Linda Markstein Louise Hirasawa DEVELOPING REA DING SKILLS:DEVELOPING READING SKILLS -intermediate Linda Markstein Louise Hirasawa LE PUBLISHERS Library of Congress Cataloging in Publication Data M Linda reading skillsLibrary of Congress Cataloging in Publication Data Markstein, Linda Developing reading skills Summary: A textbook designed to strengthen reading skills by exposing readers 1o material which promotes vocabulary development. structural analysis, and relational and inferential analysis. 1. English language--Text-books for foreigners. 2 Readers-1980- [1 Readers. 2. English language-Textbooks for foreigners] 1. Hirasawa, Louise. I Title PEN2RMMS 42864 81-9640 AACR? Cover and book design adapted from that by Harry Swanson. Copyright © 1981 by Heinle & Heinle Publishers, a division of Wadsworth, Inc. All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means electronic or mechanical, including photocopying, recording, ot by any information storage and retrieval system, without permission in writing from the Publisher. ISBN 0.8384-2826-6 First printing: October 1981 Printed in the USA 19 20 21TABLE OF CONTENTS Acknowledgments / iv Introduction / v Motherhood in a Changing World: Women in Ghana / | US. Cities: Past and Present / 15 Ordinary Aspirin Is Truly a Wonder Drug The Crime of the Month / 39 Review Examination I / 53 we Tips on Doing Business with the Arabs / 59 6. Everyday Life in the Soviet Union: The Shopping Runaround /73 7. How to Give a Good Speech / 87 8. What You Don’t Know about Exercise / 101 Review Examination II / 114 9. Love Japanese Style / 119 10. Is There a Safe Way to Drin 11. Learning the Difference between Play and Sport / 153 K? / 135 12. Are These the Best Years of Your Life? / 167 Review Examination III / 180 Credits / 183Dedicated to Pat Rooney and 10 Hermina and Harry Montag —=<—O—~ ACKNOWLEDGMENTS Many people have helped us with Developing Reading Skills: Intermediate and Expanding Reading Skills: Intermediate. Teachers from New York to China have tested the materials and given us their advice: hundreds and hundreds of students have used the materials. and they have shown us what was good—and what needed to be better. We want to give special thanks to Linda Barker, Gay Brookes, Allan Dart, Barbara Gonzales, Janis Jones, Steve Rooney. and Dorothy and David Severs. We also want to thank Elizabeth Lantz, Mark Lowe and Jackie Sanborn at Newbury House. Most of all, we want to thank our patient, long-suffering husbands, Katsushige and Steve. and Linda's daughters, Anne and Suzy who have gone without when deadlines drew nigh. Thank you, all of you. We couldn't have done it without you. Linda Markstein The Borough of Manhattan Community College The City University of New York New York, New York Louise Hirasawa The University of Washington | Seattle, Washington _INTRODUCTION Developing Reading Skills: Intermediate is designed for adults who want to strengthen their reading skills for academic, personal, or career purposes, These materials have been tested successfully with both native and non-native speakers of English. Developing Reading Skills: Intermediate is a predecessor to Developing Reading Skills: Advanced and Expanding Reading Skills: Advanced. This text also emphasizes guided reading practice and the development of reading speed. The readings come from current non-fiction, magazine, and newspaper writing, and they cover a wide subject range in order to expose the reader to the content demands of different types of reading material We have tried to select the readings with great care so that we would have to make as few changes as possible from the original text. We have occasionally simplified structures and vocabulary in the earlier readings. In later readings, we have used margin glosses to help the reader out. The readings are arranged in order of difficulty, and the exercises deliberately build upon vocabulary and structures introduced in earlier chapters. We recommend that the chapters be presented in the given order if possible. Suggestions for Introducing the Reading The more time spent introducing the reading, the better the results. Intermediate-level students in particular benefit from careful reading prep- ion because it helps them to be more receptive to the content. There are many ways of working into the reading depending upon the goals of the lesson and the needs of the students. In general, we suggest activities of two basic types: Type A—Content Predictions 1) Mlustration and Title Clues: Using only illustrative material (photo- graph, map, graph) and the title, have the students discuss (a) what they vi Introductionvi Introduction think the subject is; (b) what the picture tells them about the subject; (c) how they feel about the subject, taking care to examine in detail their past experience or knowledge of the subject. 2) Discussion Topics: Near the end of every chapter, there are several discussion-composition topics relating to the reading. It can be interesting and useful to give these topics to the students before they read the article now and then. This helps to activate their awareness of the subject and gives them a focus for their reading. 3) Content Expectations: Ask the students what they expect the article to say before they read it. (Note: It is useful to write these statements on the chalkboard so that they can be re-examined later.) 4) Point of View: Ask the students how they think the writer feels about the subject. What view do they expect that he or she will present? Why? A note of caution: It is quite natural for people to feel hesitant about hazarding these guesses at first. Care has to be taken to establish an environment of freedom where there is no penalty for being “wrong.” Type B—Word Connotation and Tone In order to develop an awareness of word connotation and word tone, it can be both useful and challenging to focus on activities of another type. ‘These activities we usually introduce with a word-phrase association. We choose a very general. comprehensive word or phrase related to the reading. write it on the chalkboard, and then ask the students to freely associate any words that come to mind until there are perhaps 30 to 40 words and phrases on the board. Some of the activities available at this point are: 1) Categorizing: Have the students make up a few general categories into which these words can be classified. 2) Word Selection: (a) Have the students decide which words have negative connotations and which ones positive: (b) have the students choose three words they would like to delete; (c) have the students choose the three words they think are most closely related to the subject. Ask them to explain the reasons for their choices. Because these activities often generate lively discussion and disagree- ment, it can be useful to have the students work together in small groups. There are many more ways to extend these introductory activities to suit the needs of a specific class. Above all, we urge you to vary your approach from time to time to heighten student interest and involvement. Using the Reading Text to Reinforce Other Language Development Activities In many English as a Foreign Language and English as a Second Language programs, reading is taught in combination with other language- Introduetic vii development activities. Consequently, teachers often ask us how our texts can be used to reinforce grammar, sentence structure, and composition activities, We believe that intellectual content is an essential component ofIntroduction vii development activities. Consequently, teachers often ask us how our texts, can be used to reinforce grammar, sentence structure, and composition activities. We believe that intellectual content is an essential component of real language activities no matter what they may be, and our readers provide content that can be effectively used for a variety of purposes. Let us suppose that the grammar focus in a lesson is the past tense. Most of the readings in this book can be discussed using past tense: «What were some of the tips the author gave for doing business in the Arab world? «What were some of the problems in cities of the past? +What was the best year in your life? In the discussion-composition topics near the end of each chapter. we have tried to phrase the topics in such a way as to naturally elicit different verb tenses. These topics may give you ideas for how to focus discussions in order to give practice in specific grammar elements If the aim of the lesson is to give practice in pronunciation and intonation, sentences from the reading (or perhaps the comprehension check) can be used. This can lend meaning to the practice. The readings can be used very easily to teach sentence patterns—and to prove that the various sentence patterns of English are actually used! All of the readings provide repeated examples of the sentence patterns We have always believed that reading should be taught together with ‘composition and that the best results come from developing these skills together: good readers are good writers are good readers. ... We have tried to provide interesting, fully developed composition topics in order to guide students in their compositions. These