S I L V E R 3 5:

Now with '■

activities for the
TOEFL'IBT

Interactions 2
READING
A Special Thank You
The Interactions/Mosaic Silver Edition t^am w sh cs to tlia iik our extended team: teachers,
students, administratoi*s, aiid teacher trainers, all o f whom contributed invaluably to the
m aking o f this edition.

M}u;ait:i\a Agiiilar. X ortli Ilarrw College, Houston. Cheryl Magnant, SungkjuiiK tvaa U niversity, Seoul,
Tuxas ■ Moliaiiiad i\l-.\lam, Im ain M ohainnind Korea ■ Kar(.iso Maldonado luit, E scucia Tccnica
Um\'era>ity. fiiyadli, Saudi AnU>ia ■ h‘'?usal M. A1 Mohanna E lectricistii, Mexico Cit^', Mexico " Slu»ui\ Manning,
Ahaiillthdl. King 8aud U nh'erslty. Ri>'adh, Saudi Arabia; Ilan k u k L^niversily o f Foreigi» Stndi«e. Seoul, Kftivn
Anwl Al-'lViajmy, Woraeu'S Collej?o, Prince Sultati ■ Yo«hiko Maisubayashi.Tokj’o Intem aU onftl
U niversity, Riyadi\, Saiidi Anitjiii ■ Douglas Arroliga. Uni^'ersitjs Saitama, Jayian ■ 5ioon Miles, Sogang
Ave M aria U niversity, Miuuijiua. Nicaragua ■ Faii’Ue Univ(?rsity. Seoul, Kfirea " William Mooney, C hinese
Atkin-son, SuMgkyunkw'an irnlvcrsity. Seoul, Koi^a ■ C u ltu re U niversit)', 'Riipei, Taiwan R.O.C. ■ Jc£f Moorv,
J osh.*R. Bahanwndt*, Miami-Dade C oinm unitj' College, Sungkyunlnvan U niversity, Seoul. K orea" Mavfilin Ha
Mianu, Florida ■ John Ball. Univprfiidftd de las Moreno. I^h n so n Roosevelt S chool Guatemala CitJ',
.(VinerirflR, M<?xico City, Mcxic:o ■ Sleveix 13cH, (Uiatemala* .:\l\med Motala, U niversity o f SharjaJi,
Univer«idaU la Snllc. Mexico Oily; Moxico ■ Daniiai\ Sh;ujal», United Arab Ktniial.es ■ C ^los Kavanx),
BerrsLeatl, Sungkyunkw'iui U niversity, Seoiil, Koma ■ U idverslty o f C^)slu Rica. San Jose, Costa Ricu ■ Dai\
Pa\il Oiunoron, NatM»njd Chcngchi U niversltj', Taipei Neal, Cliih Chien U niversity, Taipei, Taiwuui H.O-C- ■
Thiwan RO.C. ■ Sun Clwing, Soongsil U niversity, Seoul, Mai)$arita Movo, U niversity o f C<wta Rica. San JfiSP.
Koi'ea ■ (Tra<-e Clmo, Soochnw University. Taipoi, C-osra Rica" Karen O’Npill, San Jo se S ta te Univer>>ily,
TViiwan RO.C. ■ Cliicn Ping Chen, Ifiia F an U niversity. Siin Jose, California ■ Linda O'Roke, C ity College o f
Tiupei, Taiwan R.O.C. ■ Selma f!hon, CM hlee In stitu te San I'Yancisco, San F)'ancisc«, California" Martha
o f Technologj-, Taipei, 'laiwan R.O.C. ■ SyKHa Chiu, I’adilla, Coleglo de BacluUeres <!e Sinaloa, Culiacan,
Soochow U uiversitj', Taipei, Tai\^’an R.O.C. ■ Mar>’ Mexico ■ Alien Quesada, U niversity o f C o sta Rica, San
Coloruia, C ohim bia U niversitj', N(?w York, Now York ■ Jose, Costa Eiica ■ Jini Rogge, Brow ard flom m unity
Lee Culver. >Iiai«i-I)ado CommujUty C ollege, Miiuni, College, F(. 1-auderdale, Florida ■ Marge Ryder, ('Itj'
Honda ■ Joy i^uriglieUo, C ity CJollege o f San College o f San Francisco. San Fiancisco, California ■
Francisco, San l-'i'anoisco, California ■ Isabel Del Valle, Geraixlo Sala.s. U niversity o f ( ’o sta Rica, Sai\ Jose,
IJLATDTA, !>an Jose. Cosia Rica ■ Linda Eiuei'suu, Costa Rica " Sliigeo Sato, Tam agawa U niversity, Tok>o,
Sogang i:nh-ersity. Seoul, Korea ■ EsU\er Japan " I^ymi Sclxncider, C ity College o f San
Miami-Dade Com m unltj' College, Miami, Florida* FVancisco, San Francisco, California ■ Devan Scobic,
Gleim Pcurier, (rakushulu Women’s College, Tokyo, SungkjiinkwTin U niversitj'. Seoul, Korea " Maiy^jane
Japan" Su Wei Feng,'raipei. Tiiiwatj R .().(^■ .ludilli Scott> Soongsil University, Seoul, Korea* Gluu<la
Garcia, M iami-Dade C onununlty College. Miami, Sluiban, M akassed Philanthropic School, Beirut,
Floilda ■ Maxiiie GilUvay. U nited A rab K nurates Lebanon ■ Malia Shalok, M akassed Philanthropic
University, A1 Ain, United Arab Eniii'atcs ■ Colui School, Bcinif, Lebanon ■ John Sluuuion, U niversity o f
(rullber?{, Soochovi' U niversity. Tai])ei, T^wan Ii.O.C. ■ Sharjah. Sliarjali, linited .Arab Einii'atoft " ELsa Sheng.
Nalaslia Haugnes, A cademy o f A rt Uiilvcrfiitj', San N ational Teehnolog}' College o f Tiipei, Taipei, l^iw an
hYandsco, CaJit'oniia ■ Barbara Hockniait, City College R.O.C’. " Ye-Wei Sheng. N ational lU p e i College o f
o f San Prancisco, San hVandsco, C'tdifonua" Jinj'oung Business. Taijiol, 'lYiivi’an RO.C. ■ Kmilia Sobtya,
Hong. Sogatig U niversity. Seoul, Korea ■ SlieiTj’ Hsich, U iuversity o f C osta Rica, San Jose, Costa Rica ■ You-
C h rist’s College, Tiipei, T?uwan RO.C. ■ Yu-shcn Rsu, Souk Yoon, Sungkjim lnvan U iuversitj', Seoul, KoreA"
Soochow U niversity, l^poi. Taiwan R.O.C. ■ Cheung Shjinda Stroinfield, San Jo se S ta te University, San
Kai-Chong. Shlli-Shin University,'Ihi|>ei, Taiwmi R.O.C. Jose, California ■ Richard Swingle, K ansai (iaidai
■ Leslie Kanhorg, Citj- College o f San F rancisco. San ( 'ollege, Osaka, Japan " Caivl Simg, C h rist’s College.
l->ancLsco, California" Giegoo' Kocch. C ity College o f Taipei, Thi^van R.O.C. ■ Jeng-Yili "nin Hsu, N ational
San Francisco. San Fkuk Isco. CiJifonUa* ftu5Mm Kell>\ K aohsiung F irst U niversity o f Science and
Sogang U niversity, Scod, Koi«a ■ Myoungsuk Kim, Tecluiology. Kaolisiung,'l>JiwanR.O.C." Shinichii’o
Soongsil U niversity. Seoul, Korea ■ Yomigsuk Kim, Toiikai, Kikkj-o UiUversitj', Tbk>o, Japan ■ Sungsoon
Soongsil University, Seoul, K orea" Roy l^ngdon, Wang, Sogang University, Seoul, Korea ■ Kalldeen Wolf.
Sungkyunkw an U niversity, Seoul, Koroa ■ Rocio I-ara, City CoUcge o f San F rancisco, San Fi^mcisco,
U n iv e rsl^ o f C osta Rica. .lose, Costa Rica ■ C’alifomia ■ Sean Wraj', W aseda Unlverfdtj'
Insimg Lee, Soongftil U niversity, SoonI, Korea ■ Andy In tern atio n al, Tokj'o, Japan ■ Beliiada Yanda, Academy
Leung, N ational Tsing ilu a University, Taipei, Thivi’im o f A rt Universit.v. San Francisco, (,’alifoniia ■ Su Iluei
R.0.(^ ■ Blisa Li Clmii, U niversity o f C osta Rica. San Yang. N ational 'faipei C ollege o f Business, Taipei,
Jose, Costa R ica" Rlizabeth Lorenzo, U niversidad Taiwan R(!).C. ■ Tzu Yuii Vu, Chungyu In stitu te o f
In tern acio n al de las A jnericas, Siui Jose, ( -o-sfa Rica ■ Tftchnology, Taipei, Taiwan R.O.C.
Author Acknowledgements
This edition is dedicated to Beatrice Hartmann,
an inspiration and buoy.

— Pamela HarUriaiiii
Table ofXontents

Introducing Interactions/Mosaic Silver Edition............................... vi

Scope and Sequence.......................................................................xii

Chapter D Education and stu d e n t L ife ...................... 2

Chapter H c ity Life....................................................... 22

Chapter B Business and M oney................................ 46

Chapter D Jobs and P ro fessions.............................. 70

Chapter B Lifestyles Around the W o rld ................... 92

Chapter B Global c o n n e c tio n s ................................ 116

Chapter Q Language and C o m m u n ica tio n ......... 140

Chapter B Tastes and P references.........................I68

Chapter Q New F ro ntiers..........................................i 96

C h a p te r EE ce re m o n ie s..............................................218

Vocabulary Index...................................................................241
Skills index............................................................................. 244
V
Introducing Interactions/Mosaic
Silver Edition
NEW Lo tl\e Silver Edition:

■ W o rld ’s m ost p o p u la r and com prehensive academ ic sK ills

series— thoroughly updated for today’s global loarnoi’s
■ F u ll-c o lo r design showcases compelling instructional photos to
stnmgUien the educational experience
■ E nhanced focus on vo cab u lary b u ild in i;, te s t ta k in g , and c ritic a l
th in k in g s k ills promotes academic achievement
■ N ew s tra te g ie s and a c tin id e s fo r th e T O E F L ® iU T builU
invaluable test taking si<ills
■ N ew “ B e st P rac tic es ” approach promotes excellKucc in lauj<ua.tii:
U^acliing

NEW to Iutci*actions 2 Reading:

■ A ll new c o n te n t: Chapter 10 Ceremonies

■ E nhanced design— featuring larger lypc and 50% more itistnictional
l)hotos— ensures effe<;tive classroom usage
■ IV a n s p a rc n t c h ap ter s tru c tu re — w ith consistent part headings,
activity labeling, and d e a r guidance— strengthens thp H('«d«mi(i
experience:
Part. 1: Reading Skills and Strategies
V an 2: Readiiig Skills and Strategies
Part. 3: Building Vocabulary and Study Skills
P a it 4: F o a is on Testing

■ D ynam ic vo cab u lary acrquisition program — systematic vocabulary

introduction and practice ensures si udents w ill interacl meaniiigfuny
w ith each target w'ord a t least fo w times.
■ N ew focus on vo cab u lary fro m th e A cadem ic W ord L i» t offei's
additional practice w itl\ words students arc most likely to encounter in
academic texts.
■ L in e n u m b erin g and p arag rap h le tte rin g in reading passages
allows students and tea(?hers u> easily find the inform at ion referreil to
in ac:tivities.
■ E xp an d ed a u d io p rogram includes all reading seleci ionfi, vocabulai-y
words, and selected listening a c ti\itic s to ac:c<ilerate reading fluency.
■ New' V o c a b u la ry in d e x equips student and instructors w ith chapter-
by-cliapter lists o f tai'get w'ords.

* TOEM. is a ro iste re d irademark of Educational T«siiiy{ Service (ETS). This publication is

iKJi endorsed or approved hy F.TS.

Vi
Interactions/Mosaic
Best Practices
O ur Interactions/M osaic Silver Edition team has produced an edition
that focuses on Best Practices, prin fip les that corn ribute to excelleni. lan­
guage teaching and learning. Our teani o f WTiters, editors, and teacher con­
sultants hris identijfied the iollow ing six intcrconnwMed Best Practices:

le a k in g use of Academic Content

M aterials and tasks based on acad(*rnic contcnt and experiences learn­
ing real piiri)ose. Students explore real w orld issnes, discuss academic U)p-
ics, and study cont.(int-based and them atic materials.

Q rganizing information
Sliidents leani Lo organize thoughts and notes tliro iig li a varietj*^ o f grapliic
organizers that aeconuiiodate diverse learning and thinking stjies.

H caffolding instruction
A scaffold is a piiyslcal structure th at facilitates construction o f a building.
Sim ilarly, scaffolding instruction is a tool used to facilitate language learn­
ing in the form of predictable and flexible tasks. Some examples include
oral or wTitten modeling by tl\e teacher o r students, placing infoniuiLion in
a larger fram ew ork, and reinterpretation.

Q ctivating Prior Knowledge

Students can better understand new spoken or w rilltm m aterial when they
connect to tl\e content. Activating prior knowledge allow s students to tap
into w hat they already know, building on tins l<now'ledge, and stirring a cu­
riosity fo r more knowledge.

Q nteracting with others

Activities that prom ote human interaction in pair w tnk, small group work,
and whole class a c ti\itie s present opportunities fo r real w’orld contact and
real world use o f language.

Q uitivating Critical Thinking

Strategies fo r criticral thinking are taught exi)licitli^ Stu(ients le a rr tools
that prom ote critical tliinking skills cm cial to success in the aca^lemic
world.

VII
 Highlights of Interactions 2
Reading Silver Edition
Interacting w ith Others
Questions and topical quotes stimulate
Full-color design showcases compelling Interest acUvate prior knowledge, and
Instructional photos to strengthen the launch the topic of the unit.
educallonal experience.
A ctiva tin g P rior Knowledge M aking Use o f Academ ic co n te n t
prereading activities place the reading in Magazine articles, textbooi< passages,
context and allow the student to read essays, and website articles e^^plore
aclively. « stimulating topics of interest to today's
students.

P a rt 1 Pleading sicjlis and strategies ' QioDdi Trade

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 cultivating Critical Thinking
Scaffolding instruction Enhanced focus on critical tninking sKiils
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skills helps students increase their
reading fluency.

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Organizing information
Graphic organizers provide tools for organizing
information and ideas.
Enhanced focus on vocabulary building
promotes academic achievement. Focus on Testing strategies and
a ctivitie s fo r th e to e fl ® ib t build
invaluable test taking skills.

Parts Building vocabulary and Study Skills o tfW A li f t *111

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Scope and Sequence
Chapter Reading Selections Reading Skills and Strategies

1 Education and student Education: A Reflection of Previewing the topic and vocabulary
Life pg. 2 society Identifying the topic and main idea
campus Life Is Changing Skimming for the topic and main idea
Predicting content of a reading

2 city A City That'S Doing something Previewing the topic and vocabulary
Life pg. 22 Right identifying the main idea
Siclc-Building Syndrome Identifying supporting details
Predicting content of a reading
Skimming for the topic and the main
ideas
scanning

3 Business and Banl<ing on Poor Women Previewing the topic and vocabulary
Money pg. 46 Consumerism and the Human Identifying the main idea ana details
Brain understanding conclusions
Skimming for the topic and the main
ideas

4 Jobs and Changing Career Trends Previewing the topic and vocabulary
Professions pg. 70 Looldng for Worl< in the 21^ Getting meaning from contcxt
Century Previewing a reading
Identifying the main idea
Identifying Important details
Skimming for the topic and the main
ideas

XII
c ritic a i Thinking S kills Vocabulary B uilding Language S kills FOCUSon Testing

interpreting a photograph Getting meaning from understanding pronoun Focusing on

context: punctuation, other reference quQStion types
Relating a reading passage to
a broader world view sentences, logic Discussing student life in TOEFL*IBTI
Practicing new vocabulary different countries
Summarizing a paragraph
Identifying words and Writing a paragraph
Organizing information using
phrases that work together
aT-chart
Using prepositions
Focusing on the Academic
word List

organizing details using a Getting meaning from Understanding pronoun Getting meaning
graphic organizer context: examples, reference from context
opposites, & in other words Interviewing students
Making inferences
understanding the meaning about city life
Summarizing a paragraph
of Italics in readings
Discussing some
Understanding contrast Focusing on the Academic problems and solutions
word List in big cities
Understanding and looking
Writing a paragraph
up parts of speech in a
dictionary

Identifying problems and Getting meaning from understanding pronoun Focusing on

solutions context {e.g. and i.e.) reference implications and
organizing ideas using a using parts of speech to Discussing social inferences
graphic organizer understand vocabulary problems and solutions (TOEFL»W)
Comparing and contrasting Using suffixes to identify
Analyzing
parts of speech
Making Inferences advertisements
Recognizing synonyms
understanding irony Writing a paragraph
Focusing on the Academic
Analyzing advertisements
Word List
Summarizing a paragraph

Identifying cause and effect using the prefix over- Understanding increasing
pronoun reference reading speed
Organizing cause and effect Focusing on the Academic
using a grapliic organizer word List Discussing proverbs and
quotations
Summarizing a paragrapii understanding adjective and
noun phrases Identifying challenges
Understanding proverbs and
Understanding and creating and changes within
quotations
compound vi^ords today's work world
Writing a paragraph

XIII
 ch a p te r Reading selectio n s Reading Skills and Strategies

5 Lifestyles Around the Trendspotting Previewing the topic am vocaDuiary

World pg. 92 Fads and Trends in the Previewing the reading
21st Century Identifying the main idea
Getting moaning from context
Identifying details
Marking text when you read

6 Global Global Trade Previewing the topic and vocabulary

connections pg, 116 Global Travel... and Beyond Identifying the main ideas
Skimming for main Ideas

7 Language and If We Could T^lk with Previewing the topic and vocabulary
communication pg. 140 Animals... Previewing the reading
"Parentese" Idontifyingthe main ideas
Identifying details
Getting meaning from context
Understanding italics and quotation
marks
Skimming for main ideas

8 Tsstes and The Silk Road: Art and Previewing the topic and vocabulary
Preferences pg. 168 Archaeology Previewing the reading
Fashion: The Art o f the Body Getting meaning from context
Recognizing summaries in a reading
Skimming for mam ideas

xlv
1 c ritic a l T hinking S kills V ocabulary B uilding Language S kills FOCUS on Testing

Organizing details using a Focusing on the Academic Expressing opinions Focusing on

graphic organizer Word List Discussing fads and vocabulary
Expressing and supporting Analyzing suffixes and trends questions
an opinion prefixes Writing a paragraph ' toefl« ibtI
Studying for exams: Understanding dictionary
organizing information entries: words with single
Summarizing a paragraph and multiple meanings

Understanding the literal and Focusing on the Academic Stating and explaining identitying
figurative meanings of words Word List opinions inferences
organizing information using Understanding idioms Writing a paragraph
an outline Focusing on expressions and
Summarizing in writing idioms
Identifying inferences using participles as
adjectives

categorizing Understanding homophones Discussing the nature/ Focusing on

Interpreting a photograph Focusing on the Academic nurture question comprehension
Identifying details and Word List Writing a paragraph questions about
j « *1
analyzing material using details
Working with prefixes and
graphic organizers suffixes
Identifying inferences
Understanding words in
Distinguishing facts from phrases
assumptions
Learning new vocabulary;
Summarizing a paragraph
making a vocabulary log

Organizing Information using Recognizing words with Discussing Ideas on art Focusing on basic
an outline similar meanings and beauty compnjhonsion
Identifying and making understanding general and writing a paragraph questk)ns
inferences specific words !T0Ea» IBT)
Summarizing a paragraph Understanding connotations
Focusing on the Academic
Word List

XV
 C hapter Reading S elections Reading s k ills and stra te g ie s

9 New The Human B rain-^ew Previewing the topic and vocabulary

Frontiers pg. 196 Discoveries Previewing the reading
Personality: Nature or Predicting content of a reading
Nurture?
Identifying the main ideas
Skimming for main ideas

10 Ceremonies pg. 218 Rites o f Passage Previewing the reading

New Days, New ways: Previewing the topic and vocabulary
Changing Rites o f Passage Identifying the main ideas and wridng
summaries of each paragraph In a
reading
understanding chronology: scanning for
time words
Understanding symbols

xvi
Ik
C riticai Thinking S kills V ocabulary.BuildIng Language S kills FOCUS on Testing I
Analyzing diagrams and Matching words with similar Expressing opinions Getting
photographs meanings based on facts moaning from
Distinguishing facts from Putting words into Identifying similarities context
assumptions categories and differences among
'TO ffL^IBTl
Synthesizing and applying Analyzing word roots and family members
Information from a reading affixes writing a paragraph
categorizing Focusing on the Academic
Making inferences Word List

Summarizing a paragraph

Making inferences Determining categories Applying information in Identifying main

comparing and contrasting Analyzing word roots and the reading to personal idea patterns
affixes situation
Using a graphic organizer to :T0EFL«1BT1
organize and analyze Focusing on the Academic Conducting a sun/ey on
Information word List traditional and nontradi-
tional weddings
Distinguishing facts from
opinions Writing a paragraph

summarizing a paragraph

xvii
Chapter

Education and
Student Life
in This Chapter
W hat can w e learn about a culture from its educational system? in
the firs t reading, you w ill read about fou r countries and have a chance to
compare positive and negative aspects of those countries' educational
systems. You w ill also discuss your own educational life. In Part 2, you w ill
read about how the student population has changed in the united states
and how this, as w ell as technology and studies about learning styles,
have changed classes and campuses, in Part 3, you w ill learn strategies to
help build your vocabulary and develop good study skills. Finally, Part 4
focuses on im proving your understanding o f question types on a reading
test.

Ct If you are piaiming for a year, sow rice; if you are

planning for a decade, plant trees; if you are
planning for a lifetime, educate people. J 5
— Chinese proverb
connecting to the Topic
D What do you see in the photo?

Q W hat do you think the students are talking about?

Q What do you think is im portant at an educational institution? Name ten things.

r r r ' f T t T f

m
 Part 1 Reading Skills and Strategies
Education: A Reflection of Society

B efore You Read

D P re v ie w in g th e T o p ic Look at the photos and discuss the questions.

1. WTiere is each sccnc taking placR? UTiat is happening?

2. What, might be similar about education in these countries? Make guesses.
3. What might be different about cdncation in these countries? Make guesses.
4 . In your opinion, whal arc important cultural values in each of those countries?

Primary school students in Mexico High school students in japan

*■ A university Student in England High school science students in the tinlted States

4 Chapten ■ ■ ■
o B P re v ie w in g V o ca b u la ry Read the words and phrases below. Listen to the
pronunciation. Put a check mark ( \^) next to the words that you know. For the words
that you don’t know, don't use a dictionary. Try to understand them from the reading.
You'll work with some of ttiese words in the activities.
Nouns Verbs
u aspects u statistic □ achicvc Q identical
□ constitution □ status □ afford □ i.solaled
□ conlnisls u tuition Q determines □ rural
□ discipline □ values □ reflects J universal
□ indigenous people □ value ij vocational
3 native people Adjectives Idioms
j priiniiry school □ compulsory J on the ono hn.nd
3 secondary'school -J egalitarian □ on the other hand
J entire

G etting M eaning from C ontext

when you read, you do not need to look up ttie meanings of all new words in a
dictionary you can often guess the meanings of many new words from the
context—the other words in the sentence and the other sentences in the
paragraph. Here are three types of clues that will help you guess new words.
1. Punctuation: sometimes a sentence gives a definition of a new vocabulary
item or information about it. This information may be in parentheses ( ) , after
a dash (—). or after a comma O.

Example
There is a drawback, a disadvantage, to that idea.
(Drawback means disadvantage.)

2. Another Sentence: Sometimes a clue to the meaning of a new vocabulary

item Is in another sentence or sentence part.

Example
A school system in one country is not Identical to the system In any other
country, it cannot be exactly the same because each culture Is different.
(in the second sentence, you see the meaning of identical—exactfy the same.)

3. Logic: Sometimes simple logic helps you to guess a new word.

Example
The educational system Is a mirror that reflects the culture.
(You probably know the word mirror, so you can guess that reflects means
shows.)

ta Education and sujdent Life

 Q Getting Meaning from Context This exercise will help you with vocabulary
that you will find in the first reading selection. Read the sentences. Figure out the
meanings of the underlined words from the context and write them on the line.?.

0^^ the one hand, there are many advantages to this On the other
hand, there are also several drawbacks.
on the one hand = ______________ from oms of ______________

on the other hand = _______________________________________________

2. In a number o f countries, educatioi> is both pompulsnr^:—rfifinirnd—and
universal, iiviiilat»le to everyone, at least in prim ary school C^lementary school)
compulsor>' = -------------------------------------------------------------------------------------
universal = ---------- ------------------------------------------------------------
primar>- school =
3. There are luanjr' more schools in cities than in rural areas.
rural - ------------------- ------------------------------------------------------------------------
4. Public schools arc all both fre« and egalitai’ian; all students are <^onsider«d
equal and learn the same material.
egalitarian =
5. College Students need gi eat- discipline; in order to make time for their studies,
they need the self-control to give up hobbies, sporls, and social life.
discipline = ------------------------------- ----------------------------------------------------------
6. Results on these exams affect the entire lanuly bocauso thoro is high status, or
social position, for a whole family in which children have high test scores.
entire =
st.atus =
7. Students themselves decide if they want college-preparatorj' or vocational
classes in higli school; no national exam delentiiiies tliiy Tor th<?m.
determines =

Read
O a Reading an Article as you read the rollowing selection, think about the answer
to this question: what can we learn about a culture from its educational system? Road
the selection. Do not use a dictionary. Then do Ihe exercises that follow the reading.

Chapten ■ ■ ■
 Education: A Reflection of society
Visit schools anywhere in the w orid, and you w ill probably not1<»e a
nun^bcr o f siinilailUes. Tliere are students, teadicrs, books, blackboards,
and exams everj^'here. However, a school system in one <u)iiiii.ry i« no!
id e n tic a l to the system in any other country. It cannot be cxactb’ the same
because each culture is dilferent. The educational syslpni l« a. riiirin r flial s
re fle c ts the culture. Look a t the school system, and you w ill see tl\c social
structure and the values o f iUs culture.

Mexico
In M exico, the educational sj^stem rcflccts some o f the country's many
co n trasts. O n th e one hand, it is believed that the nation c-ari atiifevw
equalitj^ o f rigltts fo r everyone through education. The basis o f the Mejdcan iu
educational system is the country’s c o iiH titu tio n , w liich was w ritten in
1917. It requires education to be free, com pulsory, and u n to rs a l. It also
staf.es iJiat education should support national im ity and lead to social,
economic, and cultural im provem ent of Ihe people. A t low er levels, lids
means iJmt there is emphasis on the couniiy’s rich cultural liistory. Ciuldren is
\viiXe historical essays, participate in ac:Uvilies fo r nalioncil holiday's, and
read about national heroes— especially n a tiv e people (Indians). Howevw,
it is often d ifficu lt to provide? education in ru ra l areas, where many o f the
indigenous people live. People in these areas ai*e poor and i»colat»d
geographically. Then: ar(urt. enougli schools, and rural tcachcrs m ust be ^
abl(i to Uiach all six grades o f prim ary scrhool. Also, tradition.9 among some
indigenous people do not typically include school attendance.

Japan
The Japanese valu e education highly. One s ta tis tic rcflccts this: the
Japanese place such im portance on education tlia t 88 pendent o f all studenifi
complete not only p rim a ry school but also tiig h school. Public schools are yn
all both free and egalitarian; all students ai'c considered equal and ioam tho
same m aterial. For social reasons, it’s irnporiim t fo r a student lo receivc a
im iversity degree— ^and a degree from “the right university." To reach this
goal, students have to go through “exam ination hell.” Tliere ai’e difficniT
exams fo r cntraticc to all universities, to many o f the bettor priniary and 3o
secondarj' schools, and even to some hindergart-ensl Japanese students
need great d iscip lin e; in order to make tim e fo r th eir studies, they nood the
selfcontrol to give up hobbies, sports, and social life. Resnlls o f thase
exams affect the e n tire fam ily bccausc there is high statu s, or social
position, fo r the whole fam ily when the chiUiren have l\igh test scores. 35

I m m Education and Student Life

 B rita in
In the United Kingdom (B ritain), the educational system rcflccts the
class system. All state schools— primary, secondarj^ and university— are
free, and the first nine years are e g a lita ria n ; all studenis learn ttie same
m aterial. A t age eleven, students take £u\ im portant national exam. A fter
this, they attend one o f three possible secondary schools: (U)llege ao
preparatory, v o ca tio n a l (fo r job training), or comprehensive (w ith both
groups o f students). However, 6 percent o f Brifl.c:h students attend
expensive private schools. These are istudcnts from upper-class families.
H a lf o f the students at Oxford and Cambridge im iversities come fl'om such
expensive secondary schools. It m ight seem that anyone can a ffo rd to go to 45
a university because all universities are free, but only 1 percent o f the low er
class goes to university. Because graduates from good universities get the
best jobs, it is clear that success is largely a result o f one’s social class.

The united states

Education in the United States is available to everyone, but not aJl
schools are equal. Public prim ary and secondary schools are free fo r 3o
everyone; there is no tu itio n . Almost 80 pcrccnt of all Americans are high
school graduates. Students tliemselves decide if they w ant collegc-
preparatoo' or vocational classes in high school; no national exam
d eterm in es this. Higher education is not free, but it is available to almost
anyone, and about 60 percent o f all high school graduates attend coUcgo o r ss
university. O lder people have the opport.unlty to attend college, too, because
Americans believe that V o u ’re never too old to ieam .” O n th e o th e r hand,
there are also problems in U.S. schools. In many secondary schoob, there
are problems w ith lack o f discipline and w ith drugs and crime. In addition,
public schools receive their money from local taxes, so schools in poor oo
areas receive less money. As a result, they don’t have enough good teachers
or laboratory equipment, and the buildings arc often not in good condition.
Clearly, U.S. education reflects both the best and the w orst o f the society.

C o n clu sio n
It is clear that each educational system is a reflection o f the larger
culture— ^both positive and negative aspects o f its economy, values, and 65
social structure. Look at a country’s schools, and you w ill learn about the
society in which they exist.

Chapten ■ ■ ■
 A fte r You Read

m m m m

Identifying the Main Idea

A reading passage may include many ideas, but there is only one main Idea. Tliis Is
the most Important idea, or point, of the reading, it Is the main point, tnought, or
opinion that the author has about the topic. It is an "umbrella" that includes all
of the more specific ideas and details. The main idea Is usually stated In the
introduction. Often, It is repeated In the conclusion.

Q Id e n tify in g th e M a in Idea Find one sentence in paragraph A that SQems tn

be the main idea of the entire reading passage. Then find another sentence in Paragraph
F that seems to mean about the same. Write them here.
From Paragraph A : _____________________________________ ______________

From Paragraph F:

Q U n d e rs ta n d in g R eading Structure Paragraphs divide reading material into

topics, or subjects. One paragraph is usually about one topic. Match the paragraphs
from the reading on pages 6-8 with their topics below. Write the letters of the
paragraphs on the lines.

1. ^ . Conclusion: Education as a reflection oXsocietj-

2. ____ A countrj' that places a lot of importance on education <ind makes
students take difficult exams
3. ------- A country- that offers education to everyone but also has problems in its
schools
4 . ------- A country where equality and national miity are important
5. ------- A countrj* where social class is verj" important
6. ------- Introduction: Education as a mirror of a culture

Education and student Life

 Q C h e ckin g Y o u r V o c a b u la ry check your understanding of vocabulary from trie
reading selection. Read the definitions below and write worrls and expressions that fit
these definitions. The letters in parentheses refer to paragraphs in the reading. ^ -
1. a paper containing the laws that a country is based on CB) = corsi-ihition
2. Indians (B ) = _________________________________________________
3. far away from towns or cities (B) =
4 . a school for job training (D ) = ____
5. to have enough money for somothing (D ) =
6. fees (money) for education (E ) = _______
7 . sides, parts, characl.eristics (F ) = ________

mmmm
Organizing inform ation: Using a T-Chart
Readings often present both positive and negative aspects of something (such as
an educational system). Sometimes, these are easy to find because the writer
uses the words actvantages and disadvdntages, but frequently these words don't
appear. Instead, you need to look for other words and expressions that show
opposite viewpoints, such as on the one hand, on the other hand, but and
however.

One way to organize this information is in a graphic organizer, one effective

graphic organizer to show positive and negative aspects is a T-chart (called a
T-chart because it Is shaped like the letter T).

You can work with a T-chart in the next activity.

Q o rg a n iz in g in fo rm a tio n : U sing a T-C hart in the T-chart on page 11, write

the four countries from the reading on the left, work in groups of four and have each
student choose one country. Fill out the positive and negative aspects of that country's
educational system. When you finish, share your information with the students In your
group and complete the chart with their Information.

10
 Education in North America and Asia
In a western societv: such as the united States or Canada, that has many national
religious, and cultural differences^ people h i^ly value Individuatism—the differences
among people—and Independent thinking. Students do not often memorize infornwilon.
Instead, they find answers themselves, and they express their ideas In class discussion. At
an early age. students learn lo fonn their own ideas and opinions.
In most Asian societies, by contrast the people have the same language, history and
culture. Perhaps for this reason, the educational system in much of Asia reflects society's
belief in group goals and traditk>ns rather than Individualism. Children In China, Japan,
and Korea often work together and help one another on assignments, in the classroom,
the teaching methods are often very formal. The teacher lectures, and ttie students listen.
There is not much discussion. Instead, the students recite rules or information that ttiey
have memorized. There are advantages and disadvantages to both systems.

Q Discussing the Reading in small groups, talk about your answers to these
questions about a country that you know well.
1. Are there both privat-c schools and public schools? Is public oducAtion froc, or
do students need to pay tuition?
2. Do most students go Lo secoiitlar>' school? Do most students complete lii^ i
scliool? Do mat^y students go to college or universirj^
3. Are there different tjTDes of high schools (for example, college-preparatory or
vocational)?
4 . What are some advantages of the educational system? Disadvantages?

Education and student Life 11

 Part 2 Reading Skills and Strategies
Campus Life is Clianging

B efore You Read

Skimming for the Topic and Main Idea

YOU can skim a reading to identify the topic and the main idea. To skim, read the
title and any subheadings, took at any photos and diagrams, read the first two and
the last two sentences of each paragraph, read quickly, and don't road every word.

The topic of a paragraph is what the paragraph is about. This is a noun or noun
phrase. The main idea of a paragraph is what the writer wants to say about the
topic—giving information and/or his or her opinion about the topic, someiimes, a
sentence or two includes the main idea of the paragraph. This is often the first or
second sentence in the paragraph. The other sentences give details about the
main idea.

Example
StaUstics rcflcct rcccnt change.'^ in the U.S. collcgc populalioii. One
change these days is that thoro are fewer foreign students than several
j'ears ago bul that more U.S. students'are studying abroarl. Tiicrc are over
half a million foreign siudonts in colleges aiid universities in the United
States (down 5-6 percent). The leading couiitiy of origin Is India, followed
by China, Korea, Japan, Canada, 'Faiwan, Mexico, Tlurkey, and Thailand.
Meanwhile, there are 175,000 U.S. students who are studying abniad (up
8.5 pcrccnt). American st.ndonts tjiiically spend much loss time abroad
Remember Iluit
than foreign students do in tlie United Stales. In fact, 92 pcrccnt uf all U.S.
Ihe to p ic is just
a word or nouj\ si udetiis who go abroad spend only one seiuesLer tltere.
plutis'j—a few y.yJiOTJOr
Topic; OS. ,
\t-ords. It is not a
sentence, 'fhu iimiii Main Idea: ere fe w s r rore:'^-' :•
id e a is iii a sentence
or two and can be CjQVs b ut (inors U.S. .-.h.
fownd at tJic
bcginninc, middle, or
end of fi pArfigraph.

Read

o Q Skimming for the Topic and the Main Idea Read ihe following
paragraphs quickly. Do not use a dictionary, and don't worry about tho details. When you
finish, write the topic and main idea of each paragraph, you can copy the main Idea
directly from the sentence (or sentences), or use your own words to restate it.

12 Chapter! ■ ■ ■
 Campus Life is Changing
For m any years in the United States, m ost undergrariuar^* snidpnts (in
th eir firs t four yeais o f college) w ere 18 to 22 years old. They attended
college full-tiine, lived in a dom utoiy on cantpus, and ejq)ected many
“extras” from their colleges, not jiis t classes. B ut things began to change in
the 1970s and are very different now. Today, those “traditional" students arc
less than onc-cjuarlor (1/4) o f all college students. These daj^s tlie
nontraditional students are the m inority; they are different from traditional
undergraduates in several ways. They arc older. M aiiy attend collcgc part-
tim e because they have fam ilies and jobs. Most live o ff campus, not in
dorras. These nontiaditional students don’t w ant the extras th at colleges 10

usually o ffe r 'Fhey aren’t interested in the sports, entertaim uent, religious
groups, and museums that are part o f m ost U.S. colleges. They w ant m ainly
good-quality classes, day or night, at a low cost. They also hope fo r easy
parking, access lo inform ation techri()log.v, and polit^t ser\ice. Roth tim e
and money are im portant to them. 15

Topic:_______ ___ ___________________________________________________

Main idea:

Psj^chological t.ests reflect different leanung .<5i.yle.<? in i.hlj? new suideni

population, too. Eacli person has a ccrtain learning stj'lc, and about 60
percent o f the new students these days prefer {.he sma^lng style. Thi.s means
that they are very practical. They prefer a
praciice-to-theor>' method o f learning, which 20
is experience firs t and ideas after that. They
often have difficulty w ith reading and
\\T itin g and are unsiu*e o f tliomselvos. M ost
o f diese students are attending college
because tliey w ant to have a good job and
make a lo t o f money.

A college lecture class

Topic:
Main idea:

Education and Student Life 13

 In contrast, other students (b ut not as many) prefer the iM tuitivo
learning style. These students love ideas. They prefer a theoiy-to-pracUce
m ethod o f learning and ergoy independent, creative tliinking. These
“int.uitive^s” are not very practical. They are attending college because they ao
w ant to create unique w orks o f art or study philosophy' or someday help in
<hc field o f science.

Topic:
M ain id^a:

There is a drawback for the students who prefer the sensing style o f
learning. A m ajority o f college professors prefer the intuitive learning style.
These teachers value independent thinking and creative ideas. S tudents in 35
the sensing group are at a disadvantage because Their way o f thinking
doesn’t m atch their tcachcrs’.

Topic:
Main idea:

E Politically, too, students these days are dilferent from students in the
past. In the 1960s and 1970s, many students dem onstrated against the
government and hoped to m ake big changes in society. In the 1980s, most 40
students w ere interested only it\ their studies and future jobs. Today,
students seem to be a combination o f tlie two: they want U) make j^ockI
money when they graduate, but they’re also interested in helping society.
Many students today are volunteering in the community. They are working
to help people, w ithout payment. F o r exam ple, they tu to r (teach privately) 45
children in trouble, o r they w ork w ith organixatJons for homeless people,
h i these ways, they hope to m ake changes in society.

Topic:
Main idea:

14 Chapten ■ ■ ■
F On a ll college campuscs, student life is very different from w hat it usad
to be because o f technology— specifically, the In te rn e t A t m ost coUcgiss,
a ll entering first-year students receive an em ail address. Dorm itory rooms so
offer high-speed Internet access. Com puter systems are available to
everyone in com puter labs, the Ubrary, and student centers. Application for
classes and registration are usually now possible online. M ost schools offer
entire courses online. M any professors s till have “office lio u rs / when
students can come to ta lk w ith them about class w ork or ask fo r help. But
increasingly, students can contact professors 24 hours a day, lliatiks to
em ail. In many classes, students com plete assignments and even take
exams online. Perhaps m ost im portant fo r both students and professors,
research is now easier and faster because o f the new technology.

Tbpic:
Main idea:

A fte r You Read

U N D E R S T A N D I N G P R O N O U N REFERENCE
As you know, pronouns take the place of nouns. When you read. It's Important to
understand the meanings of pronouns, to know which noun a pronoun refers to To find
the noun that a pronoun refers to, look back In the sentence or in the sentences that
come before the pronoun.

Example
Over 100,000 international students attend graduate school. Most of them
are studying business and management.

B U n d e rs ta n d in g P ro no u n R e fe re n ce took l^ack at the reading selection

"campus Life is changing" to find the meanings of the following pronouns. What does
each pronoun refer to?
1. they (Paragraph A, line 2) n^ost urderf.raduat<^ studenH________________

2. they (Paragraph A, Une 8) __________________________________________

3. them (Paragraph A, line 15)

■ ■ ■ Education and Student Life 15

 4. their (Paragraph D, line 37)
5. their (Paragraph E, line 41)
6. them (Paragraph F, line 55)

B D iscu ssin g th e R eading Discuss these questions. Ttiink about a country that
you know well.
1. In that country, are there foreign students in colleges and universities? Tf so,
where do they come from? Are there many?
2. In that- country, are students today different from students in the p^st'? if so,
how are they different?
3. How has technology changed campus life in that country?

Responding in W ritin g

Summarizing
in academic classes, the most common type of writing is summary. A summary is
written in the student's own words, it includes tiie main idea and Important
details of anotlier piece of writing (a paragraph, section, article, chapter or book).
It does not include less important details. Students who summarize well can
prove to the instructor that they truly understand the reading material.

Q Summarizing choose one country from the reading In Part 1, pages 6-8. write a
summary of its educational system, according to the paragraph about that country.
Because a summary is shorter than the original, try to write only two to four sentences.
Follow these steps.
■ Read the paragraph and make sure that you understand It well.
« Identify the topic, main idea, and Important details.
■ Put the original paragraph aside as you write.
■ write the summary In your own words, including the important details.
■ include a balance of positive and negative aspects.
■ Do not include less Important details.

When you finish writing, compare your summary with those of other students who
summarized the same paragraph. Did you have the same main idea? Did you choose
the same details?

B Writing Your Own ideas choose one of the topics below to write a paragraph
about Write your own thoughts. Try to use vocabulary from this chapter.

■ the educational system in your country

■ comparing and contrasting education in your country now and In the past
■ your own learning style
What’s the main idea of your paragraph?_______________________ __________ _

16 Chapter 1
 2 3 Making inferences Below is information from the reading, which Information
Is stated in the reading? write 5 on those lines, which Information Is impiierj nut not
clearly stated? Write / on those lines. Look back at Paragraphs B. C. and 0 to dcddc.

1, Jaime Lcmcr was the mayor of Ciiritilm.

2. Jaime Lcmcr wanted tJie people of Curitiba l.o have a betl.er ciiiality
of life.
3. Under his leadership, city planners est^iblishcd priorities.
A. Jairne Lenier was ai\ architect.
5. He was a creative ildiiker.
6. Poor people receive fresh food when they bring bags of garbage to
special centers.
7. The food they receive (in exchange for trash) is good for Hie healUi.
S. Cnritiba'.s mass-transit sj'stem consists of a s^^tem of buses.
9. Subways are more expensive than buses.
10. Subw^'-stj'le doors allow passengers to get on and off the bus
efficiently.

Q Discussing the Reading Talk about your answers to these questions.

1. M ia t is the population of Uie major cities in your country? Is overcrowdirv? a

problem?
2. WTiat are some problems in your city*?
3. What kind of mass transit is available in your citj'? Is it clean and efficient?
4 . Does your city have a recycling program? If so, tell your group about it. How
does it work?
5. Are there homeless people in your cit>'? If so, is there a program to help them?
6. Wliat programs are there to prot.ect the emironment in your d tj^

--■ifrmiMfifrifri....
Part 2 Reading Skills and strategies
Slck-Buildlng Syndrome

Before You Read

n M a k in g P re d ic tio n s The next reading discusses a problem In big cities—Indoor
air pollution. Before you read, think about the causes of air pollution, both outdoors
(outside) and indoors (inside buildings). Brainstorm as many causes as you can think of
and write them in the chart on page 33. Look at the picture for help.

32 Chapter2 ■ ■ ■
 Talk It Over

U N D E R S TA N D IN G "POLITICALLY CORRECT" LANGUAGE

Politically correct (or PC) language is a term used to describe language that is regarded
as "correct" because it tries not to offend people. It is an attempt to use language that
shows respect for different people, cultures, physical characteristics, and ilfesiyies. This
term and this language is commonly heard and discussed in the United States—on
college campuses, at work, and in social settings. Many people attempt m use this
language as a sign of respect but some feel that they have to be too careful and that
"things have gone loo far." What do you think?

Q Id e n tify in g P o litic a lly C o rre c t W o rd s a nd P hrases Below are some

words and phrases that people traditionaily used in the past and the politically correct
words that many people use now, why do you think some people prefer politically
correct words? Which PC words seem good to you? Do any seem strange?

Words and Phrases Politically Correct Words and Phrases

blind .......................................................vi.<?uaUy challenged
disabled, hunciicapped...........................diflcrently abled
fat people.............................................. people of size
m ankii\d................................................. humanity-
Orientals................................................Asians
policcnian.............................................. polico officer
remedial classes.................................... basic classes
Third W'brkl countries...........................developing countries

Q B eyond th e T ext: in te rv ie w in g interview five peopie.Ask them their

opinions about positive and negative aspects of the educational system in their country.
Take notes on their answers. When you finish, report your findings to the class.

Part 3 Building Vocabulary and Study Skills

TH E ACADEI VI I C W O R D LIST
There is a list of words that college students should know because these words occur
frequently in academic English. This is called the "Academic Word List." in Part 3 of each
chapter of this book, there is an activity to help you focus on these words. (See page 18
for the first R)cusing on Words from the Academic word List Activity.) Also, in the Self-
Assessment Log at the end of each chapter these words have an asterisk (*) next to
them. (See page 21 for the first Self-Assessment Log.) For more information on Averil
Coxhead's Academic word List see vww.vuw.ac.nz/lals/research/awl.

■ ■ ■ Education and Student Life 17

 Q Focusing on words from the Academic Word List m this cxorcise, fill in
the blanks with words from the Academic word List in the box. When you nnish, turn
back to page 11 and check your answers.

assignments culture lectures

contrast goals methods i
cultural Individualism traditions ^

Education in North America and Asia

In a Wtistem socicty, such the UnitGd States or Canadfl, that hfls

many nalioiial, religious, a n d _______ _______________differences, people

1
highly v a lu e ____________________ — the differenoes among people— and
2
independent thinking. Students do not often in e iu o ri^ iiifom iation.

InsJ ead, they find answers themselves, and they express th e ir ideas in class

discus-sion. A l an early age, students learn to form th eir own ideas and

opinions.

In inosL Asiai\ societies, by ________________ , the people have the

3
same language, history, a n d _______________________ Perhaps for this
4
reason, ihe educational system in much o f Asia reflects society’s belief in

group _____________________ and _____________________ rather than

5 6
individualism . Children in China, Japan, and Korea often w ork together

and help one another on . ___________________ _ In the classroom, the

7
teaching . . __________________ are often very form al. The teacher
d
_____________________ , and the students listen. There is not much
9
disc^ussion. Instead, the students recite rules or inform ation that they

have memorized.

