Alive ¢ The Winning Ticket ¢ The Lu oO jure * This Is the Pla iends « A New Man Cran CIOUber with Muscles e ao Again e fe anh e ‘hd ; © Together Again ¢ TM Bottle « Old ,Ovgmmetters ¢ Los, xt eine Tusgipy 38 BR re f 1 Sie Ee Uae OY tight yaraloa aN: es PPPs eee ‘e ire * This Is the F Friend ¢ The Cojn « Baied TINE e The Winning Ticke Gragg Sana rarweVWVPether Again « Thank Strong Little Boy ¢« THe Bottle « Old Friends « ]To all the Heyers and Kalchbrenners, who really know how to tell a story, and to John, who listens to all my stories. ‘True Stories in the News: A Beginning Reader, Second Edition Copyright © 1996 by Addison Wesley Longman Publishing Company All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher. Addison Wesley Longman, 10 Bank Street, White Plains, NY 10606 Editorial Director: Joanne Dresner Acquisitions Editor: Allen Ascher Project Editor: Penny Laporte Development Editor: Frangoise Leffler Production Editor: Karen Philippidis Electronic Production Coordinator: Kim Teixeira Cover/Text Design Adaptation: Curt Belshe Mlustrations: Lloyd P. Birmingham, Leslie Dunlap, and Stephan Zander Library of Congress Cataloging in Publication Data True stories in the news: a beginning reader/[compiled by] Sandra Heyer. —2nd ed. p. cm. ISBN 0-201-84660-8 1. English language—Textbooks for foreign speakers. 2. Current events—Probiems, exercises, ete. 3, Readers—Current events. 1. Heyer, Sandra PE1128.H4364 1996 95.39535 428.64 -de20 cr Credits We wish to thank the following for providing us with photographs: Page 2, Sandra Heyer; Page 6, Kevin Horan/ People Weekly ©1985, Time, Inc.; Page 10, Wide World Photos; Page 14, Jeff Wheeler/Hartford Courant; Page 18, Ron Juliette; Page 22, Wide World Photos; Page 26, Union Tribune Publishing Company; Pages 30, 33, Courtesy of British Tourist Authority; Page 34, David Cavenagh / Illawarra Mercury; Page 38, Sandra Heyer; Page 42, Cap Carpenter /San Jose Mercury News; Page 46, Richard Kelly; Page 50, Courtesy of Bill Lamm; Page 54, Wide World Photos; Page 58, Courtesy of Diana Vasquez; Page 62, Al Diaz/Miami Herald; Page 66, Courtesy of Percy Ross; Page 70, Modesto Bee; Page 74, Daily Herald, Arlington, Mlinois; Page 78, Bill Hogan /Chicago Tribune; Page 82, Dale Wittner; Page 86, Courtesy of Chi Hsii Tsui. ‘We wish to thank the following for permission to adapt material: (éor page 3) ("Dish Soap for Dinner”) “A Soapy Slipup, “ Know Your World Extra, a Weekly Reader secondary periodical, 1982. (Gor page 47) (“The Luxury Hotel”) “It's a Dog's Life” by Maryann Fidemiller, Pittsburgh Magazine, March 1994. (for page 51) (’Four Long Minutes”) “Nuclear Dive” by Barbara Brooks, Scuba Times. (for page 87) (“Old Friends”) “Charlie Two Shoes and the American Dream” by David Perlmutt, Charlotte Observer, 28 June 1992. 5.67 8.9 10-CRS-00999897INTRODUCTION ‘TRUE STORIES IN THE NEWS is a high-beginning reader for students of English as a Second Language. It consists of 22 units based on human-interest stories adapted from newspapers and magazines. The vocabulary and structures used in the stories are carefully controlled to match those of a typical beginning ESL class. At the same time, all attempts were made to keep the language natural. In answer to those students who think some stories are too amazing to be true: Yes, the stories are true, to the best of our knowledge. A special "To the Teacher” section at the back of the book provides additional information about each story. Following are some suggestions for using TRUE STORIES IN THE NEWS, Teachers new to the field might find these suggestions especially helpful. Please remember that these are only suggestions. Teachers should, of course, feel free to adapt these strategies to best suit their teaching styles and their students’ learning styles. PRE-READING Beneath the photo that introduces each unit are two sets of questions. The first set guides students as they describe the photo. The second set asks students to speculate on the content of the reading, If the pre-reading activity is done orally in class, you might prompt students to describe