composition topics have proved particularly effective when the students have been given ample opportunity to discuss them before they begin writing. Reading-Skills Development—Suggested Procedures ‘The reading class should be one in which students will develop useful reading skills. As in the development of any other skill, guided practice over an extended period of time is essential. In the beginning. many students will have difficulty in finishing the articles in the time you suggest, and they will need encouragement and reassurance from you. (Note: in this text—unlike Developing Reading Skills: Advanced and Expanding Reading Skills: Advanced—we have not recommended specific reading times. We have given reading speeds (words per minute) after every reading. You can choose the most appropriate time limit for your class. We found too much variation between classes to feel confident about recommending times.) The students must learn to stop reading word by word and. instead. read to grasp the general ideas of the article. This can be achieved by careful viti Introduction and consistent use of the rapid reading and comprehension exercises. The transition from specific words to general ideas takes time, and the students nmammaeh on menicn thie odisnemanh Tals haath ee,vité Introduction ‘and consistent use of the rapid reading and comprehension exercises. The transition from specific words to general ideas takes time, and the students need a great deal of encouragement to make this adjustment. They should try to guess the probable meanings of unfamiliar words from their contexts rather than look these words up in the dictionary. (We recommend that dictionaries not be used at all in the classroom.) ‘The Comprehension Check reflects the major ideas of the articl order to help the students learn to focus on imporant information. When they read the article a second time, they will be aware, through the Check statements, of what information is important, and they should be encouraged to read with these statements in mind, The Check statements appear in the same order as the presentation of relevant information in the icle to aid in recall of that information and to develop a sense of the article's organization. Developing Reading Skills: Intermediate has been designed for self- instruction as well as for class instruction (a separate answer key is available). ‘When the text is used for self-instruction, the student will achieve the best results by following the recommended reading procedures. The rapid reading must be carefully controlled to be effective. We recommend the following steps and suggest that the entire first lesson be done carefully in class to make sure everyone understands the procedure. 1). The students should write the numbers | through 10 on both sides of a piece of paper, marking one side “Test 1” and the other side “Test 2” 2). The teacher then announces the amount of time for the first reading of the article. (Note: the time should be limited enough to provide challenge.) Students begin reading. 3) While the students are reading, they should be told at intervals how many minutes they have left and which paragraph they should be starting: for example," Four minutes, paragraph seven.” Ifa timer clock is used. they can pace themselves. 4) When the teacher announces “Time is up!” the students must stop reading whether or not they have finished the article. (In the beginning. many students may nor finish the article on the first reading) 5) Students should turn to the Comprehension Check at the end of the chapter, read the statements, and answer true (T) of false (F) on their pers under Test 1. The students should base their answers only on information contained in the article 6) When they have completed the Comprehension Check, students should turn their papers over so that Test | answers cannot be seen. 7) The teacher should ask the students to reread the article, starting from the beginning and skimming quickly over previously read portions. Introduction & 8) The teacher should announce the time for the second reading. The second reading time should be shorter than the first to encourage scanning for specific information. 9) Repeat Step 3. 10) Repeat Step 5, marking answers under Test 2. Students should not look at their first answers (Test 1) or at the article. (Answers on Test 2 may ‘“Aiffer froma those on Test 1.)Introduction ix 8) The teacher should announce the time for the second reading. The second reading time should be shorter than the first to encourage scanning for specific information. 9) Repeat Step 3 10) Repeat Step 5, marking answers under Test 2. Students should not look at their first answers (Test 1) or at the article. (Answers on Test 2 may differ from those on Test 1.) 11) When the reading is particularly long or difficult, a third reading may be necessary. If so, the same procedures should be repeated. Students can fold their test papers to make a fresh surface for Test 3 answers. 12) After the last Comprehension Check, students can work together in small groups in checking their answers. Answers should be docu- mented by reference to specific page and paragraph numbers in the article. The emphasis should be on supporting the answers. The teacher should encourage all well-reasoned interpretations even if they disagree with the given answers. The Comprehension Check should NEVER be used as a graded quiz. It is the student's personal record of progress and comprehension. In order to teach another useful reading skill—initial surveying before a second, careful reading—we recommend that Steps 2 and 8 occasionally be reversed. When this is done, the reasons for change in procedure should first be explained to the students to avoid confusion and frustration. In the beginning, students may show little improvement from Test | to Test 2 and, in some cases, scores,may even drop. It is particularly important to remind students that it takes time and practice to develop reading skills— just as it does to develop any other skill. They should be encouraged to read the article again outside class for additional practice. With practice over a period of time, scores and comprehension should improve noticeably. When the article is discussed in class, attention should generally be directed to sentence and paragraph content rather than to individual words. Ifa key word is unfamiliar, the students should be encouraged to guess the meaning from the context, and they should also be encouraged to see that words can have different meanings in different contexts Depending upon the students’ needs and ability, there are several ways to review the article orally: 1) The teacher can ask questions about the content. 2) Students can ask each other questions about the content of speci paragraphs. 3) Individual students can explain the meaning of a paragraph in their own words.x Introduction 4) Students can summarize the article orally as a class exercise. 5) Students can bring related articles to class and give reports on them. Reading-Skills Development—Exercises The exercises in Developing Reading Skills: Intermediate concentrate on three areas of reading skills development: 1) vocabulary development: 2) structural analysis; 3) relational and inferential analysis Both the Analysis of Ideas (Exercise A) and Interpretation of Words and Phrases (Exercise B) develop the student's ability to understand the inner meaning and to discover what is written “between the lines.” In these exercises, many types of questions commonly used in schools in English- speaking countries have been included. Analysis of Ideas and Relationships: This exercise will help the student develop the ability to guish between main and supporting ideas. to detect implications, interpret facts, and reach conclusions about the major points in the article. In this way, the students can develop skill in active, critical reading. Interpretation of Words and Phrases: Important (and difficult) sen- tences, idioms, and concepts are singled out for analysis of meaning. This will lead to better understanding of the article. Reading Reconstruction: This exercise provides the opportunity to practice some of the newly learned vocabulary in a short, clearly constructed paragraph. After reading the paragraph several times, the student can then try to restate the content of the paragraph (cither orally or in writing). Another variation on this exercise is to read the paragraph to the students several times and then ask the students to reconstruct the content based upon their aural comprehension of the paragraph. We have used personal narrative as well as expository models in these paragraphs. Antonyms: Vocabulary is extended through a study of word contrasts in a meaningful context. Synonyms: Vocabulary is extended through a study of word similarities in a meaningful context Word Forms: Vocabulary is developed through a study of word families. Vocabulary Application and Supplementary Vocabulary both provide the student with opportunities to practice newly learned vocabulary in a meaningful context. Determiners and Prepositions concentrate on particular areas of language difficulty while using content from the article.Introduction xi Sentence Scramble draws attention to the importance of word order in tglish. Words are presented in random order, and students are asked to ake a meaningful sentence out of these words, Cloze: In order to build an awareness of syntactic and semantic cues in guage and, specifically, in print, the reader is asked to fill in blanks in a Ssage with any appropriate word. For the purpose of this exercise, it is not Cessary or important for the student to supply the exact word found in the ler satisfying the semantic and syntactic constraints st. Any appropriate f duld be accepted Punctuation: To highlight common punctuation patterns (and options). dents are asked to restore capital letters, commas, and periods to a Fagraph view Examinations A short review examination appears after every four chapters.MOTHERHOOD IN A CHANGING WORLD: WOMEN IN GHANA [Most women in Ghana have always combined an active role in the economy—mainly as farmers and traders—with an active role as wives and mothers of large families. Traditionally, children helped their mothers at home and at work, but now children go to school and can't help as much How do working mothers in Ghana cope with their respon- sibilities in the home and on the job now? This article discusses the changes that are taking place in Ghana today.] 