18 Chapter 1
Q Recognizing Word Meanings Match the words with their meanings, write
the letters on the lines, as In the example.
1. 2i_(leterniiiie a. unusual
2. afford b. disadvaittagc:
3. — reflect c. .side, part-, or characteristic
4. ___ iioiitraditional d. deveiopir\45new ideas
5. drawback e. fact in the form of a number
6. _ statistic f. coniarol
7. discipline g. w hok
8. {ispccl h. dncidn on
9. _ involves I. liave enough irion«y for
10 . _ tuition j. show
11. _ entire k. fees Cmoney) for .school
12. _ creative i. includes

Q Words in Phrases as you read, it's important to begin noticing words that often
go together, go back to the paragraphs on pages 13-15. Find words to complete the
following phrases and write them in the blanks. Most are prepositions, but two arc verbs.

Paragraph A
1. liv e d ___ in a dormitorj' on campus
2. m any___ college part-time (verb)
3. access _ information technology
Paragraph D
4. a re _____ a disadvantage
paragraph E
5. tutor children_______ trouble
paragraph F
6. life is different because technology'
7. are available everj'one
8. students___________ exams (verb)

Education and student Life 19

 Q Searching the internet do an
internet search on colleges and universities,
use a search engine such as Google. Find a college or university that does the following
things:

■ has an interesting virtual (online) tou r;______________________________

■ offers classes In horseback riding:_________________________________

■ allows students to spend one year studying abroad:

■ offers classes In many African languages (such as Amharic, Yoruba, Swahili, and
Zulu):___________________________________________________

■ has an art museum:

■ (your choice):____

write down the names and locations of the colleges. Compare your findings with those
of another student

Part 4 Focus on Testing

(TOEFL*IBT} r e a d in g Q U E ST IO N TYPES
There are three types of multiple-choice questions in the reading section of the TOEFL®
(Test of English as a Foreign Language''^) Internet-Based Test (IBT): (i) information
questions, (2) basic comprehension questions, and (3) "reading to learn" questions.
1. Most information questions can be answered by scanning for a certain keyword or
number. The answer Involves finding a specific point of information.
2. Basic comprehension questions test the reader's skill at understanding the
vocabulary, grammar, and basic organization of the passage. The answer often
involves understanding the interrelationship of several sentences or paragraphs.
3. Reading to (earn questions test the reader's ability to understand the main ideas of
a reading, implied ideas, the author's attitudes, relations among groups of facts in
the reading, and so on.

Q Practice Look again at the reading "Education: A Reflection of Socicty" on pages

6-8. Answer the following questions (similar to those on the TOEFL® iBT). The question
type Is in parentheses after the question.

20 Chapter 1 ■ ■ ■
 1. AccordiiliJ lo Uie passage, what, happened in 1917? (information question)
(2 !) Mexico’s constitution w-as wrilleii.
CX) Mexico achieved equality' of rights for everj^one.
(Tc^ Mexico made education free.
(T ) Ediiaition in Mexico supported iiacional unity.
2. M iich ol the following is closest in meaning to determine-^, susit i.9 UftPrt in
Paragraph E? (basic comprehension question)
limits
finishes
decides
(Td^ provides
3. What can be inferred (guessed) about Japanese uiuvcrsitios from Para^^raph C?
(reading to leani (juestion)
(T X ) They are free and egalitarian.
CXl) Tliey offer degrees in manj' discipJinc.<!.
Students there take too many examinations.
<51) Some universities have better reputations than others do.

Self-Assessment Log
Read the lists below. Check ( v/) the strategies and vocabulary that you learned in this chaptcr. Look
through the chapter or ask your instructor about the strategies and words that you do not undfirstand.
Reading and Vocabulary-Building Strategies
□ Previewing vocabulary u Organizing information: using a t-chart
□ Getting meaning from context u Skimming for the topic and main idea
u Identifying the main idea □ understanding pronoun reference
□ understanding reading structure
TBrget vocabulary
Nouns Verbs Adjectives Idioms
□ aspects* □ methods* □ afford □ compulsory □ on the one hand
□ assignments* □ native people a determines u creative* o on the other hand
□ constitution* □ primary* school □ involves* □ cultural*
□ contrasts* a secondary schoc^ □ lectures* □ egdlltarian
□ culture* □ statistic* □ reflects □ entire
□ discipline □ status* u rural
□ goals* □ traditions* □ universal
Q Indigenous people □ tuition u vocational
□ Individualism* □ values

* These words arc ftr>in tho /Vcademic Word List For more informaticm c h i tliis list,
see vi-ww.vjiw.afMK/lals/research/a^

Education and Student Life 21

 2
Chapter

City Life

In This Chapter
What do you think about big cities? In this chapter, you will read
about some challenges that big cities face. In Part 1, you will read about
how one city in particular found some creative ways to deal with garbage
collection, transportation, social issues, and other urban problems. A
common problem that big cities face is air pollution, but as you will learn
in Part 2, pollution is not limited to the outdoors. There is also indoor
pollution. Many things cause pollution In office buildings, schools, and
homes. You will learn about and discuss things that we can do to address
this problem. Then Parts 3 and 4 introduce a variety of strategies and
activities to help build vocabulary, study skills, and test-taking skills.

u t Wlien you look at a city, it’s like reading the hopes,

aspirations, and pride of everyone who built it. 5 J
— Hugh New^’e li Jacobs^fi
U.S.'Architect (1929r^ );
connecting to the Topic

Q what do you see in the photo? what do you think the people there are doing?
Q What are five advantages of living In a big city? What are five disadvantages?
B Do you like living in a big or a small city? do you like visiting a big or small ciiy?
Explain your answers.

It
 Part 1 Reading Skills and Strategies
A City That's Doing Something Right

Before you Read

D P re v ie w in g th e T o pic Look at the photos and discuss the questions.
1. In what citieij or countries do yon think the phnr/>s taken? U^ar. ift it likp
liierc?
2. What adjectives can you tlunlc of to <lescribe eacit photo? Make a list.

Photo A * Photo B

Q Thinking Ahead The first reading discusses some common problems in big
cities and the solutions that one city has found. Before you read, think about the good
and bad things about the city that you come from or the city that you live in now.
Interview at least four students. Complete the chart below.

Student's What are the three vi/orst What are the three best
Name and City problems in your city? features of your city?

■ ■

24 Chapter 2
O B P re v ie w in g vocabulary Read the words and phrases below. Listen to the
pronunciation. Put a check mark ( next to the words that you know. For the words
that you don't know, don't use a dictionary. Iry to understand them from the reading.
You'll work with some of these words Ir) the activities.

Nouns Verbs Adjectives

□ a^nicultural operation □ pollution □ commuto J affluonr
□ crops □ priorities □ crowd 3 crfialivc
□ developiriij countries □ produce Q ciiltivate Adverb
u difficulties (d ifficu lty) □ rocycUng plant □ predict □ efficiently
J ftridlock □ trafih □ solve
J mass transit u urban dwellers □ worsening
□ pedestrian zone

Getting Meaning from context

You do not need to look up the meanings of new words if you can guess them
from the context. Here are three more types of clues that will help you guess new
words.
1. The words for example, for instance, such as, and among them introduce
examples that may help you. (Sometimes examples appear without these
words, in parentheses, or between dashes.)

Example
Context: Almost four billion people will be living in cities in developing
countries such as India and Nigeria.
Meaning: You can guess that developing countries are not rich.

2. Sometimes another word or words in another sentence or sentence part has

the opposite meaning from a new vocabulary item.

Example
context: in some cities. Instead of worsening, urban life is actually getting
much better.
Meaning: You see that worsening is the opposite of getting better.

3. A definition or explanation follows the connecting words that is or in other

wonis.

Example
Context The downtown shopping area is now a pedestrian zone—In other
words, an area for walkers only, no cars.
Meaning: A pedestrian zone is an area for walkers only. »
J
City Life 25
 Q Getting Meaning from context This activity will help you with vocabulary in
the first reading selection. Figure out the meanings of the underlined words and write
them on the lines, use punctuation, logic, examples, opposites, and connectins words to
help you.
1. People who sludy population growth predict a nightmare by tho yoar 202b: tho
global population wall be n:\ore than 8 billion, and almost 4 billion ol‘ these
people will be li\nng in cities in developing countries such as India and Nigeria.
predict » i.t?y m ad^anc<s that som&fh/na wiH ________

2. People spend hours in gridlock—^that is, traffic so horrible that it simply

doesn’t move—^when thej' commute daily from their homes to their work w d
back.
gridlock = __________________________________________________
commute =
3. It might not be a surprise to fmcl that life in affluent cities is improving, but
vi^nat about cities that aren’t rich?
affluent = ____________________________ ____ _______ _______ ________
4. Under his leadership, city planners established priorities—^inother words, a list
of what w'as most important.
priorities = ......................................................................................... ...................
5. In neighborhoods that garbage trucks can’t rcach, people bring bags of t r ^ to
special centers.
trash = _________________________________ _________________________
6. They exchange the Irasli for fresh produce—such as potatoes or oranges—or
for bus tickets.
produce = ________________________________________________________
7. At a recycling plant, workers separate glass bottles, plastic, and cans from
other trash.
recycling plant = _______________ —------------------------------------------------------
8. Curitiba needed a mass-transit system but couldn’t afford an expensive subway.
City planners began, instead, viith an unusual system of buses.
mass-transit * ___________________________________ - _______________
9. There is an agricultural operation just outside Curitiba that looks like other
farms but actually helps to solve a social problem, in addition to growing crops.
agricultural operation = _________________ —-------------------------------------------
crops = _____________________________________ _
10. They cultivate medicinal plants and then process them into herbal teas.
cultivate = _________________________________ —---------------------------------

26 Chapter 2
 11. Curitiba provides the city people with twenty-two million square meters of
parks and green areas; Uiis is more liian lliree times the amount that the World
Health Orguruzation reconuiiends for urban dwellers.
u rb a n d w e lle rs = ____________________________________________________________

Read

Q R eading an A rtic le As you read the following selection, think about the answer
to this question: What is the city Curitiba, BraHi doing right? Then do the exercises that
follow the reading.

A C ity T hat’s Doing

Som ething Right
r jlh e r e ’s good news and bad news about life in modem cities— first, the
A bad. People w ho s(.udy population growth p re d ic t a rughtmare by
the year 2025: the global poptilation w ill be n\ore than eight bijlion, and
alm ost four billion o f these people w ill be living in cities in developing
co u n tries such as In d ia and Nigeria. Population growth is already causing 5
unbelie\^ble overcrowding. Due to this overcrowding, many cities have
problems w ith air p o llu tio n , disease, and crime. People spend hours in
g rid lo ck— that is, traffic so horrible that it simply doesn’t movo— when they
couuuute daily fix>m their homes to their w ork and back. There isn’t enough
water, transportation, or housing. Many people don’t have access to health 10
services or jobs. Now the good news: in some cities, instead o f w orsening,
iu*ban life is actually getting much better.

A C ity a n d its M a yo r
It m ight not be a siuprise to find th at life in a fflu e n t cities is improving.
But w hat about cities tlia l are n ’t rich? The city o f Curitiba, B razil, proves
th at it’s possible fo r even a city in a developing country to offer a good life 15
to its residents. The form er m ayor o f C uritiba fo r 25 years, Jaime I^ m e r is
an architect and a very practical person. U nder his leadership, the city
planners established a lis t o f p rio ritie s — ^in other words, a list o f w hat was
most im portant to w o rk on. They decided to focus on the environm ent and
on Ih e quality o f life. W ith an average income o f only about $2,000 per person 20
per year, C uritiba has the same problen^s as m any cities. However, it also
has some c re a tiv e solutions.

I C ity Life 27
 Garbage Collection
One creative solution is the method o f garbage collection— Cambio
Verde^ or Green Exchange. This docs far more than clean tlie streets of
tra«h . In nei^borhoods that garbage trucks if?aoh, poor people bring ?s
bags o f tj-ash to special centors. A t these centers, they exchaiv?c the trash fo r
jrcisli produce such as potatoes and oranges. They receive one kilo of
produce fo r every four kilos o f trash that they bring in. At a r<*cycUng x)laiit,
workers separate glass bottles, plastic, an(i cans from other Ixash. Two-
thm hi o f Curitiba’s garbs^e is recycled, which is good fo r the environment, ao
And the plant gives jobs to the poorest, people, w liich improves tlie ir lives.

Transportation
Due to careful piaiming, Curitiba does not have the saine traffic problem.^
that most cities have. The statistics are surprising. Tho population has
grown fast, to over tw o m illion people, but tra ffic has actually dect'casGd
30 percent. C uritiba needed 3i>
a m a s s -tra n s it system but
couldn't afford an expensive
subway. City planners began,
instead, w ith an unusual system
of buses in the centcr lanes o f 40
five wide msgor streets. A t each
bus stop, there is a forty-foot-
long glass tube. Passengers pay
bejirra they enter the tube. Then
they get on the biLs “subway Ab
style”— through wide doors.
This allows people to get on
and o ff the bus quickly and a passengers exit efficiently through tho tubo in
ftffio ien tly. People don’t crow d Curitiba. Brazil.
onto the bus; loading and unloading takes only 30 seconds. This makes 'm
commuting more pleasant and also helps to .solve the problem o f air i>ollution.

A Creative Social Program

There is an a g rlc u itu ra l o p e ratio n just outside Curitiba th at looks like
other farms but actually helps to solve a social problem, in achlilion tx>
growing crops. A t Fazenda da Solidaridade (Solidarity Farm ), the workers
are not experienced fanners. Instead, Ihey arc drug addicls and alcoholics ss
who volunteer to spend up to nine months in a progRiiii called Verda Sande
((Jreen Health). The program helps tiiem in tw o ways. First, it ^ves them jobs.
Tliey c u ltiv a te medicinal plants and then process them ini-o herbal teas,
syrups, and other products that are sold in health food stores. Second, it helps
them to get o ff drugs and alcohol and to turn their lives around. In exchango m
for tlieir labor, they receive counseling, medical care, and job training.

28 Chapter2 ■ ■ ■
The Environment
To make the environment both cleaner aiid more beautiful, Curitiba
encourages green space. It has low taxes for compaiues that have gr«>n arwjw,
so several hundred m ^or
ind«sl.ri(^s such as Pepsi and 6s
Volvo have offices in the city—
being \villing to incorporate
green space in their plants in
order to take advantage o f the
city’s low tax rate. Bringing ?o
naliu-al beauty into the city is a
priority. For this reason,
Curitiba gave 1.5 mitlion young
trees to neighborhoods to
plar\l and take care of. And (he 75
downtown shopping area is
now a p ed estrian zon«— in *■ "There is little in the architecture of a city that is
other wonis, fo r walkere only, rnore beautifully designed than a tree/ says Jaime
Lerner.
no cars— and is lined u1tl\
gardens. Curitiba provides the city people w ith 22 m illion square meters of so
parks and green areas— more than three times the amount that the World
Health OrganizaUon recommends for u rb a ii dw ellers.

A Symbol of the Possible

Clearly, overcrowding in big cities w o rld w d e is the cause o f serious
problems. However, the exam ple o f C uritiba provides hope that careful
planning and creative thinking can lead tx) solutions to many o f them , sb
CXuitiba is truly, as Lewis M um ford once said o f cities in general, a “symbol
o f Ll\c possible.”

A fte r You Read

IDENTIFYING THE MAIN IDEA

As you read in Chapter usually one or two sentences in an essay or article state
the main idea of the whole passage (the "umbrella" idea). You can usually find the
main Idea near the beginning of an essay.

Q Identifying the Main idea in the article that you just read, the main idea is in
Paragraph B. Write the main idea below. Then find another sentence in the conclusion,
Paragraph G, which seems to mean about the same. Write that sentence on page 30.

From Paragraph B: ___________________________________________________

City Life 29
 From Paragraph G:

id e n tifyin g Supporting Details

Every paragraph Includes a main idea and specific details (facts, ideas, and
examples) that support and develop the main Idea. You can organize the main
Ideas and details on different types of graphic organizers. One way to do this Is to
put the main idea in a box on the left and the details In boxes lo the rfeht see the
example below,

Q Identifying Supporting Details complete this graphic organizer with

Information from paragraphs C, D, and E to answer the questions. Follow the examples.

Main ideas: Details:

(How does this help the city?)

Curitiba created a "Green d e a n s i‘h e s tr e e ts o f trash

Exchange" to help the city.

'

T-;TTTy.-.v.:r.vM^

(What Is good about this system?)

Curitiba created an unusual

mass-transit system to deal
with traffic.
t t iWWwHV^ s t n \ * t t r r : 1-- • r

30 Chapter 2
Main Idea; Details: Details:
(HOW does this help drug (What helps addicts turn
addicts and alcoholics?) their lives around?)

Drug addicts and

alcoholics can participate
in a program called
h e lp s th e m tu rn t h e ir
"Green Health."
i/i/e s c ir o u n < i

UNDERSTANDING ITALICS
Writers use italics (slanted letters) for several reasons. Here are two;
1. Writers use italics for emphasis. The italics indicate that the word is important.
Example Overcrowding is a huge problem in that city.

2. Italics indicate a foreign word in an English sentence.

Example in open areas in Seoul, kaenari blooms everywhere in the spring.

Q Understanding Italics Find the words in italics in the reading on pages 27-29.
Which are used for emphasis? Circle them. Read these sentences aloud, placing
emphasis on the words in italics. Which words indicate a foreign word or term?
Underline them

UNDERSTANDING CONTRAST
sometimes writers use contrast to express an idea. In other words, they begin with the
opposite of the point that they want to make.

m 01 understanding contrast The reading selection "A CityThat's Doing something

Right" can be divided into two parts. What is the first part? Wtiat Is the second part?
How do these parts show contrast? Discuss your answers with one classmate.

C ritical Thinking: M aking inferences

writers usually state information clearly. However, they also often im ply
information, in other words, they just suggest an idea without actually stating It.
It is important for students to be able to make Inferences—that is, to "read
between the lines" and understand information that is not clearly stated.
l l t l L l - I I J l C l. l.ilL L L L W U l M .A '.'.'.J I J 1-lIJlL JJL T JM .lH ■ « I l - L m i m F J . 1 .8 H W lH tT .

City Life 31
 M a k in g in fe re n c e s Below is information from the reading. Which information
is stated in the reading? Write S on those lines, which information is implied hut not
clearly stated? Write / on those lines. Look back at Paragraphs B, C, and D to decide.

1. __ Jaime Lemer was the mayor of CuriLiba.

2. Jaime Lemer wanted the people of Curitiba to have a belter quality
of life.
3. Under his leadership, city piaiuiers established prioriLies.
4. Jaime Lemer was an architect.
5. He \^'as a creative thinker.
6. Poor people receive fresh food when they bring bagft of garbage to
special ccnters.
7. The food they receive (in exchange for trash) is good for tho health.
S. Curitiba’s mass-lraiusil system consists of a system of buses.
9. Subwaj's are more expensive than buses.
10. Subway-stylc doors allow passengers to gel on and off the bus
efficiently.

01 Discussing the Reading Talk about your answers to these questions

1. \^ ^ t is the population of the major cities in your country? Is o\'ercrowding a

prf.)blcm?
2. What arc some problems in your city?
3. WTiat kind of mass transit is available in your dr.y'-’ l.s it clean and efficient?
4. Docs j^our city have a recycling program? If so, tell your group about it. How
does it work?
5. Are there homeless people in your citj'? If so, is there a program to help thorn?
6. What programs are there to protect the en\Tromuent in your cil^^

Part 2 Reading Skills and Strategies

..

Sicl<-Building Syndrome

B efore You Read

Q Making Predictions The next reading discusses a problem in big cities—indoor
air pollution. Before you read, think about the causes of air pollution, both outdoors
(outside) and indoors (inside buildings). Brainstorm as many causes as you can think of
and write them in the chart on page 33. Look at the picture for help.

32 Chapter2
 Causes of Outdoor Air Pollution ' causes of indoor Air Pollution

Reading Tip
Aa you learned ui
Chapter J, a
paragraph usuallj'
IihIIk onn lopic
and gives a main ^ How many pollutants can you find?
id(*a !)r poirif aboul.
UuH lopic. Often
there is one
sentence tliat tells
the inaiii o flh e
paragraph.
Read
Q Skimming for Main ideas skim the next article. Do not use a dictionary, and
o don't worry about the details. When you finish each paragraph, write the topic and main
idea of that paragraph, you can copy the main Idea directly from the sentence (or
sentences) or use your own words to restate the main Idea.

City Life 33
 Sick-Building Syndrome
Elizabeth Steinberg was a healtliy 16-year-old student on ihe tennis
team a t St, Charles High School, w est o f Chicago, Ulinoia. B iit tlien sIk:
started to have strange liealth problems. The samo thing happened to
dozens o f teachers and students a t the school. They w ent to for
treatm ent o f a num ber o f symptoms such as sore throats, tiredness, -j
headaches, and respiratory (breathing) difficultif.s. Doctors treai**d
respiratory infections w ith antibiotio-s, bxit the condition didn’t to
im prove, except— m ysteriously— on weekends and over vacaii(jri3, when
the symptoms disappeared. Experts came to invesi.igale and find tho oause.
They discovered that St. Charles High, like thousands o f other schoois and 10
office buildings nationw ide, is a “sick building”— in other words, a building
that creates its o w \ indoor air pollution.

Topic:______________________________________________________________
Main idea:

People have w orried about smog fo r m any years, and the govcnim ent
has spent biJlions o f dollars to tiy to clean up tlie air o f big cities. But now
w e find that there is no escrape from unhealthy air. Rcccnt studies have is
shown that air inside many homes, office buildings, and schooLs i.s full of
pollutants: chemicals, mold, bacteria, smoke, and gases. These poUutante
are causing a group o f xmpleasant and dangerous symptoms tlia t experts
call “sick-building syndrome.” First discovered in 1982, sick-bullding
syndrome m ost often includes symptoms sim ilar to those o f the flu 20
(w atering eyes, hcadaches, and so on) and respiratory infections sucli as
tonsillitis, bronchitis, and pneumonia.

Topic:
Main idea:

Although most common in office buildings and schools, the indoor

pollution that causes sick-building syndrome can also o c a ir in houses.
Imagine a typical home. The people who live there bum oil, wood, or gas fo r 25
cooking and heating. They might smoke cigarettes, pipes, or c^ars. They use
chemicals fo r cleaning. They use products made o f particleboard, which Is an
inexpensive kind o f board made o f very small pieces o f wood held together

34 Chapter2 m\
w ith a <;hemical They use products such as computers, fax niacluiies, m d
copiers that are made o f plastic. These products give o ff chemicals that wa 30
can’t see, but w e do breathe them in. In some h o m ^ , carbon monoxide from
cars in the garage can enter the hoii.se. And in many areas, the ground under
the building might send a dangerous gas called radon into the home. Tfu:
people in ttie house are breathing in a “(Chemical soi^).”

Topic:______________________________________________________________ _
Main idea:

Then what causes sick-building syndrome in an office building o r sc!hoc»l, %

where people don’t smoke or bum oil, wood, or gas? Experts have discovered
several sourccs o f sick-building syndrome; among these are mold and
bacteria, synthetic products, and lack o f ventilation— or the movement o f
fresh air into and out o f the b uildii^. In many buildings, rain has leaked in and
caused w ater damage to walls and caipets. This allows mold and bacteria to
grow. A ir conditionu^ systems are another place where mold and bacteria
can grow. Synthetic (that is, man-made) products such as paiiit, cari^efing,
and furniture can be found in all offices and schools. These products release
toxic (poisonou-s) chemicals into the air. Perhaps the most common cause o f
.sick-building syndrome, however, is lack of ventilation. Most m odem officc 45
buildings are tightly sealed; in other words, the windows don’t open, so fresh
air doesn't enter the building. In a building w ith mold, bacteria, o r toxic
chemicals, lack o f ventilation makes the situation more serious.

Topic:
Main idea;

There are several solutions to the problem of sick-building syndrome; the

most im portant o f these is cleaning the building. First, o f course, experts must 50
determine the specific cause in any one building. Then workers probably need
to take out carpcls, wallpaper, and ceiling tiles in order to remove mold and
bacteria. Also, they need to clean out the air conditioning ss^em and
completely rebuild the system o f ventilation. They should remove synthetic
products and bring in natural products, instead, if they are available. 55

Topic:___
Main idea:

City Life 35
 F A ll o f this sounds d ifficult and expensive. But there is another possible
solution that is sim ple and inexpensive. NASA (the National Aeronautics
and Space Adm inisiraUon) was trying
to find W c ^ to clean the a ir in
space stations. One s<!ienijst w ith io
NASA discrovered that imusfrphmf^
actually remove pollutants from the
air. Certain plants seem to do ihls
better than others. Sijidcr plants, for
example, {q)i)oar to do the Iw st job.
Even defoliated plants (w ithout
leaves) w orked w ell! In another sl udy,
scientists found that the chemical
interaction among soil, rcK)i.s, and
leaves works to remove pollutants. 70
Plants help clean the air.

Topic:
Main idea:

This seems like a good solution, but we don’t know enough y e t There
are m any questions. F o r instance, which pollutants can plants remove?
W hich can’t they remove? How many plants are necessary to clean the air
in a room— one or tw o or a whole forest o f plants? When we are al)le to
answer these questions, we m ight find th at plants o ffer an im portant 75
poUution-control system fo r the 21st century.

Topic:
Main idea:

A fte r You Read

Checking Your Answers Compare your answers from Activity 2 with the
answers of another student Are they the same? Are they the same but perhaps in
different words? Give reasons for your answers. Its okay if one of you wants to change
an answer after listening to your partner's ideas!

36 Chapter 2
Q Understanding Pronoun Reference Look back at the reading selection
"Slck-Building Syndrome" to find the meanings of the following pronouns, wnat oogs
each pronoun refer to?

1. they (Paragraph A, linft 4 ) ________________________________________

2. tliey (Paragraph 0 , line 26, twice)
3. them (Paragraph C, line 3 1 )____
4. these (Piiriigrapii I), line 3 7 )____
5. these (Paragraph K, line 5 0 )____
6. they (Paragraph K, line 5 3 )_____
7. they (Paragraph G, line 7 3 )_____

B Discussing the Reading Talk about your answers to these questions.

1. Is there a problem m iti smog in your city'!’ When is ii the worst? Wtiat are the
causes?
2. Have you e^^er expcriencod sick-biiilding sjTidroiue? If so, what were your
s^TnptonU)?
3. How many possible pollutants can you find in your home aiid classroom? Make
alibi.
4. In your home countrj' do people usually have houseplants? Why or why not?
5. In your opinion, why ^A^asn't sick-buiitling SiTidromc a problem in the pu&t?

R esponding in W ritin g
Q Summarizing choose one of the following paragraphs from the reading in Part
page 28, to summarize.
■ Garbage Collection (paragraph C)
■ Transportation (Paragraph D)
■ A Creative Social Program (Paragraph E)

Because a summary Is shorter than the original, try to write only three or four
sentences. To write this summary, follow these steps:

■ Make sure that you understand the paragraph well.

■ Identify the topic, the main idea, and important details.
■ Choose two or three important details.
■ Do not include less important details.
in order to summarize this in your own words, don't look at the original paragraph as
you write. When you finish writing, compare your summary with those of other students
who summarized the same paragraph, is your main idea the same? Did you choose the
same details?

City Life 37
 Q writing Your Own ideas choose one of the topics below to write a paragraph
about. Write your own thoughts. Try to use vocabulary from this chapter.

■ something you like (or don't like) about living in a city

■ improving city life
■ what you have learned about sick-building syndrome
UTiat's the nuiin idea of your paragraph?---------------------------------------------------------

Talk it Over
Q Interviewing interview as many people as you can. Ask them the two questions
below and take notes on their answers. Then compare your findings with those of other
students.
1. Do you think that city life in the future will be better or worse tlian it is toda^y?
Give two reasons that explain why.
2. How will city life be different in Ihe future from it is today? Make
predictions.

Part 3 Building Vocabulary and Study Skills

Q Focusing on Words from the Academic Word List Fill in the blanks with
words from the Academic word List in the box. When you finish, turn back to page 27
and check your answers.

access established income residents

creative focus method transportation
environment global predict under

A CityThat's Doing Something Right

Tlierc’s good news and bad news about life in modem cities—first, ihe bad.

People who study population g ro w th -----------------------------------a nightm are

by the year 2025: the population w ill be m ore than

eight billion, and alm ost four billion o f these people w ill be living in cities

in developing countries such as In d ia and Nigeria. Population growth is

already causing unbelievable overcrowding. Due to this overcrowding,

many cities have problem s vnth a ir pollution, disease, and crim e. People

38 Chapter 2
spend hours in gridlocik— Uiat is, traffic so ht)rrlble tlia t it sim ply doeaii^t

movo— when they commute daily from th e ir hoi!ies to tlic ir w ork and back.

There isn’t enough w a te r,-------------------------------- -- o r housing. Many people

3
(l(m ’t have_____________________ to health services or jobs. Now th« gncnl
4
news: in some cities, instead o f worsening, urban life is actually getting

much better.

A City and Its Mayor

It might not be a surprise to find that life in afQucnt cities is improving. Bul

w hat about cities th at aren't rich? The city o f Curitiba, Brazil, proveR that

it’s possible fo r even a city in a developing country to offer a good life to its

______________________The form er mayor o f C uritiba fo r 25 years, Jaime

5
Lem er Is an architect and a very practicral person_______
6

lus leadership, the city planners______________________ a list o f priorities—

7
in other words, a list o f w hat was most im portant to w ork on. They

decided t o _____________________ on th e ------------------------------------- and on

8 9
the quality o f life. W ith an average------------------------------------ o f only about
10

$2,000 per person per year, Curitiba has the same problems as many citios.

However, it also has som e--------------------------------------solutions.

11

Scanning
YOU can scan a reading to find infomiation quickly. Follow these steps to scan:
■ Know the information tliat you want to find, or the question you warn answered,
■ Look for that infomiation.
■ Move your eyes quickly across the words until th© information that you want
"jumps out" at you.
« Don't read every word.
You will practice scanning throughout the book when you look for specific
information and details.

■ ■ ■ C it y Life 39
 Cultural Note
Language S im ilarities: False cognates
Some w ords In English m ight sound sim ilar to w ords in your language. These are
called cognates, usually, cognates help your English vocabulary. However,
sometimes the meaning Is com pletely different. This can cause you prohiem si
w ords In tw o languages w ith a sim ilar sound b ut a dlfferen i meaning are called
^ Is e cognates. Do not try to translate them . Here arc some examples.
■ Actualmente (in spanish) means "presently, now." so Spanish-speaking
students think th a t a ctu a lly (in English) means the same thing. But it
doesn't, in English, actually means "really, truly" or "although this seems
strange."
Exam ple The population has grown, but traffic has a c tu a lly decreased 30
percent.
■ Manshon (in Korean and Japanese) means "an expensive apartm ent
building." However, in English, mansion means "a large expensive single-
fam ily house."
Exam ple If I w in the lottery. I'll buy a m ansion in Beverly Hills.
» Magazi (In Greek) means "store, shop." However, in English, a magazine is
som ething to read.
Exam ple I read an interesting article yesterday in a news m agazine.
■ Lunatlk (in Russian) means "a sleepwalker— a person w ho walks in his o r her
sleep." However, in English, lunatic means "a crazy person."

Exam ple Everyone thought he was a lu n a tic w hen he decided to quit

school one m onth before graduation.
Are there any false cognates th a t give trouble to people w ho speak your
language? if so, share them w ith the class.
__ uiuunew ______________- J —

Understanding Parts o f Speech

To figure o u t the meaning o f a new w ord from the context, you may find it helpful
to know its part o f speech; th a t Is, is the w ord a noun, a verb, an adjective, or an
adverb? Many w ords are related to one another; they have the same stem (base
w ord) but d ifferent endings fo r different parts o f speech.

Example
Cities around the g lo be need to find solutions to sim ilar problems, so city
planners sometimes m eet at a g lo ba l conference. {Globe is a noun. Global is
an adjective; it describes the noun conference.)

40 Chapter 2
 0 1 U n d e r s ta n d in g P a rts o f S p e e c h Read the words below, wrlie the missing
noun, verb, adjective, o r adverb in the blank w hite boxes. Then listen and check your
answers. (The shaded boxes indicate th a t no w ord exists fo r th a t p art o f speech.)

Noun verb Adjective Adverb

1. beauty, bcautification beautift' beautiful beautifully
2. crcation creative creatively
3. crowd crowded
4. difference different differently
5. difficult
6. efficioncy efficient
7. poUutLon, pollutant pollute
8. predict predictable predictabb'
9. safety save safely
10. solve solvable
11. worsen worse

Next, com plete each sentence below w ith w ords from the preceding chart. Use Ihe
correct form c f the base word and w rite the part of speech in tho parentheses after
each blank—(n.) for noun, (v.) fo r verb, {adj.) fo r adjective, and {ddv.) fo r adverb.

1. solve
They are trying to find a ioiuf ion ( n .) to liie problem of
overcrowding, but this Is a difficult problem to _____ icl'/e_______ (v/ ).

2. pollute
Most people know about a ir _______________ ( ) in big cities, but
they're just bcgiiuung to learn about the many________________
--------------------------- C )

Uiat we have inside b u iid ii^ .

3. crowd
There a re __________________ ( ) of people everj^vhere; the mass-transit
system is especially ---------------( )■
4. save
The cit>’ is n o t___ ( ) because of crime. People
leave their homes __ ( ) at night, and the police can’t
provide for their _ ( ).
5. beautify
Manj' people bring plants inU> their homes because the plants are
____________________( ). However, it’s possible that these plants not only
____________________C ) the environment but also clean the air.

City Life 41
 6. p rc d ic t, w orsen

Some people_ ( ) that urbaii life will get

( ); according to their ( ), condilioiit) will
C ) everj' year.
7. differ
The causos of indoor air pollution_________ _______ ( ) irom area to
area. One reason for th e ________________ ( ) Ls tiiaL people heat Iheic
homes____________________( ). l^cople in some are«« bum wood for
heat; in otiior areas, they use something____________________( ).
S. eMcienl
The mass-transit systeju in our city is not ver>* ( )>
so we need to replace it with one that runs more -( ).

LOOKING UP PARTS OF SPEECH

You learned in Chapter 1 th a t you d o n 't need to look up every new w ord In a dictionary
because you can often guess the meaning from the context, sometim es, however, you
cannot figure o ut the meaning and need to use a dictionary. Also, you may w ant to use
a dictionary fo r other purposes. For instance, you m ight w ant to find o u t llie part o f
speech o f a w ord or to learn related words, A dictionary w ill tell you the parts o f speech
a w ord can be, usually w ith these abbreviations:

n. = noun adj. = adjective prep. = preposition

V. = verb adv. = adverb conj. = conjunction

The abbreviation appears before the meanings o f the w ord w ith that p art of speech. The
dictionary e ntry below shows that the w ord access can be a noun (w ith tw o meanings)
or a verb (w ith one meaning). A related adjective is accessible.

ac'cess' /'aekst^s/ n . [U] 1 the right to enter a place, use somettiing, see
someone, etc. r A n y o n e w ilh a c c e s s t o t h e I n t e r n e f c a n v is it o u r w e b s it e . \ D o
y o u h a v e a c c e s s t o a c a r ? 2 the way you enter a building or get to a place, or
how easy this is: T h e o n l y a c c e s s t o ih e b u i ld i n g is t h r o u g h th e p a r k in g lo t . \
T h e la w r e q u ir e s b u s in e s s e s t o I m p r o v e a c c e s s f o r d is a b le d c u s to n ^ e r s .
-»^gain access at GAIN
access^ v. [T] to find and use information, especially on a computer; I c o u l d n 't
a c c e s s t h e fife .
ac-ces si'ble / 9 k ' sesobal/ a d j. 1 easy to reaoti or get into [« inaccessible):
T h e p a r k is n o t a c c e s s ib le b y r o a d . 2 easy to obtain or use: A c o lle g e
e d u c a t io n w a s n 't a c c e s s i b t e t o w o m e n u n t il I h e 1 9 2 0 s . 3 easy to understand
and enjoy: I t h o u g h t h i s l a s t b o o k w a s m o r e a c c e s s ib le .
—acce^lbillty /sk,si>sd'biMJ/ n . [U]

42 Chapter 2
 0 1 L o o k in g Up Parts o f Speech if possible, everyone in the class should use the
same kind of dictionary for the following activity, work quickly. The first student with the
correct answers is the winner.

Find these words in your dictionary. Write the part of speech on the lines before each
word. (See page 42 for abbreviations.). Some words, in different contexts, can be more
than one part of speech.

1. • terrible 6. . water 11. pl'oduce

7 discipline 7. oxpert 12. ^ acLuall.v
3. value 8. - . commute 13. mysfpry
4. original 9. farm 14. individiwl
5. pleasant 10. smng 15. rraqh

Q Searching the internet do an internet search for Engiish-ianguagenewspatjers

in one of the countries below (or choose any other country in which English Is not the
native language). Use a search engine.

Armeiua Eg>T)t Mexico Senogai

Brazil Greece Russia Taivs'an
( Jo-sta Rica Japan Saudi Arabia Thailand

What is happening In the capital city of ttiat country today? Find an article online about
this. Discuss your findings with another student.

Part 4 Focus on Testing

GETTING M EA N IN G OF VOCABULARY FROM CONTEXT

Some standardized exams test how well you can guess the meaning of a new word or
phrase from the context. Often on such tests, one or more answers may be very close
in meaning, but not correct. Another answer might have the correct part of specch, but
the wrong meaning, Another might simpiy be wrong; perhaps it is the opposite of ttie
correct answer or has the wrong part of speech. Always keep in mind that there is only
one correct answer.

■ ■■C ity Life 43

 Q Practice Guess tfie meanings of the underlined words from the reading selection
"Sick-Buiiding Syndrome" on pages 34-36. Choose the correct answers.

1. They went lo doctors for treatment of a number of sym pto^ such as

tircdiie^, headaches, sore throat^?, and respiratory problems.
symploKis:
( 2 ) syndromes kinds of medicine
<3D pain.'i in the head kinds of tiredness
(Tc^ si^?ns of a sickness
sore:
C a^ well problem
C~T> painful CT> in the throat
<lifficult
2. These pollutants are causing a group of unpleasant and dangerous .s>*mptoms
that experts call "sick-building sjm^^me.”
polluted < 2 ^ combination of sjinpton^s
<T) problem with alarge building CX^ danfjcr
<T2) sjinptom
3. In many buildings, rain has leakedin and caused water damage to walls and
carpets.
C3I> escaped C~d^ worsened
entered the ventilation system (31^ rained
(TZ) come in accidentally
4 . The air was full of pollutants: cliemioals, mold, bacteria, smoke, and gases.
C 2 ) pollution <T d ^ things U»atpollute
eliernicals <3^ gases
smog inside a building

44 Chapter2 « ■«
 Self-Assessment Log
Read tiie lists below. Check ( / ) the strategies and vocabulary th a t you learned in this chapter. Look
through the chapter or ask your instructor at>out the strategies and w ords th a t you do n ot understand.

Reading and Vocabulary-Bulldjng Strategies

□ Getting m eaning from context
□ Recognizing the main idea
□ Recognizing supporting details
a understanding italics
□ Making inferences
u Skimming fo r main ideas
□ understanding parts o f speech
□ Looking up parts o f speech

Target vocabulary
Nouns A d je ctive s
□ access* □ residents* u affluent
□ agricultural operation □ transportation* □ creative*
□ crops □ trash u global*
□ developing countries LI urban dwellers A dvert)
□ environm ent* Verbs □ efficiently
Q gridlo ck
□ comm ute P reposition
u incom e * u crowd □ under*
□ mass transit □ cultivate
□ m ethod* □ established*
Q pollution
□ focus*
u priorities □ predict*
□ produce □ solve
□ recycling plant □ worsening

♦ These v\<onls are from the Academic Word LdSt. For more infonnalion oil this list,
see WTTO'viiwjicj\z/lals/tesearch/avrf.

City Life 45
Chapter

3
Business
and Money
in This Chapter
This chapter looks at business and money, or w e could say, the
business o f money. The firs t reading selection in this chapter discusses
organizations that are helping people escape from poverty, it looks at
different types of loans and reports w hat women and men do w ith such
loans. In Part 2, the reading selection explores the question "Why do we
buy things?" It explores the relationship between advertising and
psychology by looking at consumerism and the human brain, w hat kind of
advertising makes you w ant to buy something? Part 3 focuses on suffixes
and parts o f speech to help build vocabulary. In Part 4, you w ill analyze
the difference between an im plication and an inference, w hich is an
im portant distinction th a t w ill help you w ith tests.

t i Prosperity is a way of living and tliinking, and not

just money or things. Poverty is a way of living and
thinking, and not just a lack of money or things. 53
— Kric Butterw orth
S(-h()lar, author of S p iritu a l Economics (1916-2003)
Connecting to the Topic
D What do you think this shopper is buying?

B Why do people shop? Name ten reasons.

B W hat do you like about shopping? What do you dislike?

 Part 1 Reading Skills and Strategies
Banking on Poor Women
Before You Read
Q P re v ie w in g th e T o p ic Look at the photos and discuss the questions,
1. Compare the social or economic classes of tho people in the photos below.
What are soinc words to describe their economic situations?
2. What iniMlit people be doin^ in the photo of the bank? Tliiiik of as iiiaiLV verbs
as you can for activities Uial usually lake place in a baiilc.
3. What K necessary in order to get a business loan (to borrow money;) from a bankV

selling produce In a market in Ecuador

Banking in the united Arab Emirates

48 Chapters ■ ■ ■
 4 . Is it possible for people to move up iii their econoniic class? (If so, how can
they do it?) Is there more possibility of this in some countries than in others?
5. Brainstorm the problems of veiy poor people. Tlien brainstorni possible
solutions to these problems. Write your ideas in the chart below.

Probiem s Possible so lu tio n s

Q Thinking Ahead Read these quotations, can you state them in other words?
Which one<s) do you like or agree with? why? Discuss them with a group.

"From borrowing one gets poorer and from work one gets richer."
—Isaac Bashevis Singer, Yiddish novelist (1904-1991)

"A bank Is a place where they lend you an umbrella in fair weather and ask for
it back when it begins to rain."
—Robert Frost, American poet (1874-1963)

O B Previewing vocabulary Read the words and phrases below. Listen to the
pronunciation of each word. Put a check mark ( O next to the words you know. For the
words that you don't know, don't use a dictionary. TYy to understand thorn from the
reading. You'll work with some of these words in the activities.
Nouns Adjectives
□ capacity □ poverty u mionymous
□ character □ rcqiiireiueiil □ subsidiary
□ collateral Verbs Q worLliiess
□ eradication □ funding Expressions
□ fund □ lifl 3 social ills
3 grants □ plow □ peer pressure
□ literaoj' □ took (take) the irutiative
□ microlcnding

Business and Money 49

 G etting M eaning from C ontext: Understanding e.g. and i.e.
sometimes certain abbreviations (shortened forms of words) help you undoretand
a new word or phrase. Here are two.
e.g. = for example
i.e. = that is; in otiier words

Q G e ttin g M e a n in g fro m C o n te x t Read the sentences below. Use a felt-tip

pen (yellow green, etc.) to highlight the words that give clues to the meaning of the
underlined word(s). Then answer the questions.

1. This is a fCroup of entrepreneurs—i.e., people who o\vn and nin Uieir own small
businesses.
UTiat are entrepreneurs?

2. Ir\stead of collateral, there is peer pressure; i.e., groxip members make fture
that cach person paj^ back his or her loan.
WTial happens when there is peer pressure?

3. The Global Fiind for Women helps find solutions to social ills—e.g., violonco
and lack of education.
U'hal are examples of social ills?

mmmm.
Recognizing S im ilar Meanings but D ifferent Parts o f speech
Sometimes the context has an explanation of the new word, but in order to think
of a synonym, you need to change the part of speech.

Example
For many people, there seems to be no escape from p o verty; in other
words, they arc p o or, and they have no hope that this will change.

in this example, you see that poverty is close In meaning to poor, but the two
words have different parts of speech. Poverty is a noun, and poor Is an adjective.
(Poverty is "poomess" or the condition of being poor.)

50 Chapter 3
Q R e co g n izin g S ynonym s Highlight the words below that mean the same or
almost the same as the underlined words. Then write your answers to the questions
that follow.

If ihis woman wants to borrow money, sho must show Uial slie (1) is Honest
(has character), (2) is aljle to run her business (has ^>acity), and (iJ) o-wns a
hoitse or land or something x^aluablo.

1. WTiat part of speech is character^____________________________________

2. docs c h a m tfir mean? (Write the noun fo rm .)_____________________
3. 'VJlMil pari of speech i.<?capacity?______ _______________________________
4 . WTiat does capacity mean? (Ml'rite the noun fonn.)

using Parts o f Speech to Understand Vocabulary

sometimes the context does not give a clear definition or example of a new word.
You can't be sure about the exact meaning, but you can still make an intelligent
guess and not waste time by going to the dictionary. First, figure out the part of
speech of the new word. Then imagine In your mind what other word might be
logical in that place.

Example

E\^erj^one in the group must approve the loan of every other group
member, or Grameen Bank won’t lend the money.

Part of speech: verb

Possible meanings: agree to; say OK about; sign

Some of your guesses might be wrong, but that's not a problem. If you see the
word again in a different context, the meaning will become clearer.

D u s in g P arts o f Speech to u n d e rs ta n d V o ca b u la ry Make guesses about

the underlined words below. Don't worry about being right or wrong. Just try to be
logical. When you finish, compare your answers with a partner's.

1. A poor won\an has an idea to M l her and her family out of poverty.
Part of speech:________________________________________ —--------------
Possible meanings:

■ ■ ■ Business and Money 51

 2. The primary goal of Grameen Bank and other, similar programs is the
eradication of poverty.
Part of speech:
Possible mearQn^;s:
3. As poverty has dccreasetl, there have been some surprisiiig secondary effccta
of microlending programf?. Perhaps tlxe main subsidiary eiXecl has been a
ehan^?e in the social status of women.
Part of speech:
Possible meanings:
A. She began the Global Fund for Women. Tliis ftmd has given $37 million to over
2,600 women’s groups. It gives grante, not loans. The money \s givon, not lent.
fund
Pari of speech:__________________________________ _________________
Possible meanings:
grants
Part of speech:__
Possible meanings;
5. With careful planning and cooperation, most people use the money well and
then plow both monc>' and knowledge back into their communities.
Part of speech:
Possible meanings:

Read
Q Reading an A rtic le you read the following selection, think about the answer
O as
to this question: How can banks help poor women to change their fives? Then do the
activities that follow the reading.

Banking on Poor Women

lo r many people, there seems to be no escape from p o verty; in
I other words, they are poor, and they have no hope th at this w ill
ever change. In addition, they have the social problem s o f poverty— among
them, low social status, violence, poor health, and lack o f education.

52 Chapter 3
 Imagine this situation: a poor woman has an idea fo r a small business to s
U ft herself and her fam ily out o f poverty. She need'i a little money to begin
this business. She goes to a bank to borrow the money, and the hanker
interviews her. A t this bank, as at m ast banks, llie borrow er must meet three
necessary conditions: c h aracter, capacity, and c o lla te ra l That is, if this
woman wants to borrow money from the bank, she nmsi. show that she (1 ) 10
is honest (has character), (2 ) is able to nm her biLsiness (lias capacity), aiid
(3 ) owns a house, land, or .something valuable (has collateral) fo r the bank
to take if she can’t pay back the money. So w hat happens to the woman?
The bank w on’t lend her the money because she doesn’t have any collal cral.
In such a situation, there seems to be no w ay fo r tho woman to break the 1:.
cycle o f poverty and the problems tliat are associated w ith it.

