the
(19)
if she had been able to make the choice?
People wanting a baby have many reasons—reasons
(20)
sentimental, practical, emotional, biological. Farm families need children to
work the !elds. In much of the world, children are social security for old age.
They are vanity items for many people, an extension of ego.
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,