1 Most women in Ghana—the educated and illiterate, the urban and rural, the young and old— work to earn‘an income in addition to maintaining their roles as housewives and mothers. Their repu- tation for economic independence, self-reliance, and hard work is well known and well deserved. 2 Most of Ghana's working women are farmers and traders. Only one woman in five, or even fewer, can be classified as simply housewives. Even these women often earn money by sewing or by baking and cooking things to sell. They also maintain vegetable gardens and chicken farms. Indeed, the woman who depends entirely upon her husband for her support is looked upon with disfavor. 3 Nine out of ten women fifteen years of age and over are married. Women say they would like to have six or more children, and in fact an average of seven children is born to every woman. In short, the normal life pattern for most Ghanaian women is to combine an active role in the economy with an active role as wife and mother of a large familyMotherhood in a Changing World: Women in Ghana 3 ‘A. Analysis of Ideas and Relationships: Circle the letter next to the best answer. 1. The main idea of paragraph 1 is that: a. women in Ghana are lazy. @® women in Ghana work and maintain families. ®. most women in Ghana are young. 2. In paragraph 1, the words inside the dashes (—) deseribe: a. a few of the women in Ghana b. the non-working women. ©) most of the women in Ghana. 3. The main idea of paragraph 2 is that sell. , 31h addition © __ working, they maintain families. ten women are married. 5. Ghanaian women combine a role__|/____ the economy a role as wife and mother ____ a large family. , 6. How do they cope —_____ their responsibilities ____“)___ the home and —_<_ — the job? / 7. Can they expect help =“ £ “ their families? etes apeepe Motherhood in a Changing World: Women in Ghana 7 People are moving it their traditional homes. Day care is available mainly __//)____ urban areas. Ghana is looking __/ 1 new ways women. _ meet the needs Determiners: Write any appropriate determiner in the blanks below. (Some examples of determiners: a, the, this, that, these, those, my, your, our, his, her, their, its, some, any, no, one, two, etc.) If no deter- ‘miner is necessary, write an “Xin the blank. Women say ___*____ they would like to have __ six or __X___ more children. In fact, 9" _ average of af “Seven children is born to ae _ every woman. Pt normal pattern for most“ Ghanaian women is to combine ci} _ active role in ‘economy with 27 active tole as_ >< wife and mother of __<— large fa How do aa women cope with te ir responsibilities in ci home and on job? Special Expressions: Verbs with Prepositions: From this list, choose a synonym for the word in bold type in each sentence. Some synonyms may be used in more than one sentence. add consider rely on tobringup — dependon —_trying to find completed handle Ghanaians look upon a non-working mother with disfavor. (consider) Women depend upon their families to help with housework. Can you cope with your job, family responsibilities. and school? 4 Peter carried out the teacher's instructions carefully. If I take on any more projects, I won't have time to study Lam looking for a new job + é You can always count on Freddie to help you. ; It takes a lot of work to raise children. 78 Developing Reading Skills—Intermediate Word Forms: Choose the correct word form to fit into each sentence. Use appropriate verb tenses, singular or plural forms for nouns, and passive voice where necessary. favor, to favor, favorite, favorable, favorably a. Did you make a favorable _ impression at the job interview? b. I think they reacted favorably to me. ¢. Could you do me a___faver__? Please read my composition. di. Mr. Aziz always —J@¥0rs__ blue suits. ©. Blue is his favorite __ color. combination, to combine, combined a. My husband and I have a _2 income of $15,000. b. We * our money in one bank account. ©. Do you like the 2/14)" Of rice and beans? activity, to activate, active, actively a, When you push that button, you will £ b. My favorite is sleeping. c. John leads an SC) life. He is always busy d. He works | all day. the motor. responsibility, responsible, responsibly a. How much does your job have? b. Mrs. Chang is______ for making decisions in the Purchasing Department. ¢. If you don’t drive . they will take away your license. frequency, frequent, frequently a. What is the ____/ of flights from New York to Los Angeles? b. receive Letters from my sister in Venezuela. © T2114 stay out until 2 a.m. on Friday nights. center, to centralize, central, centrally . What is the <-!___ idea in his speech? b. The doctor's office is in the" __ P" of town. ©. It's easy to get to because it iso located, d. Last year, that company all of its records into one location.Motherhood in a Changing World: Women in Ghana 9 7. support, supporter, to support, supporting a. The chairman received the 2/707" _ of most of the committee members. b. The L22P9/ THA bvidence proves that cigarettes are harmful . Mr, Peterson.S. d. The game CPY2_ his family by working in a bank 1G of the baseball cheered loudly during the 8. simplicity, to simplify, simple, simply a. Please write the instructions in S11)? 2 b. Say ite __ so everyone will understand you. ¢. His instructions were too difficult to understand, so he had to SUMP OP Y them. d. Einstein was able to describe his brilliant ideas with great 9. life, to live, alive, live, living, lively All Low things need food. b. Is that spider _2-/ “<__ or dead? ©. The television news will have a meeting in Paris . Ms. White is very © e. The Watson family — in a small house. £ Itis interesting to read about the ‘of a great person. 2 = __ report of the important 10. help, helper, to help, helpful, helpless, helpfully, helplessly a. Can you 4 me carry this chair? b I need ae 2 to carry it «. You have been very ___. Thank you 4. The child felt 2 when he got lost ¢. The old woman needed > to cross the busy street f£ The two boys acted EWU by stopping the cars for the old woman. The family looked on — as their house burned down 10 Developing Reading Skills—Intermediate H. Sentence Scramble: Make a sentence out of each group of words. 1. working women - and - most of - farmers - traders - Ghana's - are Most of Ghana's working women are farmers and traders.10 Developing Reading Skills—Intermediate Sentence Scramble: Make a sentence out of each group of words. |. working women - and - most of - farmers - traders - Ghana’s - are Most of Ghana's working women are farmers and traders. . how - responsibilities - mothers - with - these - their - do - multiple ~ cope active role - active role - with - as wife and mother - combine - in the economy - they - an ~ an tried - some - ideas - are - new - being . meet the needs - for - is - new ways - Ghana - looking - to - women - of Topics for Discussion and Composition: . The role of women is not the same in every society. What is the traditional role of women in your society? How does it compare with the role of women in Ghana? Please give several examples to show how the lives of women in your country are different from the lives of women in Ghana. (Examples: Do women usually work? If so, what kinds of work do they do? Do they stay home? What do they do at home? Do they raise large or small families?) . In most countries around the world, the role of women is gradually changing. Is the role of women changing in your country? Please give several examples of these changes. Looking back at your answers to questions | and 2, do you prefer the traditional roles for women or the new ways? Give some examples to explain your answer. |. In Ghana, mothers usually work. In some other countries, mothers rarely work. Do you think mothers should work? Why or why not? Give several examples to explain your answer.Motherhood in a Changing World: Women in Ghana 1. J. Reading Reconstruction: Read this