Microlending
One possible solution these days is m icro len d in g . Tl\is is a system o f
special banks and programs th at are loaning money to “the poorest o f th«
poor.” The idea began in Bangladesh, w ith a man named Mohammad
Yunus, who founded Grameen Bank. The bank lends small amounts o f
money to people who w ant to go into business. These arc people who
could never receive a loan from a “regular" bank. Tb receive a loan through
Grameen Bank, people s till m ust have character and capacity, but
collatxjral is not necessary any longer. There is a different re q u ire m e n t:
each borrow er must .join a “borrowing group.” This sm all group ineets 25
regularly, follow s a list o f rules from the bank, and offers advice and
support to members. Instead o f collateral, tliere is p e e r pressure; i.e.,
group members m ake sure that each person pays back his or her loan. They
w ant to keep their “good name” and continue doing business w ith the bank.

What works, what Doesn't

Grameen Bank has had many successes and only a few failures. In a 30
developing country such as Bangladesh, a person can buy a cow or a
sewing machine and begin a sm all business w ith only $20 to $50. Today,
there are 3.7 m illion borrowers in 46,000 villages in Bangladesh. The bank
makes over $33 m illion in loans in a typical month, and the repayn\ent rate
is an amazing 98%. A t first, the bank lent h alf o f the money to men and h a lf 3S
to women. Unfortunately, m ost o f the Bangladeshi men spent the money
on thenxselves, not the business. Now, 94 percent o f the borrowers are wom en
In Bangladesh— and other countries that started sim ilar m icrolending
programs— the bankers soon learned that urban programs w ere not as
successful as rural ones. Borrower's in cities did not always repay the loans. 40
Because o f the im portance o f peer pressure, m icrolending is more effective
in sm all villages, w here everyone knows and depends on everyone else,
than in urban areas (w here it’s possible to be anonym ous— unknown).

m m m Business and Money 53

 subsidiary Effect
The priniaxy goal o f this and other sim ilar progi-aiiLS Ls tlie erad ic atio n of
povRrty. However, as poverty has decreased, there have been
surprisuig secondary effects o f m i(!n)len(iiiig piugraiiis. P e rh ^ s the main
» iil)« id ia ry cffcct has been a change in the social status o f women.
Traditionally, in some societies people thought o f w'oinen as worihlc^xx. But
when a woman iias access to money and is able to demonslrate lie r c<4 }£u;ily
fo r business, she often receives more respect tlian before from the male
members o f her fam ily and from the entire village.

Global Fund for Women

In any country, women are the poorest, o f tlie poor. Tlicy produce more
than h alf o f the w orld’s food, but they owti ju st one percent o f the world's
land. They are 51 percent o f
the w orld’s population, but 55

very, very little money goes to

programs to help them. In the
late 1980s, Anne Firth M urray
to o k llic in itia tiv e and
began the Global Fund for 40
Women. U nlike m icrolending
programs, this fu n d gives
g ran ts, not loans. The money
is given, not lent. Another
difference is that unlike 6s
Grameen Bank, which helps ^ woman at work in Nigeria
people begin businesses, the
direct focus o f the Global Fund fo r Women is to help find solutions to
so cial ills — e.g., violence against women, lack o f health care, and lack o f
education. Since 1987, Llie fund has given $37 m illion to over 2,500 wom en’s 70

groups in 160 coim tries. For instance, the fund lias helped the Petersbuig
Center fo r Women in St. Petersburg, Russia. This ccnter cares fo r women
who are the victim s o f violence and abuse from fam ily membei'S. In Kenya,
the Global Fund supports a program that gives healtli care and educ:ation to
wom en w ith AIDS. In a village in southern India, it is fu n d in g a wom an 7S
w ho has started a lite ra c y program to teach poor wom en to read.

Breaking the Cycie

Grameen Bank and the Global Fund fo r Women may use different
m etliods, but they have the same goal— the eradif^alion o f poverty. They
also have a lesson fo r banks around the world: it’s good business to give a
chance to the i)oor. W ith careful planning, education, and cooperation, »o
most people use the money w ell and then p lo w the money and knowledge
back into th e ir communities. There is hope that they can begin to break the
cycie o f poverty fo r themselves, th e ir fam ilies, and society.

54 Chapters ■ ■ ■
 Organizing Ideas Using a Venn Diagram
One way to show similarities and differences between two things Is with a
graphic organizer called a Venn diagram. This diagram has two connecting circles,
in the center is anything that is true of tfoth things. On the right and left are the
differences between them. Bananas and
Bananas Oranges Oranj^es

♦ yellow : .. •I'ru it • orange

color • swTjel color
• long, • circular
curved ' . shape
shape

01 Organizing ideas using a Venn Diagram What is the goal of both Grameen
Bank and the Global Fund for Women? How do they differ in the way they work? Fill in
this graphic organizer with information about Grameen Bank and the Global Fund for
Women to show that they share the same goal but work In different ways.

Grameen Common Global Fund

Bank Goals for Women

Q Checking Comprehension: identifying Details on a piece of paper, write

your answers to these questions.
1 . What is necessary in order to borrow from Grameen Bank? W Tiatto 'f
necessary?
2. Why does Grameen Bank lend mostly lo women? ^^'hy does it not lend to
people in urban areas?
3. '^Tial is a subsidiary" effect of niicrolending programs?
4 . WTiat are some social ills that arc often associated witii povertj"?

I■ ■ Business and Money 55

 53 Critical Thinking: Making inferences Read the excerpt below from
Paragraph E. Answer this question: What might t)e some specific ways in which a
woman with her own business “receives more respect"? in other words, make
inferences about how this changes her life.

'lYadiliOiially; in some societies, people thought of women as worthless.

But when a woman has access t.o money and is al>le to demonstrate her
capacity for business, she often receives more respect than before from the
male members of her family and from ti\e entire village.

Q Discussing the Reading Talk about your answers to the questions below.
1. In a country that you know well, what kind of collateral do banks requii'e
before they loan money to someone?
2. Do people sometimes join a cooperative group to borrow money in that
country? If so, w'hat are these ^^roups called? How do they w’ork?

3. ’'A'Tiat are some social problems in that countrj^'? UTiat are people doing to solve
them?

m Talk It over understanding irony /rony describes a situation that has the
opposite result from what you might expect. Usually, this result is negative or bad. The
following cartoon is ironic. What idea Is the cartoonist expressing? Do you agree?

(s c THIS WILL 6EA) (SCCr-TOP GARDENJ

X 30-FLCOR OFFICE 1 f COMPLlitt GYM.
I^ m ip m . EVERYTHINe WILL PE,
/'it \THE QUALITY/

56 Chapters
Part 2 Reading Skills and strategies
Consumerism and the Human Brain
Before You Read
p i; .! M m

Preview ing th e Topic

It always helps to have ideas or questions in mind before you read. The more you
think about and know about a topic before reading, the more you will understand
the reading. Ttie reading passage will confirm some of your ideas (tell you they are
right), answer some of your questions, and correct some of your mistaken ideas.

D Previewing the Topic Talk about your answers to the questions below.
1. Wlio are consumers? do they do?
2. \^1mt are some reasons that people choosc one brand of a product instead of a
similar brand of the same product?
3. How does advertising influence people?
4. Look at the photo. imghc someone want to buy an SUV after seeing this?

*• This could be yours!

Q Identifying the Topic and Main idea Read these paragraphs, do not use a
o dictionary and don't worry about the details. When you finish, write the topic and main
idea of each paragraph. You can copy the main Idea directly from the sentence (or
sentences), or use your own words to restate the main idea.

IB Business and Money 57

 Consumerism and
the Human Brain
We are all coiisumers. We aJl buy and use products and servit:es; i.liat, is,
w e consume. The word comcs from the Latin consu 77ie^v, which means “to
use up, to waste or destroy.” M ost o f us d o n t think o f ourselves as wasteful
or destructive, but the w orld economy is based on consumerism. Today,
people w orld\vide have great-er access Q\an ever before to a huge variety o f 5
products and, often, to dozens o f brands o f the same product What makes
us decide to buy Brand A instead o f Brand B, \vhen Uie tw o items are really
identical? Why do we buy tilings tlia t wc don’t actually need? The answer
lies in m arketing— the advertising and selling o f products. Successful
m arketers use their knowledge of psychology and, increasingly, o f rcccnt 10
studies o f the him ian brain, to persuade us to coresuine more and more.

Tbpic:
Main idea;

A good understanding o f hiuiian weakness is essential if a company

wants to sell a product. One way t^at advertisers persuade us to buy a
product is by targeting our dissatisfaction w ith ourselves, our fears. Consider
for a moment a typical fear— fear o f being offensive to other people. is
Advertisers persuade us, for example, tlrnt if we don’t buy Uieir mouthwash,
weTl have bad breatli and offend other people. Dentists te ll us that
mouthwash is actually unnecessary; tltey explain that w e need only simple
dental liygiene— regular, correct use o f a soft toothbrush and o£ deiital floss.
But we continue to spend money on mouthwash, breatli freshener, and 20
breath mints. Our fear o f offending people outweighs our dentists’ logic.

Ibpic:
Main idea:

In a sim ilar way, advertisers also take advantage o f our need fo r a good
self-image, our desire to appear attractive, successful, and even exciting.
Take the exam ple o f the M arlboro cowboy. For years, this famous image
has s p e a re d everywhere, in even the sm allest rural villages. M any men ?.s
see it and think that’s the kind o f person they w ould like to be— strong.

58 chapters si
 handsome, and axlventurous— a person w ith an exciting life. Although it/s
irrational— impossible to explain reasonably— they buy tha f?igarottos
because tliey w ant lo be like the M arlboro man. It’s c:oinnion laiowledge
that the original m odel for these advertisomonts was a man addicit^rl to 30
smoking who died o f lung
cancer. However, iliis braitd o f
cigarette remains very popular.
Another exam ple is the recent
popularity In the TInitw i Slates
o f S( IVh— sport u tility vehicles.
Those veliicles aro more
expensive than most cars,
They use m ore gas and crear^e
more pollution than most cars. «o
Tliey take up more space than
most cars. Biii. T\^ commerc.lal.s
show them clim bing rocl<y
worth it to have an SUV in the city? m ountain roads and crossing
rivers, which seems exciting to az
many people. M ost people who buy an STTV never get out o f the d ty. They
spend th eir m orning conunute in gridlock, not dri\ang up and down
mountains. Althougli it may seem irrational, advertisers jwrsuade tliem that
SUV owners are people w ith an exciting life.

Ibpic:
Main idea:

D With so m any different (b u t so

alm ost identical) brands o f the
same product, w hat causes us
to choose one brand instead o f
another? According to Dr. Alan
Hirsch, our sense o f smell
actually influences our opinion
o f a product, and our dec:ision
to buy it. A scientist at the
SmeU and I ^ e Treatm ent and
Research Foundation in 60
Cliicago, Hirsch ran a careful,
w ell-organized study. There
why is this person choosing one sneaker instead of another?

Business and Money 59

 w ere tw o identical rooms w ith an identical p a ir o f N ike sneakers in each
room . There was only one difference: he sprayed one o f tlic rooms w itli a
scei\t o f flow ers. Vohinteers entered each room and answered que.sticms 4S
about tiie sneakers. The result was tlia t 8d percent o f the people preferred
the sneakers in the room w itli the flo ral sm ell even though i.liey w ein
exactly the same as the ones in the other room i

lV>pic:

Main idea:

Tliere is also the effect o f self-fulfilling prophecics. A self-fulfilling

prophecy is a situation in w hich people cause a prediction to come tn ie . 70
(F o r exam ple, a teacher tells a class that they are especially intelligent, and
th at semester the class does especially w ell on exam s.) In m arketing, a
successful advertisem ent persuades consumers th at a product w orks w ell;
th e ir belief causes them to use the product in .such a w ay th at it does w ork
w ell. For exam ple, the ads fo r Brand X o f a diet p ill say, “'l ^ e this p ill, and
you w ill lose w eiglit because you w on’t be hungry.” So people buy Brand X.
Because they believe it w ill causc w'oight loss, they begin to eat less. They
establish a new habit o f eating less. The result? They lose weight. Is this
because o f the p ill or becausc Qiey are eating less?

Topic:
Main idea:

Most o f us like to think th at w e are reasonable, independent tlunkcrs. so

We like to believe th a t w e have a good reason fo r our choices. We don’t
w ant to buy products because o f some strange compulsion— some
irrational desire that w e can’t control. The tru th is, however, that w ith th e ir
increasing knowledge o f w hat goes on in the human b ra ii\, nm rketers m ight
have m ore pow er over us than wc realize. ss

Topic:___
Main idea:

60 Chapter 3
 A fte r YOU Read
Q Id e n tify in g th e Topic a nd M a in Idea After you write the topic and main idea
of each paragraph above, compare your answers with those of another sludeni. Are your
answers tiie sanne? Are they the same but perhaps in different words? Give reasons for
your answers. You can change an answer after listening to your partner's Idea5.

Q U n d e rs ta n d in g P ro no u n R eference Look back at the reading selection on

pages 58-60 to find the meanings of the following pronouns. What does each pronoun
refer to?
1. their (Paragraph A, line 10) — _______________________________ ___

2. they (Paragraph B, line 1 8 )_________________________________________

3. they (Paragraph C, line 2 8 )---------------------------------------------------------------------

4. it (Paragraph D, line 5 8 )___________________________________________

5. he (Paragraph D, line 6 4 )___________________________________________

6. their (Paragraph E, line 74)

Cultural Note
Fighting consum erism In japan
in Japan, as In many other countries, advertising Influences people to buy more
and more. However, the Seikatsu Club is fighting against this. The Seikatsu Club is
a consumers' cooperative group with over 259,000 members who don't like to
call themselves "consumers." They are working to reduce the Influence of
marketing in their lives. They hold meetings at which they discuss the actual
ingredients, value, and cost of various products. They do not buy any products
(such as synthetic detergents) that harm the environment. They do not buy any
food products that contain harmful or inessential chemicals. Most Important, they
are working to educate people to think for themselves. Are there organizations or
movements similar to this In other countries?

Q Discussing the Reading talk about your own buying habits. Follow these steps.
step 1; Woricing alone, write a list of ten products that you buy regulariy.
Step 2: Think about your answers to these questions:

■ Do you always buy the same brand of each product?

■ If so, can you give a reason for your choice?
■ Does advertising influence your choice of products?

Step 3: in a group, share your list and answers.

Business and Money 61

 Responding in wrmhg
Q Summarizing Choose one of the following paragraphs from the reading in Part
2, pages 58-60, to summarize.

■ Paragraph B
■ Paragraph C
■ Paragraph D

Because a summary is shorter than the original, try to write only three or four sentences.
To write this summary, follow these steps;

■ Make sure that you understand the paragraph well.

■ Identify the main idea.
■ Choose two or three important details.
■ Do not include less important details.

In order to summarize this in your own words, don't look at ihe origmol paragraph as
you write. When you finish writing, compare your summary with those of other students
who summarized the same paragraph.

Q Responding in Writing choose one of the topics l>eiow to write a paragraph

about. Write your own thoughts. Try to use vocabulary from this chapter.

■ your opinion about microlending

■ your opinion about the Global Fund for Women
• your opinion about the Seikatsu Club
■ something that you have learned about advertising

What.'s the main idea of your paragraph?__________________________________

Q Discussing Advertisements in small groups, choose one of the following

products: toothpaste, cars, laundry detergent or cigarettes. Look through magazines
for advertisements on your product. Bring as many ads as you can to your group.
Together, study them. What kind of psychology is the advertiser using? (Fear? Desire
for a good self-image? Self-fulfilling prophecy?)

Part 3 Building Vocabulary and Study Skills

Q Recognizing Word Meanings Match the words with their meanings, write
the letters on the lines.

62 Chapter 3
 1. ____ literacy a. being poor
2. ____ povuriy b. necessity
3 . ___requirement C. not-valuable
4. ____ aiionymoiif? d. a h llitj'to re a d
5. ____ worthless e. unknown

Q F o cu sin g o n W o rd s fro m th e A c a d e m ic w o rd L is t fih in the blanks with

words from the Academic Word List in the box. When you finish, turn back to page 58
and check your answers. This activity continues on page 64.

access consumers Identlcai logic

consume (used 2 times) economy Items targeting

consumerism and the Human Brain

We are a l l ______________________We a ll buy and use products and
1
ser\ice55; that is, we The w ord comos trom the Latin
2
consumew, w hich means ‘to use up, to waste o r destroy.” M ost o f us

don’t think o f ourselves as wasteful or destructive, but the w orld

_____________________ is based on consumerism. Tuday, people worldwide

3 ■'
have g re ater_____________________ than ever before to a huge variety o f
4
products, and, often, to dozens o f brands o f the same product. W hat

makes us decide to buy Brand A instead o f Brand B, when the two

are really ----------------------------------- ? W hy do w e buy

5 &
things that we don’t actually need? The answer lies in m arketing— the

advertising and selling o f products. Successful m arkeiers use their knowledge

o f psychologs^, and, increasingly, o f recent studies o f the human brain, to

persuade us t o _____________________ m ore and more.

7
A good \mderstanding o f human weakness is essential if a company wants

to sell a product. One w ay that advertisers persuade us to buy a product is

b y _____________________ our dissatisfaction w ith ourselves, our fears.

$

■ ■ ■ Business and Money 63

 Consider fo r a momenJ. a typical fear— fear o f being offensive oih^r

people. Advertisers persuade us, fo r exam ple, that if we d o n t buy ilm ir

mouthwash, w e’ll have bad breadi and offend other i)eople. Dentist's te ll us

that m outhwash is actually unnecessary; they explain that w c need only

sim ple dental hygiene— regular, correct use o f a soft toothbrush and o f

dental floss. But w e continue to spend money on m outhwash, breath

freshener, and breath mints. O ur fear o f offending people outweighs our

dentists’ ----------------------------------- -

U N D E R S T A N D I N G PARTS OF S P E E CH : S U F F I X E S
Remember tiia t in order to guess the meaning of a new word from the context, you
might find It helpful to know Its part of speech. Sometimes you can tell the part of
speech from the suffix (the word ending). Here are some common suffixes, listed by the
parts of speech that they usually Indicate.
Nouns Adjectives
-crAor -ee -ive -fill
-ist -COty -ableZ-ibie -ar»l/-eiiL
-sioiv'-lion -ance/-ence -Cu)al -ous
-ment -ure -ic(al) -arCy)
-acy -ate

□ U n d e rs ta n d in g P arts o f s p e e c h : S u ffix e s Are the following words nouns

or adjectives? The suffixes will tell you. on the lines, write n. or ad/ as in the examples.

1. compulsive 12. influence 23. pleasure

2. spender 13. conipuisioii 24. enormous
3. .... .successful 14. xaoloTirv^ 25.
4. markH!l.er 15. computer 26. basic
5. psychologist 16. pressure 27. failure
6. literacy 17. society 28. sporinl
7. identical 18. 29. r.nn«?nmpf
8. ...... . violent 19. expensive 30. public
9. influer»ce 20. rfiffrrnnt 31. flnral
10. information 21. poverty 32. logical
11. nffonsivo 22. rpqnirpinpnt 33. culture
64 Chapter 3
D U n d e rs ta n d in g P arts o f S peech: C h a n g in g th e S u ffix complete each
sentence with a word related to the underlined word. Ttien look back at the list of
suffixes to check your answers. The first one is done as an example.

1. Marketer's________ use their know'Ieclge of psychologj’’ to market their

products. They hope th a t___________________ will bu.v their Muwda. cyiwumc
them, and soon feel the need lo buy inoro.
2. T h a t_________________ TV commercial w'as__________________ to mmay
people. They •w'cre offended by its Wolen^ and rlldn’t .see rhe need for it.
3. Advertising is a kind o f_______________ that has a strong--------------------------
on consumers; it should not onlj'’^ u e n c e people lo buy products, but also
inform them.
4. This organization has been________________________in solving some serious
social problems in th a t__________________ Their success is due to hard
work and the cooperation of many people.

Paying Attention to Phrases

In recent years, linguists (experts on language) have l>een emphasizing the
importance of learning new words in phrases instead of individually. Learning
phrases instead of single words will help you to know how to use each new word
as you learn it

Certain words belong together in phrases. For example, a noun phrase can include
adjectives and other words before or after the noun. A verb phrase may Include
noun objects or adverbs. A prepositional phrase begins with a preposition. An
infinitive phrase begins with an infinitive and Includes an object after the verb.
Examples include the following;

Noun Phrases Verb Phrases

greater access spend money
access to Information educate people to spend wisely

prepositional Phrases Infinitive Phrases

In a similar way to save money
with exciting lives to buy Brand X
When you read, it is important to begin to notice words in phrases. Look just
before and Just after a word to see If It Is part of a phrase. For example. If the
word is a verb, is it followed by an object or by a preposition? If it is followed
by a preposition, which one?

Business and Money 65

 Q Paying Attention to Phrases Read the following paragraph from Part i.
Notice the underlined phrases. (There are more phrases than the ones underlined, but
don't worry about those.) When you finish reading, decide what type of phrase each one
is: noun, verb, prepositional, or infinitive. Write your answers in your notebook.

For many people, there seems to be no escapc from poverty; in other words,
1 .......... Z ................. 3 .............
they are poor, and they have no hope that this w ill ever change. In addition, tliey
4’ '5
have the social problems or poverty. I magine lliis situation: a poor wortian has an
idea for a small bu^ess to lift herself and her family out of povci^ . She npwis a
little money t.o begin this buiiiness. She gojre to a tqjwnx>w the money, and
........12 ' " 13 14 15
the banker interviews her At this bank, as al most banks, the borrower must
meet three j^ c e s s j^ character, capacfty, and cuUaieral. That is, if
this woman wLits to borrow money from the bank, slie must showihaf. she (1)
”i8 ........ "iV ............
Ls honest (has character), (2) is able to run her biL<?iness (lias c?q)acity), and (3)
20 * 21........... .....
owns a house, land, or something valuable (has collatoral) for the hank to take il
22
she can’t pay back
..... the
....money. So what hq>pcns to the w’oman? '[’he bank wont
lend her the monej' because she doesn’t have any collateral. In such a situation,
24 25
there seems to be no wa^y for the woman to break the cycle of poverty.
26

Q N o tic in g w o rd s in P hrases Fili in the blanks with words that complete tho
phrases, if you need help (or to check your answers), you can scan each paragraph that
follows the set of phrases. These paragraphs are from the reading in Part 2.
"consumerism and the Human Brain."

1. persuade u s __________________ buy a product

2. d is s a tis fa c tio n ____________________ ourselves

3. fear of being offensi\"c__________________ other people

4 . _____________________ hygiene

5 . ____________________ floss

6. our fe a r__________________ offending people

A good understanding of human weakness is essential if a company wanty

to sell a product. One way that ad\^ertisers persuade us to buy a product is by
targeting our dissatisfaction witlt ourselves, our fears. Consider for a moment
a typical fear—fear of being offensive to other people. Ad^"e^tisc^s persuade
iLS, for example, tliat if wc don’t buy their mouthwash, we’ll liave bad breath
and offend other people. Dentists tell us that mouthwash is actually
unnecessary; they explain that we need only simple dental hygiene—regular,
correct use of a soft toothbrush and of dental floss. But we continue to spend

66 Chapter 3
 money on inouUiwash, breath freshener, and breath mints. Onr fear of
offending people outweighs our dentists’ logic.

7 . ________________ a sutiilar way

8 . ________________ advantage__________________ our need for a good
self-image
9. _____ _____________knowledge
10. addicted__________________ smoking
11. died______________ lung cancer

In a similar way, advertisers aJso lake advantage of our need for a good
self-image, oui‘ desire to ^^pear attracttv^e, succcssful, and even exciling. Take
the example of the Marlboro cowboy. Kor years, this famous image has
apijeared everyw'here, in even the smallest rural \ ’iUages. Many men see it and
think that’s the kind of person they would like to be—strong, handsome, and
adventurous—a person with an exddng life. Although it’s irrational—impossible
to explain reasonably—they buy the cigarettes because they want to be like
the Marlboro man. It’s common knowledge that the original model for these
advertisements was a man adcHcied to smoking who died of lung cancer.
However, this brand of cigarette remains ver>' popular.

12. sport__________________ vehicle

13. take__________________ more space
14-. get_______________________________ -_____ _ the city

Another example is the recent popularit>' in the United States o f SU\^s—

sport utility vehicles. 'Hiese velncles are more expensive than most cars. They
use more gas and create more pollution tiian most cars. They take up more
space than most cars. But TV^ commercials show them climbing rocky
mountain roads and crossing rivers, which seems exciting to many people.
Most people who buy an SXJV never get out of the city. They spend their
moniing commute in gridlock, not driving up and down mountains. Although it
may seem irrational, advertisers persuade them that SIJV owners are people
with an exciting life.

f Q S e a rc h in g th e in te rn e t do an internet search on the home page of one of the

organizations in the chart on page 68. Find the answer to your question, write it in the
chart and share it with tvkfo other students.

Business and Money 67

 O rganization Q uestion A nsw er
Grameen Bank What types of businesses do
Grameen borrowers have?

Global Fund for What is one program that the

Women Global Fund is currendy
supporting?
Seikatsu Club what are some of the club's
principles on safety, health, and
the environment?

Part 4 Focus on Testing

^TOEFf IBT] im p l ic a t io n s AND INFERENCES

in this chapter and ottiers, you have learned about implications and inferences, in the
Focus on Testing section in Chapter 1, you also saw an example of how an inference
question on the TOEFL^ Internet-Based Test might be worded: What can be inferred
about Japanese universities from Paragraph C?

After every passage in the reading section of the TOEFL® IBT there will be at least one
question about inferences or implications. Here is a summary of the differences
between imply and infer.

About the verb imply:

■ It means "communicate a meaning without directly saying it."
■ Its subject is a person or thing that can communicate meanings. For example, "I
implied t hat . . . "The author implies tha t. . . "Paragraph 4 implies that. . . "

About the verb infer.

■ It means "understand a meaning even though it is not stated directly."
■ Its subject must be a human or group of humans. For example, "I inferred tha t...
"readers might Infer that. . . "Ttie police inferred that. . . "

Q P ra ctice Look again at the reading "Consumerism and the Human Brain" on
pages 58-60. Read it, then read the statements below and put a checkmark ( next to
any statement that is both true according to the reading and grammatically correct.
(Three sentences use imply and infer incorrectly—don't check those; underline them.)
w rite false next to the sentences that are false.

1. Paraj9 :<^h A implies that people are more wa<Jteful lhaii they think thej' arc.
2. Paragraph A infers that successful marketers arc in favor of more
consumption.
3. We can infer from Paragraph B that good tooth care stops bad breatli.

68 Chapters
 4. I d Paragraph C, the author implies that SU\^ ossiiers live an exciting life.
5. _In Paragraph C, tlic author infers that SUV owners do not use their
vehicles for exciting trips.
6. _ Dr. Hirsh’s research implies that a product could s>cll better if it smells better.
7. _Paragraph E implies that diet pills reallv do rediicfi a person's wciglii.
8. Paragraph K implies that people bf^liove diet pills worlc betxpr than
actuailj' do.
9. The iiuthor implies througliout the reading LhaL advertisers try to
manipulate consuinens’ tiioughts.
10. Most re fe rs will implj' that this articlc takes a i\egative view of advertisers.

Self-Assessment Log
Read the lists below. Check { ^ the strategies and vocabulary that you learned In this chapter. Look
through the chapter or ask your instructor about the strategies and vi/ords that you do not understand.
Reading and Vocabulary-Building Strategies
□ Getting meaning from context: □ understanding irony
understanding e.g. and i.e. □ Skimming for the topic and main Idea
J Recognizing synonyms □ understanding pronoun reference
□ using parts of speech to understand J Understanding parts of speech: suffixes
vocabulary □ Paying attention to phrases
□ Organizing Ideas: using a Venn diagram

Target vocabulary
Nouns verbs Adjectives
□ access* □ grants* □ consume* □ addicted to
□ capacity* □ items* □ died of (something)
□ character □ logic* (something) □ anonymous
u common □ marketers u funding* J identical*
knowledge Q microlending Q Influence □ social
u consumer* u poverty □ Inform □ subsidiary*
3 dental floss □ requirement* □ lift □ worthless
3 dental hygiene □ sport utility Q offend
Expressions
3 dissatisfaction vehicle a persuade (someone)
u in a similar way
with (something) □ success to (do something)
□ peer pressure
□ economy* □ violence 3 plow
□ social Ills
□ eradication □ take advantage
of (something) □ take up space
□ fear of (something)
□ fund* □ targeting*

* These words arc from tiie Academic Word List. For more infomiation
on Lliis list, see w'\w.\'uw.ac.n»1als,/research/awl.

Business and Money 69

Chapter

4
Jobs and
Professions
In This Chapter
The w orld o f w ork is changing, due in part to globalization and
technology. Some o f these changes include jo b security, jo b hopping,
telecom m uting, and workaholism . You w ill read about and discuss these
issues in Part 1. The next reading is about how people are finding jobs
these days. How do you look for work? do you look online? in a
newspaper? is your interview in person, on the phone, o r by video? There
is a variety of creative options to the type o f w ork w e can do and the
ways in which w e find w ork. Part 3 provides opportunities to build
vocabulary and study skills. Last, Part 4 focuses on strategies to help you
read faster.

U EverjMob is a self-portrait of the person who

does it. 5J
'■Unknown
Connecting to the Topic
Q What business do you think these people are involved in?
Q What do you think they are discussing? Think of one sentence that each person
- might say.
B Does this look like a company you would like to work for? Why or why not?

i0tt
/
'ii
/
 Part 1 Reading Skills and strategies
Changing Career Trends

Before You Read

Q Previewing the Topic Look at the photos and discuss ttie questions.
1. W'here are the people in each photo? What are they doiiig?
2. WTiat are five advantages of working from honie? are five disadvantages?
3. Can you think of some vvdys in •w'hicli work iias dianged ill the i>ast 20 to 50 \^Ars?
4. Are the sitiiatioas in the photos similar to work situations aroiincl the wori(i?

working In cubicles Woricing from home

o a Previewing vocabulary Read the words and phrases below. Usten to the
pronunciation of each word. Put a check mark {</') next to the words you know. For the
words that you don't know, don't use a dictionary. Try to understand them from the
reading. You'll work with some of these words in the activities.

Nouns Verbs
□ career coimselors □ i[iai\ufacturlngjobs □ distract □ passionate
□ cell phones □ outsourcing □ keep up wixh □ rigid
□ construction □ pleasure Q overwork □ sccure
□ di’awback □ posts □ upgrade □ temporar>*
□ globalization □ sell-confidence □ varies (varjO □ worldwide
u identity □ stress
□ job hopping □ telecommuting Adjectives Expression
□ job security J workaholism □ flexible □ on the move
□ livelihood □ workforce □ leisure

72 Chapter 4 « i
B G e ttin g M e a n in g fro m C o n te x t use both specific dues in these sentences
and your own logic to determine the meanings of the underlined words and
expressions. Then write your guess about the meaning. Compare your answers with
those of a partner.
1. T\venty years ago, in many (^onntrios, people coiild ohoose their livelihood, but
they couldn’t usually choose to cloange from one profession to anothW.

2. Many people with temporary' jobs would prefer more permanent posts.

3. Even in Japan, ^’itiere people traditionally had a ver>' secure job for life, tiJorK i^
now no promise of a lifetime job with the same company.

4. WTien they lose their job, they also lose their sclf;c0 ^dcncc, or belief in their
ovfn Ability.

5. They usually need to upgrade their skills to find a new, better job.

6. Because technology changes fast, workers need continuing education if they

want to k ^ |) up viith tlie field.

7. In many professions, telecommuting is now possible. People can w'ork at home

for some— or all— of the week and commimicate by coiuputcr, telephone, and
fax.

8. It’s difficult for some people to focus on work when Ihey are at home. Tlie
refrigerator, TV', and their children often diswact them.

9. There is an advantage to technology: customers and clients have access to

businesspeople at any time and an;^nwhei‘e. Ilowe^^r, there is also a drawback:
many businesspeople don’t want to be available day and niglit.

10. Man,v people don’t have time for their family, fiiends. or leisure acti\atics such
as hobbies, sports, or movies.

11.There are advantages and disadvantages to globalization, and we are all

affected by it.

Jobs and Professions 73

 12. Some people are flexible and can acUust well to change, but others are more
ri/5id.

flexible:
rigid; —
13. people in ftocietj' suffer from alcoholism, an adrtietion alcohol.
Workaholism is another common problem in the 21st century.

Q Comparing Answers compare your answers in the previous activity with

those of other students. Were your answers similar? Now. go back to the vocabulary
chart In Activity 2. Can you check any more words?

Preview ing a Reading

It helps to preview a chapter or passage before you read it so you can get an idea
of what the article is about, in other words, look it over quickly to see what you
can expect Specifically, look at
■ headings (the "titles" of the paragraphs), which indicate main topics
■ pictures
■ charts, figures, or diagrams

© B P re v ie w in g a R e ading Look over the reading on pages 75-77, "changing

career Trends." Answer the questions below.

1. M ia i is the main topic? (Look at the title.) What are the five subtopics? (Look
at the headings in bold)
2. W iat do the pictures tell you about (lie article?
3. Write at least two questions you have about the topic after previewing the
article.

Read
Q Reading an Article as you read the following selection, think about the answer
o to this question: What are some ways in wft/crt work is changing? Read the selection. Do
not use a dictionary. Then do the exercises that follow the reading.

74 Chapter 4
Changing C areer TVends
hundred years ago in most o f the w orld, people didn't have much
XAT L' .choice about the w ork that they would do, where I hey would do it,
or how tliey w ould do it. I f their parents were farmers, they becamc
farm ers. The society— and tradition— determined th e ir profession. Twenty
yeai's ago in many countries, people could choose th e ir liv e lih o iiil. Tliey
also had the certainty o f a jo b for life, but they usually couldn’t choose to
change from one em ployer to another o r from one profession to another.
Today, this is not always the case. C a re e r counselors tell us th at the
w orld o f w ork is already changing fast and w ill change dram atically in the
next 25 years. 11)

Job Security
The situation v arie s from country to country, but in today’s economy,
there is generally less jo b security w o rld w id e. Even in Japan, where people
traditionally had a veiy secure job
fo r life, there is now no promise o f a
Decrease in Manufacturing
lifetim e jo b w ith the same company. 15
Jobs, 1995-2002
One reason fo r the lack o f jo b
B ra zil...................................... 4.20 % I
s e c u rity is the w orldw ide dec^rease
C hina...................................... ^15% |
in m a n u fa ctu rin g jo b s. Another Japan.................................. 4,16% f
reason is employers’ need to hold U.S.A.................................... 4,11% i
down cosis. This has resulted in t^vo 20 w orldw ide..............................^11% J
enormous changcs fo r the w orkforce.
First, employers are creating m ore and more te m p o ra ry jobs because
they don’t need to pay health insurance or other benefits to employees
in these positions, as they would to people in perm anent posts. Second,
m ore and m ore companies are 25
ou tsourcing. In other words,
they are closing offices and
factories and sending w ork to
other areas o f the country or
to other countries where labor 30
is cheaper. This happens w ith
factory w ork and computer
programming. Also, the call
cenierindusdy is on th e m ove
— mostly to In d ia Increasingly, 3s
when ctistomers in Canada,
the United States, England, ^ a busy call center in India

1■ ■ Jobs and Professions 75

 and A ustralia call a company to order a product or ask fo r holp w ith
computer, they actually speak w ith someone in India, although tliey iTiigliJ.
not know i t In d ia is popular w ith companies bocauso there is a w ell .<o
educated workforce, salaries are much low er than in olher countries, and
educated people are already fluent in English. New call center employees in
In d ia spend months in training. T liey leam to use the accent o f their
customers—Australian or Aineri<;an, for example.

The Effect of Insecurity

On lli(5 surface, it may seem that lack o f jo b security is somethin/? 4d
undesirable. Indeed, pessimists point out fhai. it is c eru in ly a cause o f
stress. Many people find an
— ^a sense
through their w ork. When they
(o r are afraid »
il), they also
self-con fidence, o r b elief in
th eir ow n ability. This causes
w orry and depression. In |^ ^ B L
Japan, fo r exam ple, the daily 55

newspaper A s a fii reports a

sudden rise in tlie num ber
o f businessmen who need
psychological help fo r th e ir W B H H H IS C n S K B H H H n v :
clim cal depression. However, 60 *
this decrease in jo b security the past.
may not necessarily be something bad. It is tn ie th a t these days, workers
m ust be m ore fle x ib le — able to change to fit new situations. B ut optimists
clain\ th at flexib le people are essentially happier, more creative, and more
energetic than people who are rig id . 6S

Job Hopping
Jumping from job to jo b (o r “jo b hopping”) has always been more
common in some professions, such as building co n stru ctio n , and not very
common in other professions like m edicine and teaching. Today, job
hopping is increasingly common in many fields because o f g lo b a liza tio n ,
technology, and a movement from m anufacturing to services in developed 70
countries. For example, people w ith factory jobs in industrial nations lose
th e ir Jobs when factories move to countrie^s where the pay is lower. The
workers then need to upgrade th e ir skills to find a new job. This is stressful,
but the new' Job is usually bett^er than the old one. Be<*ause technology
changes fast, workers need continuing education if they w ant to keep up 75
w ith the field. Clearly, technology provides both challenges and opportunities.

76 Chapter 4 •
Telecommuting
In many ways, technologj'^ is changing the w ay people w ork. Thoro
Qxc advantages and disa(i\'antages to this. In some professions, for
instance, teleco m m u tin g is
now possible. People can w ork so
at home fo r some— or all— o f -a g
the w eek and conunuiiicaie by mg
computer, telephone, and fax.
An advantage o f this is that it
saves them from ttic stress o f ss SS'
com m utingtothew orkplace.lt j||V
also allows them to plan liie ir
own tim e. On the other hand, J F
it is difficult fo r some people
to focus on w ork when they 90
are at home. The refhgerator, Jf\, •:
IX and their children often * do cell phones make life easier or mote stressful?
d is tra c t them. Telecommuters
m ust have enormous discipline and organizational skills. Tecluiology
is changing the w ay people w ork in another way— in the use o f e e ll ys
phones. There is an advantage: customers and clients have access to
businesspeople at any tim e, anywhere. However, there is also a drawbacks
many businesspeople don’t w an t to be available daj^ and iiight. Tliey prefer
to have a break from th eir w ork hfe.

Workaholism
In tiie 21st centuiy, w o rkah o lism w ill continue to be a fact o f life fo r jou
m any w orkers. Workaholics arc as addicted to their w ork as other people
arc to drugs o r alcohol. This sounds like a problem , but it isn’t always.
Some people o v e rw o rk but don’t ei\joy th eir w ork. They don’t have tim e
fo r th e ir fam ily, fnends, o r lei.sxire activities such as hobbies, sports, and
movies. These people become tu*ed, angry, and depressed. The tension and los
stress often cause physical symptoms suc:h as headaches. However, other
people love th e ir w o rk and receive great p leasu re from it. These people
appear to be overworking but are actually very h ^ p y . Psychologists te ll us
that the m ost successful people in the changing w orld o f w ork are flexible,
creative, disciplined, and passionate about th e ir w ork. But they are also tio
people who make tim e fo r relaxing a c ti\itie s and fo r other people. They
ei\joy th e ir w ork and cr\joy tim e away from it, too.

I■ Jobs and Professions 77

 A fte r You Read
Q F in d in g th e M a in id ea Read the sentences below and select the one main
Idea of the whole reading selection.
Workaliolism can lead to serious problems, but. it can also create a happy
life.
(T b~) .Job hopping i.s a new trend that, causcs stress but can also lead people
into good work experiences if they loarn new job sldlls?.
It K important for people Lobo flexible in this changing world of work and
to continue their education because they ma,y need to change jobs several
times in their lifetime.
The world ccononi>-, globulizaUon, and technology are catising maiiy
changes in the way people work today.
< 3 ^ In the workplace today, new technology is making it possible for people
to work m different locations, even from home.

B C o m p re h e n sio n C heck: F in d in g im p o rta n t D e ta ils which statements

are true about work today, according to the reading? Check ( y^) them.

1. ____ People probablj' need to be prepared to change jobs sewral Limes in

Lheir lifetimes.
2. ____ Decreasing manufacturtngjobs and increasing use of outsourcing are
leading to less job security tod^y than in the past.
3. ____ Lack of job security in always a bad Uung.
4 . ____ People who can change to fit a new situation are usually happier than
people ■who can’t.
5. ____ Many people find a sense of self through their work.
6. ____ People in some professions move from job to job more often than people
in other professions.
7 . ___ Technology is making work life better for ever>'one.
8 . ___Telecommuters don't need to drive to the office everj'’ day.
9. ____ All workaholics have problems witli stress.
10. ____ The most succcssful people are workaholics.

Q C h e c kin g v o c a b u la ry Find a word or expression in the reading for each

definition below.
1. people who give ad\ice about professions «uid cai’eers = ------------------------------
2. the feeling that a worker will never lose Ids or her job = -------------------------------
3. the movement of jobs to places with lower salaries = —----------------------------
4. cluuiging from one job to another = ----------------------------------------------------------
5. disadvantage = ------------------------------------------------- --------

78 Chapter 4 ■
 m m i u m

Critical Thinking: Recognizing Cause and Effect

in Chapters 1 ,2, and 3 you saw three types of graphic organizers. Another use of
a graphic organizer is to show causes (or reasons) and effects (or resuits). This
graphic organizer shows the relationship between different actions such as why
something happens or the result of an action.

1 3 Critical Thinking: Recognizing cause and E ffect paragraph b pr9SQnts

several causes and effects. Look back at paragraph B and find information to complete
this graphic organizer.

Cause Effect

a iack o f job sdcah ty

Cause Effect
mor©. ^Bn't^orory johs
etvpioyers need to hold costs
down ■

•nfininnnni J
Cause Effect

o u ts o u r c in g i o India

i« Jobs and Professions 79

 USING THE PREFIX O V E R -
The prefix over- can appear as part of a noun, verb, or adjective, in some words. It indicates
that there Is too much of somettiing or that someone is doing too much of a certain aciion.

Example some people overwork and don't enjoy their work.

overwork (verb) = work too much

Q using the prefix over- Read the definitions below, write the words being
defined. They begin with over. Then compare your answers with another student's.

1. do something too muo)i (verb) = ___________________________

2. a place with too many people or Uuiigs; a crowded place (adjective) =

3. ;?ive an estimate that Is too liiglx (verb) =

4. left unpaid, undone, or uiirctumed too long, past the due date (acUective) =

5. too man,y people in an area; a population that is too high (noun) =

Cultural Note
W hat Do You Call it?
in various countries, people have different terms
for a portable telephone, in some countries, this is
a cell phone, in other countries, it's a hand phone
or a mobile phone, vt/hat do people call it in
countries you are familiar with? Do you have
one? How often do you use it?

* "Hello?”
Vi

m Discussing the Reading Talk about your answers to these questions about a
country that you know well.

1. Is it difficult for people to fmd jobs there? or why not?

2. Do most people have job security, or is there a lot of job hopping?
3. Is il possible for people to change professions?
4. How is the emplo>Tnent situation different from \>ihat it was 20 years ago?
5. Are companies outsourcing work to that country or,fro-m it?
6. Is telecommuting common? If so, in what professions?
7. Do people talk about workaholism? If so, do Ihcy consider it a problem?
8. How has technologj' changed the w^y in which people live and work?
80 Chapter 4
Part 2 Reading Skills and Strategies
Looking for Work in the 21st Century

Before You Read

Q Thinking Ahead Discuss your answers to these questions.

1. Where do people usually find out about job openings? Make a lisl ol’ the plaoos.
2. How do people prepare for a career? Wl\at steps do they nfifid to take?

Q Skim m ing fo r th e Topic and th e M ain Idea Read these paragraphs

o quickly. Don't worry about the details. When you finish, write the topic and main idea of
each paragraph.

Looking for work in the

21 St century
N ot very long ago, w hen people needed to find a jo b , there w ere
sevei-al possible steps, llie y m ight begin w ith a look through the
classified ads in the n e w s p ^ e r. They could go to the personnel office at
various companies and fill out an application, or they could go to an
em ploym ent agency. They could even find out about a jo b opening
through w ord-of-m outh— from another person who had heard about it.

Ch e f , Sushl • s e le c t deen.
JOBS OFFERED CBivB. & prepare tradillotxal
REAL ESTATE
Jobs Domestic 8200 Japanese susftl & saehlmi tncl. HOMESFORSALE 9001
tuna, yeRowteil, salmon, albacore.
A U P A m u l2 k id s 8 & d oclopus. snapper, mackerel. ee4. O lder home in tonn. Great
H ouM -keeping & d r i^ ^ . shimp, squid, scallops, sea location, schools, shops nearby.
H-(818)SSS-1880:_______ urchin, smoM nje, lotisler, rice, M otival«d to 9C». 39R /2B A
aeaw'eed. & v«getablcs- 1300sqlt. $199 k 9 I0 6 6 S -7 7 9 9
Accavitlng MaiaBor Requlrea 2 yrs exp. m job Offered.
M ountain Plumbing Contractor BA YS C O VE UpdMed home In a
S42«Vino. & S*IOp
looking lor an Asst to Controller. great naightxxhood. 3 bedrooms.
W ed-Sun. Inteivlew & job in Long
Ideal Candidate will have 3* 6 2 baths, den, fireplace with gas
Beach, CA. Send tlus ad and
Vra. Conat. A cartQ fJO b Costing logs, beiautilul lar^e khchen, over
your rasume.1elter of qualtfe to
Exp. Handling Revenues & M M 2 ^ sqft, 2 car garage and large
Job lf^<M0570l>0, PO eox 1256.
& greater. P r ^ » n c y In U O rfy 8269,000. Call
5.lcraTeMo.CA&5a2S-l256
W indows bee«d-com puter 2 4 » S S 5 -t9 3 0 o fo a Q e __________
onvircmefTt w /Exp. in ExcelAVord AUTOMOBILES
O W N ER F IN A N C IN Q .. .2BA . 1.5
. a must. Fax Resum e to
714.SSS-SB70 Altn: 0«--ar Automobiles 9(X» BA condo, eat-ln klL,deci<.
129,000.
A C T O R S Com edians and greet 'Oe U R o adster Z-S S37.986
porsonatitites to teach fun traffic Silver c e rt to 100K I5 K Mi. 716 D 0V E R ...3B R . 2BA custom
school 16-24hra'\vk. S I 2/hr. (vinLCOOOOO) Exp. 12-^1 Bob's bu ilt, great rm w/stone P/P. FR . 2
8Q0«&Sfr6463_________ B M W (eie)S SS-1352__________ C&rgar.. n'OOded lot. $299,000.
Administrative A ssistait '0 4 C am aro Z29 Corwortiljle
C ity offica o l n a n org c>edicat«d aulo, 16K ml. Ilka new. B&S REALTY AND
to helping low’-n eo m e (56g)5SS-13&7_____________ AUCTION
com m unlljea find creative
jalutinnBin
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^ Classified Ads

jobs and Professions 81

 Topic: —
Main idea:

These clays, jo b hunting is m ore complicated. The first step is to determine

what kind o f job you w ant (w hich sounds easier than it is) and m ake sure that
you have the right education for i t Rapid changes in technology and scienre
are creating many professions that never existed until recently. Tt is im porlaiil. lo
to learn about them because one might be ihe perfect profession fo r you. The
fastest-growing areas for new jobs are in computer technologj^ and health
services. Jobs in these fields usually require specific skills, but you need to
find out exactly w tiich skills and w liich degrees are necessary. For example, it
may be surprising to learn that in the sciences, an M.S. is more m arketable 15
than a Ph.D.! In other words, there are m ore jobs available for people w ith a
Master of Science degree than for people w ith a doctorate. (However, people
who w ant to do research stili need a Ph.D.)