the photo by saying, “Look at the picture. What do you see?” Sometimes students respond more readily to the question "What do you see?" than to a more specific question (i.e., "Who are these people?"). When asked a specific question, some students are reluctant to speak; they assume there is a specific correct answer. When asked "What do you see?,” they are more inclined to respond because it is clearer that any reasonable answer is acceptable. If your students are comfortable speaking English, you may wish to guide them into posing their own pre-reading questions. After the class describes the photo and reads the title of the story, ask, "What do you want to know?" Write the students’ questions on the board. Return to the questions after reading the story to see which were answered. READING THE STORY If your students understand spoken English well but have little experience reading, you may wish to begin by reading the story aloud, perhaps stopping short of the last few paragraphs if the story has a surprise ending. Students who have a tendency to stop at every unknown word should be encouraged to read the story twice, once without stopping to get the gist of the story, and then a second time, stopping to underline new vocabulary. ii Introduction THE EXERCISES Each unit has four types of exercises: vocabulary, comprehension, discussion, and writing, Students can complete the exercises individually, in pairs, in small groups, or with the whole class. The exercises can be completed in class or assigned as homework. At the back of the book there is an answer key to the exercises. Vocabulary. The vocabulary exercises highlight words that ESL students identified as new and that could be clearly drawn, described, or defined. The exercises clarify meaning while giving students practice in establishing ‘meaning through contextual clues. ‘Comprehension. The comprehension exercises test students’ understanding of the story; more important, the exercises help students develop reading skills they will use throughout their reading careers—skills such as scanning, summarizing, identifying the main idea, and recognizing connectors and other rhetorical devices. Discussion. Most of the discussion exercises require students to complete a task—to fill in a chart, to interview a classmate, to draw a picture or a map—so that there is a concrete focus to the discussion. The task-centered exercises make it possible for students to talk without the direct supervision of the teacher, a necessity in large classes. ‘Several of the discussion exercises ask students to compare their native countries to the United States. Teachers in Canada and Australia can adapt these exercises easily by substituting those countries for the words "the United States.” ‘Teachers whose students are learning English in their native countries will need to modify those exercises that draw specifically on the immigrant foreign student experience. Writing. Most of the writing exercises are structured: Students complete sentences, answer questions, and create lists. Students who are fairly accomplished writers may need more challenging assignments, such as writing short paragraphs. Students who are less experienced writers may need to see some sample responses before they write. The vocabulary, comprehension, discussion, and writing exercises are at approximately parallel levels; that is, they assume that students speak and write about as well as they read. Of course, that is not always the case. Please feel free to tamper with the exercises—to adjust them up or down to suit students’ proficiency levels, to skip some, or to add some of your own. Both the exercises and reading selections are intended to build students’ confidence along with their reading skills. Above all, it is hoped that reading TRUE STORIES IN THE NEWS will be a pleasure, for both you and your students.Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit 12 Unit 13 Unit 14 Unit 15. Unit 16 Unit 17— Unit 18 © Unit 19. Unit 20: Unit 214 Unit 22 COI OH AWH a 22 23 CONTENTS Dish Soap for Dinner Fifty Good Friends . TRan for Everybody 00.0.0. .000 0c eeee ee eeceeeee cee eteeeeeteeseeeeee 14 The Love Letters Lost and Found A Little Traveler Man's Best Friend . The Coin Buried Alive . The Winning Ticket The Luxury Hotel Four Long Minutes ...0000000000000ceeeeeeeeeeeeeeeee beens BO The Lucky Thief . ‘A Grandmother with Muscles Together Again Thanks a Million .... Don't Eat the Furniture . This Is the Place for Me A Strong Little Boy 0.00.02. 00. eee eee epee eee veces 8 The Bottle ... Old Friends .... To the Teacher... Table of ContentsPRE-READING Look at the picture. © What is the man eating? * What is he putting on his salad? Read the title of the story. Look at the picture again. * What do you think this story is about? * Can you guess what happens?Dish Soap for Dinner mailbox. In his mailbox he found a yellow bottle of soap—soap for washing dishes. The dish soap was a free sample from a soap company. The company mailed small bottles of soap to millions of people. It was a new soap with a little lemon juice in it. The company wanted people to try it. Joe looked at his free bottle of soap. There was a picture of two lemons on the label. Over the lemons were the words “with Real Lemon Juice.” “Good!” Joe thought. “A free sample of lemon juice! I'm going to have a salad for J oe came home from work and opened his VOCABULARY dinner. This lemon juice will taste good on my salad.” Joe put the soap on his salad and ate it. After Joe ate the salad, he felt sick. Joe wasn't the only person who got sick. A lot of people thought the soap was lemon juice. They put the soap on fish, on salads, and in tea. Later they felt sick, too. Some people had stomachaches but felt better in a few hours. Some people felt really sick and went to the hospital. Luckily, no one died from eating the soap. What can we learn from Joe's story? Read labels carefully. And don’t eat dish soap for dinner! Complete the sentences. Find the right words. Circle the letter of your answer. 1. The dish soap was a___ from a soap company. a. letter (@®) free sample mailbox 2. The company wanted people to the soap. a. try b. eat c. mail 3. There was a picture of two lemons onthe. a. soap company b. label c. salad 4, What can we learn from Joe's story? Read labels _. a. fast b. happily c. carefullyUnit 1 COMPREHENSION REMEMBERING DETAILS One word in each sentence is not correct. Find the word and cross it out. Write the correct word. yellour 1. In his mailbox Joe found a’geeen bottle of soap. 2. The dish soap was a free ticket from a soap company. 3. Itwas a new soap with a little orange juice in it. 4. The company wanted people to eat it. 5. There was a picture of two bananas on the label. 6. Joe put the soap on his dishes. 7. After he ate the salad, Joe felt fine. 8. A lot of people thought the soup was lemon juice. 9. They put the soap on fish, on salads, and in coffee. UNDERSTANDING CAUSE AND EFFECT Find the best way to complete each sentence. Write the letter of your answer on the line. 1, The company mailed soap to a. because they ate the soap and people got sick. 2, There was a picture of two b. because he thought the soap was Temons on the label lemon juice. 3. Joe put the soap on his salad c. because the soap had a little Iemon juice in it. 4. Some people went to the hospital _d. because it wanted people to try the soap. UNDERSTANDING A SUMMARY Imagine this: You want to tell the story “Dish Soap for Dinner” to a friend. ‘You want to tell the story quickly, in only two sentences. Which two sentences tell the story best? Check (V) your answer. 1, __Joe came home from work and opened his mailbox. He was happy because he found a free sample—a yellow bottle of dish soap. 2. _ Asoap company mailed soap to millions of people. Some people thought the soap was lemon juice, so they ate it and got sick.DISCUSSION With a partner, read the sentence above each pair of labels. Then read the labels carefully and circle a or b. Check your answers in the answer key. Were you right? 