paragraph as many times as you can in three minutes. Then, with your book closed, restate the ideas in writing as clearly and as completely as you can. Your teacher will write key words on the chalkboard. You do not have to use all of these words. They are offered only to help you remember. The emphasis in Reading Reconstruction is on comprehension and restatement of ideas. Make sure that your sentences are meaningful and that your grammatical structure is correct. (Note: If you wish to practice this type of exercise outside class you can do so easily by using short paragraphs taken from newspapers or magazines, following the above instructions.) Women in the Middle East In some countries, the problems for women are the opposite of those in Ghana. In the Middle East, for example, women have traditionally stayed at home. They were responsible for maintaining the home and did not work. In fact, when women went out in public, they covered their faces and walked behind their husbands. Today the pattern of life is changing. Many women want to take an active role in the economy. However, working reduces their chances of getting married because many men still want to marry in the traditional way Key words (to be written on the chalkboard): traditionally pattern. role responsible life reduces maintaining active way in fact 12 Developing Reading Skills—Intermediate K. Comprehension Check: On a separate piece of paper, write the numbers2 K. 10, Developing Reading Skills—Intermediate Comprehension Check: On a separate piece of paper, write the numbers 1 through 10 on both sides. Mark one side “Test 1” and the other side “Test 2."" Read each statement and decide whether it is true or false. Write “T” after true statements and “F” after false statements under Test 1. After you have finished the comprehension check, turn Test I face down. Then read the article again and do the comprehension check in under Test 2. Base your answers on the information in this article only, even if you disagree with what the author said. Most women in Ghana work. Most people in Gha a disapprove of working women Housewives never earn any money in Ghana The average woman in Ghana has seven children, Traditionally, the tasks of motherhood have been shared by family members. Mothers traditionally raised their children without help . Today, many people are moving away from their traditional homes. Women now work even harder than before. Most poor women send their children to day care centers. Ghana wants to help the women continue their multiple roles2 U.S. CITIES: PAST AND PRESENT [Dr. Charles Adrian, a political science professor at the University of California at Riverside, has made a 20-year study of the problems of American cities. The results are presented in a book called History of American City Government, 1775-1870.| 1 The problems of the nation’s cities—pollution, crime, riots, a lack of planning, transportation—are bad, but they were worse in the so-called “good old days,” according to Dr. Charles Adrian. He gives pollution from automobiles as one example. He agrees that it may be bad now, but he states that there was a lot of pollution from horses and other animals in Amer ican cities in the 19th century 2 Most cities had their own slaughterhouses where cows and pigs were killed a century ago. They were careless about throwing out the remains of the animals and that sort of thing,” he said. “And the sewer system for waste disposal was almost nonexistent.” 3 Some of the problems that bothered people living in the cities during that period are still with us— poor planning, problems in low-income neighbor- hoods, police relations, and public transportation 4 “Pollution was a very important problem for city governments in the last century, particularly with regard to water supplies,” Dr. Adrian said. “They had some idea that water could be polluted, but they didn't know how. Trying to get pure water was a big problem.” 16 Developing Reading Skills—Intermediate 5 “People like to talk about the good old days, but, actually, the cities of the 19th century were dirty and, in many ways, filthier than today. Communicable disease was a great concern, There was still smallpox and also16 Developing Reading Skills—Intermediate 5 “People like to talk about the good old days, but, actually, the cities of the 19th century were dirty and, in many ways, filthier than today. Communicable disease was a great concern. There was still smallpox and also yellow fever, malaria, cholera and typhoid. The infant death rate was high, and there were other dangers as well.” 6 “It is true that people were not being killed by cars. However, they often were killed or seriously injured by runaway horses. It was quite common,” Dr. Adrian said. 7 Crime was a great concern then too, according to Dr. Adrian. “Mugging wasn't as common then,” he said, “but it did exist. Pickpockets were very skilled, too. Also, from the 1830's on, there were a lot of sum- mer ghetto riots. That wasn’t just something from the 1960's. There were several causes, but, basically, it was because many people moved to the cities from rural areas. 8 Planning of cities and their neighborhoods was controlled by land speculators and real estate devel- opers who were only interested in making money. 9 Finally, Dr. Adrian thinks that the situations and problems facing American cities have not changed so much, and he suggests that we look back at the past and try to learn from it. TURN TO COMPREHENSION CHECK AT END OF CHAPTER READING TIMES: READING SPEED: Ist reading 2nd reading minutes 4minutes= 88 wpm minutes 3 minutes = 117 wpm 2 minutes = 175 wpm22 Developing Reading Skills—Intermediate G. Word Forms: Choose the correct word form to fit into each sentence. Use appropriate verb tenses, singular or plural forms for nouns, and passive voice where necessary. 1. nation, national, nationally a. That product was 2.4 4" advertised on TV. b. Do you know all of the words to the #7 J" anthem? c. Which is the largest _““ “"¢" in the United Nations? 2 pollution, to pollute a, 2.2. was a problem in the past as well as in the present b. Please don't the water. 3. government, Bovernor, to govern, government (governmental) a. That is the new gc. Coffice building. b. At the present, the Republicans control the 2 4647/7 07 c. Has there ever been a woman 20. 64 “Of in the United States? d. He tried to 4 CA) _ fairly and wisely. 4. death, to die, dying, dead, deathly, deadly a. What happened? You are“. _+_pale. eh b. Keep children away from that poison. It is 2a ray © I was sorry to learn of your uncle's d. He had never seen a man before. . Twant to go a lot of ‘hiags before 1_L4/ t Dy. people tell no secrets. 5. danger, to endanger, dangerous, dangerously a. During the war, people were accustomed to b. They didn't chogse to live “2. +" but sometimes they had to. ©. Try not toy AL the lives of the children d. People usually behave calmly in 2/2" situations, but later they feel nervous and upset 6. importance, important, importantly a. “Do you have an appointment?” he asked me with an air of great b. “No, but I have an _ 1 message.” I replied. in that case, follow me,” he said as he walked 07-4" trough the large archway. v20 Developing Reading Skills—Intermediate C. Synonyms: From this list, choose a synonym for the words in bold type in each sentence. wereprobably not leftover parts did not exist also. extremely dirty especially hurt contagious disturbed |. Dr. Adrian states that cities were worse in the past. 2.One of the problems was that slaughterhouses were very careless in getting rid of the remains of animals, 3. Sewer systems were nonexistent. 4.In general, the cities were filthy. 5.As result of the pollution, there were many communicable diseases 6. There were other dangers as well. Many people were seriously injured by runaway horses. 8. This problem was particularly serious then. 9. Many problems t { bothered people then continue to exist today 10. In general, the so-called good old days may not have been so good. D. Prepositions and Verb-completers: Write any appropriate preposition or verb-completer in the blank spaces. Dr. Adrian, American cities were not better According —_ _____— the past 7 _ fact, he says that the good old days were probably not so 00d, 3. Pollution was one ____ the problems facing people then. 4. Actually, the cities ______ the 19th century were dirty and, many ways, filthier than today. 5. People were often injured ____ runaway horses. ULS. Cities: Past and Present. 