Topic:
Main idea:

H ow do people learn about “hot” new professions? H ow do they

discover th eir “dream jo b ”? Many people these days go to a carcer 20
counselor. In some countries, jo b hopping has become so common that
career counseling is now “big business.” People sometimes spend large
amounts o f money fo r this advice. In Canada and the U nited States, high
school and college students often have access to free vocational counseling
services on campus. There is even a career organization, the Five O’Clock
Club, w hich helps members to set goals. Members focus on this question:
w hat sort o f person do yon w ant to be years from now? The members then
plan th eir careers around that goal. A ll career counselors— private or
public— agree on one basic point: it is im portant fo r people to find a career
that they love. E\^eryone should be able to think, “I ’m having such a good 30
tim e. I can’t believe they’re paying m e to do this.’'

Topic:
Main idea:

82 chapter4 ■ ■ ■
 A fter peo])le have determined w hat their dream job is^ they need to find i t
The biggest change in jo b hunting tliese days is (lie use t)f llie Iiil^ n ie l. M ore
anci more employers are advertising jo b openings on their computer websites.
M ore and m ore job hunters are appljong for jobs online. There are also several 3S
thousand jo b boards, among them HotJobs.com, Jobj?jobfijobs.com, and
Monster.com. Some people think that online job hunting is only to r people in
tecJmology fields, but this isn’t true. Over 65 pcrccnt o f online jo b seekers arc
fix>m nontechnical fields. Even truck drivers now find jobs on the Internet!

Topic:
Main idea:

So how does this work? A jo b seeker can reply to a “Help Wanted” notice 4c
on a company’s website. Tliis person can also post his or her r^sum^ (page
w ith inform ation about education and w ork experience) on one— or many—
o f the online jo b boards. I f a company is interested, the person still lias tx)
take the next step the old-fashioned w ay— actually go to the job interview
and perhaps take a skills test. However, even this m ight soon change. In tlie 45
near fiiture, companies w ill be able to give the person a skills test and check
his o r her b a c l^ o u n d (job history and education) online. B ut w hat about the
interview? Companies w ill soon be able to intervaew the person by videolink,
so people can interview fo r jobs in other cities— or even other countries—
w ithout leaving home. Clearly, jo b hunting is not w hat it used to be. 50

Topic:
Main klea:

A fte r You Read

Checking Your Answers After you write the topic and main idea of each
paragraph, exchange your answers with another student, do you agree about the
topics? Do you agree about the main ideas? If you don't agree, give reasons for your
answers. One of you might want to change an answer!

Q Understanding Pronoun Reference looIc baci< at the reading seiection

"Looking for Work in the 21st Century" to find the meaning of the following pronouns.
What does each pronoun refer to?
1. they (Paragraph A, line 2 ) _________________________________________
2. them (Paragraph B, line 11)

Jobs and Professions 83

 3. it (Paragraph D, line 32)
4 . them (Paragraph D, line 30)
5. this (Par^raph E, line 45) _
6. it (Paragraph E, line 6 0 )__

Q D iscu ssin g th e R eading Talk about your answers lo these questions.

1. Have you ever gone job hunting? If so, viiTat steps did you take?
2. Do you already know what your “dream job” is? If so, what will you need to do
to get il?
3. Do people in most countries usually go to career coimselors? Are there
vocational counseling services in high schools and collogos? Have you over
gone to a career counselor for advice?
4 . Have you ever visited an online job board? If so, tell your group about it.

Cultural Note
G lobalization
There are 190 countries in the world, which five do you think are the most
globalized? These are the five countries with the most ceil phones, computers,
political involvement and free movement of International visitors. Each also has
a vibrant economy, write your guesses here and check your answers at the end
of this chapter on page 91.

Responding in Writing
Q j S u m m a rizin g choose one of the following topics from the reading In Part t
pages 75-77. to summarize.

■ advantages and disadvantages of less job security (paragraph 0

• telecommuting (Paragraph E)
■ workaholism (Paragraph F)

Because a summary is shorter than the original, try to write only three or four sentences.
To write this summary, follow these steps:

■ Make sure that you understand the paragraph well.

■ Identify the topic, main idea, and Important details.
■ Choose two or three important details.
■ 00 not include less important details.

in order to summarize this in your own words, don't look a t the original paragraph as
you write. When you finish writing, compare your summary with those of other students
who summarized the same paragraph. Did you include the same main idea? The same
details?

84 Chapter 4
Q Writing Your Own Ideas choose one of the topics below to write a paragraph
about Write your own thoughts. Try to use vocabulary from this chapter.

■ your opinion about workahoiism

■ your opinion about teiecommuting
■ your experience with job hunting
■ your Idea of a "dream job"
■ your opinion of telecommuting

is the main idea of your paragraph?-------------------------------------------------------

Talk It Over
11 Discussing Proverbs and Quotations eeiow are proverbs and quotations
about work. Read them and then in small groups, discuss your answers to the questions
that follow.

Proveri)s and Quotations

■ "All work and no play makes Jack a dull boy." (proverb)
■ "Ninety percent of Inspiration Is perspiration." (proverb)
■ "Work expands to fill the time available." CC. Northcote Parkinson)
■ "Laziness travels so slowly that poverty soon overtakes him." (Benjamin
Franklin)
■ "It is neither wealth nor splendor, but tranquility and occupation, which give
happiness." (Thomas Jefferson)

Questions
1. UTiat does each proverb (or quotation) mean? (You might need to use a
dietionaty for a few words.)
2. Do you agree with eacli one?
3. Whai are some proverbs about work in your lanj^uage? Translate them into
English and explain them.

Jobs and Professions 85

 Part 3 Building Vocabulary and Study Skills
D F o cu sin g o n w o rd s fro m th e A c a d e m ic W o rd L is t hill irt thw t)ianks
with words from ttie Academic word List in the box. When you finisli, turn back to page
75, paragraph B. and check your answers.

areas economy jobs traditionally

benefits enormous labor varies
computer job secure
creating job security temporary

The situation vonet from country to country, but in

1
today's---------------- there is generally less job security worldwide.

Even in Japan, w here people had a very

_____________________ job fo r life , there is now no prom ise o f a lifetim e

4
------------------------------------w ith the same company. One reason fo r the lack o f
5
_____________________ is the w orldw ide decrease in manufacturing
6

------------------------------------ - Another reason is employers’ need to hold down

7
costs. This has resulted in tw o _____________________ changes fo r the
8

w orkforce. First, employers a r e _____________________ more and more

9
- jobs because they don't need to pay health
10
__________________to employees in these positions.
insurance or o th e r.
11
as they would to people in perm anent posts. Second, m ore and more

companies are outsoxircing. In other words, they are closing offices and

factories and sending w ork to o th e r____________________— o f the country

12

o r to other countries w here ------------------------------------ Is chcapcr. This

13
happens w ith factory w ork and ------------------------------------ programming.
14
Also, the call center industry is on the move— mostly to India.

86 Chapter4
U N D E R S T A N D I N G ADJECTIVE A N D N O UN PHRASES
Some words often appear together in phrases, in some phrases, there is a hyphen (-). If
you have a question al>out whether to use a hyphen, look up the word in a dictionary.

Example
Many people have to accept part-tim e johs.

The last word of a phrase is usually a noun or an adjective. The first word may be a
noun, an adjective, or an adverb.

Example
city life (noun + noun)
social sciences (adjective -i- noun)
especially interesting (adverb + adjective)

□ U n d e rs ta n d in g A d je c tiv e a n d N oun P hrases in each sentence below,

add a word to complete the adjective or noun phrase. Choose from the following words:

career dream personnel unemployment

city job self
classified mass shopping
computer part traffic

1. He looked through the c fa s s ifie d add and hoped to find Ids

job.
2. in that country, the rate is very high, and many people

Imve to acccpt___ .-time jobs lemporarily. This sometimes

causes depression and loss of ____________ -confidence.

3. Some advantages o f_______ life are Uie

ceriters and______________ .‘transit sj^tenis. A disadvantage, though, is

the problem of __ jams.

4. Because she likes technology, her counselor told her

about the many possible jobs in _ scicncft.

5. When I began_______________ himting last year, I put in my application

at the — ________________ office of many companies.

■ ■ ■ Jobs and Professions 87

 B Creating Adjective and Noun Phrases Match a word on the left with a
word on the rigtit to create a new phrase.
1. nlfl- d a. job
?. b. openiiig
3 . m il c. agency
A le r h n n l n g j ' d. fashioned
5. job e. field
A r;ir p f‘r f. coi\fideivce
7 i'mplo\TTnpnt g. counseling
8. SRlf- h. phone

UNDERSTANDING C O M P O U N D WORDS
Some words belong together in "compounds" (long words that consist of smaller words).

Example
I talked to a salesclerk at the supermarket.

Q Understanding Compound words Read the compound words in column A

t>elow. Draw a line between the two words of each compound word. Then match the
compound words with the definitions in Column B. The first one is done as an example.
Column A Column B

1. h over/scas a. terrible traffic jain

2. drawback b. too much work
3. _ overcrovkding c. people who are working
4. gridlock d. using the Internet
5. worldwide e. disadv^tage
6. overwork f. improve
7. workforce g. one’s experience and education
8. upgrade h. in another country across an ocean
9. online i. everj'wtiere in the world
10. background j. too many people in one place

Q j c re a tin g C o m p o u n d W o rd s a n d P hrases ho w m any com pound w ord s or

phrases can you make from the words below? work as fast as you can for five minutes
and write tfie words on the lines. The group with the most correct words or phrases Is
the winner.

88 Chapter4 ■ ■ ■
 Iiigh work network
lab exam security
office public market
f.ollege inteniew department
self tuilioii confidence
science school job
Web scrvi^te computer
life cit5' plaiuiiiig

c ifv

a Q Searching the internet Look at some online job boards. Find one that looks
interesting. How can that website help you w itfi work-related questions? what can you
do on that site? Tell the class about the site and list at least five helpful things people
can do on that site.

Jobs and Professions 89

 Part 4 Focus on Testing
FA S T E R R E A D I N G S P E E D — L E F T - T O - R I G H T EYE M O V E M E N T
Slow readers look at the same words several times. Their eyes move back and forth
over each sentence. Fast readers usually move their eyes from left to right one time for
each line. They don't look back very often. A fast left-to-rlghl eye movement increases
reading speed. If you can read quickly, you may feel less nervous during tests.
There are exercises to help you improve reading speed. You will practice one
below. This exercise is timed, it shows an underlined word on the left of each line, you
will be asked to read across each line and underline the words In that line that are the
same as the underlined word on the left.

Example
globe globalize globalization globe glide global
workforce work workforce workplace workforce worked
stress stress stressful address stressed stress

□ P ra ctice Vour teacher will tell you when to begin each section. Quickly underline
each word that is the same as the underlined word. At the end of each section, write
down your time.

Section 1
banking banks banking bank banking banking
challenge challenges challenging challenge challenge challenged
savings savings save savings saving saver
benefit benefits beneficial benefited benefit benefit
employer employ employment employee employer employed
Time:.

Section 2
experience experience experienced expertise experience expert
opening opening opening opened open opened
excellent excel excelled excellent excellent excellent
identity Indent Identity identify Identity Indent
account account accounting account accounts account
Time:

Section 3
part-time part-time partly party part-time
position possible position positrve position
public public publicity public publicize
appointment appoint appointed appoints appointment
personnel person personal personnel personable
TimA-

90 chapter 4
 section 4
salary salary celery salaries salaried sales
WX applied apply apply apply application
pleasure pleasure pleasant pleasurable pleased pleascint
skills skilled skill skills skills skillful
ability ability able capable ability capability
T im e

Self-Assessment Log
Read ttie lists below. Check ( O the strategies and vocabulary that you learned in this chapter. Look
through the chapter or ask your instructor about the strategies and words that you do not understand.

Reading and Vocabulary-Building strategies

□ Getting meaning from context □ Using the prefix over-
a Previewing a redding u Skimming for main Ideas
□ Finding the main idea □ understanding pronoun reference
□ Finding Important details □ Understanding adjective and noun phrases
□ Recognizing cause and effect □ Understanding compound words

Target Vocabulary

Nouns
■J background □ outsourcing Adjectives
career counselors u personnel office □ flexible*
cell phones □ posts zi leisure
classified ads □ self-confidence □ online
drawback Q technology* field □ passionate
dream job J telecommuting □ rigid*
employment agency □ ulcers u secure*
globalization* □ workaholism □ temporary*
job hopping □ workforce □ worldwide
job hunting verbs
job opening □ distract
job security □ keep up with
livelihood u overworic
manufacturing jobs □ upgrade
oid-fashioned 3 varies (vary)*

* These words ar« froni Uie Acadcmic Word List. For more information on Uus list, sec
wwwAnjw.ac.iiz/laJs/rcscarch/awL

Answer to the Culture Note question on page 8d:

#5: the Netherlands; u : the United States; #3: Switzerland; #2: Ireland; #1: Singapore

Jobs and Professions 91

Chapter

5
Lifestyles Around
tlie World
in This Chapter
Are you influenced by fashion? The first reading explores how trends
and fads in many areas, including music, clothes, sports, and exercise,
affect our lives, what fads are popular today? You will read about that
in Part 2 and will have a chance to express your opinion about some
popular trends. Then in Part 3, you will learn strategies to help you use
a dictionary and improve your vocabulary by analyzing suffixes and
prefixes. Last, the focus on Testing section looks at test questions about
vocabulary.

CC Great things are not accomplished by those who

yield to trends and fads and popular opinion. J5;
—'Jack Kerouac
American w riter (1922-^19^9): ,.:
Connecting to the Topic
D What do you see in the photo?
B Where do you think this photo was taken? in what year?
Q How is this photo similar to or different from what you might see where
you live?

m
 Part 1 Reading Sl<ills and Strategies
Trendspotting

Before YOU Read

Q P re v ie w in g th e T o pic Look at the photos and discuss the questions.

1. Describe each photo? WTiat are the people wearing? WTiat are they doing?
2. About when (wiiat f^cneral time period) was eacli photo taken?
3. How at e these sccncs similar to (or clLTfereiU from) scenes in a countrj* that
you know well?

A Photo A ^ Photo 8

Photo C

94 Chapters ■
o B P re v ie w in g V o c a b u la ry Read the words and phrases below. Listen to the
pronunciation of each word. Put a check mark ( v/) next to the words you know. Por the
words that you don't know, don't use a dicUonary. Try to understeind them from tlie
reading. You'll work with some of these words in exercises in this chapter.

Nouns Adjectives
3 c o m p e titiv e edge 3 trendspotting □ gourmet
J essence verbs
□ fad Lt distingiil^^h Adverbs
□ influence 3 enroll □ onthii.iia.itically
□ life s ty le □ inlluence □ suddenly
□ p ro fit □ invested
□ trend □ spot

Q P re v ie w in g th e R eading Look over the reading on pages 95-98. Discuss

these questions with a partner.

1. WTiat is the topic of the whole reading*? (I^ok at the title of the reading.)
2. ^ lia l are Ihe seven subtopics? (Look at the heading? of cach paragraph.)
3. ‘W'hal do the pictures in the article lead you to expcct?

Read
Q Reading an Article
Q as you read the following selection, think about the answer
to this question: What are fads and trends, and why are they important? Read the
selection. Do not use a dictionary. Then do the exercises that follow the reading.

." ■ -' •' . i

0 O ©
1Ajjw 1http://iifestyle.com ib ih h h d

Trendspotting
A These days, urban life s ty le s seem lo change very fast. It is more
than ju s t clothing and hziirstyles th at are in style one year and out
o f date the next; it’s a w hole way o f living. One year, people w ear
sunglasses on top o f ih e ir heads and w ear jeans and boots; they drink
w hite wine and eat sushi a t Japanese restaurants; fo r exercise they
jog several miles a day. However, the next year everything has changed.
Women w ear long skirts; people drink expensivci w ater from France
and eat pasta a t Ita lia n restaiirants; everyone seems to be exorcising
a t health clubs. Then, suddenly, it has changed again. Men shave th e ir
heads and w ear earrings; people w ear only natural fabrics (safe fo r the 10

■ Lifestyles/^ound the world 95

 (‘nvironment); they drink gourm et
coffee aitd eat Thai food; for both
Ittlsiirf* and exercise, arliilrs mjiy
go bicycling; and some younger
people may go skateboarding. 15

Fads
b Almost nothing in modem life
escapcs the iiiflu e u c e o f fashion:
food, sports, music, exercise,
books, slang words, movies,
furniture, places to visit, even 20
nayties go in and out of fashion.
^ Are skateboard parks popular in your city? For a while, it sccmcd that all new
parents in the U.S. were naming
their babies Heaiher, Dawn, Mike, or Adam. Tliesc names were “in.” Then,
suddenly, these same names w eje “out,” and Madison, Amber, and Jason 2 s. :
were “in.” It’s almost impossible to w rite about iq)€cific fads bccausc these
interests that people enthusiastically follow can change qiiicJdy.

The Essence of a Fad

This is the essence, tho central quality, o f a fad: it doesn’t last long.
Some fads disappear before we have even heard o f them. How many
people remember Green Pcace swimsuits? (They changcd color to indicate 30
polluted w ater.) And then there was “Beethoven Bread.” Popular in Japan
in 1994, it was expensive— $20 for one loaf. It was made w hile classical
music played in the kitchen, 'llie woman who created this breaxl
emphasized that “bread doesn’t like rock music.” In 2005, a company
introduced a new toothbrush, “Tooth Tones,” which brought music “from 3b ■!:
the teeth to tlic cars.” These fads quickly dis^pcared.

The Reason for Fads

W hat causes such fads to come and go? And why do so many people
follo w them? Although clotliing designers and manufacturers influence
fads in fashion because they w ant to make a p ro fit, this desire fo r money
doesn’t explain fads in other areas, such as language. F o r example, whj^
have English-speaking teenagers in the past 25 years used— at different
times— the slang words groovy, boss, awesome, rad, or tubular instead
of simply s ^ in g “w onderful”? According to Jack Santino, an expert, in
popular culturc, people who follow fads are not irrational; they simplj'^
w ant to be part o f something new and creative, and they feel good when is
they are part o f an “in group.” Santino believes that fads arc conunon in
any country that has a strong consumer cconomv- However, because o f
TV", movies, and the Internet, fads are now common w orldw ide and
spread very fa s t Increasingly, they seem to begin in Asia, especially in
Hong Kong, Japan, and Korea, so

96 Chapter 5
 Fads and Trends
E Santino points out that it’s sometimes difficult lo see the (ILTfereiice
btitwecn a fad ai\d a tre n d . A fad, he says, lasts a voiy short tim e and
is not very im portant A trend lasts
much longer. A recent trend is the
interest in good health, hut msmy
fads come from this trend: aen)bic:
exercise, kickboxing, orjC^nic
vegetables, or special diets like
carbohydratc-coimting. A trend in
the 1980s was the use o f personal (XI
computers; certain conipuier
games w ere fads. However, these
days w e can’t really continue
to call computers a “trend”
because now they have become 65

Japanese anime; a fad or a trend? <=sscntial part o f everyday life.

Trendspotting
F 'Trend spotting is the ability to identify a trend a t an early stage— ^an
extrem ely im portant skill in the business w orld. The first company that
can correctly identify a new trend (and do something w ith it) has a
c o m p e titiv e edge— an advantage— over other companies. The person 70
w ho founded the Starbucks chain o f coffeehouses was able to sp o t a
trend— interest in quality and variety in cofTee. Today, people buy
Staii)ucks products in shopping centers, airports, and supermarkets
everywhere. But w hen a
developm ent in popular culture is 75
new, it’s difficu lt to d istin g u ish
between a fad and a trend.
Tt-endspotters need to ask
themselves: w ill this become an
im portant global trend, or is it
ju s t a passing fad? “H ello K itty”
began as a fad but became a
trend. People w ho in vested their
funds in Green Peace swimsuits,
however, probably regret their
decision. Clearly, they m istook a
Hybrid cars (gas/electric): a fad or a trend? fad fo r a Irend.

Popular culture and the University

Possibly because o f the im portance o f trendspotting in business,
m ore and m ore im iversities are offering classes in popular culturc. Some
even offer a m a jo r in popular culture. Parents o f students at N ew York 90
University have sometimes been siuprised to find th eir children taking

■ Lifestyles Around the World 97

 such classes as “Inside the Mouse” (about the influence o f Disney),
“Golden Arches East” (about M cDonald’s in Asia), or “Hope in a Jar”
(about the cosmctics industry). A t Bowling Green State University, in
Ohio, there has been a course on Pokcmony found in Japanese culture. A t
other schools, students inight eiu*oH ii\ “Tlte Historj- o f Rock ‘n* RoU.*'
“Addiction in Literature,” and “Smoking and Adverfasing." M any people
don’t take such classes seriously. However, companies are seekini? out
graduates o f Bowling Green, which actually offers a m aster’s degree
in popular culture. These graduates fm d jobs in advertising, telexision, ICO
publishing, and m anufacturing. W ith an understanding o f p(>pular
culture, tliese graduates are becoming the new trendspotl;ers. The
question now becomes (his: A re courses in popular culturc ju st a fad
or a real trend?

A fte r You Read

B Finding the Main Idea Read the sentences below and select the main idea of
the article, ’Trendspotting." Remember, the topic is trendsetting, and the main idea is
what the author wants to say about trendsetting.

Fads in fashion are common because clothing manufacturers make more

money if styles change every year.
CX^ Ttciids, wiiich are basically long-lasting fads, arc important for bodi
social and business reasons.
CX) usually last a very short time, but they can be a lot of fun.
People follow many different kinds of fads because they like t^ be part of
something new and creative.
CT^ The ability t^>distinguish between fads and trends is increasingly impor­
tant in the business world.

Q identifying the Main Idea in paragraphs back to the passage,

go
underline one or two sentences in each paragraph that contain the main idea of that
para^aph. when you finish, compare the sentences that you marked with those of
other students. Did you choose the same sentences? Explain why you chose the
sentences that you did.

I© Q Checking Your understanding Turn back to Activity 4 on page 95 and

answer the question. Discuss your answer with a partner.

98 Chapters ■ ■ ■
 11 G e ttin g M e a n in g fro m C o n te x t: V o ca b u la ry C h eck skim the reading
passage to find the meaning of each of these words. On each line, write a definition or
synonym—either one from the reading passage or In your own words, d o this exercise
Getting Moaning
from Context without a dictionary.
Sometimes the 1. lifestyle; o iv<yv o f Uvinq. irichd^na fcsWion. food one/ <?xgr<r.-sg
dcfuiitioii IS cicarl}'
iwatcfl in tho rc<kding, 2. fads:___________________________________________________________
ao il’s «asy lo 3. essence:
(IrU-nniiu!. Suiueliiues
you need to tnak^ aii 4. profit:_
inference about the
nwiaiiinH- 5. slang:__
6. trend:_
7. trend.<?potting:__
8. competitive edge:
9. distinguish:____
10.enroll:_________

Q Finding Details Go back to paragraphs D and E in the reading passage to find

examples of fads that come from the trends below, write the fads In the boxes.

Trends Fads

j]3D iscu ssin g th e R eading what are some fads these days? Are these fads part
of any longer-lasting trends? To help you answer these questions, fill in the chart on
page 100. Then compare your charts in small groups and discuss your answers.

Lifestyles Around the world 99

Current Fads

C lothing H airstyles Food M usic A ctivitie s

■ ■ ■ ■ 1

Part 2 Reading Skills and Strategies

Fads and Trends in the 21 st century
B efore You Read
D Thinking Ahead discuss your answers to these questions.

1. arc some fasliioris or lonns of body decoration that arc popular with
teenagers these days?
2. What fashions do teenagers and their parents disagree about?
3. What sports are especially popular these daj^s?

mmmm
M arking Text When you Read
students—especially college students—often need to read so much material that
they don't have time to reread It before an Imponant exam. For this reason, it's
necessary to learn how to mark a book. If you mark your reading material wisely,
you can go back later and look over your markings to study for a test without
reading the whole passage again. Try to use different colors for different purposes:
■ one color for the topic
■ a different color for the main ldea(s)
■ another color for important details or examples
YOU can also underline or circle important new vocabulary and phrases. You might
add notes or question marks in the margin.

it's important to note that there is no one right way of marking a book. You need
to find a style that Is comfortable to you. However, if you mark too much, It's as
bad as not marking anything. Marking too much may get confusing

100 Chapters ■ ■ ■
 O 0 RGading: M a rk in g T e xt w h e n You Read Read the paragraphs below, a s
you read, mark the topic, main idea, and imporiani details of each paragraph. Do not
use a dictionary, when you finish, write the topic and the main idea of oach paragraph.
(The first paragraph is marl<ed for you, as an example.)

Fads and Trends in the 2 is t Century

Th(i 19th-century Am erican philosopher Henry David Thoreau waa
famous fo r saying, “Simplify, sim plify.” UnfortimaLely, the trend these days
seems lo be “com plicate, compHcate” instead. Many people are working
longer hours, spending m ore money, and getting in more debt than ever
before. They are also relaxing less and spending less tim e w ith fam ily and
friends. However, there is also a countertrcnd— a trend tow ard w iuntairy
sim plicify. People in the voluntary sim plicity m oven\ent take various steps
to make th e ir lives both sim pler and more eryoyable. Some people jwprk
few er hcw ^ each w eek. Some move close to th eir w o x j^ a c e to avoid
a long daily commute; they w alk o r ride a bike, instead. Some :p l^ t ia 10

vegetable; g M ieri; this gives lliem fresh air, exercise, and tim e w ith their
fam ilies— not to m ention organic produce. But all people in the volim taiy
sim plicity movement try to cut back— to Uiey cut up th eir credit
cards and sti)p buying lirm e c e s s ^ items. In short, the priorify fo r people
in the voluntary m ovem ent is to follow Thoreau’s suggestion: simplify. 15

Topic: vofunfary sirrg^licil'v

M ain idea; 'Pfiople in the vciantary simc/.'ci’fy take i^ario'js
sfepr, fo make 7he.ir fives both simpii?’' and more er.soyable.

3 A popular fad fo r many teenagers is tattooing.

Parents are usually horrified by those perm anent
designs on th eir cthildren’s skin, but the young
people see them as a fashion statem ent In the
new m illerm ium , some parents are greatly 20
relieved when th e ir teenage children turn to a
new fad, a tem porary form o f decorating the
hands, feet, neck, or legs— m ehndi, a method o f
painting beautiful designs th at last only about
three weeks. This “new” fad is actually very old; 25
fo r hundreds o f years in India, a wom an’s friends
have painted her to celebrate her wedding day.
Another fad from India, however, causes parents
Mehndi, atemporary decoration more w orry— bidis. Children and young teens arc

Lif^tyles Around the world 101

 attracted to these thin cigarettes in candy flavors such as orange, chocolate, 30
mango, and raspberry. The problem? B id is contain more nicotine than
regular cigarettes. Unfortunately, many cM d ren think these are “cool”—
fasliionablc. So until a new fad comes along, “Indian chic is hotj” as one
radio com m entator observed.

Ibpic:
M ain idea:

Another ancient art, aromalhorapy, is also popular today. O f course, 3s

people have always \ised perfiune to m ake them m ore attractive to other
people. And wc a ll have experience w ith the pow er o f sm ell in a different
way— ^memory. Wxen we sm ell something fo r the first tim e in many years, a
sudden rush o f m emories comes to us. We rem em ber where w e w ere and
how we fe lt all those years ago when w e firs t smelled it. In aromatherapy, ao
flo ral scents and the sm ell o f such tlungs as lemon, pine, and m int are used
to m ake people feel better in a variety o f ways. Some scents m ake people
m ore relaxed. O ilie r scents m ake them m ore alert, m ore awake. As you
m ight imagine, the m arket reflects interest in this trend. Businesspeople
are happy to make scents available to th eir customers, fo r a price. 45

Topic;
M ain idea;

D Another fad from the 1990s— dangerous

sports— seems to be turning into a trend in the
new m illennium . People have begun to make
traditional sports such as skiing and bicycling
more challenging and dangerous. Instead o f skiing, 50
there is now snowboarding, which is basically
skateboarding on snow. Instead o f using a regular
bicycle, some people use a m ountain bike, which
can go alm ost anywhere. Some th rill seekers,
people who want m ore and m ore excitem ent and 55
danger, have created new “extrem e sports.” One o f
these, sky-surfing, combines sky-diving (jum ping
out o f an aiiplane w ith a parachute) w ith surfing.
^ Mountain bikes can go alnfiost anywhere.

102 Chapters ■ ■ ■
 In another, w atcrfall-ninning, a person rides a
kayak o ff a high w aterfall. The th rill seekers who *0
are a(Jdicted to such sports don’t seem to feel
fear. They say they need to “focus 100 percent'* in
order to survive their experience. But they also
say they feel “ 100 percent alive” only in those few
momeiiUs o f falling through air or water. But the 6'j
question remains: WUl this trend disappear,
cthange into a different trend, or become part of
the culture?

^ Sky-surfing; a combination of sky-diving and surfing

Tc)i)i("______________
Main idea:

A fte r You Read

m Q j Checking Your Answers After you write the topic and main idea of each
paragraph, compare your answers with another student's. Are your answers the same?
Are your answers the same but perhaps In different words? Do you agree about the
main Ideas? If you don't agree, give reasons for your answers. Remember, you can
change an answer if you wish!

Studying fo r Exams: Organizing inform ation

After you have read and marked or highlighted material In a textbook, you usually
need to study this material for an exam. You can absorb and remember more tf
you do something active with the material that you have marked. Here's what you
can do:
■ Open your book to the material that you have marked.
■ Have a notebook next to your book.
■ in the notebook, create a graphic organizer (see pages 10,30,33.55,79,99,
104. and 178 for examples of graphic organizers) and write the information
you highlighted in it.
■ Study your graphic organizer, if you have chosen well the infomiation to
Include, you won't need to read the material again.

I■ Lifestyles Around tfie world 103

 Q s tu d y in g fo r Exam s: O rg a n izin g in fo rm a tio n Fill in this chart with the
information that you marked in Paragraphs B, C, and D. You can copy directly from the
text or put it in your own words—or both. Paragraph A Is done as an example.

Topic Main idea Im p o rta n t D etails

A v o lu n ta ry PfS;oph in th is ■ w o rk Isss
s im p h ctfy m o vsm sn t a re try in g mmovs cfos& tG w o rk
to m ake th e rr hyas • w a lk o r ase a b ike
sim plsr. m planf a veg. g a rd e n
■ b uy less
■ stop buying s ta ff they d o n 't n s^d

H Discussing th e Reading Talk about your answers to ttiese questions.

1. Iri a country you ki^ow well, is there a couiilorlrend toward slmplicitj^? If so,
explain, ‘^’hat can people do to siinplily their lives?
2. WTiat “extreme sports" are popular these days? Have you tried anj' of these?
Do you know anyone who luus tried one? If so, tell your j^roup about this sport.
WTiy is il so Uirillitig—so exciting?
3. Are (liere any scents that cause you to experience a “sudden rush of mcanories”?
Describe them.

104 Chapter 5
 Responding in Writing
Q S u m m a riz in g Read these two summaries of Paragraph A on page 101. Both are
fine, but they are different. Compare them to the original paragraph, write ihe points
that are similar and the points that are different about the two paragraphs.

In a countertrend to thn complexity of modem life, people in Uie voluntarj^ simplicity

movement take diHerent st^ps to simplifj' their lives. Soms maj* work fewer hours \^^ekly;
some ^valk or ride a bike to work. Others plant ttieir ovm vegetable gardens. Bill all
attem pt to cut back—to bu>' less.

Summary 2
Vohmtarj.- simplicity is a countertrend to the complexity of modern life. The prioritvy for
people in this niovement is to follow ThoreauV fknious siiggestion: ‘•Simplify, simplify.”
These people focus on working less and j^ending less.

Similarities:

DiCfcrences:

Q Writing Your Own Summary choose one of the following paragraphs to

summarize. Remember that a summary is shorter than the original text.

■ Paragraph E from P a rti, page 97

■ Paragraph F from Part 1, page 97
■ Paragraph B from Part 2. pages 101-102
■ Paragraph C from Part 2, page 102

In order to summarize this in your own words, don't look at the original paragraph as
you write. When you finish writing, compare your summary with those of other students
who summarized the same paragraph. Note the similarities and differences.

Q Responding in writing choose one of the topics below to write a paragraph

about. Write your own thoughts. Tty to use vocabulary frx)m this chapter.

■ a crazy fad
■ your opinion about the quotation at the beginning of the chapter, page 92
■ your opinion about any fad or trend In Part 1 or 2
■ your predictions about a future trend
is the main idea of yom paragraph? _________________________________

Lifestyles Around the World 105

 Cultural Note
Reality TV w o rld w id e
Reality TV, wliich began as a fad, has clearly become a trend, and it has swept the
world. Ttiere are now dozens of reality TV programs, some of the more popular
shows in the united States are Survivor. The Amazing Race, Extreme
Makeover, Nanny 911, The Apprentice, and Extreme Makoover—Home Fd/-
tion. Here are some reality programs from other countries;

China:
■ Quest USA, Da Tiao zhan, was a 2004 show in which four bilingual teams
(Mandarin Chinese and English) of three people each spent a week traveling
In the united States and looking for various things. One group was from main­
land China, one from Hong Kong, one from Taiwan, and one from the United
States, in this competition, the team with the best “team spirit" won.

The Middle East

■ Arabic Big Brother was similar to Big Brother programs In many countries
(such as Mexico, France, Russia, Spain, and Australia, to name only a few).
Twelve people from around the Arab world lived in a house in Bahrain. However,
unlike the program In other countries, the house had separate sleeping rooms
for men and women, a separate women's bathroom, and a prayer room.

Japan
■ In what might be "extreme reality TV," a Japanese comedian named Nasubi
spent eighteen months alone in a bare apartment with no furniture and no
clothes. The only thing in the apartment was a large pile of postcards. To get out
of the apartment (and to feed and clothe himself), he had to raise one million
yen by sending in the postcards to enter contests and apply for free offers.
By the end of the program, he had won such things as rice, steaks, and two
vacuum cleaners... but no clothes.

Talk It Over
Q Reality TV; what Do You Think? You've just read some examples of reality
TV programs In various countries. In small groups, discuss these questions.

1. Have you seen any reality TV programs? If so, which ones? What Imppens on
each one?
2. WTuch reality show's arc especially popular in your country?
3. WTiat is your opinion of these types of shows?
4. \Vhy do you think there are so many reality shows? Wt]y are they so popular?
5. Are there specific groups of people who \i'aLch them and otliers vitio don’t?

106 Chapters ■ ■ ■
Part 3 Building Vocabulary and Study Skills
Q Focusing on words from the Academic Word List Fill in the blanks with
words from the Academic Word List in the box. When you finish, turn Dack to page 9f>,
Paragraph D, and check your answers.

areas culture economy irrational

creative designers expert so

The Reason for Fads

What causes such fads to come and go? And why do

____________________ many people follow them? Although clo th ir^

1
____________________ and m anufacturers influence fads in fashion
2

because they w ant to m ake a profit, this desire fo r money doesn’t explain

fads in o th e r____________________ , such as language. For example, why

3
have English-speaking teenagers in the past tw enty-five years used— ^at

different times— the slang words groovy, boss, awesome, rad, or tubular

instead o f sim ply saying “w onderful”? According to Jack Santino, an

____________________ in popular ____________________ , people who

4 S

follo w fads are n o t____________________ ; they sim ply w ant to be p art o f

6

something new a n d ____________________ , and they feel good when they

7
are p art o f an “in group.” Santino believes that fads are conunon in any

country that has a strong c o n s u m e r_____________________ However,

8
because o f TV, movies, and the Internet, fads are now conunon w orldw ide

and spread very fa s t Increasingly, they seem to begin in Asia, especially in

Hong Kong, Japan, and Korea.

Lifestyles Around the world 107

 ANALYZING SUFFIXES
As you learned in Chapter 3, suffixes such as -er, -sion, -ment and -rve, often Indicate
the part of speech of a word {see the list on page 64). Here are some more suffixes,
listed by the parts of speech that they usually indicate.
Nouns verbs Adjective Adverb
-ess -ate -less -ly
-ship -ize
-ism -en

u Analyzing Suffixes Tlie words below include suffixes from this chapter and
Chapter 3. Write the part of speech for each word: n. for nouns, v. for verbs, adj. for
adiectives, and adv. for adverbs. In some cases, two answers are correct.

1 friftnriship 13. summarize

7 suddenly 14. worthless
3 actress 15. worsen
4 specialise 16. frequentlj’'
5 patriotism 17. workaholism
6 soften 18. .... indicate
7 simplicity 19. organization
R hopeless 20. -... pleasure
9 enthusiastically 21. . hostess
in expensive 22. experience
11 participate 23. relatioiiship
1? individualism 24. flexible

ANALYZING PREFIXES
The prefix {beginning) of a word sometimes gives a clue to its meaning, some prefixes
create a word with an opposite meaning.

Example
we've discovered many unusual hotels in our travels.

(Discover means to "uncover" Information—i.e., to find out something that we didn't

know before. Unusual means "not usual"—i.e., out of the ordinary.)

108 Chapters
The following prefixes can have the meaning "no" or "not'
un- (unpopular » not popular)
in- (Inconvenient = not convenient)
im- (improbable = not probable)
ir- (irresponsible ~ not responsible)
dis- (disrespect = no respect)

Q Analyzing Prefixes use one of the preceding prefixes to change each word
into its opposite as in the example. Use your dictionary, if necessary. (The prefixes fn-
and im- have another meaning; they can both mean “In" or "Into.")

1. - pleasuiit 5 ._____ avoiriablc 9 .____ desirable

2. ___patient 6 ._____rational 10_____advantage
3 . ___ expensive 7 ._____safe 1 1 .____ possible
4. ____ characteristic 8 . _____ frequent 1 2 ._____ interesting

M O R E P R E F I XE S
Here are some other prefixes and their usual meanings:
con-/com- = with, together pre- - firs t before
counter- = opposite re- s again, back
ex-/e- = out o t from sur- = over, above
inter- = between, among - trans- = across
miS' = wrong

Q Matching Words The definitions on the right are based on the meanings of
prefixes. Match them with the words on the left by writing the letters on the lines as In
the example.

1 reflent a. amon#i other counrries

7 survive b. get knowledge from life (not books)

3 transit c. moving people or things across places

4. International d. stop something before it happens

5. - invest e. put back, pro\ide something again

6. . experience f. in the opposite direction to the hands of a clock

7 replace g. throw back; give back an image of

8. prevent h. joining together of people or tilings

9 . rombin^tion i. continue to live or exist

10. counterclock\^ise J. put money into a business in the hopes of
n^aking a profit

IB Lifestyles Around the world 109

 B U n d e rs ta n d in g D ic tio n a ry E n trie s: S in g le M e a n in g s some words have
only one meaning. You can find the meaning in a dictionary entry which sometimes
includes an example. Read these two dictionary entries and answer the questions shout
them.
en-roll, enrol An'roiil/ v. [i.T] to officially foin
a school, university, etc.. or to arrange for
someone else to do this.: t h e s tu d e n ts
e n r o t le d t n h o n o r s c la s s e s I N a th a n
e n r o H e d a t C it y C o lle g e .

fad l i » < i f n . {0} something (hat le very

popular for a short period of time; th e
n e w e s t f it n e s s f a d

1. WTiat pari of spccch is enroll?

2. WTiat is Ihc diclionaiy definition of the word?

3. ■^'hat word is related to it?

4. ■^*hat part of speech isfad?
5. What is the dictionarj* definition of the word?

□ U n d e rs ta n d in g D ic tio n a ry E n trie s: M u ltip le M e a n in g s Most words,

however, have more than one meaning. Often the same word can be more than one
part of speech, and each part of speech can have different meanings.

Example styte^ /stall/ n . 1 [C.U] a way of doing, making,

The word is most- commonly painting, etc. something that is typical of a
particular period of time, place, or group of people:
a noun. In the first dictionary
H e ’s t r y in g t o copy V a n G o g h ’s s t y le o f p a in tin g . \
entrj' to the right, it has four a r c h it e c t u r e in t h e G o th ic s t y le 2 [C] the particular
meanings. Style can also be a verb. v/ay that someone behaves, works, or deals with
other people: C a r o ly n h a s a n in f o r m a l s t y le o f
te a c h in g . \ Y e llin g a t h e r s t u d e n t s I s n o t h e r s t y le
(sis not the way she usually behaves). | / d o n 't
lik e lo u d p a r t ie s - a q u ie t n ig h t a t h o m e i s m o r e
m y s t y le (»l prefer quiet nights at home).
3 [C.U] a particular design or teshion for
something such as clothes, hair, furniture, etc.:
T h e y h a v e o v e r hvo h u n d r e d s t y le s o f w a llp a p e r
to c h o o s e fr o m . \ L o n g h a ir i s i n s t y le / o u t o f s t y le
(=fashionaUe or not fashionable). 4 [U] ttie particular;
way you do things that makes people admire you:
Y o u m a y n o t lik e h im , b u t y o u h a v e t o a d m it H )a t h e
h a s s t y le . \ a n a c t o r w i t h s t y le
style^ V. [T] to cut someone's hair in a particular way
. ........................................................ .

110 Chapters ■ ■ ■
 Refer to the previous dictionary entries to answer these questions.
1. Wiiat part of speech is the word style "vttien it means “fashion, eapcciall}' in
clothes”? ______________ Give an example of Lids use uf the word in a
plirase_____________-___ ;---------------------------------------------------------------
2. Write the part of speech of the word style in each of these sentences,
a. When they travel, they go in style.___________________________
b. The couple preferred a modem style of life.
c. She usually- styled iier own hair------------- ---
3. Write the dictionarj' definition of the word }>lyle in each of these sentences.
a. When they Iriivel, they go in style.

b. The couple preferred a modern style of life.

c. She usually styled her own hair.

d. In m.y travels, I saw itiany styles of furniture, clothing, and so on.

Q Dictionary Practice Read the following dictionary entries, paying close attention
to the parts of speech, the different meanings, and the examples for each meaning. Then
write the part of speech and the meaning of the underlined word in each sentence.

1. She wore a plain blue sweater for the interview.

plain' j^lein/ a d j. 1 very dear, and easy to
understand or recognize: ft’« q u ite p l a i n t t i a t
y o u d o n 't a g r e e . I W hy d o n t you t e ll m e i n p t a in
E n g li s h (swithout using technical or difficult
words)? 2v;lihout anything added or without
decoration (s simple]: p/arn y o g u r t i a p la in l> lu e
s u it I a s h e e t o f p l a i n p a p e r (spaper with no lines
2. The midwestem United States contains
on it) 3 slvowing dearly and honestly what you
thousands of farms, set ainotig countless think about something; A ib r ig h t w a s Anoivn f o r h e r
acres of plains. p la in s p e a k in g . 4 a woman or girl who is plain is
unattractive - used in order to avoid saying this
directly
plain^ n . (C) also plains a large area of flat land; a
prassy p la in \ c o u n t le s s m iie s o f p la in s

■ ■ ■ Ufestyles Around the World 111

 3. Itls iiiiporlaiit to get enough sleep so that, you can be alert for the exam tomorrow.

4. She alerted us about the new computer virus.

posf /p0(jsl/ n . [C] 1 a ^tiang upright piecR of
wood, metal, etc. that is set into the ground,
5. They painted the w’ooden posts red and the rest e ^ c ia liy to support something: a f e n c e p o s t \
t h e g o a l p o s t s 2 f o r m a l a r \ important job,
of the fence white.
especially in the govemment or military: S h e
d e c id e d t o f e a v e h e r p o s t a t t h e J u s t ic e
D e p a r tm e n t. 3 the place whoro a soldier, guard,

6. They posted the job opening on the Internet. etc. is expected to be in order to do his or her
job: T h e g u a r d s c a n n o t le a v e t h e ir p o s t s . 4 a
military BASE
post^ K [T] 1a) to put a public notice about
something on a wall or b u lle tin BOARD; T h e y 'v e
p o s t e d w a r n in g s ig n s o n I h e g a t e , b) (o put a
a-iert^ a d j. 1 always watching and ready to
notice anything stranga, unusual, dangerous, message or computer document on the internet
etc.; m u s t a lw a y s b e a t e r t t o lh a d a n g e r $
so that other people can see it; F B I a g e n ts h a v e
p o s t e d a m e s s a g e o n th e I n t e r n e t d e s c r ib in g th e
o n a t ^ js y r o a d . 2 able to think quickly and
s u s p e c t . 2 if someone who worlcs for the
clearly: I d id n ’t a le r t e n o u g h t o d o a n y m o r e
w o rk .
government or milHary is posted somewhere, he
atert^ v. [T] to warn someone of a problem or of or she is sent to work there, usually for several
possible danger >45 s o o n a s w e s u s p e c t e d i t years; H is r e g im e n t h a v e b e e n p o s t e d to
G e rm a n y . 3 if a company posts its profits, sales,
ivas a b o m b , w e a le r t e d t h e p o lic e .
losses, etc., it records the money gained or lost
alert^ n . [0] 1 be on the alert to be ready to
in its accounts: In t h e f in a l q u a r te r , t h e c o m p a n y
notice and deal with a problem: P o !iC 0 a r e o n
p o s t e d $ 1 2 .4 m iilio n i n e a r n in g s .
t h a a l e r t f o r fro u t> ld . 2 a warning to be ready
for possible danger: a f lo o d a le r t elS^

Q searching the internet

a search the internet for a website on reality TV shows. Type in a key term like "reality TV"
or "reality TV (plus country)" in a search engine. Find reality shows (in any country) that
you have never heard of before. Choose one that seems interesting to you. Read about it
and summarize what the reality show is about Share what you learned with the class.
HOW many students would like to see the show?

112 Chapters a ■ ■
Part 4 Focus on Testing
[TOEFL*IBT] VOCABULARY QUESTIONS
Ttie TOEFL® Internet-Based Test (iBT) asks vocabulary questions only aboul iiems that
appear in a reading. None of the vocabulaty questions targets an item by itself, without
any context.

Because context is so important, many questions ask about items that could have sev­
eral meanings in other contexts. Your task is to look at four multiple-choice options and
choose the one that best matches the vocabulary item in its context. Be careful. At
least one of the incorrect choices will be a meaning that the target item could have in a
different context

Q P ractice Look again at the reading "Trendspotting" on pages 95-98. Read it again
if necessary. Then answer the vocabulary questions below. Try to answer all the
questions in ten minutes.

1. "^Tiich of the following is closcsl in meaning to wear, as it is used in Paragraph A?