1. This is a good dinner for Joe. alr coy a4 REALEM PREMIUM TEMON JUKE | 3. Joe likes to eat them. a. >” people c crackers $aa WRITING Read this story. It is in the present tense. On your own paper, write the story again in the past tense. Joe comes home from work and opens his mailbox. In his mailbox he finds a free sample of dish soap. The dish soap has a little lemon juice in it. Joe looks at his bottle of soap. There is a picture of two lemons on the label. Over the lemons are the words “with Real Lemon Juice.” Joe thinks the soap is lemon juice. He puts it on his salad and eats it. After he eats the salad, he feels sick. Poor Joe! oe came home fron work and. opened his mailbox. Unitl 5PRE-READING Look at the picture. * What are the men doing? * What is unusual about them? Read the title of the story. Look at the picture again. * What do you think this story is about? * Can you guess what happens?Fifty Good Friends anue! Garcia had stomach cancer. The doctors told him, “You need chemotherapy to stop the cancer.” Manuel went to the hospital for chemotherapy. Chemotherapy is strong medicine. After a few weeks of chemotherapy, Manuel's hair began to fall out. Soon he had no hair. Manuel was depressed. He felt strange without hair. He didn’t want people to see him. One day Manuel's brother and three other relatives visited Manuel in the hospital. Manuel was surprised when he saw them. They had no hair! “You shaved your heads!” VOCABULARY Manuel said. Manuel began to laugh. The other men laughed, too. “Please be quiet,” the nurse said. But the nurse was smiling. When Manuel came home from the hospital, friends and relatives came to visit him. “We want to shave our heads,” they said. “We want to look like you.” Manuel shaved their heads. He also shaved his sons’ heads. In one day he shaved fifty heads. Manuel's wife wanted to shave her head, too. “No!” said Manuel. At the hospital Manuel was depressed because he had no hair. Now he is not depressed. “I'm ready for anything,” he says. Look at the picture and complete the sentences. Find the right words. Circle the letter of your answer. 1. The men in the picture are Manuel Garcia's friends and a. sisters b. doctors ©) relatives 2. They have no hair because Manuel __ their heads a. shaved b. painted ¢. studied 3. Now they all like Manuel. a. walk b. talk c. look 4. Manuel's friends shaved their heads. Manuel laughed. Now he is not. Now he is ready for anything. a. happy b. depressed ¢. sickUnit 2 3. COMPREHENSION UNDERSTANDING CAUSE AND EFFECT Find the best way to complete each sentence. Write the letter of your answer on the line. 1. Manuel Garcia went to the a. because they wanted to look like hospital _© Manuel. 2, Manuel's hair fell out b, because he has fifty good friends. 3, Manuel was depressed . because he needed chemotherapy. 4. Manuel's friends and relatives 4, because he had no hair wanted to shave their heads ____ because chemotherapy is strong 5. Manuel is not depressed now ___—”- medicine. UNDERSTANDING QUOTATIONS ‘Who said it? Match the sentences and the people. Write the letter of your answer on the line. 1. _d_ "You need chemotherapy.” a. the nurse 2, ___ "Please be quiet.” b. Manuel 3, ___ "We want to look like you.” _¢. Manuel's friends and relatives 4, ___ "I'm ready for anything.” d. Manuel's doctors REVIEWING THE STORY Complete each sentence. Then read the story again and check your answers. Manuel Garcia went to the hospital for chemotherapy. Chemotherapy is, strong ___tedéicine__. Manuel's hair began to fall out. Soon Manuel T had no - Manuel was _______ because he had no hair. Manuel's 3 brother and three other relatives visited him in the hospital. They had no hair.“You —________________ your heads!” Manuel said. Manuel's friends and 7 . relatives wanted to look like him. In one day Manuel shaved fifty 3 Manuel laughed with his friends and felt better. Now he is not depressed. He's ready for Manuel had fifty good friends. Think about one of your good friends. First, draw a picture of your friend here. Now write about your friend. Complete the sentences. My friend’s name is I met my friend in My friend lives in He/she is He/she likes Together we Tlike my friend because DISCUSSION Read the sentences you wrote above to a partner. Tell your partner a little more about your friend. Unt2 9A New Man he _man in the first picture lives in Northern Ireland. His name is Roley Mcintyre. Roley Mcintyre was big—he was very big. He weighed 600 pounds.’ For lunch Roley ate ten pieces of bacon, four eggs, ten potatoes, and fried vegetables. For dinner he ate meat and more potatoes, and after dinner he always ate dessert. Before he went to bed, he ate a few sandwiches and some cake. Roley couldn't drive a regular car because he was too big. He couldn’t fit in the front seat. Roley had a special car. It had no front seat. Roley drove his car from the back seat. One day Roley went to the doctor. The doctor said, “Mr. Mcintyre, you have a special car. Now you need to buy a special coffin—a coffin for a very big man. You have to lose weight, or you're going to die soon.” VOCABULARY Roley went on a diet. For breakfast he ate cereal with nonfat milk. For lunch he ate baked beans on toast. For dinner he ate fish and vegetables. After Roley began to lose weight, he met a pretty woman. Her name was Josephine. Josephine told Roley, “Don't stop your diet.” Roley didn’t stop his diet. He continued to lose weight. In 18 months he lost 400 pounds.’ Two years after Roley started his diet, he and Josephine got married. You can see them together in the second picture. Roley and Josephine are wearing a pair of Roley’s old pants. kilograms 181 kilograms Complete the sentences. Find the right words. Circle the letter of your answer. 1. After dinner Roley ate cake, cookies, or ice cream. He always ate a. lunch (B) dessert ¢. breakfast 2. Roley couldn’t drive a regular car because he was too big. He couldn’t ___ in the front seat a. fit b. stand c. see 3. The doctor told Roley, “You have a pecial car. Now you need to buy a special ___ because you're going to die soon.” a. refrigerator b. garage coffin The doctor told Roley, “You are too big. You have to go ona diet. Don’t eat potatoes and dessert. You need to__ a. eat more b. lose weight ¢. buy clothes "12 Unit3 COMPREHENSION LOOKING FOR DETAILS What did Roley eat when he was. What did Roley eat when he was on big? Find the words in the story. a diet? Find the words in the story. Write them here. Write them here. bacon cereal with nonfat milk e4gs REVIEWING THE STORY Complete each sentence. Then read the story again and check your answers. Roley Mcintyre was very big. He __e/ghed__ 600 pounds. Roley couldn’ drive a regular car. He couldn’t fit in the front et so Roley’s car had no front seat. He could drive his car from the seat. 7 Roley’s doctor said, “Mr. McIntyre, you have to lose weight, or you're going to__" Roley went ona He began to lose ______. He meta pretty —____. She told Roley, “Don’t _____ your diet.” Roley didn’t stop his diet; he lost 400 Two years after Roley started his diet, Roley and Josephine gotUNDERSTANDING CAUSE AND EFFECT Find the best way to complete each sentence. Write the letter of your answer on the line. 1. Roley McIntyre was big _¢ 2. Roley couldn’t drive a regular car 3. Roley needed to buy a coffin 4. Roley ate only fish and vegetables for dinner 5. Roley and Josephine could wear a pair of Roley’s old pants a. because he was going to die. b. because he was on a diet. c. because he ate a lot. d. because he couldn’t fit in the front seat. e. because the pants were very big. What did you usually eat for breakfast, lunch, dinner, and snacks in your native country? What do you usually eat in the United States? Complete the chart. IN MY NATIVE COUNTRY IN THE UNITED STATES TUSUALLY ATE I USUALLY EAT Breakfast Lunch Dinner Snacks DISCUSSION Take turns reading your charts to a partner. * Do you and your partner eat the same food? * Which food do you think is healthier—the food you ate in your native country, or the food you eat in the United States? Units 13,14 PRE-READING Look at the picture. ‘* What are these people doing? * What is unusual about them? Read the title of the story. Look at the picture again. * What do you think this story is about? * Can