21 6. Beginning the 1830's, there were a lot summer riots — the cities the causes was that people rural areas = the cities,U.S. Cities: Past and Present 25 always had its problems. They existed in the past, they exist in the present and. certainly, they will exist in the future. But, in the future, just remember: we can look back and talk about the good old days! Key Words (to be written on the chalkboard): better safer contagious cleaner cheaper diseases purer problems —_ future friendlier face K. Comprehension Check: On a separate piece of paper, write the numbers 1 through 10 on both sides. Mark one side “Test 1” and the other side “Test 2.” Read each statement and decide whether it is true or false. Write “T” after true statements and “F” after false statements under Test 1. After you have finished the comprehension check, turn Test 1 face down. Then read the article again and do the comprehension check again under Test 2. Base your answers on the information in this article only, even if you disagree with what the author said. The problems of our cities are worse now than they were a hundred years ago. Automobile pollution was worse a hundred years ago. Pollution began in the 20th century, Water pollution was a big problem in the 19th century veep Nineteenth century water was better than 20th century water because they didn’t put so many chemicals in it. a There are more contagious diseases now than there were a hundred years ago. 7. Many people were killed or injured by horses. 8. Crime was not a big problem in the past. 9. City planning and development used to be much better than it is now, 10. Problems and situations of cities in the past were generally quite different from those facing cities in the present.U.S. Cities: Past and Present 19 5. Actually, the cities of the 19th century were dirty ~a. as a matter of fact b. at the present time ©. now 6. It was quite common for people to be killed or seriously injured by runaway horses. a. unusual b. not at all unusual c. in bad taste 7. Crime was a great concern then too. a. a big problem b. a successful business c. well developed 8. Summer ghetto riots weren't just something from the 1960's. a. occurred for the first time in the 1960's b. occurred only in the 1960's -c. occurred at other times besides the 1960's 9. Basically, the riots were caused by many people moving into the cities. a. in general b. in other words . first of ali 10. People moved into the cities from rural ari a. other countries b. the country and small towns ©. the suburbs18 Developing Reading Skills—Intermediate 8. Paragraph 7 gives examples of problems that: a. occurred in the past but do not occur now. b. occurred in the and continue to occur in the present. c. occur in the present but did not occur in the past 9. From this article, I would say that Dr. Adrian: a. is a pessimist. He believes that things are getting worse. ’b) is an optimist. He believes that things are getting better or at least that they can get better. Please explain your answer. 10. Which statement would you expect Dr. Adrian to make? @) “Let's look at the past and try to learn from it b. “Forget the past. Look to the future.” ©. “Cities are for the dogs.” Please explain your answer. B. Interpretation of Words and Phrases: Circle the letter next to the best answer. 1. Dr. Adrian gives pollution as one example of how things were worse in the old days. a. mentions b. hands over ©. receives 2. Dr. Adrian said that slaughterhouses (places where animals are killed) were careless about throwing out the remains of the animals. a. tossing b. getting rid of c. keeping 3. Some of the problems that used to bother people in cities are still with us. a. continue to exist b. belong to us ©. are quiet in our presence 4. People had some idea that water could be polluted, a. understood clearly b. understood vaguely ¢. didn’t understandU.S. Cities; Past and Present 17 A. Analysis of Ideas and Relationships: Circle the letter next to the best answe 1. The main idea of this article is: a. cities are terrible places to live 1b. things used to be better in the good old days. © jcities were worse in the past than they are now 2. The second sentence in paragraph |: %9. is an example supporting the main idea. a the wis Sea ¢. is not related to the main idea. 3. Paragraph 2 gives another example of how cities were worse in the past ». gives an example of how cities are worse now. c. has nothing to do with whether cities were better or worse in the past 4)Paragraph 3: ~ a. lists problems that no longer exist. b. lists problems that exist now but did not exist a hundred years ago. lists problems that existed in the past and continue to exist in the present 5. Paragraphs 4 and 5 a) give more examples of how cities used to be worse than they are today b. deal with water pollution. ¢. deal with the infant death rate. 6. Put the following statements into logical order. Then refer to paragraph 6 to check your work. a. “However, they often were killed or seriously injured by ru horses.” \ b.“Itis true that people were not being killed by cars.” 3 ©. “It was quite common.” jay 7."Crime was a great concern then too.” (Paragraph 7) This suggests that: @ crime continues to be a great concern. b. crime is no longer a great concern. ¢. crime was a great concern of the past only. Please explain your answer.24 Developing Reading Skills—Intermediate I. Topics for Discussion and Composition: 1. People do not always remember the past as it really was. As time goes by, they tend to remember the good things and forget the bad things. The past gradually becomes an ideal place full of goodness and light. Can you think of a time when you remembered something from the past differently than it really was? Please describe the situation and tell how you discovered that your memory of the past differed from the reality How did you feel when you made this discovery? Many people think that children should be brought up in the country rather than in the city. What are the advantages of growing up in the country? What are the disadvantages? Considering both the advantages and disadvantages, where would you choose to bring up your children? Why? 3. Pretend that it is the year 2080 and you are comparing cities of 1980 with cities of 2080. What are the main differences between the cities of these two different periods? In which period was city life more pleasant? Why? Please give specific examples. J. Reading Reconstruction: Read this paragraph as many times as you can in three minutes. Then, with your book closed, try to restate the ideas clearly and completely as you can, (See Chapter | exercise for complete instructions.) The Good Old Days People like to think that life was better in the past. The air was cleaner, the water was purer, people were friendlier, life was safer and, certainly, it was cheaper. But were the good old days really so good? Probably not. Many of today's problems existed in the past, and there were other problems then that we rarely face today. For example, many contagious diseases are under control now. It is safe to say that life hasS. Cities: Past and Present 21 6. Beginning _________ the 1830's, there were a lot —______ summer riots —___ the cities. 7. One __ the causes was that people rural areas moved _____ the cities 8. Planning __ cities was controlled land specu- lators and real estate developers. 9. These people were only interested making money 10. Dr. Adrian suggests that we look the problems cities _________ the past and that we try —______ learn them E. Cloze Exercise: Fill in the blanks with any appropriate word. The problems of the cities—pollution, crime, riots, a lack of planning, transportation—are bad, but _____ were worse in “the ___old days,” according to Dr. C harles Adrian. He gives pollution "__ automobiles as one example. —___ agrees that it may __“"_bad now, but he _that the was a of pollution from horses other animals in Ameri in the 19th century Toy F. Punctuation Exercise: Write in capital letters, periods, and commas where needed. people like to talk about the good old days but actually the cities of than today the 19th century were dirty and in many ways filt communicable disease was a great concern there was still smallpox and also yellow fever malaria cholera and typhoid the infant death rate was high and there were other dangers as wellwe U.S. Cities: Past and Present 23 neighborhood, neighbor a. And then she remembered that he used to be her she lived on East 53rd Street. b. He moved because he didn’t like that / when . relationship, relative, to be related a. Your mother is my father's second cousin, so that means we are £ 4 b. The ds rather distant. ¢. But, still, you are my M |. agreement, to agree, agreeable a. He seemed to be an 4 person. b. We made an 2g. — 2 716 meet every year on March 1 Sth and drink champagne. ©. She didn t2J220 _ with everything he said, and she told him so. care, to care, careful, careless, carefully, carelessly He dressed very = _£ before he went out to dinner. Be 214 if you are walking alone at night But did she really ie’ about him? This box is full of glass objects. Handle it with®laze" He knew better, but he was tired, and he made a_i mistake. She dropped a lighted cigarette on the rug a meee Sentence Scramble: Make a sentence out of each group of words. not - cities - good - so - days - were - probably - in - good - the - old past - present - better - that - you - do - think ~ the - the ~ was - than too - then - such - as - problems - existed - pollution ~ crime - and it - look - past - let's - at - the ~ to - try ~ and - from - learn better - in - future - maybe - cities - will - be - the3 ORDINARY ASPIRIN IS TRULY A WONDER DRUG [Aspirin is the most popular drug in the world today. Many people take aspirin when they have a headache. Itis effective in relieving other pains too. This article discusses the history and uses of aspirin] 1 Americans this year will swallow 15,000 tons of aspirin, one of the safest and most effective drugs invented by man. The most popular medicine in the world today, it is an effective pain reliever. Its bad effects are relatively mild, and it is cheap. 