(Ta^ show signs of being used verj'’ roiiglilj'^
use as a picce of clotiung or jewelry
remain useful for a long time
display pubUd\’
2. WTiich of Uic following is closcsL in meaning lo ovl, as it is used in Paragraph B?
faraway
extended
(fc ^ discovered
unpopular
3. WTiich of the following is closest in meaning to and tfien, as it is used in
Paragraph C?

< X ) 5nthepa.$t
<31^ however
C E ) at that lime
4. \Arliich of the rollovving is closest in meaning lo jo lio w , as it is used in
Paragraph D?
(T ) betmid
come next
participate in
(Td^ talk about

■ ■ Lifestyles Around the world 113

 5. Which of the foUowing is closest in nteai\irig to areas, as it is used in Paragraph D?
C a ^ parts of life
C X ) parls of U\e world
( T j) kinds of communication
kinds of business
6. W c h of tlie following is closest in meaninf? to lasts, as it is used in Paragraph E?
comes to an end
C X ) conliimes to be present
(Tc^ influences socicty
(5 D renuiins good to eat
7. Wliich of the following is closest in meaning to founded, as it is used iii
Paragraph F?
bouglit
( T ) discovered
( X ) closed
(To^ started
8. Which of the following is closest in meanin#? to taking, as il is used in
Parafjraph G?
delivering
<3D stealing
(Tc^ showing interest in
studying in

114 Chapters
 Self-Assessment Log
Read the iists below, ctieck ( the strategies and vocabulary that you learned in this chapter. Look
through the chapter or ask your instructor about the strategies and words that you do not understand.

Reading and Vocabulary-Building strategies

J Previewing the reading
□ Finding the main idea
a Expressing an opinion
LI Getting meaning from context vocabulary check
□ Finding details
□ Mailcing text when you read
□ studying for exams
□ Analyzing suffixes
u Analyzing prefixes
□ understanding dictionary entries

Target Vocabulary
Nouns Verbs Adjectives
□ areas* □ fads □ distinguish □ creative*
a competitive edge □ lifestyles □ enroll u irrational*
□ culture* □ profit □ experience Q slang
□ designers* □ trend* □ Invested* Adverbs
□ economy* □ trendspotting □ spot u enthusiastically
□ essence □ survive* □ so*
□ expert* u suddenly

* These words arc froni the Acadenuc Word For more iiifoniiation on this list, see
vuw.ac .Hz/lals/rcscaro h/aw!.

■ ■ Lifestyles Around the Worid 115

Chapter

6
Global
Connections
In This chapter
The first reading selection discusses the advantages and disadvantages
of global trade, including the gap between the rich and the poor. You will
have a chance to learn about and discuss these issues. The second reading
looks at some recent and exciting changes in global travel, highlighting a
variety of ways that people travel and vacation, including working and
studying abroad, in this chapter, you can discuss trips you have taken in the
past and trips that you would like to take. Part 3 includes activities to help
you develop your vocabulary. Last, the Focus on Testing section looks at
inferencing, an important critical thinking skill.

C( It has been said that arguing against globalization is

: . like argiung against the laws of gravity. 55
—K oiiA iinan
OJianaian (iiplomac; seventia Secretarj’
General of the United Nal-lons (1 9 3 8 - )
Connecting to the Topic
Q Where do you think the people in the photo are from? why are they together
here?

B What do you think they are talking about?

Q What might be some of the challenges a diverse group has? w hat might be
some of the pleasant surprises?
 Part 1 Reading Skills and Strategies
Global Trade

Before You Read

Q Previewing the Topic in small groups, discuss these questions.
1. Look Ht all of the tilings aroui^d the room. What, countries are tlie pi-odnnti?
from? (Include the clothing that you’re wearin/:?.)
2. VvTiat might be some reasons for the economic success of some cities (such as
Dubai) and countries (sudi as Sirif^apore)?
3. WTiat mi^?ht be some reasons for economic failure in oilier countries?
4. How can geography help or hurt a coiuitr>'’s econom.v?

B Previewing Vocabulary Read the words and phrases below. Listen to the
o pronunciation of each word. Put a check mark ( next to the words you know. For the
words that you don't know, don't use a dictionary.

Idioms and
Nouns verbs Expressions
a b e n e fits □ o b sU iclc 3 c o n trib u te □ goes w ith o u t
□ co n su m e rs □ p r io r itj' j c rc a tc d sajnng

Q fu e l Q p ro te c tio n is t p o lic ie s □ re d u ce □ in tu rn

□ fi&p (p o lic y )
Adjectives
u goo ds u s o il
Q e co n o m ic
Q h a rb o r □ sta n d a rd s
□ g lo b a l
□ in fo te c h (in fo rm a tio n u su b sid y
u la n d lo c k e d
te ch n o lo g .y) □ tid e
□ stArtling
□ in fra s tru c tu re
Q tropical
□ n u trie n ts

B Previewing Look over the reading on pages 119- 121. Discuss these questions.
1. WTiat is the topic of the ■vi'holc reading? (Look at tlie title of the reading.)
2. TMiat are the five subtopics? (Look at the headings of each paragraph.)
3. TV'hicli workers in the photos probabl\' tmve the liigliesl yearly income?

Read
Q Reading the Article as you read the following selection, think about the answer
o to this question: What seems to be ttie key to a country's economic success?

Read the selection. Do not use a dictionary. Then do the exercises that follow the
reading.
118 Chapter6 ■ ■ ■
 Global Trade
For the first tim e ii\ lustoiy, almost the entire w orld is now sharing the
same economic system. Coimnunism began to fail in the late and
since then, capitalism has si)read to most com ers o f the world. The ba^is o f
a “pure” capitalist economy is free li-ade, also called “open trade.” I'h crc
arc b e n e fits o f open trade fo r both rich aiid poor coim tries. For developed
countries such as Japan and England, free trade brings w ith it more
com petition, which in tu rn brings advantages sucJi as low er prices and
more choices o f products fo r consum ers. F o r developing coim tries, open
trade means that people liave access to essential goods such as food,
clothing, and fu e l (fo r transportation and heat). An open economic system 10

can be a key to im proving the lives o f people in both poor an(i rich
coim fiies because it can reduce poverty and im prove living conditions.

Boats and ships in Hong Kong hart>or Factory workers in India

"Leaking Boats"
This is apparently very good news. Optinusts often say th at “the rising
tid e lifts all boats." W hat do they mean by this? Im agine a h a rb o r filled
w ith boats— some small ones, some medium-sized, and some huge ships. 15
As the ocean tide comes in every tweh-e hours, the w ater rises and literally
lifts all boali;— both large and small. In economics, this expression means
th at in good economic tim es, poor (countries benefit as much as rich coun­
tries do. However, pessimists point out that many o f tl\e “sm all boats” seem
to be “leaking”— have holes in them — and so arc going down instead o f up. 20
In other words, the gap between rich and poor— the economic
difference between them— is vsader than it was in tlie p ast The contrast can
be s ta rtlin g . A form er U.S. president, Jimmy Carter, once p u t it this way:
“G lobalization, as defined by rich people,. . . is a very nice thing— You are

Global Connections 119

 talkiiig about cell phones, you are laJking about coinpu(;er.s." However, he 2 S
went on to point out that this “nice thing. . . doesn’t affect two-thirds of the
people of the world.” In fact, according to the World Hank, more than
1.1 billion people live on less than a dollar a day.
The Influence of Geography
Why is this happening? What causes Qiis gap between rich and poor?
Many of the poorest countries are at a (iisadvantage because of geography, 30
whicjh is the root of several problems. First, a country that is landlocked,
with no access to an ocean, has a disadvantage because it cannot easily
traiisi)ort its products to other parts of tiie world. Second, many—but not
ail—countries in tropical re^ons (near tlie equator) have the disadvantage
of heavy, heavy rains thal. often wash nutrients from the land. MtJiout 3s
these nutrients in the soil, agricultural development is more difficult.
Another obstacle for many countries is the problem of infectious diseases
such as malaria, schistosomiasis, and dengue fever, which are foimd only in
tropical climates. It goes w ithout saying thal people weak with disease
cannot contribute to the economy of the countrj'i do
Protectionist Policies
Another cause of the growing gap between rich and poor countries
is protectionist policies. In other words, many rich countries have
govenunentaJ plans that give special help to their own people, so trade isn’t
actually completely “open.” One example of a protectionist policy is an
agricultural subsidy. This is money that a 45
government gives to fanners; unfortunately,
governments in poor countries can’t pay these
subsidies to their farmers. Therefore, ti\e
farmers in rich countries have a competitive
edge in the global market. Other protectionist 50
policies are “hidden.” For example, Country
X (a rich nation) might say flieir trade is
open. However, it will not buy products from
Country Y (a p(X)r nation). Why*? It says that
Countiy Y does not liave high enough health 5s
or safety standards.
A Way Out
E It may sound as if the situation is
hopeless for developing countries ever to
have a competitive edge in global trade—
but perhaps not. East Asia, for example, has 60
found far more economic success than
Africa has. The key to success seen^ to
Agricultural workers In Korea lie in each government’s economic policy.

120 Chapter6 ■ ■ ■
 Malaysia and Thailand have the same tropical
cliniale as many Afncan countries, but
tiiaeir economies—^imllke Ihose of Arri(tj±—are
growing fast The reason? Their governments
have created an economic climate in
wliich people can move from agriculture
to manufacturing. (Jeography is not (he /o
terrible obstacle to manufacturing that it
is to farming. To help new entrepreneurs,
these government pay caieful attention to
areas such as infrastructure (hjirbors,
railroads, an<l so on) ai\d telecommunication. 75
*■ infotech workers in India In other countries, such as India, information
technology (infotech) is driving the economy
in some cities. Comput.cr toduiology doesn’t depend on geography, but it
docs require educated workers. Therefore, education must be a priority.
In addition, governments of developing coimtries must work with developed so
counliies and persuade them to drop protectionist policies. Clearly, it is
possible for government policy to prepare a path out of poverty in even
poor countries.

Q F in d in g t h e M a in i d e a s w rite r o n th e tines before th e statem en ts that are

true, according to th e reading, w rite F on th e lines before th e statem en ts th a t are false.

1. — Open trade has advantages for both d w clo p ed <uid developing conntrie.<j.

2. The econoitiic (iifference betw een rich and poor is narrower than it
was in the past.

3. 'IV<')pif:al coim tries \iith o u t a cccss U) tlie ocean are usually at a

d isa d \^ ta g c in tlic global econom y.

4. Protectionist p olicies iiclp to keep global trade open.

5. Som e countries have m ore ecotw m ic su ccess than others because of

their govcnim ents’ policies.

U n d e r s ta n d in g t h e L iteral a n d F ig u ra tiv e M e a n in g s o f w o r d s
Many w ords witti one basic literal m eaning have other figurative meanings.

Exam ple
The w om an w ith th e sad fa c e is w orried about h ow to fa c e (i\e ful.ure.
(The first iLsage o f the n o u n /a c « is userl literally and m eans “th e front
part o f Ihc head.” H owever, the seco n d usage o f the verb face is used
figurath'ely and m eans “to m eet a difficult situation.”)

'« » Global connections 121

 Q U n d e r s t a n d i n g t h e L ite r a l a n d F i g u r a t i v e M e a n i n g s o f w o r d s The
underlined w ords in the sen ten ces below are used figuratively. For each sentence,
choose the appropriate meaning of th e word in that context.

1. Information technology is d r i v ^ th e ecorionij' in som e citics.

guiding and controlling a car, bus, or truck
C X ) taking som eone in a car, biw, or truck
forcing (som eon e) to leave
CIdD providing the power for
CJ> good
2 . Commuiusin began to ^ in the lale 1980s.
< 3 D lose power
C~§~^ com e down from a standing position
< 31) becom e low er in level
( T ) be killed in a battle
C J ^ bccom e low er in quantity
3. Capitalism has spread to m ost com ers o f th e world.
points where two walls m eet
< X ) points w here tw^o roads m eet
<Tc~> distant places
(Td^ tlijfficull positions from which tliere is no escapc
C T^ edges
4 . Geography is th e root o f several farming problem s.
feeling of belonging to one place
<3l!) part o f a plant that grow s iix tlic soil
(T c^ part o f a tooth or hair that holds ii to the rest of thie body
cause
solution
5. An oper\ econom ic system can b e a l^ y to improving th e lives of people in
developing countries.
< 5 D ^ n\etal instrum ent to unlock a door
som ething that helps to find an answer
(Tc^ important
CTD part of a piano, typewriter, or com puter
C T> a list o f answers to exercises \i\ a textbook
6. Heavy rains w a ^ nutrients from th e land.
<3D clean with water
CT^ \^^ter
rain on
(T d^ cause to be carried o ff b y waiter
CX^ clean on eself in a batlUub

122 C hapters* "I

 7. 'I'heir ^ovcnuiienr.s have crcated an econom ic clim ate in w hich people ran
m ove from a^^ricullure to manufecLuriJig.
w eather
average w eather condition iii aii area over a long ti«\c
urban area
( X ) condition, situation
C T ) tem perature

8. It’s possible for govenun ent policy to prepare a path out o f poverty.
road for walkers
CX!) open space for p eop le to m ove through

(5 Z ) IjJi^ ^-l^t som ething (e.g., an arrow) m oves along

< 3 ^ road for runners

Q checking vocabulary Find th e w ords and expressions in the reading selection

"Globa! ‘H-ade" th a t have th e following m eanings and w rite th e w ords on th e lines.

1. advantages = __________________________ hen&fir^.-----------------------------------------

2. as a result = --------------------------------------------------------- ------------------ --------------------

3. things Uiat p eople buj' = -----------------------------------------------------------------------------

4 . sometliii^g that produces heat or power =

5. niake le ss = ____________________________
6. m ovem ent o f the ocean toward the beach and avi^ay from th e beach =
7. area of water where ships and boats are safe = _____________________

8. difference = ------------------------------------------------------------ ---------------------

9. area w itli no a ccess to <ui ocean =

10. natural chem icals that h elp plants grow =

11. som ething that prevents su ccess = ______

12. obviouslj' (idiom ) = ____________________

13. govem m cnuil plans that give special help to a countiy’s own people =

14. m oney that the governm ent gives p eople so that they can sell their products at

a low co st a _______________________________________________________________

15. system o f roads, trains, harbors, and so on =

Q Checking Your Understanding Turn back to th e beginning of Activity 4 on

page 1 18 and answ er th e question th a t you w ere asked to think about.

■ • • Global connections 123

 U nderstanding o u tlin es
Many reading selections follow an outline. The outline is th e plan, or the
organization, of the material, it show s th e relationship of th e topics, main ideas,
supporting details, and examples. Outlining reading material after you read can help
you se e clearly th e relationships betw een and am ong ideas. You can also write an
outline to organize your ideas when you are preparing to write a composition.

In an outline, th e general ideas are labeled with Roman numerals such a s t, IL III.
The m ore specific ideas are labeled with capital letters (A, B, C) and are written
below the general ideas. If there are m ore details or examples, label them with
num bers (1 , 2 . 3) and w rite them below th e specific Idea. More specific Ideas arc
indented to th e right.

Example
The outline below is of th e reading on pages 119-121.

Global Trade
I. introduction: Benefits of Open Trade
A. For developed countries
1. More competition
2. Lower prices
3. More consum er choice
B. For developing countries—a c c e s s to essential goods
C. For both
1. Reduce poverty
2 . improve living conditions

II. Disadvantages for Poor Countries

A. Apparent advantage: “Rising tide lifts all boats"
B. Problems with this idea
1. "Leaking boats"
2. Wide gap betw een rich and poor

III. Tlie Disadvantage of Geography

A. Landlocked countries
B. Problems of tropical countries
1. Rain w ash es nutrients from agricultural soil
2. D iseases w eaken workers

IV. Protectionist Policies

A. Definition
B. Examples
1. Agricultural subsidies
2. "Hidden" protectionist policies

124 Chapters ■ ■ ■
 V. Government Policies—Key to Economic Success
A, East Asia (contrasted with Africa)
B. Create a good econom ic climate in which people move from agriculture to
1. Manufacturing
2. Information technology
C Pay attention to
1. Infrastructure
2. Education
3. Persuading developed countries to drop protectionism
D. conclusion; Path out of poverty

Q Understanding Outlines Answer th e se questions about th e outline on this

and th e previous page.

1. What is U»e topic o f the w liole oiitline?

2. WTiat arc three benefits o f open trade for developed counlriesV

3. U lia t arc tw o problem s w itli th e idea that “tiie rising tide lifts all boats”?

4. \\Tiat are two exam ples o f protectionist policies?

5. ^^^1at tw o ftovcm m ent policies can help developing coim tries to have a
com petitive edge?

Finding the Main Idea w h at is th e one main idea of th e reading selection

"Global Trade"?

CX!) Alm ost the entire world now shares th e .*?ame econom ic system —
capitalism —^vvliich is based on the idea o f open trad e.
C X ) Good econom ic tim es benefit poor countries, as as rich ones,
because “the rising tide lifts all boats.”
Geography is a serious disadvantage for many landlocked, tropical
countries.
< T > The result o f protectionist p olicies o f rich countries is thal “open” trade
isn’t actually open, and poor countries are at a disadvantage.
i( T ) I^I^riy developing countries arc at a disadvantage in global trade, but they
can find su ccess w ith good goveriunent policies.

■ ■ ■ Global Connections 125

 Q Discussing th e Reading Talk about your answ ers to th ese questions.
1. Think o f a country that j''ou know well. Is geograptiy in that coiintry .in obstacle
to econom ic success? If so , is governm ent policy m oving th e cconom y toward
manufacturing or infotech?

2. is the cconom y in that country better or w orse thai\ it w as five or ten ycara
ago? Why?

3 . In your opinion, does the w riter o f “Global TVade" have m ore sym pathy
(agreem ent and understanding) for developed or developing nonntries? M iy
do j"OU think this?

Part 2 Reading skills and Strategies

Globai Travel. . . and Beyond

Before You Read

Q Thinking Ahead Discuss your answ ers to th e se questions.
1. What are som e different types o f travel? U st as many as you can.

2. Do you like to travel? W here in the world would you like to go?

3 . WTiat are som e obstacles to traveling?

Read
Q identifying the Main ideas Read the following paragraphs, w ithout using a
dictionary. After each paragraph, chCM>se th e sen ten ce th a t b est expresses th e main
Idea.

Global Travel. . . and Beyond

When some people think of global travel, they think of expensive
cruise ships and hotels or sightseeing tours to famous places. However,
global travel has changed a lot in recent years. Now, not all travel is
expensive, so lack of money doesn’t have to hold people back. And these
days there is an enormous variety of possibilities for people of all

126 Chapters
 interests. Arc you looking for
adventure? ErJucation? l?\in? Do
you like to travel wi(.h a jjroup? Do
you prefer to travel on yoiu* own?
Would you like to get “inside" 10
another culturc and understand the
people better? Would you prefer to
volunteer to help others? Are you in
the market for soineQung strange
and different? There is something is
for almost everybody.
Have you ever been on a cruise?

is the main idea o f Paragraph A?

Global travel doesn’t have to be expensive.
Global travel offers more varietj" now Uuiii it rlid in past years.
Global travel includes cruise ships, hotels, and sightseeing.
There arc now group tours for p eople with a variets'’ o f interests.
Global travel can now b e strange and different.

IVain travel used to be simply a means of getting from one place

to anotlier. Now, for people virith money, it can also offer education or
adventure. The Trans-Siberian Special, for example, is a tour that runs firom
Mongolia to Moscow. The Ixain stops in big cities and small villages so that 20
passengers can go sightseeing, and there is a daily lecture on board the
train, in which everyone learns about history and culture. For people who
are looking tor fun and adventure, tliere are the Murder Mystery TVains of
Western Australia These trips interest people who love Sherlock Holmes,
Hercule Poirot, and Miss Marple. They are for people who have always 25

secretly dreamed of being a private eye and solving mysteries. The

passengers on board have the opportunity to solve a murder mystery right
there on the train. During the train ride, for instance, there might be a
gunshot; soon everyone leams that there has been a “murder,” and tliey
spend the rest of the trip playing detective. They track down clues, 30

exchange this information and their opinions, and solve the whodunit by
the time the train has pulled into the station. Of course, no real crime takes
place. The “murderer” and several passengers arc actually actors. The trip
is a very creative game.

Global Connections 127

 is the m ain idea o f Paragraph B?
(fA ^ Tlie Miirder M ysteiy TVains allow passengers to solve a iniirrter on i.ho train.
( 3 ^ 'I’he 'JVans-Siberian Special is u tour ih a l offers si#?htseeing and Iccturos.
C2l!> The Trans-Siberian Special and Murder Mystery 'lYalns ar^ expensive.
C~1T> Train travel am offer education and adventure, in addition to
transportation.
C J ^ 'fVain travel is one way to g e t from one placo to another.

Maay people don’t realize that tl\e world’s largest industrj'^ is tourism. .15
Clearly, tourists have a big impact on tlie euviroiuiieiil. Perliaps, then, it’s
fortimate that there is interest in ecotourism;
approximately 20 percent of all international
travel is now nature travel. Serious ecotourists
are interested in preserving the environnient 40
and leai*ning about \%ildlife. Most also want to
experience a new culture. Altiiougli it’s possible
to be very comfortable on an ecotour, many
travelers choose to rougli it; they don’t expect
hot showers, clean sheets, gourmet food, or •li!
air-conditioned tour buses. They live as \nllagers
do. They get around on bicycles, on foot (by
hiking or trekking), or on the water (on a sailboat
or river raft).
^ Ecotourists care about the environment

\^^hat is the m ain idea of Paragraph C?

Ca ^ a popular form o f tr avel, called ecotourism , is for p eople w ho are
interested in nature.
Kcolours are not usually comfortable.
(T c^ E cotourists live as villagers do and do n ot Iravcl by train, bus, or car.
< F > The world’s largest iiKiustr>', tourism, is changing.
C T ^ Most ecotourists w ant to experience anotlicr cu lliu e.

For people who want a valuable experience abroad, there are cx<dting so
opportunities to study and volunteer—^al. the same lime. Are you interested in
Uie arts or in learning about another culture? At the Vijnana KaJa Vedi Cultural
Center in India, you can study two subjects from a list of possibilities
including Indian mxisic, dance, theater, cooking, or yoga The tuition for tliese
classes and room and board is very low because you volunteer one hour each ss
day to teach English to children in the village. Are you intenjsted in science?
Through an or^iization called Eiarthwalch, you study a specific science in a
handson experience as you volunteer on a research project. The projects

128 Chapter 6 • '

^ women dancing In India
is the m ain idea o f Paragraph D?
(Ta^ There are exciting opportunities for p eople w ho w aiil to study and
volunteer abroad.
( X ) S cientists in several fields n eed volunteers to help them.
( 3 ^ It’s possible to Icani about Indian culture w hile volunteering in a village
school.
Volimteering can offer a rich learning cxperier\ce for people who can't
afford tuition for classes.
(TT^ Earrhwatch volunteers have to pay for Ihc opport unity to volunteer.

Volunteering is a good way to e3q>erien(:e another countiy without paying 70

for expensive hotels or tuition. But how can a person get to another countiy
cheaplj'? One possibility is coxuier travel. For a low fee ($35-$50), a person
can join an association that sends information aboxrt monthly courier
opportunities. The passenger agrees to become a courier (i.e.^ carry
materials for a business in his or her luggage) and can then receive huge 75
discounts on airfare—^for example, S250 from Los Angeles to Hong Kong
round trip or $400 from London to Tbkyo ix>und trip. People who er\|oy ocean
travel but don’t have money for a cruise ship might tiy a freighter. Although
freighters cany cai^o from country to country, most also carry eight to
twelve passengers. For people who want to take their time, it’s a relaxing so
WHYto travel and is less expensive than taking a crowded cruise ship.

W^hat is the inair> idea o f Paragraph E?

Volunteering is a good way to experience another country.
Courier flights and freighters are tw o w ays to g e t to anolher country
cheaply.
On a courier flight, a passenger carries som ething in exchange for cheap
airfare.
A trip on a freigliler is botli cheap and relaxing.
C T^ It’s possible to travel cheaply.

■ Global Connections 129

 Travelers who return from a vacation often answer the question “IIow
was your trip?” by saying, “Oh, it was out. of ihis world!" By this idioui. tJiey
mean, of course, tiiat their trip was amazing or wonderful. However, poopic
will soon be able to use this expression literally, but it will be expensive,
Already, it’s passible to go through the same
training that astronauts go through. Just go to
Star City, Russia In addition to astronaut
training, it’s possible to experience one of thoir
“Space Adventures.” On one of these, for 90
example, you can enter a special plane that gives
you the feeling of weightlessness that astronauts
experience—several minutes of zero-gravify.
(Gravity is the force that keeps us on the Earth.)
Two private individuals have already spent a 95
week at the International Space Station, at a price
of $20,000,000 each. A number of companies are
now planning projects to commercialize space in
would you like to travel Into space? various ways. A California company, Scaled
Composites, and a British company, Mrgin 100

Galactica, are working on the crcation of reusable vehicles that could carry
passengers in the near future. EJven the Hilton Hotel chain is considering
building a space hotel. The main attractions will be the view (of Earth), the
feeling of weightlessness, and the chance to take a hike. . . on the Moon. It
goes without saying that the price will also be “out of this world.” 105

VfTiat Ls th e m ain idea o f Paragraph F?

People w ho want to go through astronaut training n eed to go to Russia.
C X ) P eople pay a lot o f m oney to experience v i^ h tle s s n e s s , or zero-gravity.
< T > Soon, it w ill b e possible to take a flighl to a space hotel.
There are three main attractions, not available on Earth, vihich people
can experience at a space hotel.
Trips into space v^ill soon be possible— but expensive.

130 Chapter 6
 After You Read

UNDERSTANDING IDIOMS
An idiom is a phrase th a t m eans som ething different from th e individual w ords in it.
Idioms a re m ost com m on In infonmal English but are found everywhere. The reading
selections in this chapter contain several. Some phrases have both a literal meaning
and an idiomatic meaning.

Exam ple
Our trip w as o u t o f th is w orld. We sp e n t a fabulous w eek on th e island of Bali.

In this case, out o f this world is an idiom that m eans “w onderful.” T he conlexl.
usually h elp s you figure ou t if the ex p ression h as a literal m eaning or is an
idiom , and you oan often g u ess th e m eaning o f an idiom from the con text.
Som etim es, as in the preceding exam ple, il h elp s to \aaualize (“s e e ” in your
m ind) the literaJ m eaning o f the expression.

□ U n d e rs ta n d in g idioms For each of th e following items, find an idiom in the

reading selection "Global Travel. . . and Beyond" th a t h as a similar meaning and write it
on th e line. The letters in paren th eses indicate the paragraphs w here th e idioms appear.

1. stop th e progress or m ovem ent o f (A ) = i^omsons) pack______________

2. alone; not with a group (A ) = ----------------------------------------------- -----------------------

3 . looking for; hoping to find (A ) = _

4 . travels; goes (B ) = ______________

5. on a train (B ) = ________________

6. d etective (B ) =

7 . look for and fiiW (B ) =

8. m\T»tcr>' (B ) = -----------

9. arrived in (B ) =
10. travel in a sim ple and nor. com fortable w ay ( 0 ) =

11. g o from place to place (C) = ---------------------------

12. vnth direct and active participation (D ) =

13. travel slow ly (E ) = ______________ —-------

Responding in Writing
Q Summarizing ch o o se one of th e following paragraphs to summarize. Remember
th a t a summ ary is shorter than th e original.

■ A nyone of the paragraphs from Part pages 119-121

■ Any one of the paragraphs from Part 2, pages 126-130

■ Global Connections 131

 in order to summarize this in your own words, make sure that you read and understand
th e paragraph. Then write th e summary, but d o n 't look d t ttie original paragraph as you
w rite. When you finish writing, com pare your summary with those of other students who
summarized th e sam e paragraph.

Q Writing Your Own ideas ch o o se one of th e topics t>eiow to write about, w rite
a two-paragraph letter to a friend, in th e first paragraph, explain o n e of th e topics
below. Tell your friend th a t you w ant to try this type of travel, in th e second paragraph,
try to persuade your friend to join you on the trip.

a trip on a Murder Mystery Train

an ecotour t o ________________ (Choose a country.)
■ 2 w eeks a t th e vijnana Kala Vedi Cultural Center
■ 2 w eeks on an Earthwatch project (Choose one.)
■ courier travel
■ a trip on a freighter
■ going to Star City, Russia, to experience zero-gravity

VJhai is ilie main id e a o f each paragraph?___________

Q Discussing the Reading TalkatK>ut your answ ers to th e se questions.

1. What kinds o f travel are m ost interesting to you?
2 . Think o f a country that you know weD. Is tourism important there? If so, what
kind o f tourism? If not, not?

3. Think o f one trip that you’ve taken. (It could have b een fun, exciting, borin^j,
terrible, e tc .) Tell your Stroup about it.

a Q Searching the Internet search the internet for the m ost interesting or unusual
experience for Intemational study, travel, or volunteering. (You can find th e w ebsite for
som e opportunities that you read about on pages 126- 130, if you w a n t or search for
others.) imagine that "money is no object" in other words, pretend th a t you do n't need to
worry about how much money you'll spend. Learn about this experience and tell a small
group about it. Each group then chooses one experience to tell the whole class about,

Part 3 Building Vocabulary and Study Skills

Q Focusing on words from the Academic Word List Fill in th e blanks with
w ords from th e Academic Word List in th e box. When you finish, turn back to pages
120-121, Paragraph E, and check your answers.

132 Chapter 6
 a re a s global policy teclm ology
c reated Infrastructure priority )
econom ic policies require

It inay sound as if the situation is hopeless for developing countries

ever to have a compelilive edge in ......... ........................... trade—
1
l)ut perhaps not. East Asia, for example, has found far more
__________________ success than Africa has. The key to success seeiiis
2
to lie in each govemnienL’s economic----------------------------- Malaysia
3
and Thailand have the same tropical climate as many Afncan countries, but
tfieir economies—unlike those of Africa—are growing fast The reason?
Their govenunents liave__ an economic climate in
4
whicli people can move from agriculture to manufacturing. (^ogra|>hy is
not the terrible obstacle to manufacturing that it is to fanning. To help
new entrepreneurs, these goverranents pay careful attention to
__________________ such a s ___________________(harbors, railroads,
5 6
and so on) and telecommunication. In other countries, such as India,
infonciation tedmology (infotech) is drivong the economy in some cities.
Com puter___________________doesn’t depend on geography, but it
7
does ___________________ educated workers. Therefore, education
must, be a ____________________ In addition, governments of developing
9
countries must work with developed coimtries and persuade them to drop
protectionist----------------------------- Clearly, it is possible for government
policy to prepare a path out of poverty in even poor countries.

Global connections 133

 B E x p r e s s i o n s a n d I d i o m s Complete each se n ten ce with th e missing words.
Choose from th e expressions and idioms In th e box. You will use only eight of them.

o u t o f th is world w hodunit g e t around

g o e s w ithout saying hold back o n your own
on board private ey e pull into
track down in th e m arket for rough It

1. A fear o f fljong w ill_____________________________ many people from traveling

into space. Lack o f m oney will cause m any m ore to sliiy on tlarth.

2. We're goinj? to fly to Europe. Then, while vi^e’re there, w e’ll

by train.

3. I love to road m ystery novels. Som eday maybe Til becom e a

and solve crim es myself.

4. She spent hours in the librar>-, but she wasn't able to

the information that she needed.

5. His old car breaks dowTi all the time, so h e's-------------------------------------------- a

n ew car.

6. I don’t cryoy camping trips. TVe never liked t o ---------------------------------------------

7. I t _____________________________ that people w ho travel into space will n eed to
enjoy the feeling of w eightlessness.

8. Let’s go to that new Thai restaurant n ex t Saiurday. The food is absolutelj^

USING PARTICIPLES AS AD JE CTIVES

Some adjectives com e from verbs: interest - * interesting / interested; bore - » boring/
bored; tire tirin g /tire d . Present participles (-/ng> are used for the cause of an
emotion, (The book Is interesting.) Past participles (-ed) are used for th e result or effect
(I'm interested in th at book.)

Exam ples
The contrast betw een rich and poor is asto n ish in g .
You might be a sto n ish e d to learn th at “the wealth of the world's 200 richest people
is greater than the combined incomes of the poorest 41 percent of humanity."
(These participles com e from th e verb aston/s/?.)

134 Chapter 6
 Q U s in g P a r t i c i p l e s a s A d j e c t i v e s Read th e verbs in th e box and the sentences
below it. Fill in th e blanks with the present or past participles of th e v e rts In th e box,
(Use a dictionary if necessary.) You will have opinions on which w ords to choose, but ler
th e context guide your choice. You will use so m e w ords more than one time.

addict excite horrify relax tnriii

challenge frigfiten in terest terrify tire

1. EcoLourisni is ix tyx>e o f travel for people who aro m

preserving the environment. T hey enjoy a ----------- . luke through a

tropical niinforest and d o n t mind roughing it.

2. My job tias been verj' stressful a n d -------------- this year. IVc b een

working too hard and not sleeping enougli. Tm so ______________ ! I n eed a

. vacation som eplace restful, w here I can ju sl lie on a beach

and do absolutely nothing. After two w eeks, w hen I com e back to work, 1 want

to be com p letely__________________and free of stress.

3. I gu ess m ost people think that a trip into space would b e ----------------------------
They would sign up for such a trip right now, if tliey could afford it. But I

couldn’t g e t __________________about a trip like tliis. I don't even like to fly on

a regular airplane. I’m _______________________ o f planes, so I’m prettj'’ sure that

space travel would b e ________________________________________________ to m e.

4. Dangerous sports a r e ___________________to som e p eople, w ho love excitem en t

and a r e __________________to danger. T hey a r e ________________ — to b e able to

jum p out o f a plane or off a waterfall. Other people are ju st th e opposite.

They’r e _________________ at the thought o f doing an>1:hing .«!0 dangerous.

Part 4 Focus p ijje stin g

U N D E R S T A N D IN G INFERENCES
in previous chapters you learned about and practiced making inferences. This skill is
im portant to help you understand th e m eanings of reading passages. It is also important
for te s t taking because questions about implied m eaning are com m on on tests, in this
section there are tw o exercises, one from each reading in this chapter, th a t will help
you practice your inferencing skills.

■ ■ ■ Global connections 135

 D Practice com plete each sen tence by choosing th e answ ers th a t th e reading
selection "Global Trade" on pages 119-121 either s ta te s o r implies.
Note; Each Item h as m ore than one answer.

1. Landlocked countries are at a disadvantage b c c a u se _______________ _

C X ) they have n o accejjs to th e ocean
C T> th ey are in tropical countries
it is difficult for them to traa<?port their products to other couiiLries
<2Z> products m ust be transported by ship
their afpicultural land is o f poor quality

2. Protcctionist p o lic ie s________________

C X ) are a cause o f th e gap betw een rich and poor countries
include agriculiiu-<il subsidies
C 5^ m ost com m on in poor countries
CX) everyone
CX^ som etim es hidden
3 . Malaj'sia and T hailand________________
< X ) are now developed countries
CX) a tropical cliniar^i
(X ) fast-growing econom ies
CX) m oving from farming to manufacturing
CT^ have protectionist policies
4. Information tecluiolog>-________________
C X ) is im portant to the econom ies or som e cities u\ developing countries
C X > (^oes n o t depend on govenuncnL p olicies
CX) depend on geography
CX^ difficult to have in landlocked countries
CX^ depends on educated workers

B C r itic a l T h in k in g : I d e n t i f y i n g I n f e r e n c e s Read th e statem en ts below

about th e article "Global ■rravel. . . and Beyond" on pages 126-130. Pul a check mark (
by the statem en ts that you can infer from th e reading selection. Do not check th e other
statem ents, even if you think they are true. Then, on the line after each inference, write
th e phrases from which you Inferred th e information. Leave th e o th er statem en ts blank.

paragraph A
1. ^ You don’t have to be rich in order to travel.
not all frav&l is expensive, s o lack ot rr.cnsy dossn't ha^/fi to hold
:>(?.op!e hack _____________________________________________

2 . _____ It costs a lo t o f m oney to take a cruise.

136 Chapter 6 ■ ■ ■
 \
3 . -------- There is greater variety tociay iii typ es uf travel lliaii Uiere used l.o

4. It’s better to travel on your own than in a group.

Paragraph B
1_______ Today, train travel is m ore than ju st a w ay to g et from place; to place.

2. T he Trans-vSiberian Special is a lor. o f ftin.

3. The Mui-der My.stery Trains are expensive.

4. T he Murder Mysterj' 'lYains are Tun.

paragraph C
1. Ecotourism is popular \Nilh som e people.

2. E colours are o fleii not very coiriforlable.

3 . _____ Serious ccotourisls carc about animals.

4. E cotourists don’t enjoy com fortable hotels.

Global connections 137

 paragraph 0
1. EarLh\\^tch d oesn’t have ai^’ projects in the arts.

2 . _____ There are a variety o f subjects that people can study in different
coiuitrics.

3 . _____ R ich people prefer to take courses, <irid people w ithout m oney prefer to
vohinteer.

4. An Barthwatch project is an experience for a person w ho is trjlng to

decid e w hat subject to major in in college.

Paragraph E
1. Cruise ships are expensive.

2 . _____ A freighter is a land o f ship.

3. Freighters are as exciting as cruise ships.

4. 'lYavel by freighter is probably not good for people w ho are in a hurrj^.

paragraph F
1 . _____ The cjqjrcssion out o f this world lias botli a literal and a figurative
m eaning.

138 Chapter 6
 2. _____The fccliiig of weightl«iasr»ess is always cnjoj^ble for all people.

3. Most people probably cannot afford a w eek on th e Inifirnational vSpace

Station.

4. Space hotels will be comfortable.

Se f-Assessment Log
Read the lists below, c h eck ( t he strategies and vocabulary that you learned in this chapter. Look
through th e chapter or ask your instructor about th e strategies and w ords that you d o not understand.

Reading and Vocabulary-Building strategies

□ Finding th e main ideas
□ understanding th e literal and figurative m eanings of w ords
a understanding outlines
□ Skimming for main ideas
u Understanding idioms
□ using participles a s adjectives
I
Target Vocabulary
Nouns Adjectives
u benefits* □ priority* □ economic* Q on board
□ fuel □ protectionist policies □ global^ □ on your own
□ gap □ subsidy* □ landlocked □ private eye
□ goods □ technology* □ pulled into
idioms and □ rough It
□ harbor a tide
Expressions
□ infrastructure- Q runs
v e rb s □ g et around
□ nutrients □ tak e (one's) time
□ created* □ hands on
□ obstacle u track down
u reduce u hold (someone) back
□ policies (policy)* □ whodunit
□ require* □ In th e market for

* These words arc from Uie Acadenuc Word List. For more iiiforroation on this list, see
^\T\'w.vuw.ac.n2 /lals/rcscarch/awI.

Global Ccnnectioris 139

 7
Language and
Communication
in This C h ap ter
How do animals communicate? In Part 1 o f this chapter, you w ill read
about recent research in animal communication— how different animals
communicate and how some o f these communication patterns are similar
to those o f humans. The second reading selection discusses how humans
communicate. For example, do you think women or men ta lk more? Read
and discuss this and other interesting findings from research in Part 2.
A fter working on vocabulary development in Part 3, the final part includes
a reading about how the English language Is changing as it spreads
around the world.

tt Language shapes the way we think and determines :

what we can think about. 53
—Bcnjarniri Lee Whorf
American linguist (1897-1941)
C onnecting to th e Topic

a What tw o species do you see in the photo?

H How does each species communicate?

Q What do you think they are "saying" to each other?

 Part 1 Reading Skills and Strategies
If We Could Talk with Animals . . .

Before You Read

Q Previewing the Topic Look a t the photos and discuss the questions.
1. W^iat nught be som e w ays in w hich th ese anim als com m unicatc?
2 . In your opinion, what is th e difference betw een <^ommnnication and language?

3 . Do you think animals can learn language? Can they learn grammar?

^ How do ants communicate? Awhaie In the ocean

* Primatologist Jane Goodall with ctiimps In the wild Working with dolphins

142 C hapter? ■ ■ ■
o Q Previewing Vocabulary Read ttie w ords and phrases below. Listen to the
pronunciation of each word. Put a check mark ( v^) next to the w ords you know. For the
w ords that you d o n 't know, <Jon't u se a dictionary. Try to understand them from the
reading.

N ouns Verbs A dverb

Q brain □ nuunrnals u acquire u uprighr.
□ c h a tte r □ organs □ claims Idiom s an d E xpressions
□ crcature.s □ pod □ coin u h e a d (of soineUiiiig)
j d eg ree □ p rey □ echoes u head back
□ ech o u p rim ates □ Feeds □ pick ed up
□ g en d e r □ spcdes □ re a ssu re □ shedding light on
□ g e stu re s □ su bjects □ vocalize
□ grin □ swfvgger !j w a ^ n g
□ IcxLgrairii;

B Previewing the Reading Look over th e reading on pages 143- 147. Answer
tfiese q je stio n s with a partner.

1. WTiat is th e topic o f th e readinj^? (Look a t th e title.)

2. W hat a re th e scvei\ subtopics? (L ook a t th e headin^?s o f each p arag rap h .)

3. W hat do th e p ic tu re s in th e articlc le a d you to e x p ect?

4 . WTiat a re a t le a st th re e questions y o u have a b o u t th e reading a fte r pre\icw irig it?

Read
Q Reading the Article a s you read th e following selection, think about the
answ er to th e se questions: H ow do animals comm unicate? Do animals have the
capacity to learn language? Read th e selection. Do not u se a dictionary. TTien do the
exercises th a t follow th e reading.

If we could Talk
with Animals . . .
In a famous child^ren’s story, Dr. Doolittle is able to talk to—and
understand—animals. This has long been a dream of many people—to be
able to communicate with animals and know what they’re thinking. For
almost as long, scientists have wondered if animals actually have language.
It seems clear to anyone who has a dog or cat or who closely observ^es
animals that there is certainly communication going on. Bui how do
animals commimicate? What do they “say”? And is it truly language?

Language and Communication 143

 Recent, research into everjrthing from ants to chimpanzees is shedding
light on animal comnnmication.
The "Language" of Smell
Many animals produce crhemictals (jailed i)lien)iiu)nes, which send la
“smell-messages” to other animals of the same species. TIicsc odors have
different meanings. One odor attracts a mato. jVnothor sends a warning*.
Another marks a territory. A honeybee, for example, makes over Uurty-iiix
different pheromoncs to commuriicale such iiiformalioii as where to find
good flowers. An ant that has found food will take a bit of it and then head 10
back “home” to the anthill. As it carries the food, it wipes its stomach on
the ground. This leaves a chemical trail or palli so tliaL oUier aiUs will know
where to go for more food.
Body Language
Just as himians do, aimnals communicate with bofly language and
sometimes gcstui-cs. In addition to using odors, for example, a honeybee 20
uses its entire body in a complex “dance” to
give other bees exact directioiis to flowers.
A dog expresses happiness by wagging liis
tail, as most people know. But what is the
dog in the photo “saying”? His stomach is 7S
on the ground; his rear end is up in the
air, and his tail is wagging. This means
“I want to play.” Chimpanzees in the vrild
communicate a wide variety of gestures and
facial expressions, as we learn from the 30
research of primatologist Jane Goodall. To
express anger, for example, a chimp stands
upright on two legs, moves with a swagger
—a proud w'aik, swinging from side to
What i$ this dog "saying"?
side—and waves her arms or throws 3S
branches. A ner\^ous chimp who is afraid of a more powerful chimp will
lower himself to the grounci. Then he either holds out his hand or shows his
rear end to the other chimp. Interestinglj*; when a chimp “smiles,” it is not a
smile of h^piness. Instead, it is an expression similar to tl\e nervous, fearful
grin that a human makes in a tense or stressful situation. A powerful chimp <iO
will reassure a nervous, fearful chimp by touching, hugging, or kissing him.
Vocalizations
Like humans, many animals vocalize, but we are only beginning to
understand the meaning of these sounds. As they move (Juougli tlie ocean,
some whales make use of ccholocation—first they make clicking noises that
travel through the water as sound waves. WTien these sound waves 45

144 Chapter?
 encounter an object such as a boat or prey such
as fish, they rebound or echo. The whales use
these echoes to locate and identify Uie olyecLs
the cchoes are bouncing from, even in cloudy
water, where it’s difficult to see. Some whales also
produce mysterious “songs.” These are probably
calls to communicatc with other members of their
pod, or group, and to know where each member
is. So far, we don’t know much more than that
Research into whale communication is especially
difficult because different populations of whales
have different songs—even if those whales are of
the same species.
E We have a better understanding of the
A Is this chimp nervous, angry, or happy? chatter of x>rairie dogs. A profe&sor at Northern 60
Arizona University, Con Slobodchikoff, has spent
over ten years studying one colony of prairie dogs
in the wild. He records their sounds. He also carefully obser^^es their actions
and all events that happen at the same tone as ti\e sounds. He then feeds the
data into a computer. The computer puts
together the chatter—the “talking”—and (he
actions. By utilizing the computer in this way,
Slobodchikoff claims that he has identified
about 50 words. So what are these prairie dogs
talking about? They often alert each other when 70
they spot danger from such creature.s as a
human, dog, or coyote. Surprisingly, in their
chatter, they can apparently distinguish sh ^es,
colors, and sizes. They might “say,” for example,
“There’s a tall blue human coming firom the 75
north” about a person wearing blue clothes.
Slobodchikoff believes that they can distinguish
gender (a man fi'om a woman) and a dog from
a coyote. Their chatter also varies according
Can prairie dogs really communicate? to the degree of danger; Is this creature very 80
dangerous or just something to be careful about?
The u se of Symbols by Dolphins
Many scientists wonder about animals’ capacity to understand a system
of symbols, such as language. At the University of Hawaii, studies with
dolphins have been going on since 1979. Researchers are teaching these
ocean mammals a language of hand signals that includes nouns {ball-, basket, 85

pipe), adjectives (pig, smaJl, red), directions (left, right), verbs (go, take).

Language and Communication 145

 and prepositions (in, The (i()lphin55 prove that they understand
by following comnxands such as “Go to the ball on your right and take it
to the basket” There is even crlear evidence tiiat dolphins understaaid die
gramniatictal differcncc between subjects and objects. The head of the 90

research progi'am, Dr. Louis Herman, says that with a vocAbiilary of aliout 50
words, the dolphins demoi>strate their intelligence by followinj# new
commands that they have never before experienced or practiced.
The u se of Symbols by Primates
Since the 1970s, other researchers have been studying the capacity
for language among prim ates—especiallj^ among chiniiJanzees. Betrause 95
chimps don’t have vocal organs that allow them U> form spoken
words, researchers decided to teach them other types of language.
One of the earliest
subjects, a chimp

6\a named Washoe,

began to learn
ASL (American
Sign Language, the
lOo

Tickle Cereal Paint Leaf/Tree

hand signals of
deaf Americans) los
when she was less
than a year old. By
age four, she
B ubbles Bug understood and
used 132 ASL no
Lexigrams
signs. In other studies, researchers have been communicating with chimps
by using a keyboard with special symbols called lexigi*ams. One chimp
named Kanzi picked up this language naturally; in other words, he
watched as people tried (unsuccessfully) to teach this language to liis
mother. ns
How much can chimps understand? And what can they do with those
words? Ihey imderstand the difference between “l^ake the potato outdoors”
and “go outdoors and get the potato.” They
understand adjectives such as good, funny,
hungry, and stupid. They can combine words 120
into short sentences: “You me out”; or “Me
banana you banana me you give.” Perhaps most
interestingly, they can coin new words or
phrases when they don’t know a word—for
example, “water bird” for a swan and "green 125
banana” for a cucumber. And they can express
What kind of birds are these? emotion: “Me sad.”