you guess what happens?UNDERSTANDING CAUSE AND EFFECT Find the best way to complete each sentence. Write the letter of your answer on the line. 1. Roley Mcintyre was big _¢ 2. Roley couldn't drive a regular car 3. Roley needed to buy a coffin 4. Roley ate only fish and vegetables for dinner 5. Roley and Josephine could wear a pair of Roley’s old pants __ a. because he was going to die. b. because he was on a diet. ¢. because he ate a lot. d. because he couldn't fit in the front seat: e. because the pants were very big. What did you usually eat for breakfast, lunch, dinner, and snacks in your native country? What do you usually eat in the United States? Complete the chart. IN MY NATIVE COUNTRY IN THE UNITED STATES | T USUALLY ATE T USUALLY EAT Breakfast | Lunch Dinner Snacks DISCUSSION Take turns reading your charts to a partner. * Do you and your partner eat the same food? * Which food do you think is healthier—the food you ate in your native country, or the food you eat in the United States? Unit3 13I Ran for Everybody 12 years old, Jeff had cancer. Doctors had to cut off most of his right leg. Every day Jeff puts on an artificial leg. The leg is plastic. With the plastic leg Jeff can ski, ride a bicycle, swim, and play soccer. He can also run. In the photograph Jeff is running with some young men. They have plastic legs, too. They are wearing special T-shirts. The T-shirts say, “Run, Jeff, Run. Jeff Keith's Run Across America.” When he was 22 years old, Jeff Keith ran across the United States, from the East Coast to the West Coast. He started running in Boston. Seven months later, he stopped running in Los Angeles. He ran 3,200 miles’; that's about 16 miles each day. Jeff wore out 36 pairs of running shoes and five plastic legs. Ji Keith has only one leg. When he was 2. VOCABULARY Jeff stopped in cities on the way to Los Angeles. In every city people gave Jeff money. The money was not for Jeff. It was for the American Cancer Society. The American Cancer Society used the money to learn about cancer. ‘On the way to Los Angeles Jeff talked to people about cancer. He also talked about being disabled. Jeff is disabled, but he can do many things: he skis, swims, plays soccer, and runs. He finished college and is studying to be a lawyer. Jeff says, “People can do anything they want to do. | want people to know that. I ran not only for disabléd people. Iran for everybody.” 50 kilometers 26 kilometers Which sentence or picture has the same meaning as the sentence in the story? Circle the letter of your answer. 1. Every day Jeff puts on an artificial leg. The leg is plastic. @) Jeff’s leg is not real. B. Jeff's leg is expensive. 2. Jeff Keith ran from the East Coast to the West Coast. a. b. Tor 3. Jeff Keith has only one leg, Jeff is disabled, but he can do many things. a. Jeff has a physical problem. b. Jeff is depressed Every week Jeff bought a new pair of running shoes. He wore out 36 pairs of running shoes. a. Jeff wore his shoes ui were not good. b. Jeff wore his il they oes outside. 153. Unit 4 COMPREHENSION UNDERSTANDING THE MAIN IDEA Circle the letter of the best answer. 1, The main idea of “I Ran for Everybody" is a. some disabled people wear artificial legs. b. disabled people can do many things. . some disabled people are lawyers. 2. Jeff Keith wants us to know that a. people can do anything they want to do. b. it is 3,200 miles from Boston to Los Angeles. ©. running shoes are expensive. FINDING INFORMATION 7 Read the questions. Find the answers in the story. Write the answers. 1, Did Jeff Keith run across the United States or across California? leff Keith raw across the United States. 2, Did he talk to people about cancer or about running? 3. Did people give Jeff money or presents? 4. Was the money for Jeff or for the American Cancer Society? 5. Did Jeff run for everybody or only for disabled people? LOOKING FOR DETAILS Look for the numbers in the story. Match the numbers with the correct words. Draw a line to your answer. 1.22 months, 2, 3,200 paits of running shoes. 3. seven plastic legs 4. 36 ‘miles 8. five years old