2 Formillions of people suffering from arthritis, it is the only thing that works. Aspirin, in short, is truly the 20th-century wonder drug. It is also the second largest suicide drug and is the leading cause of poisoning among children. It has side effects that although relatively mild, are largely unrecognized among users. 3. Although aspirin was first sold by a German ‘company in 1899, it has been around much longer than that. Hippocrates, in ancient Greece, understood the medical value of the leaves and tree bark which today are known to contain salicylates, the chemical in aspirin. During the 19th century, there was a great deal of experimentation in Europe with this chemical, and it led to the introduction of aspirin. By 1915, aspirin tablets were available in the United States. 4A small quantity of aspirin (two five-grain tablets) relieves pain and inflammation. It also reduces fever by interfering with some of the body's reactions. Specifically, aspirin seems to slow down the formation 27 28 Developing Reading Skills—Intermediate of the acids involved in pain and the complex chemical reactions that cause fever. The chemistry of these acids, is not fully understood, but the slowing effect of aspirin is well known 7: sisi Silat ties Ul nti aia28 Developing Reading Skills—Intermediate of the acids involved in pain and the complex chemical reactions that cause fever. The chemistry of these acids is not fully understood, but the slowing effect of aspirin is well known. 5 Aspirin is very irritating to the stomach lining. and many aspirin takers complain about upset stom- ach. There is a right way and a wrong way to take aspirin. The best way is to chew the tablets before swallowing them with water, but few people can stand the bitter taste. Some people suggest crushing the tablets in milk or orange juice and drinking that TURN TO COMPREHENSION CHECK AT END OF CHAPTER READING TIMES READING SPEED: Ist reading minutes 4minutes= 76wpm 2nd reading minutes 3 minutes = 101 wpm 2 minutes = 151 wpm A. Analysis of Ideas and Relationships: Circle the letter next to the best answer, 1. This article discusses a. only the good things about aspirin. b. only the bad things about aspirin. c. both the good and bad things about aspirin 2. Paragraph 1 describes: a. what aspirin is made of. b. the good things about aspirin. . the bad things about aspirin 3. The information in paragraph 2 shows that: a. aspirin can be dangerous. b. aspirin is always safe. © aspirin has been around a long time. Ordinary Aspirin Is Truly a Wonder Drug 29 4. Paragraph 3 describes the 2 of aspirin.Ordinary Aspirin Is Truly a Wonder Drug 29 > (¥, 4. Paragraph 3 describes the % of aspirin. a. value b. uses c. history 5. In paragraph 3, what are salicylates? a. Leaves and tree bark. b. The chemical in aspirin. ©. Aspirin tablets. 6. Paragraph 4 describes: a,how aspirin works in the body b. the side effects of aspirin. ¢. how to take aspirin. 7. Aspirin seems to A the reactions that B fever. (Choose one word from each group.) A: speed up - slow down - stop B: cause - stop - understand 8. Paragraph 5 describes: a. experimentation with aspirin b. how aspirin works in the body © how to take aspirin 9. The author of this article seems to be @) in favor of aspirin. {&. against the use of aspirin, ©. not interested in aspi in. 10. A good title for this article would be (@ Aspirin: The Most Popular Medicine in the World b. Why I Take Aspirin c. The Side Effects of Aspirin30 Developing Reading Skills—Intermediate B. Interpretation of Words and Phrases: answer. ircle the letter next to the best 1.In paragraph 1, a. pain reliever. b, drug. © aspirin t is an effective pain reliever.” it refers to: Aspirin interferes with some of the body's functions. @ helps b. increases ©. disturbs 3. Its side effects are relatively mild. a. other, additional effects b. main effects ¢. unimportant effects 4, Aspirin has been around for many years. a. has existed b. has been used in many countries c. has been effective There was a great deal of experimentation with aspirin. ‘@\impontant b. a little © a lot of 6. “Aspirin seems to slow down the formation of acids” means: a. the acids develop more quickly than usual B the acids develop more slowly than usual. ©. the acids stop developing completely. 7. These acids are involved in pain. a. related to b. not related to ©. different from 8. Aspirin gives me an upset stomach. a. a full stomach b. a pain in the stomach © relief in the stomach Ordinary Aspirin Is Truly a Wonder Drug 31 9, Match these antonyms (opposite words):Ordinary Aspirin Is Truly a Wonder Drug 31 9, Match these antonyms (opposite words) a. sale L b. suffer 2 c. agreatdeat” 3. speed up . reduce: 4. dangerous €. slow down’ ™S. few 10. In the last sentence of paragraph S, that refers to: a. aspirin swallowed with water. b. aspirin crushed in milk or orange juice. © the right way to take aspirin. ome people suggest drinking that C. Synonyms: From this list, choose a synonym for the words in bold type in each sentence. amount includes result broughtabout obtainable tolerate development —_response usefulness exactly 1, What is the medical value of aspirin? Aspirin contains chemicals that reduce pain. 3. What is the effect of taking too much aspirin? Some fruits are available only during the summer. obT sove A small quantity of aspirin relieves pain. If you have a bad reaction to that medicine, stop taking it What, specifically, do you mean? © ¥ The formation of a child’s character depends a lot on the parents.) 6. 1 & 9, 10. Sometimes the pain is so bad I can’t stand it! t His marriage caused a change in his life. | 32 Developing Reading Skills—Intermediate 9 Sides dae) ininaiaiieds tities32 10. Developing Reading Skills—Intermediate Prepositions and Verb-completers: Write any appropriate preposition or verb-completer in the blank space. ! . Aspirinisone_______ the safest drugs invented__b__ man, . It is the most popular medicine ____ the world today Aspirin was first sold__/ a German company 1.1 1899. . There was a great deal_ | _ experimentation") this chemical. It led —__|____ the introduction __( | _____ aspirin. . Aspirin reduces fever ______ interfering _________ some the body's reactions. Aspirin slows "1" the formation © acids involved ——_L _ pain. Aspirin is irritating the stomach lining. People complain 1)! upset stomach. There is a right way ____ take aspirin. Determiners: Write any appropriate determiner in the blanks below. If no determiner is necessary, write an “X” in the blank. —— 5, —— aspirin is 7 one of _______ most effective drugs invented by ay man. It is ___. most popular ____ medicine in —__ world —— today, and itis —___effective____ pain reliever. Its bad effects are aT relatively mild, and it is ____-___ cheap. ay aspirin, in_____ short is truly __ 20th century — ; wonder drug, - small quantity of aspirin reduces fever by interfering with some of ______ body's 7 reactions.aM Ordinary Aspirin Is Truly a Wonder Drug 33 Vocabulary Application: Read each situation. Then comment on it by using each word in an original sentence. You may use any verb tense and change nouns from singular to plural. Last year, I became very active in a local political club in the evening. I worked so late that I didn't get enough sleep. Sometimes I was too tired to eat, and I didn’t do my job well during the day. My doctor finally told me to rest involve in: interfere: suffer specifieatty> effect slow down suggest When I have a cold, I sometimes take medicine that has an anti tamine in it. I buy it at the drugstore. There are many brands on the shell The medicine makes my cold feel better, but sometimes it makes me sleepy contain: ~ specifically: _ ue ° available e at popular: relief, relieve: side effect 1 am allergic to wool. If I wear clothing made of wool, my skin gets red and itches. contain: reaction: cause: stand: Developing Reading Skills—Intermediate10. suggestion, to suggest Ordinary Aspirin Is Truly a Wonder Drug 3s 8. pain, to pain, painful, painfully a. Thad a terrible __p.«/4 — in my tooth. b. It was so_~y.~¢__ that I went to the dentist. ©. My tooth ps 25° me. 4. My tooth hurt very guint 4b Cy © mildness, mild, mildly a. Aspirin has _/)) | -/_Y side effects. b. Most people react _/? 1 ¢ to aspirin, ¢. That soap is known for its 1 to the skin. a. Could you £-/ 34* _/ a good restaurant near here? b. I need as 14s "for a composition topic. H. Sentence Scramble: Make a sentence out of each group of words. Americans - 15,000 tons - year - will - aspirin - of - swallow - this leading cause - among - poisoning - is - aspirin - the - of - children relieves - and - pain - inflammation - aspirin - of - a - quantity - small 1 2 3. 1915 = by - available - aspirin - tablets - the United States - were - in 4. 