146 Chapter? * '

Language?
But is this language? What distinguishes comnumication from true
language? Do chimps actually have the capacity for language? There is
much disagreement about this. Some people argue tliat cliiiiu)s vsu
acquire only the vocabulary of a 2 iy2-yoar-old human. They also point out
that a sentence such as “I-ana tomorrow scare snake river monster” is not
exactly Shakespearean English. It goes without saying that there is a gap
between the language ability of chinips and humans. But clearly, tJils gap is
not as wide as we used to think it was. Recent research is now focusing on iss
the structures and activity of the brain. Biologists have looked at one small
area of the brain, the planum Um;poi'nU, which humans use to understand
and produce language. In chimps, this is larger on the left side of the brain
than on the right. In the journal Science, researchers fell us that this is
“essentially identical" to the planum tenvpomle in humans. This is not uo
surprising to people who believe that chimps do have the capacity for
language. After all, they say, 99 percent of the genetic material in chimps
and humans is identical, making chimps our closest relative.
Conclusions
It is clear, then, that animals certainly communicate in various ways.
However, Ihe question “Is it language?” is still open. The famous linguist 145
Noam Chomsky believed that what distinguishes communication from true
language is ,v2/n t o —that is, the iise of grammar and word order, so he
believed that only humans can have language. However, now wo know that
some animals (dolphins, chimps) have at least simple syntax. Louis
Herman suggests, “Some people think of language like pregnancy—^you ibo
either have it or you don’t.” But he and other researchers prefer to see
language as “a continuum of skills.” In other words, some animals simply
have more than others.

After You Read

Q G e t t i n g t h e M a in i d e a s w rite r on ttie lines before th e statem en ts th a t are
true, according to th e reading. Write F on th e lines before th e sta te m e n ts th a t a re false.
Write I before th e statem en ts that a re Impossible to know from th e reading,

1. _____ Som e animals com m unicate b y producing odors for other animal<? r-o
smell.

2. _____ Chimpanzees, like humans, sm ile w hen th ey a te happy.

3. _____ Wc know a lo t about the com m unication o f whales.

4 . _____ ^ lih their vocalizations, prairie dogs can warn each olhcr o f specific
dangers.

5. _____ Dolphins can understand oiUj' sen ten ces that th ey have iticraorized.

■ ■ ■ Language and Communication 147

 6 . _____ Chimps can understand m uch m ore voc4ibularj'and grartunar than
researchers previously thought th ey could.

7 . --------R esearchers agree that all animals corumunicate b u l that only humans
have a capacity'’for language.

Q C h e c k i n g Y o u r U n d e r s t a n d i n g What did you learn from th e reading? Answer

th e se questions with a group.

1. Wluit are ways ii\ w liich animals com m unicatc in th e w ild (that is, in their
natural environm ent)? List them .
2. WTiat are w ays in u h ic h dolphins and chim ps have been taught by hum ans to
com m unicate? List them .

3. \\T ^ t are exam ples of the body language o f dogs and chim ps, and w hat do
th ese specific m ovem ents mean?

4. What is c \id e n c c that indicates the similarity o f clum paiizees to humans?

Language Tip Q Getting Meaning from con text Read th e definitions below and w rite the
Tho c o n tc x t of a correct w ords and expressions from th e reading "If We Could Talk with A nim als. . th a t
reading tan give fit th e se definitions.
c]ues CO meaning
of vocabulan' il.ems. 1. inaldng (som etliiiig) clear = __ shedding licjht on -----------------------------------------
Use informarion
2 . return (verb) = ______________________________________________............... .....
between commas,
ilasiiea. or 3 . m ovem ents thal com m unicate m eaning = ___________________________________
patYinthofics or
after connectiitg 4 . m oving a tail = ____________________________________________________________
expressions such as
5. straight up; standing on two feet =
in other word^, or
th a t is (i.e.). Also, 6. a proud ■vi'alk. from side to side = _
use inforniaiiun in
anol-hor sontonofi or 7. a sm ile = ________________________
senrencc part and 8. make som eone feel better =
youf uwii loi{ic.
9. make sounds = ____________

10. an animal that another animal him ts =

11. group o f w hales = ___________________

12. animals o f the sam e t>T>e =

13. rapid ‘ta lk ” (noun) = _____

14. says; exp resses an opinion =

15. m ale or fem ale = __________

16. anim als w ith w anii blood =

17. get; obtain; learn = _______

18. th e part o f the bod>' with w liicli w e think =

148 Chapter?
Q categorizing on each line, w rite the category that the items are examples of.
1. hum ans, dogs, coyotcs (E ) = ____________________________________ _______
2. chim panzees (G) « ____________________________________________________

UNDERSTANDING HOMOPHONES
Som e w ords are pronounced the sam e, but have different meanings. These types of
w ords are called homophones. These w ords are also som etim es spelled th e same.

Examples
I re a d a great book last week. / w e painted th e door red.
She bought a new blue car. / The wind blew so hard th a t th e new spaper flew o u t of
my hands!

Q U n d e rs ta n d in g H o m o p h o n e s w rite a word from th e reading th a t fits both

definitions.

1. gives food to; puts (inform ation) into (B ) -= iL':eC}5

2. amount; title that a university gives students who have com pleted their

stud ies (E ) = ---------------------------------------------------------------------------------- —

3. part of the body; director or leader (F ) * ---------------------------------------------

4. m usical instrum ents in churches; parts o f the body (G) =

5. topic; person or animal in <ui experim ent (G ) = --------------

6. lifted from a lower place; learned (G) = ________________

7. piece o f m etal money; creatc (a word or term ) (H ) =

U N D E R S T A N D IN G ITALICS A N D Q UOTATION MARKS

Writers j s e Italics (slanted letters) In English for several reasons:
■ for em phasis—to stre ss an Important word
• to m ean the w o rd _____________ or the te rm ______________(Example: Red
sounds th e sam e as th e p ast te n se verb read.)
■ for the title of a magazine, newspaper, or book
■ for words in foreign languages
Writers use quotation marks for tw o main reasons:
■ to quote direct speech—som eone's exact words
■ to show that the word in quotation marks really m eans som ething different from its
literal meaning

Examples
There is certainty communication going on. But h ow do animals communicate?
What do they "say"?
(The word h o w is in Italics for emphasis. The word say is In quotation marks
because th e writer believes th a t animals don't really say anything.)

I ■ ■ Language and Communication 149

 m u n d e r s t a n d i n g i t a l i c s a n d Q u o t a t i o n s Look through th e reading on pages
12U-147 beginning with paragraph B. Highlight every example of Italics and quotation
marks, in each case, decide why th e writer used them . Then com pare your answ ers
with those of o th er students.

[ Q F in d i n g D e t a i l s Read the types of communication In tlie chart below, go back lo

th e selection and find examples of each type. Fill in this information to complete the c h a rt

T y p e s o f C o m m u n ic a tio n E x a m p le s
smell S m e lh ha\/e d iffe r e n t rr\eanings: to o ftr c jc f a in o fe . send <s
m a rk a te r r ito r y , o r co m m u n ica te w h e re to fin d fc o d

body language

vocalizations

chatter (by prairie dogs)

syml>ols (used by dolphins)

symbols (used by primates)

m C h e c k i n g Y o u r v o c a b u l a r y turn back to th e vocabulary preview on page 143.

How many w ords d o you know now? Work with a small group. Go through th e list and
briefly explain each w ord in one of th e se possible ways:
■ Give a synonym o r definition.
■ u s e g estures o r body language.
■ Give an example.
• Point to a picture in this chapter.

I Q D i s c u s s i n g t h e R e a d i n g Discuss your answ ers to th e question in th e last

paragraph of th e reading: Is i t language? Specifically discuss th e following; w h a t is the
difference betweer) commur^ication and language?

1. Brainstorm possible kinds o f communication. Tlien brainstorm th e characterislacs

o f language. List them in th e T-chart on th e n e x t page.

150 Chapter? ■ ■ ■
C o m m u n ic a tio n la n g u a g e

2. N ow discuss three species. Com plete the chart below.

■ ■ ■ Language and communication 151

 Part 2 Reading Skills and Strategies
"Parentese"

Before You Read

P© D Previewing the Topic Discuss your answ ers to th ese questions.
1. In your opinion, w ho t^lks> m ore—m en or wom en?

2. In school, who is better a l language skills— boys or i^ ls?

3. Do parents talk differently with their sor\$ than they do with Ihdr daughters?
Do m others talk differently to their children than fathers do? IT so, how?

4 . WTiat kinds o f to y s do parents usually’ give Co their sons? \\"hat kinds o f toys do
parenls usually give to their daughters?

5. In your opinion, w hat is m ore im portant in determ ining w hat w e are— genetics
(biology) or our education and environment?

O H Identifying the Main Ideas The following paragraphs a re about th e language

th a t parents u se with their young children—w hat som e people a re calling "parentese."
Read th ese paragraphs, w ithout using a dictionary. After each paragraph, choose th e
sen ten ce th a t b e st ex p resses th e main idea.

"Parentese"
'R'ho talks more—men or women? Most people believe that women
talk more. However, linguist Deborah Taniicn, who has studied the
communication style of men and women, says that this is a stereotype.
According to Tannen, women are more verbal, or talk more, in private
situations, where they use conversation as the “glue” to hold relationsliips s
together. But, she says, men talk more in public situations, where tJiey use
conversation to exchange information and gain status. Taimen points out
that we can see these differences even in children. Little girls often play
with one “best friend”; their play includes a lot of conversation. Little boys
often play games in groups; their play usually involves more doimj than io
talking. In school, girls are often better at verbal skills; boys are often
better at mathematics.

152 Chapter? ■ ■ ■
W ial is U\e niairi idea o f Paragraph A?
CX!) W omen talk m ore than m en.
<f F > Women talk m ore in private, and m en talk m ore in public.
LiLlle girls and little boys have dilfcrent w ays o f playing;.
Men and wom en have different st>1e.s o f talking, whinti may t)egin in
childhood.

A recent study at Emory University helps lo shed light on (he roots of

this difference. Researchers studied conversation between children age 3-6
and thoir parents. They foimd evidence that parents talk very differently to is
their sons tliaii (Jicy do to their daughters. Tlie startling conclusion was that
parents use far more language witli their girls. Specifically, when parents
talk with tlicir daughters, they use more descriptive language and more
details. There is also far more talk about emotions, especially sadness, with
daugliters than with sons. 20

WTnat 'iRthe main idea o f Paragraph B?

<5I> Researchers have studied Uie conversations o f children and their parents.
C T ^ A research study foim d that parents talk differently to tiieir sons and
daughters.
<T c^ An Em ory University .study found that parents talk m ore w itli tlxeir
daughters than u ith their sons.
Parents don’t talk about em otions with their sons.

Most parents would be surjjrised to learn this. They certainly don't ptow
to talk more with one child than w th another, lliey don’t even realize tliat
this is happening. So why do they do it? Interestingly, it begins when the
children are newborn babies. It is a knowii fact that at birth, males are a
little less developed than females are. They don’t vocalize, or make noises, 2 S
as much as girls do, and they don’t have as much eye contact. Ft;mal(j
babies vocalize, look at their parents, and remain alert longer. The result?
Parents respond by talking more to the baby girls, who seem to be paying
attention and “talking” back to them. Apparently, then, biology determines
the amount of language that parents use. 30

WTiat is the maii\ idea o f Paragraph C?

Parents w ho talk m ore to tlieir baby girls are responding to th e fact that
girls are aU ttle iriore developed at birt.h than boys are.
C T^ M ost parents don’t know that th ey talk m ore w ith their girls and would
b e surprised to learn this.
Baby girls make noises and have ey e contact a little m ore than baby boys
do.
C T ) Baby boys don’t remain alert as long as baby girls do.

■ ■ ■ Language and Communication 153

 There is always this question; what determines our choractcr,
personality, and behavior—nature (biology) or nurlure (enviroiuuent and
education)? The research with babies seenis to suggest that nature causcs
the amount and quality of language use. However, a study froin tfie
University of California at Santa Cruz provides evidence (lial ihe sUuaHofi ss
or context also influences the conversation. For example, parents usually
give gender-stereotyped toys to their children. A boy gels a car UiaL he can
take apart and put back togetlier, for instance. A girl geLs a Loy grcKteiy
store. The type of talk depends on the toy the child is playing with. A toy
grocery store naturally involves more conversation. If wc consider this, wc 40
might decide that nuHure determines language ability because we choose
wWch toys to give our children.

W'luit is mai[i idea o f Paragraph D?

T he toys that parents fjive their son or daughter m ay influence Uie child’s
language ability.
C b^ From research w ith babies?, w e know that biology determ ines language
use.
Parents usually give gender-stereotj'ped toys to their children.
Education determ ines language abilit.y.

E Campbell Leaper, a researcher at the University of California, believes

that the choice of toys is important. Both boys and girls, he says, need
“task-oriented” toys such as take-apart cars. With these toys, they practice -is
the language that they will need, as adults, in work situations. Both boys
and girls also need “social, interactive” toys such as a grocery store. With
these toys, they practice the kind of conversation that is necessary in
relationships with friends and family. The data suggest that biology does
not have to be a self-fulfilling prophecy. L e^er concludes that verbal so
ability is the result of both nature ai\d nurture. Parents might naturally
respond to their baby’s biology, but they can choose a variety of toys and
can choose how to talk with this child.

What is th e main idea o f Paragraph E?

<r y > Boj^ usually receive toys w itli w luch (hey practice language that they
will u se in work situations.
C T ^ Girls usually receive toys w ith w hich they practice language that is
necessarj' in relationships.
Biologj' is n ot a self-fulfilling prophecy'.
( T ) Biology influences language ability, but enw ronm ent also does, so
parents need to give both their bo>^ and girls a variety o f t;^T>es o f toys.

154 Chapter? ■ ■ ■
 After You Read
Q G e ttin g M e a n in g from c o n t e x t For each definition, find a word in -tfic reading
selection th a t h as a similar m eaning and write it on th e line.

Paragraph A
1. connected with th e use o f spoken language = —
2 . stickj?^ liquid that joins things together = _____________________
Paragraph B
3. feeluigs = _____________________
Paragraph C
4. understand and believe = _____________________

5. to a ct in return or in answ er =
6. it seem s that = ______________
Paragraph D
7. biology = ___________________

8. cm ironm ciil and education =

9 . proof; support for a b elief = _

Q Critical Thinking; identifying inferences Read the statem ents below about
the article "Parentese" on pages 152-154. Put a check mark ( y ') by th e statem en ts that
you can Infer from the reading selection. Do not check th e other statem ents, even if you
think they are true. Then, on th e line after each inference, write th e phrases from which
you inferred th e information. Leave th e other statem ents blank.

paragraph A
1. ^ According to D cbonili Taiuien, th e b elief that w om en t ^ m ore is partly
right but m ostly wrong and oversimplified. A \o s f pGop}e he!i<ivs fh ct
'Momen ta lk m o r e . . . b u t th is is c s fe r e G fy p e ____________________

2. _____ Vif'bmen talk more in som e situations; m en talk m ore iii others.

paragraph B
3. _____ Parents enjoy talking more u ith their daughters than viith their sons.

4 . _____ Girls have m ore practice discussing sadness than boys do.

Language and communication 155

 paragraph C
5 . --------Vocalization and ey e contact are e \id e i\c c o f development- iii bubicij.

6. U lU e girls, like baby girls, arc m ore alert than little boys arc.

paragraph D
7 . _____ P eople naturally lalk m ore in som e situations than in others.

8 . _____ A toy car probably d oesn’t involve boys in m uch eonTOrsation.

Paragraph E
9 . _____ According to Campbell Leaper, w e should prepare both boys and girls
for the adult world o f work aiid relatioiujlups.

1 0 . _____ If parents d io o s e their child's toj^ carcfoUy, biology w on’t influence the
child’s verbal ability.

Distinguishing Facts from Assum ptions

in reading textbooks, students need to be able to determ ine th e difference betw een
a fact (Information th a t has been proven to be accurate) and an assumption (an idea
th a t might or might not be true but has not been proven). One w ay to do this is to
be aw are of certain "signal words."

so m e w ords and expressions th a t indicate a fact are these:

found proof a known fact evidence

Some w ords th a t Indicate an assum ption are these:

believe suggest
apparently may/might
seem

156 Chapter? ■ ■ ■
□ D i s t i n g u i s h i n g F a c t s f r o m A s s u m p t i o n s For each statem en t below, write
fyct or assumption, according to th e presentation of information in th e reading selection
"Parentese." (Look back a t th e selection for w ords that indicate fact or assumption.)

1. W omen talk m ore than men.

2. Parents talk very differently' to their sons and daii^ terfi.

3. A t birth, m ales are a little less developed than fem ales are.
4. The situation in w hich conversation takes place— in addition
to a child’s gender— influences the am ount o f talk.

5. The choicc o f toys that parents ^5i\'e their children is important.

6. Biolo}^^ d oes n ot have to be a self-fulfilling prophecy.

Q D i s c u s s i n g t h e R e a d i n g Talk about your answ ers to th e se questions.

1. According to the reading, w hat might cause som e schoolcliildrei\ to be betr.er

at language skills than other children?

2. Did anything in the reading surprise you? If so, what?

3. Com plete tliis dia^iram w ith information from both th e reading and your own
experience. W liat m akes us the people w e arc? In other words, w hich o f our
characteristics com e from nature? W^uch com e from nurture? M iich com e
from both?

Nature Both Nurture

Responding in Writing
Q S u m m a r i z i n g c h o o se one paragraph from "Parentese" on pages 152-154. w rite
a short sum m ary of it (two or th ree sentences). Follow th e se steps:

■ Make sure that you understand the paragraph weli.

■ Identify th e topic, main Idea, and supporting details.
■ Find th e m ost im portant details.

Language and Communication 157

 In order to summ arize this in your own words, d o n 't look a t the original p a r^ ra p h as
you w rite. When you finish writing, com pare your sum m ary with th o se of o th er students
w ho sum m arized th e sam e paragraph.

H writing Your Own Ideas Choose o n e of th e se topics to write about.

■ animal communication
■ "parentese"
■ th e influence of toys on children

What did you learn about this topic from Part i or 2? w rite tw o paragraphs, in th e first,
tell w hat you learned about your topic, in th e second paragraph, write about one of th e
following:

■ som ething th a t especially interested you or surprised you about this topic (and wtiy)
■ an experience in your own life th a t is related to your topic.

WTiat is th e m ain idea of each p a r a g r a p h ? ------------------------------------------------------------

Talk It Over
Q Toys Make a list of th e toys th a t you played with m ost often a s a child, w h a t w ere
they? What kind of conversation did they involve you in? (Task-oriented? social and
interactive?) Do you think th ese toys influenced your language ability? Discuss your
answ ers with a small group.

Part 3 Building Vocabulary and Study Skills

Q Focusing on words from the Academic Word List Fill in th e blanks with
w ords from th e Academic w ord List In th e box. When you finish, turn back to page U 7 .
Paragraph i, and check your answ ers. You will u se one word twice.

acquire focusing research

capacity Identical stru ctures
com m unication journal p ercen t

158 Chapter? ■ ■ ■
 But is this language? distinguishes from
true language? Do chimps actually have the _ for

language? There is much disagreement about tl\is. Some people argue that
chimps, can___________________only the vocabulajy of a 2 l/2-y«ai:^ld
3
human. They also point out. that a sentence siicth as “Laiia tomorrow scare
snake river monster’’is not exac-*t.ly Shakespearean English. It goes without
saying tliat there is a gap between the language ability of chimps and
humans. But clearly, this gap is not as wide as we used to think it was.
Reccnt ______________ _ is now ___ _______________ on tJie
4 5
__________________ ai\d activity of the brain. Biologists have looked at
one small area of the brain, the ptowww temporale, which humans use to
understand and produce language. In chimps, this is larger on the left side
of the brain than on the right. In t h e __________________ Science^
7
researchers tell us that this is “essentially___________________” to the
8

planum tempoinle in humans. This is not suiprising to people who believe

that chimps do have th e __________________ for language. After all,
they say, 99 of the genetic material in chimps and
10
humans is identical, making chimps our closest relative.

PREFIXES A N D SUFFIXES
Below is a partial list of word prefixes and their approximate meanings. On the next page
are suffixes. These w ere alt introduced in previous chapters.

P re fix M e a n in g
com-/con- together; with

im-/in-/un*/dis- not

inter- between; among

mls- wrong

pre- before; first

re- again; back

■ ■ ■ Language and Communication 159

 S uffix P a rt o f S p eech ivteanlng
-al adjective having the quality of

•ar adjective of or relating to: resembling

-Kan) noun belonging to; characteristic of

-ed adjective passive participle

-en verb to make; to become

-enceZ-ance noun state; quality

-ent/-ant adjective having the quality of

-er adjective comparative form

-er/-or/-ist noun a person v^ho

-ess noun a person (female)

•est adjective superlative form

-ful adjective full of

-ibleAable adjective having the quality of; abie to be

-ic adjective having the quality of; affected by

•Ing noun, adjective active participle; gerund

•ion noun state; condition

-ive adjective having the quality of; relating to

•less adjective without

-Jy adverb manner (how)

-ment/-ness/-ship noun state; condition; quality

-(i)ous adjective full of

•ure noun state; result

-y adjective having the quality of; full of

160 Chapter?
Q W o rk in g with P r e f i x e s a n d S u f f i x e s in th e parentheses after each word in
th e following list w rite Its part of speech (n. = noun; v. = verb; adj. = adjective; adv. =
adverb). Then com plete th e sen ten ces th a t follow with th e appropriate words.

1. converse ( v. ) , conversation ( n. ) , conversational ( c6\.)

R ecent studies show that there is inore cowcr^aUon betw een

parents and their daughters tlian with their sons. This begins at birth, when
p a r e n ts______con vgrsg more m th baby girls, who tend to have more

ej^e contact and make more noises than baby boys do. II continues in

childhood, when girls’ play is m o r e _____________________ than hoys' is.

2. linguist ( ) , linguistic ( ) , linguistics ( )

The field o f _____________________has several branches. In one o f tliese,

_____________________ s study how children acquire language. In another branch,

they work to discover if som e animals h a w ______________________ ability.

3. reassurance ( ) , reassure ( ), reassuringly ( )

The m other chimp hugged her friglitened baby t o _____________________ him.

Then sh e kissed him to give him fu rth er______________________T hese actions

are similar to th ose of a human, who, in addition, speaks

_____________________ to a fearful child.

4. able ( ), ability C ) ,a b l y ( )
Many people w onder if animals have t h e _____________________ lo learn

language. Studies with dolphins and chim ps indicate that thej* are

_____________________ to learn a certain amount o f vocabulary. They also

_____________________ follow a number o f directions.

5. appear ( ) , apparent ( ) , apparently ( )

_____________________ _ both nature and nurture dccide a child’s linguistic

ability. It i s _____________________ that boys and girls vocalize to a different

degree from birth. However, it a ls o _____________________ s that parents can

influence the am oim t and type o f conversation that their children have.

Language and Communication 161

 6. jjimpk ( ), simplify ( ), simplified ( )
WTien h u m a n s______ !______________their languaggj chim ps are able to

understand a ccrtain amount. T he chim ps can also u se

grammar to p u t to g e th e r _____________________ sentences.

7 . vocal ( ), vocalize ( ) , vocalization ( )

Members of a pod o f whales freq u en tly _____________________ with cach otlier.
believe they a r e _____________________ in this viTiy lo nuUce sure wliore

each m em ber is, bul w e really don’t know m uch, y et, abour. their

___________________s.

El U n d e r s t a n d i n g w o r d s in P h r a s e s a s you read, it's im portant to notice

w ords th a t often go together. Go back to th e reading on pages 152-154. Find w ords to
com plete th e following phrases.

P arag rap h A

1. hold relation sh ip s_____________________

2. -__________statiLS
3 . p o in ts _____________________ that

4 . are often b e tte r _____________________ (m athem atics)

p a ra g ra p h B

5 . s h e d ______________ _______ _______________________

paragraph c
6 . a _____________________ fact

7 . _____________________ contact

8 . ____________________ ailention
Paragraph D
9 . _____________________ evidence

10. ta k e _____________________and p u t ______________________

11. depends __ __________________

Paragraph E
12. a _____________________ - _____________________ prophecy

162 Chapter?
 L e a rn in g N e w V o cab ulary : M a k in g a v o c a b u la ry Log
While you are reading, you need to understand vocabulary, but you do not need to
learn It actively. Sometimes, however, you may w ant to rem em ber new vocabulary
for use in conversation and writing. A vocabulary log may prove useful. Follow these
steps to create one:

1. Divide a s h e e t of paper Into three columns. (This will becom e your Vocabulary
Log.) w rite th e se headings a t th e top of th e three columns: Word. Definition,
Example. Write th e new word o r expression and Its pronunciation in th e first
column. In th e middle column, write th e definition and th e part of speech, in
th e third column, write a se n ten ce th a t illustrates th e m eaning of the item.
(You can find th e se sam ple sen ten ces in th e readings in this book.)

2 . Look up th e w ords in a dictionary and w rite related w ords on th e sam e piece

of paper.

3. Pronounce th e w ords to yourself. Try to "see" their spelling in your mind as

you learn them . Repeat exam ples to yourself and m ake up o th er examples.

4. Cover th e w ords and exam ples and try to rem em ber th em w hen you read the
definitions.

5. Review your list regularly.

Pay special attention to h o w the word is used. For example. If th e word is a verb,
is it transitive? (Does it need an object?) Is a preposition used after th e word? If
this is a noun. Is It a count noun (like teachei) or a noncount noun (like water)?

E xam ple

W o rd D e fin itio n E x a m p le
respond (rT-sp6nd') (V.) a n s w e r Parents respond to their
b a b /s vocalizations.

response (rT-sp6ns') (n.) answer Her response was immediate.

responsive (rT*sp6n'sTv) (adj.) answering willingly They were responsive

with words or actions to their child's needs.

Q M a k in g a V o c a b u la r y L o g choose a few w ords from Chapters 1-7 in this book.

Follow the directions in th e box above to m ake your own Vocabulary Log. Focus on the
words that you had a hard time learning or are having a hard time remembering. Each day,
as part of your homework, spend a few minutes adding new words to your vocabulary Log.

■ » Language and Communication 16 3

 a Q Searching the internet search th e internet for information about o n e of th e
topics below. Share this with a small group.

■ Communication am ong animals and people

How do they com m unicate? What w ords do they know?
(Tip: You can look for Jane Goodall, chimps in th e wild; Con Slobodchikoff, prairie
dog communication; Louis Herman, dolphin communication; o r Deborah Tanren,
human male-female communication.)
■ Popular toys
Find out w hat th e five m ost popular toys are these days. Which of th e se toys are
task-oriented? Which are social or Interactive?

Part 4 Focus on Testing

C O M P R E H E N S I O N Q U E S T I O N S A B O U T DE T A I LS
Standardized te s ts often give a reading passage followed by questions about it. Many of
th e se questions are about details. You'll be able to answ er so m e from memory, after
one quick reading. You'll need to look back and scan for the answ ers to others.

Hints
YOU can usually find th e Items In th e sam e order in which they appear in the
selection, so look for the answ er to num ber 1 near th e beginning.
It usually helps to quickly look over th e questions before reading, if possible.

Q Practice F irst read the questions th a t follow th e article (page 166). Then read the
article. Try to keep som e of th e questions In mind a s you read and mark the answ ers
with a felt-tip pen. Don't worry if you do n 't understand every word. When you finish
reading, answ er the questions. Work as quickly as possible, a s you would on a test. Your
teacher may give you a time limit

As English Spreads, Speakers

Morph It into world Tongue
“English is probably changing faster than any other language,”
Alan Firth, a linguist at the University of Aalborg in Denmark, “because so
many people are using it.”
More than 1 billion people are believed to speak some form of English.
For every native speaker, there are three nonnative speakers. Three-quarters
of the world’s mail is in English and four-fifths of electronic information is
5tx)red in English.
As more nonnative speakers converse with each other, hundreds o f . . .
varieties of English are taking on lives of their own around the world.

164 chapter?
 But tlie uiiconlroUed, global germination of so mai\y “Englishes” has 10
jiome worried. FJnglish purists, led by Britain’s Prince ('harles, bemoan tl\e
degradation of the language as they see it
Multiculturalists, meanwlule, say the . . . spread of English effectively
commits “linguistic genocide” by killing off dozens of other iangua^^cs.
These differing \iews lead to tho question: Is the world taking Engliiili
by stonri or is English taking the world by storm?
Tom McArthur, editor of the 0:tfor(/. Companion to the Engli'ih
Language, says that in 20 to couiiixies around the world, Englisli is
merging with native languages to create hybrid Englishes.
"rhe tensions between standard English and hybrid Englishes are going 20
to become very, very great,” says Mr, McArthur, who calls the process neither
good nor bad. “We are going to have to keep on our toes. Some standard fomi
of English [should be maintained]... as a tool of communication.”
Prince Charles recently warned of a creeping degradation of the Englisli
language, lashing out at Americans for cheapening it with bad grammar. 2 s
“People tend to invent all sorts of nouns and verbs and make words
that shouldn’t be,” said Prince Charles at (he March launching of a five-year
British effort to presen-e “English English.”
“I think we have to be a bit careful, otherwise the whole thing can get
rather a mess,” he added. 30

Danish Professor Firth, who studies conversalions between nonnativ^

speakers when they conduct business, says businessmen tend to . . . use
simplified grammar and develop and use their own English terms to cut a deal.
“People develop their own ways of doing business with each other, of
talking and even writing . . . that native speakers might not understand,” as
Firth saj^. “And native speakers join in and staitto speak that way also.”
But those who seek to preserve native cultures warn that in many j)arls
of the world, English is taking more than it is gi\'ing. Some linguists
attending the 1995 global Cultural Diversity Conference held in Sydney last
month warned of accelerating global “linguicide." 40
Schools in former European colonies still use English or French to
assimilate ethnic populations, eradicating dozens of native languages, they
w arn....
Oxford Companion editor McArthur says the spread of English can’t be
halted. The globalization of tlie world, mostly driven by economics, is 45
inevitable.
“It’s the (world’s] need for a unified language of trade, politics, and
culture,” he says. “We’re going to lose a lot of languages around the world,
but if it’s not Engli.sh, it would be something else.”

Source: Adapted from ‘'As English Spreads, Speakers Morph It into World TD^^»ue’' from
David Rohde, Tfte Chmtian Scwnca Monilor.

■ ■ ■ Language and Communication 165

 1. Accorfliiv; to the articlc, how many people probablj' apeak English?
three-fourths of the world
CT) four-fifths of the world
more than 1 billion people
^ three people
2. TVrOgi'oups of people with differing views are ^
<T)' purists and multiculturalists
(TT> native speakers and nonnative speakers
businessmen and linguists
linguists and multiculturalists
3. People who belie^'e that the spread of English is banning (hurting) English are

CT~> linguists
multiculturalists
CX) purists
<2^ ^fiitors
4. The article indicates that Prince Cliarles------------------
leads the English purists
does not like the changes in the English language
CX> does not appear to like American Knglish
CX> abo\^
5. LAnguicide (line 40) probably means------------------
CX) the teaching of languages
CT> the preservation of languages
the killing of languages
the teaching of linguistics
6. Tom McArthur, editor of the Oa^onl Companion to the English Language,
believes that_____________
CT> English is joining witli other languages lo creatc something new
CX) neeessarj' to have a standard form of English
CT) the spread of English is imavoidable
CX) aandb

Beyond th e Reading

Q interviewing Choose one of th e s e projects. When you finish, report your

findings to th e class.

■ interview ten people w ho are not native speakers of English. Ask them If th e spread
of English is having any e f f e a on their culture or language, and if so, w hat effect?
■ interview ten native speakers of English. Ask them if they notice any recent
changes in th e English language (vocabulary, grammar, etc.) due to th e Influence of
other languages, and if so, w hat changesi

166 Chapter?
 Se f-Assessment Log
Read th e lists below. Check ( / ) th e strategies and vocabulary th a t you learned in tnis ch a p te r Look
through th e chapter or ask your instructor about th e strategies and w ords that you do not understand,

R eading a n d Vocabulary-Building S tra te g ie s

□ Getting th e main ideas
u Getting meaning from context
u Understanding hom ophones
□ understanding italics and quotation marks
□ Finding details
u identifying th e main ideas
□ Identifying inferences
□ Distinguishing fact from assumption
□ Working with prefixes and suffixes
□ Understanding w ords In phrases
□ Making a vocabulary log

T arg et V ocabulary
N ouns V erbs A dverbs
□ brain □ mammals ■J acquire** □ apparently*
j capacity* □ nature 3 claims □ percent*
□ ch atter u nurture ij coin u upright
□ communication* □ organs □ feeds
□ context* □ pod u focusing* Idiom s an d
□ realize E xpressions
□ creatures □ prey
u reassure □ head
a degree u prim ates
□ respond* (of something)
u em otions □ research*=
□ vocalize □ head back
□ evidence* u situation
□ wagging Q picked up
□ gender* □ species
□ shedding light on
□ gestures u structures*
Q gtue □ subjects A djectives
□ grin □ sw agger □ identical*
Q journal* □ verbal

• These words are from the Acadenuc Word List. For more information on this lisr, sec
xvAW.vuw.ao .nz/Ials/research/awl.

■ Language and Communication 167

Chapter

8
Tastes and
Preferences
In This C h ap ter
Goods and products have moved around the gtobe for centuries. Along
w ith this exchange o f products comes an exchange of cuiture. The Silk
Road was a huge area, or route, where such exchanges took place. The
first reading selection explores the history and significance o f the Silk
Road. Part 2 Includes a reading selection that describes things that people
do in different societies to make themselves more attractive, in both
modern and ancient times. The final tw o parts w ill help you develop
vocabulary and test-taking strategies.

ti Science and art belong to the whole world, and

before them vanish the barriers of nationality. JJ
—Johaim Wolfgang von Goethe’
German philosopher and poet (1749-1832)
 C onnecting to th e Topic

Q What do you see in the photo?

B What is the mood o f the woman? What do you think she is feeling?
What is she thinking?

Q What types o f a rt do you like to look at? To buy?

isy.
 Part 1 Reading Skills and Strategies i
The Silk Road: Art and Archaeology

Before You Read

Q P re v ie w in g th e T opic took at the photos and discuss the questions.

1. Compare the niap of the ancient Silk Road to the iiioUern n^ap of the same
area. Wliat countries exist in lliis region today?
2. Uliat was the purpose of caravans? Do people stUi have caravans today?
or wliy not?

i:UROPE

A map o f the Silk Road, from alw ut 2000 years ago to A m ap of th e Silk Road c o u n trie s to d ay
about the I6 th century

A c a r a v a n o f c am e ls, from th e 19th c en tu ry

170 Chapters
O H Previewing Vocabulary Read th e w ords and phrases below. Listen to the
pronunciation of each word. Put a checl< m ark next to tho w ords you know. For the
w ords th a t you d o n 't know, d o n 't u se a dictionary. Try to understdnd them from the
reading.
N ouns A djectives
u anibesquefl u ftibric □ silk □ <;'xquiAir.p
□ archaeologists □ frescoes □ spices □ fertility
□ architecture u mau.soleums □ statues □ holv
□ armor □ merchants V erbs □ significant
J calligraphy □ itiosques □ decorated □ vast
□ caravans □ mummy □ depict E xpression
3 caves □ network □ flowered □ to ihis end
3 coviTj'shells □ oasis 'J spread
□ destination D pit<;her
□ documents

m o Previewing the Reading Look over the reading on pages 171-175.

1. is the t.opic of the reading? G-ook at the title.)
2. \M\at <ire the five subtopics? (Look at the headings of each scctioii.)
3. Muit do the photos in Ihe article lead you to expect?

Read
oa Reading the Article As you read th e following selection, think about the
answ er to th e se questions: What was the Silk Road? What can we learn about ancient
life in this region from a study o f the a rt and archaeology? Read th e selection. Do not
u se a dictionary. Then do th e exercises th a t follow th e reading.

The Silk Road: A rt and Archaeology

Cross-Cultural Evidence
In the ruins of the ancient Roman city of Pompeii, which was destroyed
by a volcano in the year 79 c . e . , ’ a mirror was found. It had an ivory handle
in the shape of a female fertilitj' goddess. The mirror was from India. In
the tomb of Li Xian, a Chinese military ofllcial who died in 569 c .e .,

* C.E. = Common E m ; 7 9 c.B. = 7 9 A.T).

■ ■ ■ Tastes and Preferences 171

 archaeologists found a water pitchcr in tho shape of a vase. Tho pitchor &
had a combination of different styles: the shape wa^5 from Persia (today's
Iran), many details were from Central Asia, and the figures on the side wore
Greek stories firom the Trojan War. In Hie Japanese city of Nara, the 8th
century Shosoin Treasure House holds thousands of exquisite objert.s of
great beauty—furniture, musical instruments, weapons, fabric, and milltajy lo
armor. These objects come from what is today Vietnam, western China,
Iraq, the Roman Empire, and Egypt. Clearly, long before the globalization
of our modem world, trade was going on between very distant lands, and
the objects tell a story about a place and time.
What Was the Silk Road?
Along the famous Silk Road, cultures have influenced each olher from is
ancient times, although it was not truly one continuous road. Instead, it
was a 5,000-mile series or netw ork of trails that connected East Asia to the
Mediterranean. In ancient times, it was never called the “Silk Road.” The
term Silk Road was coined in the 19th century by a (5«rman explorer. He
was thinking of one of the goods that people in the West foimd especially 20
desirable—silk fabric fi'om China. For centuries, the Cliinese kept as a
secret the way in which silk is produced. They exchanged this tabric for
Mediterranean glass, whose production was also kept secret by the
Romans. However, m erchants also moved many other goods along these
trade routes: spices (such as cinnamon), musical instruments, tea, 25
valuable stones, wool, linen, and other fabrics. Ideas and knowledge also
moved along the Silk Road. Ti*avelers to foreign regior^ took with them
ideas about art, arcjhitec'ture, styles of li\1ng, and religion.
In a sense, there were two Silk Roads—the literal, historical one and the
figurative one. The historical network of trails was used from approximatcily 30
100 B .c.E ." until the 16th .....
century c .e . Almost nobody
actually made a complete trip
fi'om the
Instead, merchants 3S
carry goods one
of the road and sell them to
oUier merchants at an oasis
the desert or a town in the
mountains. These merchants, ^0
in turn, took the goods to the
next stop, and o a The
figurative Silk Road is a symbol i | | | | | j | | | | H
of the cros.s-(.*ultural exchange a a desert oasis
of knowledge. This continues *5
• B.c.R. = Before the Coinino'a Era; 100 b.C.b. = 100 n.c.
172 Chapters
even today. In short, the Silk Road ^vas the way that goods and ideas mo>"ed
across a vast area of Asia and southeastern Europe.
Art, Religion, and the Silk Road
Art and architectujfe reflect the moveiueiit of religion from region
to region. At various times, Buddhism, Zoroastrianism, Judaism,
Christianity, and Islam, among other religions, spread along tho Silk Road. 50
Buddhism and Islam were an especially significant influence. Buddhism
moved north and east from India beginning in the 4 t h centuxy c . e . When
Buddliism entered China, the Buddhist love of paii\ting and statues moved
with it. However, there was at least one change in style: the bare chest of
the figure of the Buddha ixi India was not considered proper by the 5S
Chinese, who created figures of the Buddha wearing a robe.
As in many religions
worldwide, caves deep inside
mountains seem to have been
important holy places for 60
Buddhists. For example, in
Dunhuang, China, a desert
oasis far from tovras or cities,
Buddlusls dug a series of
caves and decorated them 65
with exquisite fi’escoes—
wall paintings—^and statues.
In these caves, called
Mogaoku in Chinese, the ^ h e M o g a o k u ,-P ee rless c a v e s," in D unhuang, c h in a
f r e s c o e s a r e n o t a l l r e l i g i o u s . 70
Many depict scenes of daily life. Also, evidence of some of the many Silk
Road cultures was discovered. In one cave, documents were found that were
^vritten in five languages: Chinese, Uigur, Sogdian, Tibetan, and Sanskrit
The spread of Islam
toward the east, in the 7th 75
century c.E., contributed to
the disappearance of some
art but the creation of other
arts Islam played a role in the
destniction of many Buddhist so
statues because the Koran
(the book of Islam) taught
that images of humans were
unholy. However, during this
period, Islamic art and 85
architecture flowered in a. su r-i Am ir M ausoleum in S am arkand, U zbekistan

I ■ ■ Tastes and Preferences 173

 many areas along the Silk Road. For example, in Samarkand—in wh;!!. \s
Uzbekistan today—ti ie military leader Timiir built mosques (for Islaniio
religious worship), mausoleimis (in which to bury the dead), and palax:t^.
The creators of such buildings followed Islamic law by decorating them 90
with arabesquQH—exquisite designs of great beauty with im ^es f)f
flowers, geometric forras (such as circlcs, squares, and triangles), and
Arabic calligraphy, or writing. In brief, it is possible 1 0 follow tlie rise and
fall of religions by studying the art and architecture along the Silk Road.
A Question of Time: Two Views
Most historians have dated 95
the Silk Road from about
100 B .C .E ., when the Chinese
emperor Wu Di first sent a
representative, General Zhang
Qian, with a caravan of 100 100
men on a long, dangerous
trip. Ilis destination was the
Western Territories. Zhang
returned 13 years later, with
only one of his men but 105
with much information. Recent
discoveries, however, shed
^ * M u m m y o f a b ab y from 1000 th e b n g h t
light on a period long o<^ore co lo rs o f tfie clothing a re a u e to th e preserving
this. These discoveries suggest p o w e rs o f th e v ery dry, salty land. Blue s to n e s
that people were on the move ^10 placed on th e eyes,

and trading goods as early as 1000 b . c , e . Archaeologists have found tombs of

people in the Takla Makan Desert, in Central Asia, in what is today the
northwestern region of China. The dry, sally earth preservc^d Ihe people’s
bodies and the go<xis that were buried \s1th them in these tombs. We have
learned tihat these people had horses and sheep. They ate bread, although 115
wheat did not gn>w in Ijhis area. They had cowTy shells from the oce^n,
although the region is landlocked. They woi*e brightly colored clotliing They
wore leather boots and wool pants. Some were taU: a woman was 6 feet t<Ul
(1.&3 meters), and a man 6 feet 6 inches (1.98 meters). Perhaps most
astonishing, they had long noses and reddish hair, aiid the men wore beards, '-'m
Thus, archaeology are beginning to ask, Were people moving along tho Silk
Road long before we thought they were?
The Silk Road Today
Today, there is new interest in the history and culture of the Silk Road, 125
which the famous Clunese-American musician Yo-Yo Ma has c ^ e d "the
Internet of antiquity.” New technology is helping us to learn more about

174 Chapters
this ancient. “Internet.” Special radar on (.he space shuttle allows
archaeologists to “see” objects and ruined cities 1-2 motors vmdor the dry
desert sand, for example. Tourists now come from all over the world to 13c
follow the old trade routes. And experts want to make sure that tho
customs in the vast region do not die out as the world modernizeji. To Lhw
end, Yo-Yo Ma has founded the Silk Road Project, which cncouragcs (lie
li\Tiag arts of these traditional lands. The result is that the people along the
ancient Silk Road continue to ieam from each other.

After You Read

B C h e ck in g Y o u r u n d e rs ta n d in g w h a t did you learn from th e reading?
Answer th e se questions.

1. \^Tiat are three pieces of evidence that indicate trade between distarU lands
was occiuxing before Ihe 9th century?
2. \\Tiat were the two opposite ends of the Siilc Road?
3. WTiat were two goods whose metlwd of production was kept a secret?’
4. \VTiat was moved along Ihe Silk Road?
5. How did merchants move goods along tiie Silk Road?
6. WTiat is evidence of the movement of Buddhism to China?
7. WTiat is evidence of the spread of Islam to the east?
8. Uliat found In tombs of people in the Takla Makan Desert, in Central Asia?
9. ^VTiat is Yo-Yo W s Silk Road Project encouraging?

□ G e ttin g M e a n in g from C o n t e x t Read th e sen ten ces below. Answer th e

questions and w rite a definition for each underlined vocabulary word. When you finish,
check your definitions In a dictionary.

1. Maiij' of the wall paintings depict scenes of ever>’day life.

Wliat part of speecl\ is diipict (noun, verb, adjective)?_________________
In this example, what depicts somctlung?__________________________
WTiat does d e p i c t mean?______________________________________
2. Timur built mosques for Islamic religious worship.
WTiat part of speech is m o s q u e s ? ___________________
WTiat did Timur do?_____________________
WTiat happens in m o s q u e s ?
■^Inat doe.s m 0 s q 7 j.e s mean?

■ ■ ■ Tastes and Preferences 175

 G etting M ean in g fro m C o ntext
Som etim es you need to s e e a word In several different forms or coniexis before
you can guess th e meaning.

E xam ple
It w as found in th e to m b of LI Xian, w ho died in tfie year 569.

Archaeologists have found to m b s of people in th e desert. The dry, salty earth

preserved th e people's bodies.

(You can guess th a t to m b s are places for dead people.)

L-i' 'JJBJl-'-U__I..

B G e t t i n g M e a n i n g f r o m C o n t e x t Read ttie sen ten ces below. Highlight th e

w ords th a t give clues to th e m eanings of th e underlined words. Then write a definition
of th e underlined word. When you finish, check your definitions in a dictionary.

1. As in many religions worldwide, caves deep inside mountains seem to have

been important holy places for Bud^sts.
People dug a series of eaves and dccoratcd them with exquisite wall paintings.
\^Tiat are caves?___________________________________________
2. They were important holy places for Buddhists.
The Koran (the book of Islam) taught that images of humans were unholy, so
many statues were destroyed.
Wliat does holy mean?_______________________________________
3. Ill Uie Japanese city of Nara, the 8th century Shosoin Treasure Hoiise holds
thousands of exquisite objects of great beauty.
The creators of such buildings followed Islamic law by decorating them with
arabesques-^xcjuisite designs of astonlslung beauty with images of flowers
and geometric forms.
\\'hat does exquisite mean?__________________________________

Q C h e ckin g Your vocabulary Read the definitions below and write th e correct
words and expressions from the reading.
1. people who study ancient cultures = ______archaeohgi^ts____________
2. something that a soldier wears to protect the body in a battle =
3. material for clothing = _____________________________
4. people who sell things *

176 Chapter 8
 5. a place \vith water and trees in the desert =
6. im portant = ______________________________
7. official papers with written information =
8. grew and spread = ________________
9, buildings where dead people are buried =
10. beautiful decoration with images of flowers and geometric forms =
11. writing as an art form = ________________________________________

12. a placc that someone is trying to reacli =

13. in order to do this =

Recognizing Sum m aries in a Reading

Below a re som e com mon connecting w ords th a t indicate a sum m ary will follow.

in short in conclusion to sum up

in brief In sum m ary a s w e'v e seen
th e result is thus/therefore clearly

Q Recognizing Summaries Copy or paraphrase the sen ten ces from th e reading
selection that begin with th e connecting w ords below. Then circle the num ber of the
sen ten ce below th a t b est expresses th e main idea of th e entire reading.