5. the - to - chew ~ swallowing - best - is - tablets ~ before - them ~ way - the Topics for Discussion and Composi . People do not agree about taking medicine. Some people take medicine whenever they feel ill. Other people prefer to let the body heal itself naturally, except perhaps in an emergency. What is your opinion? When do you think people should take medicine? When do you think people shouldn't take medicine? Please give several examples to support your Position. How often and for what reasons do you think a person should go to a doctor? For example, do you think a person should have a check-up every year even if he or she feels fine? Do you ever go to a doctor when you are not sick? Why? Or why not? v34 Developing Reading Skills—Intermediate G. Word Forms: Choose the correct word form to fit into each sentence. Use appropriate verb tenses, singular or plural forms for nouns, and pas 1. safety, to save, safe, safely ar a. Although the trip was dangerous, they arrived home SAY —<$ b. 1 try some money every week, but it isn’t easy. ¢. Think of your family's “when you drive. 4. That boat is very 4... Don't be afraid to get in. 2. inventor, invention, to invent, inventive, inventively a. Alexander Graham Bell "JJ the telephone in 1876. b. He had a very euch! UE mind. . The telephone is his most famous 4. Do you know the names of some other 2 6.9 & It isn’t easy to think La Ze voy 3. popularity, to popularize, popular, popularly a. Salicylate is 4 known as aspirin. b. Aspirin is the most _pof3 M4. medicine in the world. c. The of aspirin is ngt surprising. . Aspirin was first L ‘BH a German company, 4. relief, to-relieve, relieved a. Do you have anything b. Aspirin gave me 1 | cf ¢. I feel so 2 ‘my headache? Lue 5. length, to lengthen, long/lengthy a. The politician made a — speech. b. Your sleeves are too short. You should ____ them. cc What is the ______ of the trip from the United States to Australia’ 6 interference, to interfere a, Was there any 241 with your plan? b. Coffee ______ with my sleep, so I don't drink it 7. filling, to fill, full, fully a. You are of good ideas! bt understand what you mean. © Please my cup again What kind of _) would you like in your sandwich? Ordinary Aspirin Is Truly a Wonder Drug 35 8 pain, to pain, painful, painfully ‘a [had a terrible__pvc/4— in my tooth. —Ordinary Aspirin Is Truly a Wonder Drug 37 Comprehension Check: On a separate piece of paper, write the numbers 1 through 10 on both sides. Mark one side “Test 1" and the other side “Test 2." Read each statement and decide whether it is true or false. Write “T” after true statements and “F” after false statements under Test 1. After you have finished the comprehension check, turn Test 1 face down. Then read the article again and do the comprehension check again under Test 2. Base your answers on the information in this ai le only, even if you disagree with what the author said. Aspirin is one of the safest drugs invented by man. This article states that aspirin is the only pain reliever that works for arthritis. Aspirin is the leading cause of poisoning among children. The side effects of aspirin are quite serious. The chemical in aspirin has been used for less than 100 years. The ancient Gr ks understood the value of aspirin. Aspirin interferes with some of the body's reactions, Aspirin speeds up the formation of acids that cause pain entists do not completely understand how aspirin works You should swallow aspirin tablets whole.36 Developing Reading Skills—Intermediate 3. How do people in your country regard doctors and medicine? Do they like going to doctors or do they avoid seeing doctors? Do people try to get medicines, or do they prefer to treat themselves? Please give several examples to illustrate your answer. 4. In some countries, medicines have to be tested by scientists for a long time before they can be used, and there are strict laws for the sale and use of all medicines. In other countries, it is easy to buy medicines and to try new ones. What is the situation in your country? Do you think medicines should be easily available to people? J. Reading Reconstruction: Read this paragraph as many times as you can in three minutes. Then, with your book closed, try to restate the ideas as clearly and completely as you can. (See Chapter 1 for complete instructions.) Side Effects of Medicine Many people suffer from a cold or cough in winter. There are many popular drugs available which can give you some relief. However, they may also cause some side effects. Specifically, they may make you feel sleepy and slow down your reactions. This could interfere with your ability to work or drive safely. Some people complain that these medicines irritate their stomach too, Doctors suggest that you read the directions carefully before swallowing any medicine. Key Words (to be written on the chalkboard): suffer specifically complain available slow down irritate re reactions suggest cause interfere with _ swallowing sideeffects safelyANNUAL CYCLES OF CRIME VIOLENT ATTACK AUTO THEFT pA BAESEAEREDY 20%) 30%} ~40%| 50% arrow points to annual average: 7 BURGLARY MURDER agit heansaniny won S GSES SERS ER i | (33 EEE Cea ~20% 305 T eo ACCIDENTAL KILLING RAPE mpi BAEESSSRE ER ai thSsSAEEY CI CTT ‘srrom pomts to annual average4 THE CRIME OF THE MONTH [Do more murders occur in the summer or in the winter? Are you more likely to be robbed in January or in May? Different kinds of crime seem to occur in different patterns or cycles. This article describes some research that shows how the seasons affect criminal and intellectual behavior] 1 Crime has its own cycles, a magazine reported some years ago. Police records that were studied for five years from over 2,400 cities and towns show a surpris- ing link between changes in the season and crime patterns. 2. The pattern of crime has varied very little over a long period of years. Murder reaches its high during July and August, as do rape and other violent attacks. Murder, moreover, is more than seasonal: it is a weekend crime. It is also a nighttime crime: 62 percent of murders are committed between 6 p.m. and 6 a.m 3 Unlike the summer high in crimes of bodily harm, burglary has a different cycle. You are most likely to be robbed between 6 p.m. and 2 am. on a Saturday night in December, January, or February The most uncriminal month of all? May—except for one strange statistic. More dog bites are reported in this month than in any other month of the year. 4 Apparently our intellectual seasonal cycles are completely different from our criminal tendencies. Professor Huntington, of the Foundation for the Study of Cycles, made extensive studies to discover the 40 Developing Reading Skills—Intermediate i ala at i i Th i iar a4 THE CRIME OF THE MONTH [Do more murders occur in the summer or in the winter? Are you more likely to be robbed in January or in May? Different kinds of crime seem to occur in different patterns or cycles. This article describes some research that shows how the seasons affect criminal and intellectual behavior] 1 Crime has its own cycles, a magazine reported some years ago. Police records that were studied for five years from over 2,400 cities and towns show a surpris- ing link between changes in the season and crime patterns. 2 The pattern of crime has varied very little over a long period of years. Murder reaches its high during July and August, as do rape and other violent attacks. Murder, moreover, is more than seasonal: it is a weekend crime. It is also a nighttime crime: 62 percent of murders are committed between 6 p.m. and 6 a.m 3 Unlike the summer high in crimes of bodily harm, burglary has a different cycle. You are most likely to be robbed between 6 p.m. and 2 a.m. on a Saturday night in December, January, or February: The most uncriminal month of all? May—except for ‘one strange statistic. More dog bites are reported in this month than in any other month of the year. 4 Apparently our intellectual seasonal cycles are completely different from our criminal tendencies. Professor Huntington, of the Foundation for the Study of Cycles, made extensive studies to discover the 40 Developing Reading Skills—Intermediate Pee ae et TG PO Cee ne ee ee40 Developing Reading Skills—Intermediate seasons when people read serious books, attend scien- © meetings, make the highest scores on examina- tions, and propose the most changes to patents. In all instances, he found a spring peak and an autumn peak separated by a summer low. On the other hand, Professor Huntington's studies indicated that June is the peak month for suicides and admissions to mental hospitals. June is also a peak month for marriages! 5 Possibly, soaring thermometers and high hu- midity bring on our strange and terrifying summer actions, but police officials are not sure. “There is, of course, no proof of a connection between humidity and murder.” they say. "Why murder's high time should come in the summertime we really don't know.” TURN TO COMPREHENSION CHECK AT END OF CHAPTER READING TIMES READING SPEED: Ist reading ___ minutes 4 minutes= 82 wpm 2nd reading minutes 3 minutes= 112 wpm 2 minutes = 168 wpm I minute =336wpmThe Crime of the Month 41 Analysis of Ideas and Relationships: Circle the letter next to the best answer. 1. The main idea of paragraph 1 is: G) there is a link between changes in the seasons and crin B. crime is not linked to the changes in season, 400 towns were studied for five years € patterns. 2. he subject of paragraph 2 is: a, murder. B. summer crime. ©. burglary 3. According to paragraph 2, a murder would most likely occur: a. on a weekend night in winter. b. on a weekday afternoon in summer. c.)on a weekend night in summer 4.0 paragraph 2 “it is also a nighttime crime.” it refers to: a. 62 percent. (2) weekend crime. { ( murder 5:In paragraph 3, what is the one strange sta a. There afe more robberies in May BThere are more dog bites in May. & There is the most crime in May. istic for May? 6 In paragraph 4, a graph for our intellectual cycles might look like this: 42 Developing Reading Skills—Intermediate 7.In paragraph 4, sentence 2 gives examples of: a. criminal tendencies. b. summer low.42 Developing Reading Skills—Intermediate 7. In paragraph 4, sentence 2 gives examples of: a. criminal tendencies. b. summer low. , intellectual activities. 8.In paragraph 4, why is there an exclamation point (!) after the last sentence? {f+ Because the author is surprised that so many people marry in June b) Because the author is surprised that the marriage peak occurs in the same month as the suicides and mental hospital peak. c. Because the author doesn’t understand why the peak for suicides and marriage is in the same month 9. The information in paragraph 5 says: a, there may be a connection between murder and hot weather. b. there a defi connection between murder and hot weather. ¢. there is no connection between murder and hot weather. How do you know? 10. A good title for this article would be: a. A Time for Murder b. Summer Crimes ©) Crime Cycles throughout the Year B. Interpretation of Words and Phrases: Circle the letter next to the best answer. . "Murder reaches a high during July. as do other violent attacks” means: a. only murder reaches a high. b. only violent attacks reach a high. c. both murder and other violent attacks reach a high. v Murder, moreover, is a weekend crime. a. only b. rarely (calsoThe Crime of the Month 43 3. Unlike the summer high in crimes of bodily harm, burglary occurs in the winter. a. if you don't like b. the same as ©) different from 4. You are most likely to be robbed on a Saturday night in winter. a. will find it pleasant to be b. will never be 6 have the greatest possibility of being 5. May is the most uncriminal month except for one statistic a. including (b) leaving out . especially, 6. Apparently our intellectual cycles are different. & evidently f B. surprisingly ¢. unfortunately i 7. In all instances, he found (@ every time ®. rarely : summer peak and an autumn peak 8. On the other hand, June is the peak month for suicides a. similarly ~ \ b, in contrast ©. rarely 9. Possibly soaring thermometers bring on our strange summer actions a. possibly: ». bring on: 1, perhaps 1. carry Z definitely 2. cause 3. easily 3. finish 10. Of course, there is no proof of a connection. a. strangely ». perhaps ©) naturally 44 Developing Reading Skills—Intermediate C. Synonyms: From this list, choose a synonym for the words in bold type in each sentence.44 Developing Reading Skills—Intermediate C. Synonyms: From this list, choose a synonym for the words in bold type in each sentence. lot of | Mew high showed changes |. frightening Strend connection”) .high point files } patterns hn 1. The crime eyeles change in each month , The department store keeps records of all its customers. 3.Is there a link between hot weather and murder? The weather varies from month to month. ae . There is a tendency these days for more people to go to college. 6. Mr. Schneider has extensive experience in repairing cars. 7. Mr. Albert reached the peak of his career when he became president of the company. 8. The report indicated that more robberies occur in the winter. 9. The bird soared up into the sky. / 10. The monster movie was terrifying! D. Prepositions and Verb-completers: Write any appropriate preposition or verb-completer in the blank spaces. ! 1. There is a surprising link” 1c <1) changes the season and crime patterns. 2. The pattern © 7 ____ crime has varied little «OL C4’ a long period __© J __ years. 3. Murder is more a seasonal crime. Fl be robbed £67 °° 1) 6 p.m. and 4. You are most likely 2am,__{/) _ December. 5. May is the most uncriminal month except _______ one statistic. 6. Our intellectual cycles are different 0 1)’ our criminal tendencies.10. Mewsuene The Crime of the Month — 45 Lh all instances, he found a spring and autumn peak separated zy a summer low D n° _ the other hand, June is the peak month ___ mar- riages. What brings © __ our strange actions? There is no proof. aconnection _— humidity and murder. Supplementary Vocabulary: Use each phrase in an original sentence. The headline in today’s newspaper indicates that On the weekends, I am most likely to. I go to school several days a week. Moreover. . .. [What else do you do?| 1 like. On the other hand, in all instances The baby is crying. Possibly Unlike my country, ... [Explain something about the United States that is different from your country.] Many people are going to that movie. Apparently45 Developing Reading Skills—Intermediate ANNUAL CYCLES OF CRIME VIOLENT ATTACK AUTO THEFT eS SUEEESEORE mA BESESSEORES TT TTT Ht | so} TTT TH BURGLARY MURDER ACCIDENTAL KILLING EUSESSERGEE PrErTT Ty aN $939 499988 The Crime of the Month 47The Crime of the Month 47 Graph Reading: Using the graphs at the left, answer these questions. These graphs indicate: a. how many crimes were committed during the year. b. the seriousness of various crimes. c. the pattern of crimes during the year. How do you know? In each graph, what does the arrow indicate? a. The annual (yearly) average point for each crime, b. The peak for each crime. ©. The cycle for each crime. How do you know? Compare BURGLARY and AUTO THEFT: a. The patterns are similar. b. The patterns are quite different ¢. There are more auto thefts than burglaries during the year. In what month are most murders committed? a. February. b. July. ¢, August What crimes reach their peak in July? a. Violent attack, murder, auto theft b. Violent attack, murder, rape. ¢. Violent attack, murder, burglary In July, ACCIDENTAL KILLING reached a: a. peak. b. low. ©. average. In February, BURGLARY is: a. exactly average. b. 15 percent below average. c. 15 percent above average . The graph with the greatest difference between its peak and low point is: a. rape. b. accidental killing ©. auto theft Match the low point with the crime: a. rape March 1 b. violentattack 2. January ©. auto theft 3. Julyod Developing Reading Skills—Intermediate Word Forms: Choose the correct word form to fit into each sentence. Use appropriate verb tenses, singular or plural forms for nouns, and passive voice where necessary. height, high, highly a, What is the _____ of that building? b. Put the medicine on a_____ shelf so the children can’t reach it ©. I think very ____ of Mrs. Jones. criminal, crime, criminal, criminally (Note: The noun and adjective forms of this word are the same.) a. The ______ was sent to jail. b. He committed a serious c. He acted d. He was punished for his ______ actions. |. reporter, report, to report a. Every day, the newspaper ___ many interesting stories. b. The _____ wrote an interesting story. «. Her _____ was very interesting. stranger, stras strangely a. She had a_____ look on her face when I told her the bad news. b. She looked at us ©. Thate being ain a new city. . completion, to complete, complete, completely a. I agree with you b. T have _____ confidence in Dr. Lee. c. Have you ____ the report yet? d. At the _____ off the big job, I was very tired. proposal, to propose, proposed a. At the next meeting, the mayor _______a plan to build a new bridge. b. Everyone is interested in the _____ to build the bridge © The ___ plan will be discussed and studied carefully. admission, to admit a. What is the price of ____ to the movie? b. Will the museum —________ children for free?The Crime of the Month 49 8. act, actor, action, to act @ Look at the clown, He ____very funny, b. His __ are very funny ¢. That play has three _ 4. Who is the most famous —______ in the world? 9. extent, to extend, extensive, extensively a. Police officials are making studies of crime cycles. b. They are studying these cycles —_ © The of these cycles is unknown, @. They __ their knowledge day by day 10. office, officer, official, to officiate, official, officially a. The mayor _____ at the Labor Day ceremony every year. b. The mayor is an elected ©. His ___ is in City Hall d. What is the ____ language in India? e + the language is Hindi, but many other languages are spoken £ _. what do you mean? I wasn't speeding H. Sentence Scramble: Make a sentence out of each group of words. 1 own - crime ~ has ~ cycles 2. December ~ you ~ to - likely ~ in - robbed - most - be - are May - most - the ~ month ~ is ~ of - all ~ uncriminal 3 4, are - completely - cycles ~ our - from - criminal tendencies - intellectual ~ different - our 5. peak - June - month - for - is - the — marriages 50 Developing Reading Skills—Intermediate I. Topies for Discussion and Composition: 1. Criminal activities are not the same in all areas and countries. For example. murder is more likely to occur in a large city than in the