1. Clearly,__________________________________________________

2. In short,_________________________________________________

3. In brief,__________________________________________________

4. Thus,____________________________________________________

5. The result is

Tastes and Preferences 177

 0 3 U n d e r s t a n d i n g O u t l i n e s co m p lete th e outline below of th e reading selection
"The Silk Road: Art and Archaeology." The general topics are filled in, but th e reading
also contains m any subtopics th a t serve a s supporting material. Writo those specific
topics in th e correct places. Some a re done for you. u s e th e list of subtopics on page
179. You will need to look back a t th e reading to s e e w h ere they belong.

T h e S ilk ‘R o a d A r t a n d A r c h a e o lo g y

I. In tro d u c tio n : C ro s s -C u ltu r a l C v ld e n ce

A ______________________________________________________________

23. ___________________________________________________
C ______________________________________________________________
p _____________ distariT h n d : long befoi ■ ^oday s . : f ) o n ___________ *

II. W h a t W o5 th e S ilk “Road?

A _________________________________________________________________________________________I

/------------------------------------------------------------------------------------------------I
2. sxchonge o f ideas and Know!:-’^oc ^

B ._______________________________________________________________ I
-■car'-
III. A r t . 'Religion, a n d th e S ilk R o a d

A _________________________________
3 . ______________. ’'■r?.C'd C' f o v ' :--- '■ ••os.

IV. A Q uestion o f Time: Tw o V ie w s

A _______________________________
JOO

Z ________________
3. archaeoiooico! .';c:w

V. The S ilk R o a d Today

A. __________________

3 . ___________________________________________________
C ______________________________________________

17 8 Chapters ■ ■ ■
 1. the spread of Buddhism north and past from Iixdia
2. tw'o Silk Roads
3. new technology
4. example: Indian mirror in Roman Pompeii
5. liislorical view
6. series or nct\TOrk of trails tlial corment East Asia to Uie Mediterranean
7. example; pitcher uith styles from three cultures in a Chinese tomb
8. exchange of goods (silk, glass, spices, etc.)
9. lOOOii.c.K
10. tourism
11. example: the Shosoin 'rreasurc House in Japan
12. literal
13. General Zhang Qian, senl by emperor
14. encouragement of living arts
15. tombs in the Takla Makan Desert

QQ C h e c k in g Y our u n d e rs ta n d in g Turn back to the beginning of Activity 4 on

page 171 and answer the two questions.

Q M a k in g In fe re n c e s Look at paragraph g on page 174 to answer these

questions.

1. ■%'hat were the physical characteristics of the people buried in the Takla Makan
Desert?
2. Wluil inference can you ttiake about this? In other words, wlial docs the reading
not say directly but instead i m p l y ?
Q D iscu ssin g th e R eading lalk about your answers to these questions.

1. Have you been to any places along the Silk Hoad? If so, tell you group about them.
2. Do you know of anj' other long road that comxccted distant places in a»K;ient
times? If so, tell your group about it.
3. Wl^t is one tjpe of art from ancient times In your counta^^ Ibll your group about it.
4. W'hat kinds of art do you like? \\Tij'?

■ ■ ■ Tastes and Preferences 179

 Part 2 Reading Skills and Strategies
Fashion: The Art of the Body

Before You Read

id en tifyin g M ain ideas by A nalyzing Details

The main idea is not always clearly expressed in a paragraph, instead, the details
may imply the main idea, which sums up all the information in the paragraph.

Example
For various reasons, clothing of some type has been worn by human beings
since the beginning of time. The inuit (Eskimos) wear animal fur to protect them
against the cold winter weather Nomadic desert people wear long loose
clothing for protection against the sun and wind of the Sahara. But Is clothing
really essential for protection? Perhaps n o t Scientists point out the absence of
clothing among certain Indians of southern Chile, where the temperature is
usually 43"F (7“C> and often colder Similarly, the tribal people of Australia,
where the weather is like that of the Sahara Desert, wear almost no clothing.

(The topic of the paragraph is clolJiing. The important details are thal
some groups weai' clothing for protection against the weather, while
others do iioL Thus, the main idea of the paragraph is that protection is
one function of clothing, but not an essential one.)

O n Id e n tify in g M a in Ideas b y A n a ly z in g D e ta ils Read each paragraph. Then

to help you figure out the main idea, answer the three questions that follow each
paragraph.

Fashion: The Art of the Body

The enormous and fascinating variety of clothing may express a
person’s status or social position. Several hundred years ago in Europe,
J^ a n , and China, there were many highly detailed simiptuary laws—that
is, strict regulations concerning how each social class could dress. In

180 Chapters
Europe, for example, only royal
families could wear fur, pxirple
silk, or gold cloth. In Japan, a
farmer coxild breed silkworms,
but he coulcin’t wear silk. In
many societies, a lack ofiol
clothing indicated an absence
of status. In ancient Egypt, for
instance, children—^who had no
social status—wore no clothes
until they were about twelve. is|
These days, in most societies
(especrially in the West), rank or
*■ A Street In Paris
status is exhibited through
regulation of dress only in the military, where the appearance or absem;e of
certain metal buttons or stars signifies (he dividing line betw^een ranks. 20

With the exception of the military, the divisions between different classes
of society are becoming less clear. The clientele of a Paris cafe, for
exan\ple, might include both working-class people and members of the
highest society, but how ivan one tell the difference when everyone is
wearing denim jeans? 25

1. WTiat is the topic of Paragraph A? ■

(T ) themilit^iry
sumptuary laws
uruforms
status
2. WTiat details about the topic docs the paragraph provide? (Choose more than
one answer.)
<5^ Strict laws in some countries used to regulate wlial people of eacli social
class could WQBT.
C~T> Rich people wear more beautiful clotliiiig than poor people do.
<52) manj* socieUcs, the absence of clothing Indicated an absence of status.
C '^ Today, the divisions between social classes arc becoming less clear from
the clothing that people wear.
3. Wliat do the answers to numbers 1 and 2 have in coimtioii? Tl\at is, what is the
main idea of Paragraph A?
<2!^ Tbclay, the differences between various social classes can be seen onlj' in
military uniforms.
CX) I»aws used to regulate how people could dress.
Cc^ Clothing (or its absence) has usuallj’indicated status or r’ank, but this is
less true in today’s world.
Clothing has been worn for different reasons since ilie beginning of
historj':

Ia Tastes and Preferences 181

 B Tluree common typos of body dGcoratuiri are
mehndi, tattooing, and scturiljcation. Mchndi is
the art. of applying dy« (iLSually dark orange or
dark brown) to the skin of women in India,
Islamic cultures, and Africa, The dyn (!(imes fiom 30
the heima plant and is applied in a beautiful
design that varies from culture to culturc—fine,
thin lines in India and large flower patterns in the
Arab world, for example. (See page 101 for a
photo of a mehndi design.) A tattoo is also a 33
design or mark made witli a kind of dye (usually
dark blue); however, unlike henna, it is put int^) a
A Scarification
cut in the skin. In scarification—found mainly in
Africa—dirt or ashes are put into the cuts instead
of dye; the result is a design that is unique to the 40

person’s tribe. Three lines on each side of a man’s

face identify him as a member of the Yoruba tribe
of Nigeria, for example. A complex geometric^
design on a woman's back identifies her as Nuba
(fi'om Sudan) and also makes her more beautiful 'is
in the eyes of her people. In the 1990s, tattooing
became popular among youth in urban Western
societies. Unlike people in tribal cultures, these
young people had no tradition of tattooing,
except among sailors and criminals. To these so
young people, the tattoos were beautiful and
were sometimes also a sign of rebellion against
older, more conser\^ative people in the culture.
These days, tattooing has become common and is
M odem ta tto o in g usually not symboUc of rebellion. ss

182 Chapters
 1. WuiT. is the topic of Paragraph B?
Ihe Yoruba people
CT^ geomclric designs
CT!!> dirt and ashes
CT^ body decoration
2. WTiat details about Llie topic does the paragraph provide? (Choose more than
one answer.)
Mehndi tattooing, and scarification are types of body decoration.
CX) Ttittoos and scarification indicate: a person’s tribe or social group, althoiigh
youth in Western societies sometimes use tattoos as a form of rebellion.
Scarification is verj^ painful and is symbolic of strength.
<5^ Designs on a person’s face or body arc considered beautiful.
3. ^Tiich idea below inclucies all the details that you chose in number 2? h\ other
words, what is the main idea of the paragraph?
<Ta^ fiiveryone who wants to be beautiful should get a rattoo.
<T> People decorate their bodies for the purposes of identification, beauty,
and sometimes rebellion.
MehJidi and tattoos are designs made by puttini; dj'e on or in the skin,
more often decorate their faces; women often decorate their backs.

In some societies, women overeat to become plump because large

women are considered bcautifid, while skinny women are regarded as
unattractive. A woman^s plumpness is also an indication of her family’s
wealth. In other societies, by contrast, a fat person is considered
unattractive, so men and women eat little and try to remain slim. In many 6o
parts of the world, people lie in the sim for houi*s to darken their skin, while
in other places light, soft skin is seen as attractive. People with gray hair
often dye it black, whereas those with naturallj' dark hair often change its
color to blond or green or purple.

1. Wlial is the topic of Paragraph C?

(TD hair
C3I!> skin
body shape
^^dy changes
2. W ^t details about the topic does tlic paragraph provide? (Choose more than
one answer.)
1^-is unliealthy to lose or ;jain too much weight.
(T ) Some societies consider large people attractivA; others, slim ones.
<3!^ Some people prefer dark hair or skin; otiiers, light.
Most wealths'’people tr>' to stay thin.

■ ■ ■ Tastes and Prsferences 183

 3. Wliat is tlie main idea of Paragraph C?
<3!^ Individuals and groups of people have different idesis about physical At­
tractiveness.
<TT> Lyin^ in the sun darkens tlie skin.
CT> In some societies, thinness is an indication that a family is poor.
<52) Dark-skinned people usually have ciark hair.

In the West, most people visit a dentist regularly for both hygiene and
beauty. They use toothpaste and dental floss daily to keep their teeth clean,
lliey have tiieir teetli straightened, whitened, and crowned to make them
more attractive to others in their culture. However, “attractive” has quite a
different meaning in other cultures. In the past, in Japan, it was the custom
for women to blacken, not whiten, the teeth. People in some areas of Africa ?o
and central Australia have the custom of filing the teeth to sharp points.
And among the Makololo people of Malawi, the women wear a very large
ring—SL pelele—in their upper lip. As their chief once explained about
peleles: “They are the only beautiful things women have. Men have beards.
Women have none. What kind of person would she be without the pelele? ?5
She would not be a woman at alL” While some people in modem urban
societies think of tribal lip rings as unattractive and even ‘‘disgusting,”
other people—in Tokyo or New York or Rome—might choose to wear a
small lip ring or to pierce their tongue and wear a ring through the hole.

1. What is the topic of Paragraph D?

denlistr>'
blackening or whitening the teeth
CT) changes to the human mouth
peleles and beards
2. U^at details about the topic does the paragraph provide? (Choose more than
one answer.)
White teeth are attractive to all cultures.
In the West, people visit dentists and have their teeth strai^tened,
whitened, and crowned.
Li some cultures, people blacken their teeth or file them to .shari) points,
and in other cultures young people wear lip rings or longue rings.
(3 ^ Makololo women wear a large ring in their upper lip.
3. What is the main idea of Paragraph D?
(T ) People can easilj' change t!\e color or shape of their teeth.
^Tiat is attractive has different interpretalions.
The human mouth suffers change and abuse in many societies.
(jT) Some methods of changing Hie appearance of the mouth are dangerous,
bvit others are safe.

184 Chapters ■ ■ ■
 Body paint or face paint used mostly by m m eo
in preliterate societies in oixler to attract j^ootl
health or to ward off disease. Anttiropologists
explain that it is a fomi of magic protection
against the dangers of the world outside the
village, where men have to go for the hunt or for gb
war. When it is used as warpaint, it also serv'^es to
frighten the enemy, distinguish members of one’s
own group from the enemy, and give the men a
sense of identity, of belonging to the group.
Women in tliese societies have less need of body «o
or faco paint Ijec^ause they usually stay in tlie
Papua New Guinean man wearing tribal face paint
safety of the village. Women in Victorian society in
England and the United States were expected to
wear little or no makeup. They were excluded
from public life and therefore didn’t need 95
protection from the outside world. In modem
societies, however, cosmetics are used mostly by
women, who often feel naked, unclothed, without
makeup when out in public—like a tribal hxmter
wthout his waipaint too

Woman wearing modem "face paint"

1. is the topic of Paragraph E?

body and face paint
CX^ men’s warpaint
C c^ modem women’s co.smetics
magic prolection
2. TVliat details about Ihc lopic docs the Paragraph provide? (Choose more than
one answer.)
Bo(fe' or face paint is usually w'om by men in tribal socieliea.
CX) People wear body or face paint to make them more attractive.
CX) ^lakeup (“feice paint”) is usually bj' women in modem sodelies.
CX) women are excluded from public life, they w'ear little or no makeup.
3. M\at is the maui idea of Paragraph E?
CX) Body paint gives men a sense of identity
CX) Women ui modeni times wear makeup to be more beautiful.
C~c^ In the past, men wore f^e paint, but in modeni times, women wear it.
CX) worn as a sort of protection by people who
leave the home or village.
■ Tastes and Preferences 185
 After YOU Read
B C ritic a l T h in k in g : Id e n tify in g In fe re n c e s Read the statem ents below
about the article "Fashion: The Art of the Body." Put a check mark (^) by the statements
that you can infer from the reading selection. Put an X by the other statements, even if
you think they are true. Then, on the line after each inference, write the phrases from
which you inferred the information. Leave the other statem ents blank, The first two are
done as examples.

1. ^ All people wear clothing to keep warm.

2. ^ - Fur provides warmth, while long, loose clothing is useful in hot weather.
The In w 't (E skim o s) w e a r a n im a ! f u r f o p r o t e c t th e m a a o in s f

th& c o ld w in t e r w e a th e r. NomarJic d e s e rr p e o p is w e a r h n a . loose

d o th in a f o r p ro te c tio n cqo/ns/' th e sun a n d w in d o f th e Sahara.

3. ____Rich people wear more clothing than poor people do.

4. Social status might be less important now than il was in the past.

5. Some methods of body beautification may be uncomfortable or painful.

6. Body or face paint ma>' make people feel protected.

7. Women are more interested in looking good llian men are.

8. _ There are some similarities between tribal people and modem urban
people in tlieir views of body dccoralion.

186 Chapters ■ ■ ■
H D i s c u s s in g t h e R e a d in g Talk about your answers to these questions.
1. \\Tiy are people often unhappy with their bodies? are tlieir reasons for
changing their appearance?
2. W\at do you think of the methods of body be<autiOcacion that are de.scribed in
the reading selection? WTiy?
3. WTiat methods of “bodj- art" are common in your culture? (makeup? taiuios?
car piercing? hair dyeing? etc.) \\Tiat do you think of liieni?

Responding in Writing
Q S u m m a r iz in g Choose one paragraph—b, f, or G—from pages 172-174. write a
short summary of it (two or three sentences), lo write this summary, follow these steps:

■ Make sure that you understand the paragraph well.

■ Choose the main idea.
■ Find the most important details.

in order to summarize this In your own words, don't look at the originaf paragraph as
you write. When you finish writing, compare your summary with those of other students
who summarized the sam e paragraph.

Q W ritin g Y o u r O w n i d e a s choose one of these topics to write about:

■ clothing and status

■ your society's views on weight
■ tattooing
■ m e M /d e s ig n s
■ body piercing

What Is your opinion about the topic you chose? Write a one-paragraph letter to your
teacher in which you explain your opinion.

\VT\at is the main idea of your paragraph? --------------------------------------------

■ ■ ■ Tastes and Preferences 18 7

 Cultural Note
B eauty and th e Past
in ancient Egypt, both rich and poor people used many kinds of scented oils to
protect their skin from the sun and wind and to keep it soft. These oils were a
mixture of plants and the fat of crocodile, hippo, or cat. Many people shaved their
heads and wore wigs, o ther people dyed their hair black when il began lo turn
gray. Men, women, and children all wore kohl—black eye liner—botli for beauiy
and to protect their eyes from disease, o n special occasions. pE»ople wore exquis­
ite jewelry, especially necklaces and earrings, and on top of their wigs wore a
white cone made of sweetly scented ox fat. As the evening w ent on, the cone
melted, and the fragrance dripped down o v er their wigs, faces, and clothes,

E gyptians o n a special o ccasio n; notico th e w h ite c o n e s

o n th eir h e ad s.
Sacoa

Talk It Over

0 1 A r t a nd B e a u ty eelow are som e quotations about art and beauty. Read them
and discuss your answers to each of the questions that follow.

Quotations
■ "Beauty is in the eye of the beholder." Margaret Hungerford
■ "Alas, after a certain age, every man is responsible for his own face." Albert
Camus
■ "Remember that the most beautiful things in the world are the most useless:
peacocks and lilies, for instance." John Ruskin
« "I'm tired of ail this nonsense about beauty being only skin-deep. That's deep
enough. What do you want, an adorable pancreas?" Jean Kerr
■ "Form follows function." motto oftheB auhaus (a German school of design)
■ "Great artists have no country." Alfred de Musset

188 Chapters ■ ■ ■
 Q uestions

1. UTiat does the quotation mean? (Tou might need to use a dictionary.’)
2. Do you agree \?ith it?
3. WTiat are some proverbs or (juotaiioiis about arl. or beauty in ynnr language?
Translate them into English and oxplain r.h<>m.

Q A n a ly z in g A d v e r t i s e m e n t s Bring to class advertisements about bgauty

treatments and methods (halrstyling salons, makeup, plastic surgery etc.). Discuss new
vocabulary. Tell the class about the most Interesting ads and your opinions of them.

Part 3 Building Vocabulary and Study Skills

Recognizing W ords w ith Sim ilar M eanings

Although words with similar meanings can often be substituted for one another,
they may have somewhat different definitions.

Examples
I'm taking a geography course. The class meets twice a week and there is a
different lesson a t each meeting.

(course = series of lessons on a subject; class = a meetir^ of a course

or the students who are taking a course; lesson = a separate piece of
materiaJ on a subject or the amount of teaching at one lime)

Q R e co g n izin g W o rd s w ith S im ila r M e a n in g s The words in each of Uie

following groups have similar meanings, but they are not exactly the same. Match the
words with their definitions by writing the letters on the lines as in the examples, if
necessary, check your answers In a dictionary.

1____L study a.
memorize b.
Icam c.

2. depict a.
indicate b.
express c.

Tastes and Preferences 189

 3. target a. ohjecrive; purpose
goal b. th e place w here som eone is fioins
destiruilioii c. ail object or mark sorneorje tries to
reach or Wc

U nderstanding General and Specific w o rd s

The meaning of one word can include the meanings of many others.

Example
Beautiful art can be found in different kinds of structures: churches,
mosques, and palaces.

(Churches and mosques are religious buildings, and palaces are buildings
for royalty. The word structures can mean “buildings,” so it- includes Uie
meanings of the three other words.)

Q U n d e r s t a n d i n g G e n e ra l a n d S p e c ific w o r d s in each of the following

items, circle the one word that Includes the meanings of the others. The first one is
done as an example.

1 .(^ ' sCatue paiiiliiig 5. bus subway transporuition

2. script calligraplij' writing 6. cosmetics lipstick dye
3. arcluteclurc house building 7. Cliristiaiiity religion Islam
4. traveler tourist passenger 8. murder crimc theft

m m m m

u n d e rs ta n d in g C o n n o tatio n s
Sometimes words with similar meanings have different connotations (implied
meanings, "feelings"). Some of the meanings can be positive; some can be negative.

Examples
in some societies, women overeat to become plump because large women are
considered beautiful. In other cultures, a fat person is considered unattrdctiue.

(The words plump, large, and fa t all mean “m'^er normal weight.”
However, to say someone is fat is an insult, while plump and large arc
more polite ways of referring to the same characteristic.)
som e dictionaries provide information on usage of words In different situations
and on connotations of words with similar meanings.

190 Chapters ■ '

 Q U n d e rs ta n d in g C o n n o ta tio n s Read the dictionary entries below and
complete the following exercises.

(hin^ /0fn/ adj. com parative th in n e r, superlative th in n e s t

b e a u 'ti'fu l /'byutaf©!/' adj. 1 extrem ely aitractive to K)Ok
1 som ething th a t is thin is not very wide or Ihtck
at; She was the m</$l b^duli/ul woman i'vo cvor scon. \
thick): a INn sttoe o f c /ia e s e | TTtg wa\fs here are
a beautiful baby \ The vhws from the m^untsintop
pdpeM M n (avery thin). 2 having little fat on your body
iwerc beautih/l.
fat]: H q‘s tefl, very thin, and ftas dark hair.

THESAURUS
THESAURUS
a ttra c tiv e , good*iooR ing, p retty , h a n d s o m e ,
s lim and s le n d e r - u se d a b o u t so m e o n e who is thin in
g o r g e o u s , s tu n n in g , n ice -lo o k in g , c u te
a n attractive w ay
- > s e e TTiesaum s box a t ATTfiACTJve
s k in n y - u se d a bou t so m e o n e \vno is vary thin in a
w ay th a t is not attractive 2 very g ood o r giving you g reat p iessu re: beautiful
le a n - u se d a b out so m eo n e w ho is thin in a healthy music I The weather was beautiful.
way: He has o runner's physique: fang legs and a
lean body.
u n d e rw e tg h t - u se d , especially by doctors, about
so m e o n e who is too thin, in a way th at is no t healthy
e m a c ia te d - u se d ab o u t so m e o n e w ho is extrem ely
thin a n d v/eak b e c a u se of illness or not eating
FAT
3 if so m e o n e h a s thin hair, they do not have very
’ m uch hair [jt thick] 4 air th a t is thin is difficult to
breath e b e c a u s e tfiere is not m uch OXYGEN in It
5 a s u b s ta n c e th a t is thin h a s a lot of w ater in it [;«thick];
thin broth — ^thinness n. (U]

Write a plus sign ( i ) before th e w ords with positive connotations and a negative sign
{ -) before th e w ords with negative ones.

1. slim 3. skinny 5. fat

2. emaciated 4. slender 6. overweight
N ext circle th e w ords th a t have a polite connotation.

1. unden\’eight 3. pltimp 5. obese

2. emaciated 4. chubby 6. hea\^-
For each pair of words, circle th e o n e with th e stronger meaning. The first one is done
a s an example.

1.'teautiful/pretty 4. ugly/plairi
2. iigly/hideoiis 5. bcautifiil/good-looking
3. attractive/beautiful 6. unattractive/uglj’’
Q C h o o sin g th e A p p ro p ria te W o rd s choose an of the possible answers for
each blank to complete each sentence.

1. He’s a very man.

<3^ pretty-
<Xi> handsome
attractive
cX) ugly
■ ■ ■ Tastes and Preferences 191
 2. WTiata baby!
Ca'> beautiful
CX> handsome
pretty
<2^ good-looking
3. This is a very____ garden.
(Ta ^ good-looking
C3I) plain
C£> pretty
attractive
H w r i t i n g w o r d s w i t h S i m i la r M e a n i n g s o n a sep arate piece of paper, write
w ords VMth meanings simiiar to tlie following words. Use your dictionary for help. Ilien
w rite the lists of similar w ords on th e board and discuss with your classm ates
differences in meanings, connotation, and usage.

1. wonaan 3. tallc 5. old

2. thief 4. believe 6. small

Q R e c o g n i z i n g w o r d s in P h r a s e s as you read, it's im portant to notice words

th a t often go to g eth er Go back to th e paragraphs on pages 171-175. Find w ords to
com plete th e following phrases.

Paragraph A
the shape (a female fertility goddess)
Paragraph B
a netw^ork .(trails)
Paragraph C
was used. (approximately 100 b.<:.k.)
(the 16th century)
Paragraph D
(region)_____ _ (region)

paragraph E
a desert _
paragraph F
1. contributed tlie disai)pearaiice of (some art)
2. _______ brief
Paragraph H
end

192 Chapters
Q F o c u s i n g o n W o r d s f r o m t h e A c a d e m i c w o r d L ist Fill in th e blanks with
w ords from th e Academic Word List in th e box. When you finish, turn back to pages
174-175, Paragraph H, and check your answ ers.

called founded region traditional

culture over routes under
experts project technology

Ibday, there is new interesl in the history and Culiurc

1
of the Silk Road, which the famous Chinese-American musician
Yo-Yo Ma has __________________ “the Internet of antiquity.” New
2
___________________ is helping us to leam more about this ancient
“Ihtemet” Special radar on the space shuttle allows archaeologists to
“see” objects and ruined cities 1-2 meters __________________ the
4
dry desert sand, for example. Tourists now come from all
___________________ the world to follow the old trade
5
___________________ A nd___________________ want to make sure
that the customs in the vast do not die out
as the world modernizes. To this this end, Yo-Yo Ma has
___________________ the Silk Koad __________________ , which
10
encourages the living arts of these lands. 'Fhc
11
result is that the people along the ancient Silk Road continue to
leam from each other.

Tastes and Preferences 193

 0 1 Searching the Internet search the internet for one of the topics below.
Explore one w ebsite and find som ething th a t interests you. Share this witli a small group.

C hoose from th e se topics:

■ tours of th e Silk Road
> th e m eaning of tattooing or scarification am ong tribal peoples
■ m ehndi designs in different cultures
■ th e latest fashions in "body art" th e se days

Focus on Testing
;T O E a^lB T l QUESTIONS ABOUT BASIC COMPREHENSION
in th e FOCUS on Testing section of C hapter 1, th e three types of reading questions on
th e TOEFL ® Internet-Based Test (IBT) are listed. One type is th e t)asic comprehension
Question, which focuses on th e understanding of facts, w hat facts m ean, and how
language ties one fact to others. You m ust understand not only w ords and phrases but
entire groups of sentences. You m ust also be able to find main ideas and recognize
how they are supported In th e reading.

Vocabulary questions m ake up 20 to 25 percent of all TOEFL® IBT reading questions.

These are considered £>as/c comprehension questions. To answ er them , you have to
understand th e context, not ju st th e w ords themselves.

Q P r a c t i c e Read again th e Focus on Testing reading selection in ch a p te r 7, "As

English Spreads, Speakers Morph It Into World Tongue," on pages 164-165. A nsw er the
basic-comprehenslon questions below. You may refer to th e reading a s often as you
w ant. Try to answ er all five questions In five minutes o r less.

1. UT\ich pair names groups that, according Wthe article, both dislike the spread
of “Englishes” around the world?
C~A^ purists and multiculturalists
CJ^ native speakers and normative speakers
Cc^ b\]siiiesspersons and linguists
linguists and multiculturalists
2. According to tlie article, wliich of the folloviing statements vwiild Tbrn McAriliur,
editor of the Otrfon). Cortvpanioyi to the English Livrigiuige, agree witli?
People invent too many new words.
CT~> Hybrid Englishes are not really English.
<T> Tiie spread of English is unstoppable.
The British should stop the degradation of English.

194 Chapters ■
 3. Professor Firth's comments indicate that people involved in intomational
business often think which of the following?
An.y communication stratc®' is good if it helps business get done.
CJ2> Noniuilive speakers of Kngli.<?h invent terms so Uial native speakers wont
understand them.
Nonnative speakers of English should let native speakers cut most deal*?.
English is changiiig too fast for businesses.
4. Wliich of the folloviing is closest in meaiujuj to hybri/iy as it used in this
rea^ling?
C~A^ forciijix
CT^ mixed
incorrect
Cd^ grammatical
5. W^lch of these other Lcnns from the reading is closest ii\ meaning to linguiMic
g&nodde?
C~A^ creeping degradation
C3I^ tension
Cc^ linguicide
CT> globiil germination

Self-Assessment Log
Read th e lists below. Check ( v^) th e strategies and vocabulary that you learned In this chapter. Look
through th e chapter or ask your Instructor about th e strategies and w ords that you do not understand.

R eading an d Vocabulary-Building S tra te g ie s

□ Getting meaning from context □ Critical thinking: identifying inferences

u Understanding outlines □ Recognizing w ords with similar meanings
□ Recognizing sum m aries in a reading u Understanding general and specific w ords
□ Identifying main ideas by analyzing details □ understanding connotations

T arget v o cab u lary

N ouns A djectives
□ arabesques □ documents* 3 silk 3 Significant*
□ archaeologists □ experts* J statu es □ traditional*
□ architecture a m ausoleum s 3 technology* P rep o sitio n s
□ arm or □ m erchants v e rb s □ over*
□ calligraphy u m osques D called* □ under*
□ cosm etics □ oasis □ depict E xpression
□ culture* □ project" II flowered □ to this end
□ destination □ region* □ founded*

* These words are from the Academic Word U si. For more information on this list, see
'RTV'w%\aiw.ac.n7.-'lal.Vresearcli/awl.
■ ■ ■ Tastes and Preferences 195
 :j I . :l-

Chapter

9
New Frontiers

in This C h ap ter
W hat p a rts of th e brain a re active a s you read th e s e w o rd s and
co m p reh end th eir m eaning? in this c h a p te r you will read a b o u t how th e
com plex hum an brain w orks an d w h a t re c e n t stu d ies a re finding. The
se c o n d selection looks into w h a t influences o ur personality—th e age-old
n a tu re /n u rtu re question, is our personality developed from our
enviro nm en t (parents, family, society) or d o o u r g e n e s d ete rm in e it? In
Part 3, you will con tin u e to practice valuable vocabulary an d stud y skills.
The c h a p te r en d s with a review of a n im portant reading strategy —getting
m eaning from context.

fii If the brain were so simple [that] we could imderstan(i

it, we would be so simple [that] we couldn’t. 55
—byall Watson
Africa-born biologist and ^^Titer (1939- )
C onnecting to th e Topic

Q W hat d o you think th e m an in th e p h o to is doing? w h y is h e doing it?

Q W hat problem s do you think he m ight b e trying to solve?

0 1 W hat kind of re se a rc h d o you think is Im portant? Why?

 Part 1 Reading Skills and Strategies
The Human B rain-N ew Discoveries

Before You Read

Q Getting started Look a t th e diagram and th e photos. Discuss th e questions.
1. W^ich areas of the braiii inight a person use to composc music? To throw a
bail? To paint a picturc?
2. If you feel cold and wiuil to put on a sweater, wliicli area of the brain is
probably active?
3. Wluch person inigiit be in better health—the man in photo A or one of the
people in photo B? do you think so?
4. WTiat do you think is tjT?ical or atypical aboul phoLos C and D?
5. It has been observed that littie boj^ and little girls play, speak, and act
differentl,y from each other. \ \ ^ t do you lliink causes these differences?

c e re b ru m a n d co rtex
re sp o n sib le fo r alll active
t h o u g h t a n d p lan n in g
p arietal lo b e
(tou ch)

fro n tal lo b e
(c o n cen tratio n ,
personality, planning)

■ c o rp u s callo su m
"b rid g e" o f n erv es
t h a t a llo w s th e left
a n d rig h t sid e s o f t h e brain
t o c o m m u n ic a te .

th a la m u s
t h e 'p o s t officc*’o f th e
c ere b ellu m
brain; receives m essd 9 es
h e lp s in c o o rd in a tio n h v p o th a ia m u s
a n d p a sse s th e m t o th e
o f m o to r fu n c tio n s re g u la te s b o d y
a p p ro p ria te areas.
a n d b a la n c e. te m p e ra tu re ,
e m o tio n a l behavior,
spin al co rd foo d a n d w a te r
levels.

198 Chapter? ■ ■ ■
Photo A Photo 8

Photo D

P re v ie w in g th e R eading Look over th e reading on pages 200-203 and answer

th e se questions with a partner.

1. What is tiic topic oi' the reading?

2. What arc the eigtU- subtopios?
3. List three things that you expect to leam from the reading.

B P re p a rin g to Read Asking yourself questions before and during reading often
helps you understand and rem em ber th e material. Look again a t the illustration of the
brain on page 198 and at th e headings In th e following reading. Then check ( v-^) the
questions in th e following list th a t you think th e reading selection might answer.

1. _ is the fiuiction of different parts of the br ain?

2. _ How are human brains different from aniituil brains?
3. _ 'WrTiydo some people seem to be more creative than others?
4. _ WTiat is the difference between the left and riglit side of the brain?
5. _ Are the happiest memories of most people’s lives from their childhood?
■ ■ ■ New Frontiers 199
 6. h it possible to have a memory of something that never happened?
7. How can we improve our memories?
8. Are teenagers’brains different from adults’ brains?
9. How do men and women communicatc with each otlier?
10 . WTiat activitie.s may make people less intelligent?
11. What activity* may make people more relaxed?

o Q P re v ie w in g V o ca b u la ry Read th e w ords and phrases below. Listen to th e

pronunciation. Put a check mark ( vO next to th e words you know. For the w ords that
you d o n 't know, don’t u se a dictionary. Try to understand them from th e reading.

N ouns v e rb
J blood vessels □ m a tu rity □ ro ta te □ p rccisc
3 colleagues □ n^emory □ re p re sse d
J h em isp h eres □ n cu ro sc ic n tisls A djectives E xpression
3 Ir^ights □ origin □ cognitive □ going ii\to training
□ intuition LI toxins □ expo sed
□ logic □ wiring □ logical
J m atu ratio n □ m ature

Read

o 0 1 R eading an A rtic le As you read th e following selection, think about th e

answ ers to th e questions th a t you checked in Activity 3. Read th e selection. Do not use
a dictionary. Then do th e exercises th a t follow th e reading.

The Human Brain—New

Discoveries
Most of US leam basic facts about the human brain in our middle or
high school biology classes. We study the snbcortiex, th« “old brain,” which
is found in the brains of most animals and is responsible for basic functions
such as breathing, eating, drinking, and sleeping. We leam about the
neooortex, the “new brain," which is unique to humans and is where
complex brain activity takes place. We find that the cerebrum, which is
responsible for ail active thought, is di\dded into two parts, or
hemispheres. The left hemisphere, generally, manages the light side of the
body; it is responsible for logical thinking. The right hemisphere manages
the left side of the body; this hemisphere controls emotional, creative, and 10
artistic functions. And we leam that the corpus callosum is the “bridge”
that connects the two hemispheres. Memorizing the names for parts of the

200 Chapter 9
brain might not seem (hriliing to rtiany students, but new discoveries in
braii\ function are exciting, liecent research is shedding light on oreativify,
memory, m aturity, gender, at\d the possibility of changing the brain. m
L e ft B ra in /R ig h t B rain: C re a tiv ity
Psychologists agree that most of us have creative ability that is greater
than what wc use in daily life. In other words, we can be more creative tiian
we realizel The problem is that we use mainly one hemisphere of our brain
the left. FVom childhood, in school, we’re taught reading, writing, and
mathematics; we are exposed to ven^’ little music or art. Therefore, many of 20
us might not “cxcrcise” our right hemisphere much, except ttirough dreams,
symbols, and those woncierful insiglits in which we suddenly find the answer
to a problem that has been bothering iis—^and do so without the need for
logic. Can we be taught to use our right hemisphere more? Many experts
believe so. Classes at some schools and books (sucii as The Inner Game of 25
Tennis and Drawing on tka Right Side of the Brain) claim to help people to
“silence” the left hemisphere and give the right a chance lo work.
M e m o ry — TTue o r False?
In the 1980s in the United States, there were m ai^ cases of adults who
suddenly remembered, with the help of a psychologist, tilings that had
happened to them in chikJhood. These memories had been represse<i— 3o
held back—for many years. Some of these newly discovered memories
have sent people to prison. As people remember crimes (such as murder or
rape) that they saw or experienced as children, the police have re-opened
and investigated old criminal cases. In fact, over 700 cases have been filed
that are based on these repressed memories. 35
However, studies in the 1990s suggested that many of these might
be false memories. At a 1994 conference at Hansard Medical School,
neuroscientists dLscusseci how inemoiy is believed to work. It is known
that small pieces of a memory (sound, sight, feeling, and so on) are kept in
different parts of the brain; the limbic system, in the middle of (he bi'ain, pulls 40
these pieces together into one complete memory. But it’s certain that people
can “remember” things that have nevei’ happened. Even a small suggestion
<*an leave apicce of memory in the brain. Mast frightening, according to Dr.
Michael Nash of the University of Tcimessee, is that “there may be no
structural difference” in the brain between a false memory and a true one. «
The Teen B rain
Parents of teenagers have always known that there is something, well,
differm t about (he teen years. Some parents claim that their teens^e children
belong to a different species. Until recently, neuroscience did not support this
belief llie traditional belief was that by the time a child was eight to twelve,
Ihe brain was completely mature. However, very recent sUidies provide i'O
evidence that the brain of a teenager differs from that of botli children and

New Frontiers 201

 adults. According lo Jay Giedd of the National Instilule of Mtuiial HaJJli,
“M aturation does not stop at age ten, hwt rf)nt.innes ijiio tepn yeai’S'*and
heyond. In fact, Giedd and his colleagues found thal the corpus callosum
“continues growing into your 20s." Because, it is l>«lieved, the coipus ri
(rallosuin is involved in self-awareness and intelligence, the new studies imply
that teens may not be as fully self-aware or as iiuelligent as they will hH
Other researchers, at Mcl^ean HospiUd in Massachusetts, have found that
teenagers are not as able (as adults are) to “read” emotions on people’s faces.
D iffe re n c e s in M ale a n d Fem ale B rains
Watch a group of children as tliey play. YouTl probaJ)ly notice tl^at tJ\c 6c
boys ai\d girls play differently, speak differently, and are interested in
different things. Wlien they grow into men and women, the differences do
not disappear. Many scientists are now studying the origins of these
gender differences. Some are searching for an explanation in the human
brain. Some of their findings arc interesting. For example, they’ve found
that more men thar\ women are left-handed; tliis reflects the dominance of
the brain’s right hemisphere. By contrast, more women listen equally with
both ears while men listen mainly with the right ear. Men are belter at
reading a map without having to ro tate it. Women aic better at reading the
emotions of people in photographs. ?o
One place to look for an explanation of gender differences is in the
hypothalamus, just above the brain stem. This controls anger, thirst,
hunger, and sexual desire. One recent study shows that there is a region in
the hypothalamus that is larger in heterosexual men than it is in women
and homosexual men. Another area of study is the corpus callosum, Uie ?r.
thick group of nerves that allows the right and left hemispheres of the brain
to conununicate with each other. The cori)us callosum is larger in women
than in men. This might explain the mystery of “female intuition,” which is
supposed to give women greater ability to “read” and understand emotional
clues. ^3
A C hange o f M ind?
We all know tho expression to change yonr mivd. But is it possible
litemUy to change your mind—or, to be more prccise, lo diange your bmin^
Reports from 2005 say yes. First, the bad news, at least for smokers; a study
from the University of Aberdeen and tl\e University of Edinburgh, in Scotland,
concludes thal smoking makes people less intelligent. On cognitive tests ss
(tliat is, tests that involve judgment), smokers did significantiy worse than
nonsmokers. Tlie theory is that toxins—poisons—in tlie smoke enter the
blood and damage blood vessels providing the brain with oxygen. And there
is more bad news, for most of us: a study fiom the University of London s ^
tliat “infomania"—the constant flood of information from cell phones, emails, 9o
and text messaging—can reduce intelligence by ten points on an IQ test.

202 Chapter 9
 I However, there is also good
news: meditation seeins to change
the “vidring” in the brain in several
positive waj^s. In a study that 95
compared the brains of ci^ht lifelong
Buddhi<5t moditiilors who work
with Qie Dalai Lama willi (lie
brains of beginning meditators,
scientists discovered that, there won; ico
significant differences. Tlie expert
meditators had higher levels of
gaimiia brain waves, which improve
memory, learning, an(i conceiilraiioii.
Meditation appears to do for the los
brain what physical training docs for
Ihc body. The researcher Richard
Davidson said, “Tlie trained mind, or
brain, is pliysically different from the
tmtrained one.” Perhaps we should 110
Does meditadon change the brain?
consider “going into training.”

After YO U Read
0 1 G e ttin g th e M a in id ea s Read th e statem en ts below, w rite T on th e lines l>efore
th e statem en ts th a t are true, according to th e reading. Write F on th e lines before the
statem en ts th a t are false. Write / on th e lines before th e statem en ts th a t are impossible
to know from th e reading.

1. Different parts of the brain control different acti\diics or parts of the

body.
2. Most people probabl.y don't use all tlieir creative ability.
3. Newly discovered memories from ctiildliood are fa!.<?ememories.
4. The human brain is mature by the age of 12.
5. 1’here is no teal difference between the brains of males and females.
6. Certain activities might make us more or less intelligent.

D V o c a b u l a r y C h e c k lurn back to th e vocabulary preview on page 200 . which

w ords d o you now know? Check th em off ( wi t h a partner, discuss w hat you think
each word m eans. For w ords th a t you are n 't su re of, look through th e reading to find
them in bold and try to g u ess the meaning.

New Frontiers 203

 D istin g u ish in g F a c ts fro m A s s u m p tio n s
As you saw in Chapter 7, certain w ords or expressions in statem en ts usually
indicate th e existence of facts—th a t is, information that has t>een proven
accurate. Here are som e more w ords that indicate facts:

certain objective scientific

clear positive show
know prove sure

Other w ords can indicate assum ptions—th a t is. ideas that are believed by som e
people but have not been proven to be true. Here are som e more w ords that
indicate assumptions:

claim imply possibly theorize

(dis)agree likely probably think
doubt possible subjective
..._.1. _____ '..■■■■. . ■ . V I . . __ I-U'
J._

Q D i s t i n g u i s h i n g F a c t s fro m A s s u m p t i o n s For each statem en t below, write

fact o r assumption, according to the presentation of infonnation in tiie reading selection
'T he Human Brain—New Discoveries" on pages 200-203. (You'll need to look back at
th e selection for w ords th a t Indicate fact or assumption.)

1. __________ Most of iw have creative ability that greater Uian what

use in daily life.

2. ___________ Many of us don’t “exercise” our right hemisphere much.

3. __________ We can be taught to use our riglit hemisphere more.
4. __________ Some books help people “sileiicc” the left hemisphere and use
the right hemisphere.
5. ___________ Over 700 cases have beei\ filed that are based on newly
discovered memories.
6. ___________Many newly discovered memories are false.
7. __________ Small pieces of mcmorj'are kept in diUerent parts of the
brain.
8. ___________People “remember'’ things that have t^ever liappened.
9. ___________There is no structural difference betvi^een a fiilsc memory* and
a true one.
10 . __________ The brain of a teenager cliffcrs from tlnat of both cliildrcn and
adults.
11. ___________Teens arc not as ftilly self-aware as adults are.
12. __________ There is a region in the liypolhalamus that is larger in
heterosexual men than in women and homosexual men.

204 chapter 9
 13. Women have a groatftr ability to understand emotional climR
because they have a larger corpus callnsum than rriHn do.
14. In sm okers, toxins dam age th e blonri vas.sels LliaL lake ox.v«en
to th e brain, so tho hrain d o esiit g et enough oxygen.
15. Meditation changcs the wiring in the brain.

□ C h e c k i n g Y o u r U n d e r s t a n d i n g -mm back to Activity 3 on pages 199-200 and

answ er the questions th a t are answ ered in the reading selection.

C r itic a l T h in k in g : A p p l i c a t i o n if you w ant to improve your brain, w hat can

you do? Turn back to th e selection and find at least one way. in a small graup. discuss
w hat you can or will do to improve your brain,

Part 2 Reading Skills and Strategies

Personality: Nature or Nurture?

Before You Read

o Q I d e n t i f y i n g t h e M a in i d e a b y A n a l y z i n g D e t a i l s Read each paragraph

and answ er th e questions th a t follow. Then combine th e answ ers to express th e main
idea of each paragraph. A nsw ers for Paragraph A a re given as examples.

Personality:
Nature or Nurture?
The nature/nurture question is not a new one. Its roots go back at least
several hundred years. In the 1600s, the British philosopher John Locke
wrote that a newborn infant was a “blank slale” on which his or her
education and experience would be “written.” In other words, L(K:ke
believed that envirorunent alone determined each person’s identity. In the
1700s, the French philosopher Jean Jacques Rousseau claimed that
“natural” characteristics were more important Today, we realize that both
play a role. The question now is, to what degree? To answer this question,
researchers are studying identical twins, especially those who grew up in
different environments. 10

New Frontiers 205

 1. \VhaX is the main topic of Panigraph A?
(X ) Ijocke
Cb^ Jeuri Jacques Rousseau
C~c^ new»born infat\ts
<2^ the nature/nurture question
<T> identical twins
2. ■^'hat details abont the topic does the paragraph provide? (Choose more than
one answer.)
CT) People liHvejust reccnllj* begun to discuss the nature/nurture question.
C3D John Locke believed in “nurture.”
Jean Jiu.*.ciues Rousseau belie\^d in “nature.”
Today, wc know that both nature and nurture determine a person s
identity.
<3D Researchers are studying identical twins to learn the degree to which
nature and nurture determine personal characteristicvs.
3. T iie main idea of the paragraph is that nature and narfure play a rc!e
in d e te r m in in q a r>erson's i d e n U r /

Jim Lewis and Jini Springer arc identical twins who were separated fwe
weeks after birth. They grew up in different families and didn’t know about
each other’s existence. They were reunited at the age of 39. It is not
surprising that they were
physically alike—the same is
dark hair, the same height
and weight. They both had
high blood pressure and
very bad headaches. But
they also moved in the 20
same way and made the
same gestures. They both
hated baseball. They both
(Jrank the same brand of
beer, drove the same make 25
of car, and spent their
vacations on the same
smaJl beach in Florida
* Pairs of identical twins They had both married
women named Linda, gotten divorced, and then married women named 30
Betty. Studies of these and other separated tvions indicate that genetics
(biology) plays a significant role in determining personal characteristics and
behavior.

206 Chapter 9 ■ ■ ■
 1. WTiat. is the main topic of Paragraph B?
<2]> a reunion
twins
Cc^ similarities in twins who fH’ew up in different environments
( 2 ^ gcnctics
(31^ personal characteristics and behavior
2. What detiils about the lopic does the paragraph pro\ade? (Choose more than
one answer.)
CX) Lewis and Jim Springer were identiral twnns who grew up togctlicr.
CT^ Jim Lewis and Jim Springer were identical twins who grew up separately.
(T ) Tliey have similar phj^ical characteristics, interests, and preferences for
specific products.
CE) They married the same woman.
CX) Their exiunple indicates the significance or genetics in determination of
identity.
3. The main idea of the paragraph is that_____________________________

Various research centers are studying identical twins in order to

discover the “heritability” of behavioral characteristics—that is, the degree 35
to which a trait is due to genes (“nature”) instead of en\dronment. They
have reached some startling conclusions. One study found, for example,
that optimism and pessimism are both verj' much influenced by genes, but
only optimism is affected by environment, too. According to another study,
genes influence our coffee consumption, but not consumption of t«a. 40
Anxiety (nervousness and worry) seems to be 40 to 50 percent heritable.
Another study tells us that happiness does not depend much on money or
love or professional succ^ess; instead, it is 80 percent heritable) Among the
traits that appear to be largely heritable are shyness, attraction to danger
(thiill seeking), choice of career, and religious belief 45

1. WTiat is the main topic of Paragraph C?

<TT^ research centers
CX) optimism and pessimism
C"c^ behavioral characteristics
happiness
(TT) heritabilit>'ofbelui\ioral characteristics

■ B» New Frontiers 207

 2. UTiat details aboul the topic does the paragraph provide? (Clioosc! more than
one answer.)
<3^ Rcscarchers want to understand "herilability.”
Researchers arc studying identical t'vins.
Most behavioral characteristics are tiie result of genes, not environment.
Aperson who has money, love, and succ^iss uili probably- be happy.
CX> Examples oFcharacteristics lluil are herlrable to some decree are
optimism, pessimism, happiness, thrill sonldng, and choice of career.
3. The main idea of the paragraph is that____________________________

It is nol. easy to discover the genes that influence personality. The acid
that carries genetic infonnation in every human cell, DNA, contains just
four chem ic^: adenine, cytosine, guanine, and thyniine. But a single gene
Is “spelled out” by perhaps a million combinations- As the Human Genome
Project (which provided a “map” of human genes) was nearing completion so
in the spring of 2000, there were a number of newspaper headlines about
speciJRc discoveries: “Gene Linked to Anxiety,” “Gay Crenel” and “Thrill
Seeking Due to Genetics.” The newspaper articles led people to believe that
a single gene is responsible for a certain personality^ trait, in the same way a
single gene can be responsible for a physical characteristic or disease, ss
However, one gene alone caimot cause people to become anxious or
homosexual or thrill seeking. Instead, many genes work together, and they
direct the combination of chemicals in the body. These chemicals, such as
dopamine and serotonin (which affect a person’s mood), have a significant
influence on personality. 60

1. Wliat is the main topic of l^uragraph D?

the Human Genome Project
the effect of genes on personality
chemicals
DNA
CE) thrill seeking
2. What details about the topic does Hie paiagraph provide? (C-lwosc more than
one answer.)
(X ) It’s difficult to find out which gcnos influence pevRonality.
A single gene is responsible for each personality trait such as thrill seeking.
Many genes work together.
<2^ Genes direct the combination of cheiiucals in the body.
CT) ChemicKils have a significant influence on personality.
3. The main idea of the pai'agraph is that —

208 Chapter9
 If, indeed, personality traits are, on average, about 60 pert^eiii. horii able,
then environnienl. still plays an iraportant role. Unlike other animals,
human beings have choice. If our genes “progran\” us to be aiudous, we can
choose a low-stress lifestyle or choose to meditate or do relaxation
exercises. But because of the powerful influence of genes, most
psychologists believe that there is a limit to what we can clioosc to do.
Thomas Bouchard, a psychologist and the director of one twin study, says
that parents should not push children in directions that go against their
nature. “The job of a parent,” he says, “is to look for a kid’s natural taleni^s
and then provide the best possible environment for them.” ?o

1. WTiat is the main topic of Paragraph E?

(X ) the role of eri\'iroiutienl
CX) personality* traits
Cc^ anxiety
<2D psychologists
<T> what parents should do
2. Wlial details about the lopic does Ihe paragraph provide? (Choose more than
one answer.)
Environment still plays an important role.
CT^ Human beings have choice.
Huiiuin beings can dioose lo do aiij'tlung llicy wanl.
Psychologists say that parents .should not push children against their
nature.
C X ) Parents should provide their child wnth the best environment for the
child’s natural talents.
3. The main idea of the paragraph is that____________________________

After You Read

B C r itic a l T h in k in g : M a k i n g i n f e r e n c e s Read th e statem en ts below about
the article "Personality: Nature or Nurture." Put a check mark { by th e statem en ts
th a t you can infer from th e reading selection. Put an x by th e other statem ents, even if
you think they a re true. Then, on the line after each Inference, writ© th e phrases from
which you inferred th e information. Leave the other lines blank.

1______The philosophical question of nature/niuture is an old one.

■ New Frontiers 209

 The eiwironments in wiuch Jim Springer and Jim Lewis grew up had no
effect on their behaviors or personalities.

Tlie goal of twin studies is to identify the amount of inliuonee from

genes and the ainouiit from education and experiences that dctcmruno
our identity.

4. The possibility of being happy is mostly a result of our genes, not our
situations in life.

5. A single gene determines each personality characteristic.

6 . ____Tlic genetic contribution to personality'is complicated.

7. Human beings are able to change theu-gencLics.

El Discussing the Reading Tall< about your answ ers to th e se questions.

1. Do you know any identical twins? If so, how are they similar or different?
2. W^iat characteristics are found in many of your family members or members of
other families you know weli? Think of cliaracteristics such as Qie followiiig:
interests ■ anxiety^ ■ thrill seeking
health ■ happincs-s ■ choice of career
optimism or pessimisin ■ shyness ■ religious belief

Responding in writing
Q S u m m a r i z i n g c h o o se one paragrapii from pages 200-203 or one from pages
205-209. Write a short sum m ary of it {two or three sentences). To w rite this summary,
foliow th e se steps:

■ Mal<e su re th a t you understand th e paragraph well.

■ Choose th e main idea.
■ Find th e m ost im portant details.

210 Chapter 9 ■>» I

 In order to sum m arize this in your own words, d o n 't look a t ihe original paragraph as
you w rite. When you finish writing, com pare your sum m ary with th o se of other students
w ho sum m arized th e sam e paragraph.

Q Writing Your Own Ideas c h o o se o n e of th e se topics to w rite about;

■ a memory you have th a t is different from a family m em ber's memory of ihe sam e
event
■ w hat you can do to improve your brain
■ how you and your brother or sister a re similar (or different)
■ how nature has Influenced you and/or how your environm ent rias influenced you

Write a one* to two-paragraph letter to one of your family m em bers in which you
explore your topic.

Whar. is the niain idea of your letter?_________________________________

□ Genes for crime? it is highly possible th at there is a genetic link or contribution

to violence o r criminality, in other words, our genes may contribute to th e possibility
th at w e will becom e a thief, murderer, or other type of criminal.

Psychologist David Lykken believes th at people w ho w an t to becom e parents should be

tested and given a license, if both th e man and th e woman have genes for violence or
criminality, they should not be allowed to have a baby. He says th a t this will reduce
crime in society. What do you think? Discuss this with a group.

Part 3 Building Vocabulary and Study Skills

D understanding Words with Similar Meanings The words in each of the
following groups have similar meanings, but they are not exactly th e same. Match the
w ords with their definitions by writing th e letters on th e lines. If necessary, check your
answ ers in a dictionary.

1. brain a. the faculty of thinkii\g, reasonir^g. or feeling

mind b.
c.
memory* feeling

2. identity' a.
b.
personality a particular group
behavior c.

■ ■ ■ New Frontiers 211

 3. _____ insif^ht a. Tiiinking and reasoninij with fomial methods
____knowledge b. understanding that conico from CApcrionce and
learning
____logic c. the power of using nne'f? mind (especlallv the risht
brain) to understand something suddorUy'

4. ___ colleague a. a person of equal status or age

b. a persoi\ who works in tho same place as annrher
___ peer
C. a p<^rson who works; in the same iirofes55ion as
____co-worker another

m m m m

Putting W ords in Categories

It often helps to learn w ords in groups (words with th e sam e stem , w ords witti
similar meanings, w ords with opposite meanings, etc.). One method of grouping
w ords is to put them together in categories, such a s people, animals, buildings,
and so on. One kind of category is a "content area"—the subject with which all
th e w ords are associated.

Example
The following are words associated with the content area of science:
la b o ra -f.O 'ty, 7 ie u 7 v s c i& n lis t, s u b je c U f, fix p e n m e > U

Q P u t t i n g W o r d s in C a t e g o r i e s Cross out th e word in each line th a t does not

belong, as In th e example. Write the category or content area of th e w ords th a t belong
together

genes .nurttJre' nature biology

:ienefics
infant maturity baby ncwboni

doctor neuroscientist psj'chologist musician

ereati\ity cerebruiii hypotlialamus c:orpus callosum

meditation disease insomnia headache

height eye color weight anxiety

reading W T itin g dreams mathematics

212 Chapter 9
A N A L Y Z I N G W O R D ROOTS A N D A F F I X E S
It is often possible to guess th e m eanings of new w ords from affixes (prefixes and
suffixes) and word roots (also called "stems.") There is a list of many affixes in c h a p te r i
on pages 159-160. Below are so m e m ore affixes and word roots and their meanings.

P re fix M e a n in g
a-, an- no, without
1
ante- t>efore 41
1

mlcro- small

poly- many

Suffix M e a n in g m--. !
t
•ism belief in; act or practice !

-1st a person who believes in or performs a certain action j

W o rd R o o t M e a n in g
anthro, anthropo man. human

ced go, move

chrom color

chron time

graph write, writing

hetero different

homo same

metr, meter measure; an instrument for measuring

morph form

phil love

psych mind

somn sleep

sphere round: ball-shaped

tele far

theo, the god

B A n a l y z i n g w o r d R o o t s a n d A f f ix e s w ithout using a dictionary, guess the

m eaning of each underlined word, u s e th e list of word roots and affixes. (Not all the
underlined w ords are common.)

■ HI New Frontiers 213

 1. It is believed that an earthquake aitteceded tho lire.
a. causcd d. put out; worked against
b. happened after was caused hy
c. happened before
2. There were some amorphoua clouds in the sk^^
a. without fonn or shape d. related to rain
b. thick and dark e. bright white
c. beautiful
3. Many' ancient peoples were polytheists.
a. very'well educated
b. people uith many' culture centers
c. people who studied many languages
d. people who bcUeved in many gods
e. people who believed in htiving several wives
4. Movies often anthropomorphize creatures from other planets.
a. study'
b. give human form or characteristics to
c. present in a terrible way
d. depict
e. try to imagine
5. The actors wore polychromatic body paint.
a. beautiful d. made of natural dyes
b. symbolic e. of many colors
c. complex
6. My teaclier didn't appreciate my hetcrography.
a. talking a lot in class
b. different ideas in the speech that I gave in class
c. logic
d. spelling that was differeiit from the rule
e. answers on my geography^’examination
7. She sometimes has a problem with somnambulism.
a. sleepwalking d. breatliiiig
b. drirUung e. anxiety
c. lying
8. He used a telemeter.
a. instrument for seeing something very small
b. instrument for finding directions
c. instrument for mciisuring time
d. instrument for measuring how far away an object is
e. instrument for measuring a person’s level of anxiety

214 Chapter? ■ ■ ■
Q F o cu sin g on w o rd s fro m th e A c a d e m ic W o rd L ist Fill in th e blanks with
w ords from th e Academic Word List in th e box. When you finish, turn back to pages
201-202. Paragraph E, and check your answers.

adults intelligence mentdl

colleagues intelligent research ers
evidence involved traditional
Imply m aturation
institute m ature

Parents of teenagers have always known that tJ\ere is something, well,

different about tlie teen years. Some parents claim that tlieir teenage
children belong to a different species. Until recently, neuroscience did
not support this belief. T he___________________belief was that by the
1
Lime a child was 8 to 12, the brain was completely-----------------------------
However, very recent studies provide---------------------------- that the
3
brain of a teenager differs from that of both children and adults.
According to Jay Giedd of the National---------------------------- of
4
__________________ Health,**___________________ docs not stop
5 6
at age 10, but continues into the teen years” and beyond. In fact, Giedd
and h is___________________found that the corpus callosum “continues
7
growing into your 20s.” Because, it is believed, the corpus callosum
i s ___________________in self-awareness a n d ------------------------------,
8 9
the new studies___________________ that teens may not bo as fully
10
self-aware or as ___________________ as they will be later. Other
11
__________________ , at McLcan Hospital in Massachusetts, have found
12
that teenagers are not as able ( a s ---------------------------- arc) to “read”
13
emotions on people’s faces.

■ ■ ■ New Frontiers 215

 01 S e a r c h i n g th e In te rn e t ch o o se one of th e questions below and search th e
internet for th e m ost recen t information. Share this Information (and any new vocabulary
th a t you learn) with a group of stu d en ts w ho chose different questions.

« W hat are techniques to improve your memory?

■ W hat a re ways to reduce stress?
■ Are there differences betw een th e brain of a musician and a nonm usldan?
■ What are other stories of tw ins w ho w ere separated a t birth but reunited?
■ When a m an and w om an are in love, do their brains "work" in different ways?

Part 4 Focus on Testing

(TOEFL*IBTJ g e ttin g M E A N IN G FROM CONTEXT
In th e Focus on Testing section of Chapter 2. w e sa w som e vocabulary questions like
th o se on th e to e fl* ^ internet-Based Test (iBT). Those questions are all related to
vocabulary th a t is defined or explained in a reading passage. Many of th e to e f l® IBT's
vocabulary questions will be about w ords th a t are not defined or explained for you.

The TOEFL® Internet-Based Test, like m any other tests, d o es not allow you to u se a
dictionary, if a term w ithout an In-text definition o r explanation com es up, you m ust
use context to figure out its meaning. Often, you need m ore than th e Information in
one sen ten ce to discover this meaning, you may need several se n te n c e s or even
paragraphs to figure it out.

Q P ra ctice Look again a t the reading "The Human Brain—New Discoveries" on pages
200-203. Answer th e follow ingtoefl® iBT-style questions without using a dictionary.

1. Wliich o f th e following is clo.seat in m eaning to ahedding lig h t ov., as it is used

in Paragraph A?
CX) ieundi\g about
(T ) turning on a light
C2D nuildiig luidersUuiduble
Co^ experimenting
2. WTiich of the following is closest in meaning to the sentence in Paragraph B,
We are exposed to very little m usic o r art?
cannot hear or see truly im portant music or art.
<X> We are taught a little bit about music and art.
<T c ^ Music and art are uncovered for ever\*one to ob$er\fe.
Music and art arc not taught very much.
3. Which of the following is doscst in meaning to msigkts, as it is used in
Paragraph B?
(T7^ the dreams we have while sleeping
moitieiils vvhen we suddenly understand something
CT^ moments when we are ver;^’’logical
the abilities of Lhc hiutiaii eye
216 Chapter9
 4. Wliich of the following pairs is closest in meaning to tlie two uses of cases
(lines 28 and 34) in P<aragraph C?
Ca2) examples aiid memories
memories and crimes
(T ) examples and events that need police attention
<iriines at\d people who belong in prison
5. WTiich of the following is closest in meaning to roUile, as it is used in
Parajiraph F?
change jobs
(3 ^ look at
iu\derstand
tum around
6. WTiich of the following is closest in meaning to iniuitioni as it is used in
Paraifraph G?
<Ta^ mysterjf-
CX) tlic ability to read quickly and accurately
the ability to understand without using logic
emotions
7. Wluch of the following is closest in meaning to read, as il is used in Paragraphs
E, K, and U?
<3!^ understand the meaning of
CX> understand writings aboul
<2!) show' to someone
Cd^ make aruiouricements about

Self-Assessment Log
Read th e lists below, ch eck ( / ) th e strategies and vocabulary th a t you learned In this chapter. Look
through th e chapter or ask your Instructor about th e strategies and w ords that you do not understand.
R eading a n d Vocabulary-Building S tra te g ie s
□ Previewing th e reading Q Understanding w ords with similar meanings
3 Distinguishing facts from assum ptions □ Putting w ords in categories
□ Skimming for main Ideas u Understanding word roots and affixes
T arget v o cab u lary

N ouns A djectives
□ adults* □ Institute* J neuroscientists □ Involved*
□ colleagues’^ D Intelligence* 3 personality n mature*
3 evidence*' □ logic* u psychologist* □ mental*
□ identity* Q maturation* □ researchers*
Q infant □ maturity* Verb
□ insights’* □ memory u imolv*

* These words are from the Academic Word List. For ittore information on this list, see
w\n>r.vuw.ac.n2/lals/researcli/awl.
■ ■ K New Frontiers 217
Chapter

10
Ceremonies

in This C h ap ter
W h en did y o u la st g o to a w e d d in g ? W h a t w a s it like? T tie first re a d in g
s e le c tio n e x p lo re s u n iv ersal ritu als ca lle d "rite s o f p a s sa g e ." W ed d in gs a r e
j u s t o n e ty p e o f rite o f p a s s a g e . F u n e ra ls a n d g ra d u a tio n s a r e o th e r ty p es.
In P a rt 2, y o u will re a d a b o u t a n d d is c u s s m o d e rn v a ria tio n s o n trad itio n a l
rituals. T h e re a r e u n iq u e w a y s t h a t c u ltu re s all a ro u n d t h e w o rld a re
c e le b ra tin g a n d m a rk in g r ite s o f p a s s a g e . You wili b e a b le to d is c u s s s o m e
o f y o u r fav o rite c e re m o n ie s . P a rt 3 in c lu d e s a c tiv itie s t o h e lp y o u d e v e lo p
a n d build y o u r vocab u lary . The final p a r t o f th is c h a p te r f o c u s e s on
c o m p re h e n s io n o f a re a d in g s e le c tio n t h a t d e a ls w ith a rite o f p a s s a g e
t h a t m a n y te e n a g e r s a n tic ip a te — driving.

it huitians participate in ceremony, they enter a

sacred space. Everything outside of that space shrivels
in importance. Time takes on a different dimensioru 99
—Suii Bear
Medicine Cliief of the Bear 'Wihv. Medicine Socielj’ (1929-1992)
c o n n e c tin g to t h e Topic

D W h a t d o y o u th in k t h e s e p e o p le a r e c e le b ra tin g ? w h y ?
Q N a m e te n a d je c tiv e s to d e s c r ib e th is p ho to .

Q W h a t a r e s o m e o f y o u r fa v o rite c e r e m o n ie s o r c e le b ra tio n s ?
D e sc rib e o n e o f th e m .
 Part 1 Reading Skills and Strategies
Rites of Passage

Before You Read

Q Getting Started Discuss th e se questions in small groups.
1. WhAt are some ceremonies or rituals that you are familiar with?
2. Wiat kinds of birthday cclcbralions have you been a part of? Do you know of
anj- cultures that dont celebrate birthdays?
3. Is there any ceremony or ritual that people perfonu differently now from the
•my they perfontied it »\ the past? Explain.

B P r e v i e w i n g t h e R e a d i n g Look over th e reading and th e photos on pages

221-224. Discuss th e questions below with a partner.

1. \VTiat is tlie topic of the reading? What arc the five subtopics?
2. Describe the photos. What is new or interesting to you in the photos?
3. Write six questions that you expect the reading to answer.

o P re v ie w in g v o c a b u la ry Read the w ords and phrases below. Listen to the

pronunciation. Put a check mark ( v^) next to th e w ords you know. For th e w ords that
you d o n 't know, d o n 't u se a dictionary. Try to understand them from the reading.

Nouns A djectives
Q bride □ guidance J taboos □ indigenous
□ coffin □ incorporation □ trovisscau □ nom adic
□ coming-of-age □ m onks □ \ision □ previous
□ rituals □ negotiations Verbs Expression
□ crem ation □ pregnancy 3 chant u ask for (a
□ deceased u proposal □ regain wom an’s) hand
□ delivery □ pyre □ \Tirj-
□ funerals □ rite of passage □ wail
Q groom □ scriptures

220 ■ ■■
chapteriO>HB
 Read

o Q R eading a n A rtic le As you read th e following selection, think about the

questions th a t you w rote In Activity 2. Can you find th e answ ers in th e reading? Read
th e selection. Do not u se a dictionary. Then do th e exercises th a t follow the reading.

R ites o f Passage
mong many indigenous peoples of North America, a IG-year-old boy
A leaves his family and experiences a ritual in which he spends four
days and nights alone in a small cave dug into the side of a mountain. He
experiences cold, hunger, thirst, fear, and sleeplessness. He has with him
several objects of symbolic value. One of these is a pipe. The belief is ihar. The k
smoke from the pipe goes up to the spirit world and allows power to come
dowTL His hope is to have a vision in which he receives insight and gnidance
for his way in life. At the beginning of the ritual, he Is a boy, viith a boy’s name.
Ai: Ihe end, when he comes out of the cave, he is a man, with an adult name,
and he knows what his livelihood ’rtU be. This ritual, called a vision quest, is 10
an example of a rite of passage. Rites of passage are not found only in
indigenous cultures. They are uiuversal, found in all cultures, and include
certain birthdays, coming-of-age rituals, weddings, and funerals.
W h a t A re R ites o f Passage?
Anthropologists use the term rite o f passage for a ceremony or ritual
of transition that marks a person’s change from one status or social is
position to another. Although such rites differ in details, they share certain
characteristics. All rites of passage include three stages: separation,
transition, and incorporation of the person back into the society. In the
first stage, the person is separated from hLs or her previous status.
Sometimes in this stage, as in a vision quest, the person is literally and 20
physically separated from the community. In the transition stage, the
person is in between—not in either status. In the last sr^ige, the person re­
joins the society, now with the new status.
B irth R itu a ls in Korea
Many cultures have a rite of passage that marks the birth of a baby. In
Korean tradition, the rituals begin during the woman's pregnancy. Some of as
these rituals are still practiced today, but some are not. There are food
taboos—certain foods that pregnant women are not supposed to eat. These
include hot and spicy foods and broken crackers or cookies. In the past, close

Ceremonies 221
 to the tiine of birth, there were various symbolic
acLioiis that signified an easy deliver>' of tlie bdby. 3o
For example, family members left doors open, and
did not repair rooms, doors, or fireplaces in the
kitchen. TV)day, as in the past, there is special care
to keep the mother and baby well after the birth.
The mothcjr traditionallj'^ eats seaweed soup, full of
iron, to regain her strength. She is also not
supposed to drink cold water for 21 days.
0 At the age of 10
ceremony. Family, friends, ai\d neighbors gather
to admire the baby, give Hianks for the baby’s 10
health, and have a big meal. More important is
The first birthday celebration for this Korean baby birthday. At this time, the baby, dressed
in a traditional oulfil, is seated in front of a tai)Ie with all kinds of objects
on it. For example, they may include a bow and arrow (which represents
the military), money (wealth) string (a long life), and a pencil and a book
(knowledge). These days, people can add any object, such as a baseball, if
they want their child to be a great baseball player. The parents encoiir^e
the baby to choose something. ?]veryone is very interested in which object
the baby reaches for because the belief is that this object indicates
something about the baby’s future. Now the baby is tnily a person, a so
member of the family and the community.
Isla m ic w e d d in g s
E A wedding in any (•ulture is an important rite of passage. In Islam, the
specific stages of a wedding ceremony may vary from country to country,
but most share certain c^haracteristics. TVpical is the traditional wedding of
Ihc Bedouin—nomadic Arabs who move from place to place (although sr:
these days many are settling in urban areas). A
Bedouin wedding can last up to a week and
reflects the ancient Arab belief that rrmrriage is
not just, a joining of two people; it is the joining of
two families. 60
The first step in a Bedouin wedding is iho
proposal, in which the father of tlie groom (the
man) and their close relatives visit, the home of tlie
bride (the woman) to ask for lier hand in
marriage. The next step Involves negotiations
betn^een the two families and a marriage
contract—a formal, legal agreement. The third si^i)
is the henna party, for just the bride and her female
A Bedouin bride w ith h e n n a friends and relatives. At this party, there is song

222 Ctiapter 10
and dancc, and the bride’s hands and feet are exquisitely dec’oraled wiih 7d
henna, a dark brown paste. The henna is more than jiwi. skin paint It is
associated with health, beauty, and luck. After this, the groom’s relatives
arrive at the bride’s house. Men perform a special dance wiili swords wMe
women admire the bride’s trousseau—the personal objecta that she will
bring to her marriage such as clothing, gifts fi’om the groom’s family, and
jewelry. The jewelry is usually large, made of .silver and expensi\"e stones, and
decorated with calligraphy. In the fifth step, the men and women sit
separately, and guests bring gifts. In the last step, as the bride eni^rs her new
home, she and her new husband meet ftjr Llie first time. They are officially
married. Actually, there is pcriiaps one more step. One week after the sn
wedding, the bride visits her parcmls and brings them gifts. This is a syn:ibol of
her comfort in her new home.
F u ne ra ls in T h ailan d
A person’s final passage is
death. E^’^ery culture has rituals
in which person and his or ss
her family make this transition.
Thailand, a
country, people believe that
after death, the person bom
again, another body. 90
Everything Uie person did
life—both good and
determines the
life will be a good one H H H P H B H H P H H H jH H H li
Of course, family members and 95 * Buddhist m onks chanting a t a funeral pyre
friends want to ac^hieve a good
rebirth for the deceased, and this is a m ^or goal of a Thai funeral.
As a Thai person is dying, tl\e family members encourage him or her to
think about Buddhist scriptures—holy writing—or lo repeat one of the
names of the Buddha. Then, after the person dies, the family takes the im
deceased to the temple. They lay the body down, cover him or her, and
place one hand outside of the blanket. The family and friends show respect
by washing the hand of the deceased. Then they put the body in a coffin.
People bum candles and sweet-smelling incense around the coffin, and
Buddhist monks come to chant—recite prayers. In the nojrt stop, perhaps ms
three days, one week, or 100 days later, friends, relatives, and monk^ take
the coffin to the cemetery for the cremation, at which there is more
chanting. The coffin is placed on a fimeral pyre. At this points people comc
up to it with white paper flowers, candles, and inccnsc. One by one, they
light the pyre, and the body is burned. It is believed that w'hen the body still 110

■ ■ ■ Ceremonies 223
 exists, the spirit can benefit from the chanting; however, when the body is
cremated, the ^ irit is cut off from the world. After the cremation, people
go home. The family usually takes some of the ashes home, but some
families keep the ashes at the temple.
The T im ele ssn ess o f R ites o f Passage
The origin of such rites of passage is unclear. However, tliere is reason us
to believe that such rites existed long before the beginning of history,
before there was any system of \sTiting to rccord the rituals. In caves and
on rock walls all over the world, there are paintings from the Paleolithic
Era (Old Stone Age)—exquisite art that may have been pait of the peoplo’j?
rituals. In the graves of even th e ^ very ancient people, objects have been 120
cai'cfully placed. Anthropologists believe that this may be evidence of early
religion and of the human need to mark the transitions ijom one stage to
another in their lives—^auniversal, timeless need.

After You Read

Q G e ttin g th e M a in Ide a s Fill in this chart with information from th e reading
ab o u t four rites of passage. The first one is done for you.

R ite o f P re v io u s S ta tu s T ra n s itio n N ew S ta tu s
P assage
vis io n Of ibov H days is o la te d in 0 c mon 00
cave, n o t 0 h o y o r a a v ir nam e
c rnan

224 C haptenO ai
 C h e ck in g V o c a b u la ry Turn back to th e vocabulary preview on page 220.
Which w ords do you now know? Clieck them off {■'). w ith a p artn er discuss w hat you
think each word m eans. For w ords th a t you a re n 't su re of, iook through th e reading to
find th em in bold and try to guess the meaning.

Q M a k in g in fe re n c e s p ut a check mark next to each statem en t below th a t you

can infer from th e reading selection. Do not check th e o th er statem ents, even if you
think they a re true. Then, after the checked statem ents, write th e phrases from which
you inferred th e information.

1. In a \dsion quest, a boy finds out about Ills future carccr from his vision.

2 . ____Korean parents ndgliL pul a soccer ball in front of their onc-year-okl if

they want him or her to be a great soccer player.

3 . ____The Bedouin marriage contract Involves money.

4. - People who put objccts in the graves of the dead may have religious
beliefs.

UNDERSTANDING CHRONOLOGY
Time w ords show th e relationship betw een events and their order in time. Here are just
a few examples.

first beginning after th a t after last th e next step

second next then at this point finally

0 1 U n d e rs ta n d in g C h ro n o lo g y Look back a t paragraph h on pages 223-224.

Quickly look for tim e words; mark them a s you find them . Then u se them to help you
num ber th e se steps in order from first to last.

1 . __ People take the coffin to the cemeterj'.

2 . ___Friends and family gather for music and tiie comfort of each other’s
company.
3. ____ Family members eneouragc the person to think religious thoughts.
4 . ___People light the funeral pyre, and the body is cremaLcd.
5 . ___Relatives begin to wail loudlj'.

■ ceremonies 225
 UNDERSTANDING SYMBOLS
In certain fields, such as anthropology, psychology, and literature, academ ic readings
frequently Include symbols. Symbols are actual, tangible objects; in other words, ttiey
are som ething th a t you can touch. They represent either a different object o r—m ore
often—an idea. For example, a flag is a symbol of a country; a road is symbolic of a
person's life. Som etim es th e reading interprets the symbols, but som etim es you, the
reader, m ust m ake Inferences and figure out w tiat th e symbols mean.

Here are som e w ords th a t indicate th e inclusion of a symbol;

symbolizes is symbolic of Is associated with represen ts stan d s for

Q U n d e rs ta n d in g S ym b ols Read th e questions below. lUrn back to th e reading

selection to find th e answ ers. Look for w ords th a t indicate symbols.

1. in a vision quest, what does the smoke from the pipe symbolize?
2. In a Korean home, vvhat are some things that people might do a.s a pregnanl
woman nears the time of deliver^-? List them. What do these actions s>'mboli2 e?
3. ki Bedouiii culture, what does the henna symbolize?

C h e ck in g Y o u r u n d e rs ta n d in g Turn back to Activity 2 on page 220 and

answ er the questions that you wrote.

Q A p p ly i n g t h e R e a d i n g choose one rite of passage from your culture (but not

one that w as included in th e reading selection). You will tell a group of classm ates about
this rite, to prepare for this, think about w hat happens in th e rite and fill In information
in th e graphic organizer below.

The R ite o f Passage:

Transition
Previous status N e w status

J
steps (Details)

226 Chapter 10
 Are th e re symbols?
I f so, w hat arc they?

Part 2 Reading Skills and Strategies

New Days, New Ways: Changing
Rites of Passage

Before You Read

o Q I d e n t i f y i n g t h e M a in I d e a a n d w r i t i n g a S u m m a r y For each paragraph

that follows, practice w hat you have learned about finding th e main Idea and summarizing
paragraphs. First, read each paragraph without using a dictionary. Mailc th e information
in any way th a t helps you to understand it. (For example, you could highlight th e main
idea with one color and th e supporting details with another.) Tben w rite th e main Idea in
one sentence. To sum m arize th e paragraph w rite th e main idea and add th e important
details in as few w ords as possible. (You might need to write m ore than one sentence.)
Paragraph A Is done as an example.

New Days, New ways: Changing

Rites of Passage

V isio n Q u e sts f o r E veryone

For centuries, Native Americans have gone through vision quests
in hopes of gaining guidance and direction. Several companies and
orgaiiizations are now offering a similar experience for non-Indians. For
a fee, anyone who is looking for a new direction in life can go to certain
wilderness areas in Canada or the United States and go through such a
ritual. Ttie details may vary from one organization to another, but in most
cases, experts in psychology or Native American culture help to prepare
the person in advance. This prepai-ation usually lasts for several days and
intrudes meditation, natural vegetarian food, lessons in tlie meaning of a
vision quest and perhaps dream groups, in which the seeker of the vision 10

discusses his or her dieams with psychological analysts. As on a tradit ional

\1sion qtiest, people on this ncw-age quest spend one to four days alone in
the wilderness. However, a difference is that they might choose to sleep in
a tent and to biing drinking water. Some Native Americans are angry that
non-Indians are doing this. They see it as a fad and say that the quest is 15
meaningless to a person outside the culture, tradition, and religion.

■ ■■C ere m o n ie s 227

 A rc th e re sjinbols?
If so, what are they?

Part 2 Reading Skills and Strategies

New Days, New Ways: Changing
Rites of Passage

Before You Read

o Q Id e n tify in g th e M a in id e a a nd w r itin g a s u m m a ry For each paragraph
th a t follows, practice w hat you have learned atw ut finding th e main idea and summarizing
paragraphs. F irst read each paragraph w ithout using a dictionary. Mark th e information
in any way th a t helps you to understand It. (For example, you could highlight th e main
idea with one color and th e supporting details with another.) Then w rite th e main idea in
o n e sentence, t o sum m arize th e paragraph write th e main Idea and add th e important
details In a s few w ords a s possible. (You might need to w rite m ore than o n e sentence.)
Paragraph A is done as an example.

New Days, New ways: Changing

Rites of Passage

V is io n Q u e sts f o r E veryone
For centuries. Native Americans have gone through \dsion quests
in hopes of gaining guidance and direction. Several companies and
organizations are now offering a similar experience for non-Indians. For
a fee, anyone who is looking for a new direction in life can go to certain
i^^Tldemess areas in Canada or the Unit<»d StaJ.es and go through such a
ritual. The details may vary Jrom one organization to another, but in most
cases, experts in psychology or Native American culture help to prepai^e
tlie person in advance. This preparation usually lasts for several days and
includes meditation, natural vegetarian food, lessons in the meaning of a
vision quest and perhaps dream groups, in which the seeker of the vision 10
discusses his or her dreams ■with psychological analysis. As on a traditional
vision quest, people on this new-age quest spend one to four days alone in
the T\ildemess. However, a difference is that they might choosc to sleep in
a tent and to bring drinking water. Some Native Americans are angry that
non-Indians are doing this, lliey see it as a fad and say that the quest is 15
meaningless to a person outside the culture, tradition, and religion.

• ■■c e re m o n ie s 227
 Main idea: Ar\'jons now expericnca a Nafft/e Ame.rir.<jy> k/i^.ot: fc-r

Snmrriar>" Ahhouuh some Nqt:v:^ Arryra rconz dc nor ar^r-rova ioyvr<j'

ccrr,r>onies a n d oraanizations era {){fi2rir.Q non'lndianii oo!?ortiiniT\ ito r
Q fee) to exps'-'snce a vision cjosst that ?ary\ilor to the trariinnncl cns.

A N e w E m lra ti W e d d in g
In tho United Arab Emirates, on the Arabian Peninsula, iJie Ixaditional
wedding seems to be changing, at least for some people. A typicaJ Emirati
wedding is extremely la\nsli—ele^'ant, expensive,
and huge. There might bo 1,000 guests at the three- 20
day celebralion for the bride and groom. Tlie groom
has to pay these bills, and after such a wedding,
the couple begins their mairiage in terrible debt.
Eatth wedding seems to be bigger than the one
before it Several years ago, the government 2s
decided that things were getting out of hand—out
of control—so they started a Marriage Fund. This is
money for yoimg Emirati men who agree to marry
Emirati women, not foreigners. Many of these men
agree to have a group celebralion At one such 30
group celebration, at which the UAE president was
Grooms at a m a s s w edding In t h e the guest of honor, there were several of the
United Arab Em irates components of a traditional wedding: a lavish
feast of exquisite food and entertainment by Bedouin dancers ^*B\ing their
swords. The difference? There were 650 grooms. It was, one person pointed 3S
out, “a symbol of a new spirit of economy.”

Muiii idea:

Summao':

G e ttin g M a rrie d —Japanese S tyle?

In Japan, too, weddings are different these d^^. A popular wedding is a
seiyaku, which means “sincere vow or promise.” Although less than one
percent of all Japanese are Christian, 80 percent choose this Westem-stjde
Christian wedding. It certainly looks like a Western wedding; the bride 40
wears a wlute gown, for example, and the groom wears a tuxedo. It also

228 ch a p te n o a a a
 closcly follows all the steps in a Christian wedding: there is the
processional (in which the bride walks down the contor aixle f)f Ihe church
to join U»e groom at tlic front), hymns (religioua
songs), readings of Christian ft<*rlprnros, thp is
exc;hange of vows, and of course the wedflinjc
kiss. In fact, some people say that this new
Japanese Christian wedding Is moro traditional
than most. Christian weddings in the West, except,
for the fact tliat the couple is usually careful to 50
choose a “luck>' day” for the ceremony. So why
do so many Japanese choosc this style of
wedding when the Japanese culture alrci^uly ha^»
rich, beautiful marriage traditionfs? Ono answer
may be that this is a trend, and tlie Japanese are
somewhat famous for following new trends.
* A Ja p a n e s e selyaku: m o re traditional th a n a Another reason may be that traditional Japanese
W estern w edding? weddings are even more expensive than those in
the West.em style.

Main idea:

W e d d in g s A n y w h e re , A n y w a y
V^liile most Japanese weddings these days arc in a traditional Western 60
style, many couples in Western countries are
looking for a ?iow-Weslcm wedding experience
that expresses something of their personal
interests. It is now possible to get married in a
helicopter, on a ski slope, in tlie ocean (with 6s
dolphins, in Florida), iii a hot-air balloon, or in a
drive-through in Las Vegas (in which the couple
stays in their car for tlie ceremony). For couples
who want botli to travel and have a traditional
wedding (just not perhaps their tradition), it is /o
possible to have a Hindu wedding in Goa, India,
The groom wears an Indian kuHa, and the bride
wears a red sari and tradirional Indian jewelry,
A w ed d in g th a t literally flies— in a hot-air balloon w'ith her hands decoratcd in henna, lliey walk

Ceremonies 229
 around a pyre seven times and repeal, (heir seven promises of lo\'e. The
ceremony is conducted by a Hindu priest, either at a temple or on a boa<?h.

Main idea:

U n iq u e W ays o f "M o v in g O n"

People aie also designing unusual funerals. Several years ago, after the
death of an American man who created a popular TV series, his body was
cremated, and the ashes from this cremation were sent into space to spend
eternity among the stars. In Britain, there are special funerals for people go
who love motorcycles; one company offers “slow, fast, and very fast
funerals.” In Malaysia, a group called “33 Taiping Music Band” plays music
at funerals. They perform at Buddhist, Christian, or Hindu funerals. The
lead singer, Chan Yoke Cheong, sj^eaks fluent English, Cantonese, and
Mandarin, so it is not surprising that he also sings in these languages. But bg
what might be surprising is that he also perfectly sings hymns in Tamil—an
Lidian language he does not speak—at Hindu funei*als. The band wears
white shirts, black pants, ties, and large leather cowboy hats. Maybe the
strangest recent funeral, however, was held in Pennsylvania, in the United
States. James Henry Smith had been a huge fan of aii American football 90
team, the Pittsburgli Steelcrs. At his funeral, the guests walked into tho
funeral home to find Mr. Smith’s body not in a coffin but instead in his
favorite chair. The deceased W’as sitting there, wearing the colors of the
Steelers. On a small table next to the chair were a pack of cigarettes and a
can of beer. In front of him, through the funeral, a TV played a tape of a v.s
Steelers game. Ills friends and family knew that he would approve.

Main idea;

Sumiiiarj'i

230 Chapter 10
 Identifying Opinions
It's important to be able to recognize the difference between facts and opinions. A
fact can be checked and proven, even If you aren't sure if it is true or n o t An opinion
is an idea that people might disagree about. An opinion expresses a belief, idea, or
feeling. One w ay to distinguish th e tw o is to be aw are of w ords th a t indicate
opinion, so m e of th e se w ords are modals (stiould, shouldn't, ought to), but m ost
a re adjectives o r adverbs.

Exam ples
bad (-ly) exquisite good (well) surprising
beautiful favorite horrible too
brilliant fun interesting wonderful {-ly)

Alternatively, instead of looking for specific w ords w hen you are trying to
recognize opinions, you might tiy asking yourself, "Would so m e people disagree
with this?'’ If your answ er is yes, th en it might be an opinion.

Q D is tin g u is h in g F a c ts fr o m O p in io n s on the lines, write fact o r opinion,

according to w h at is stated or implied In th e sentence.

1____________ _ Non-Indians cari go through a rite of passage similar to the

vision quest of Native Americans.
2 . __________ People who go through a new \ision quest are not respectftil
of Native American culture.
3 . __________ Tlie government of the United Arab Kmlrar.es is tricing to
encourage unmarried Emirati men to marry Emirati wonien.
4 . __________ Traditional Emirati weddings are too la\1sh.
5____________IVaditional Japanese weddings are more beautiful tliaii die
new Westem-stylc one55.
6 . __________ Amajoritj^ of Japanese couples choose a Westem-style wedding,
7 . __________Many couples in Western countries are looking for a nontradi-
tional wedding experience.
8 . __________ It’s very strange to gel married in tlic occan.
9 . __________ Chan Yoke Cheong sings in perfcct Tamil.
10.__________ People who don’t approve of unusual fimerals are too rigid.

Ceremonies 231
 Q D i s c u s s i n g t h e R e a d in g : C o n d u c t i n g a s u r v e y you are going to
interview th e students in your class and ask for their opinions on weddings. Then rocord
their answ ers on another piece of paper.

1. Before you begin, think about your own answ ers io th e questions and w rite them in
th e chart below.

Which d o you prefer? (Choose one. Then follow th e arrow to th e n ex t question.)

A. Tt-aditional w eddings 6 . Nontradltional w eddings

Why? W hat a re your favorite W hat is your idea of a good

parts of a traditional wedding? nontradltional w edding? (What
are th e elem ents?)

2. After you have decided on your own answ ers, pick up your notebook and a pencil.
Move around th e room, interview as m any people a s possible In th e tim e th a t you
have.

a Record how many people answ er "traditional" and how m any answ er
"nontraditional." (llff = 5, for example)
■ For students w ho answ er "traditional/ ask th em th e question under A. Record
their answ ers In note form.
■ For students w ho answ er ■'nontraditional," ask them th e question under B.
Record their answ ers In note form.
3. When you finish, com e together a s a class and discuss your results. Do m ore people
prefer traditional o r nontraditional weddings? Did any answ ers surprise you?

232 chapteno
 Responding in Writing

S U M M A R IZ IN G A WHOLE READING
So far in this book, you've written sum m aries of single paragraphs. Here a re som e
suggestions for summarizing a longer piece.

■ Begin by highlighting key parts of th e original piece. Mark th e main ideas with one
color and im portant details with another.

■ Make sure that you truly understand th e original article. Its not possible to w rite a
good sum m ary of som ething that you d o n 't understand.

■ Choose th e main idea of each section or paragraph to include in your summary.

Also choose a few of th e m ost im portant details.

■ Group som e ideas from several sections or paragraphs together In one sentence.

■ Rem em ber th a t summarizing is n o t translation, it's usually easier to write a good

sum mary if you put the original aside and not look at it a s you write.

■ in writing a sum m ary u se your own words. Do not simply copy from th e original. To
use your own words, follow th e se steps:

■ Change sen tence structure w henever possible. For example, change the
active voice to th e passive voice or th e passive voice to th e active.

■ u s e synonyms w henever possible.

■ DO not try to find synonyms for technical term s o r for words for which there
is no synonym.

Q P r a c t i c e c h o o se one of th e tw o reading selections from this chapter: "Rites of

Passage" (pages 221-224) or "New Days. New w ays: Changing Rites of Passage" (pages
227-230). Summarize it in one paragraph, w h en you finish, com pare your sum m ary to
th a t of another stu d en t who has sum m arized the sam e selection.

B w r i t i n g Y o u r o w n i d e a s ch o o se one of th e se topics to w rite a b o u t

■ a traditional rite of passage in your culture

■ a n ew or changing rite of passage in your culture
■ your reaction to o n e of th e rituals th a t you have read about
■ your opinion of o n e of th e nontraditional rituals th a t you have read about
■ your idea of th e perfect wedding (or funeral)

Write a one-paragraph letter to your teach er in which you explore your topic.

What is the main idea of your i>ara#?raph? ___ _________________________

• « ceremonies 233
 Part 3 Building Vocabulary and Study Skills,,
Q D e te rm in in g c a te g o rie s circle th e w ords th a t typically belong in each
underlined category.

1 . actions at funerals

prajirvg chanting wailing grinning

2. people in religion
priests coUciigues monks merchants
3. words that arc associat-ed with death
trousseau coffin cremation deceased
4. groups of people
organization tribe community society
5* expressions of emotion
Inug wail suppress slioul
6. rites of passage
proposal wedding indigenous coming-of-age

A N A L Y Z I N G W O R D R OOT S A N D P R E F I X E S
Here are som e m ore word roots and prefixes and their meanings.

P refix M e a n in g
Im- In; not

pro- before; forward

W o rd R o o t , M e a n in g
corp body

dox opinion, belief

gam marriage

mort death

ortho straight; correct

scribe; script writing i

i
spir breathe

234 Chapter io
B A n a ly z in g W o rd R oots a n d P re fixe s w ithout using a dictionary, g u ess the
m eaning of each underlined word. Use th e list of word roots and prefixes on the
previous page and look back at th e list in Chapter 9. page 213, for additional help.

1. Hie mortality rate is very high in that village.

birth divorce
<T> employment death
marriiige
2. Ele’s in the hospital on a respirator.
(T> strict diet
CX> machine that pumps blood (as the heart does)
machine to help tiini breathe
special bed to help his back problems
CX) niacliine that chccks his temperature regularly
3. The physician studied the corpse.
dead bod>* medical text
CX) new medical instrument evidence
ceremony
4. People in tluil society believe in polygamy.
<X) many gods
CX) marriage
marriage to more than one person
C~5^ U\e necessity of marrying someone from a different village
<X ) economic benclits of globalization
5. Without the wedding ring, the ceremony couldn’t proceed
®rid CE> occur
<X> begin CX) official
fO!ward; continue
6. It was an unorthodox ceremonj'.
CX) interesting or worth attention
CX> not religioiw
CX) not in a church
CX) straight
CX) ^ot according to accepted opinion
7. Their love was immor^.
CX) I'cver dying C5Z) marriage
CX) beautiful CX) acccptcd by society
CX) P*^re
8. The ceremony was transcribed.
CX) postponed C5I> cancelled
concluded <T> written down
CX) mo\^d to another place

■ ■ ■ Ceremonies 235
 Q F ocusing on W o rd s fro m th e A ca d e m ic w o rd L ist Fill in th e blanks with
w ords from th e Academic w ord List In th e box. When you finish, turn twck to page 2 2 i,
Paragraph B, and check your answers.

com m unity physically s ta tu s vision

incorporation previous transition

Anthropologists use the term rite of passage for a ceremony or ritual of

_____________ ___ that marks a person’s change from one
1
________________ or social position to another. Although such rites
differ in details, they share certain characteristics. All rit€S of passage
include three stages: separation, transition, an d ---------------------------- of
3
the person back into the society. In the first stage, the person is separated
from his or h e r __________________ status. Sometimes in this stage,
4
as in a ___________________ quest, the person is litetvUy and
s
__________________ - separated from tJie----------------------------- In the
6 7
transition stage, the person is in between—not in either status. In the last,
st^ e , the person re-joins the society, now with the new status.

Q S e a r c h i n g t h e I n t e r n e t Choose one of th e se rites of passage to research, or

select your own. search th e internet for sites th a t tell about nontraditional w ays to
conduct it. Tell your group about either th e strangest or th e m ost interesting way th a t
you found.

■ a wedding
■ a funeral
■ an engagement
■ a \dsion quest
■ other:_________________

236 Chapteno
Part 4 Focus on Testing
;TOBFI*BT1 TOPIC -SENTENCE patterns on the TOEFL®
I N T E R N E T - B A S E D TEST ( i B T )
The reading "Rites of Passage" (pages 221-224) show s several interesting main-id©a
patterns. You can see that th e main idea is not always stated in th e first sentHncH of a
paragraph.

For example, th e main idea of Paragraph A in "Rites of Passage" is expressed a t the end.
Also, tw o sentences, not ju st one, form th e main idea. Paragraph b has its main Idea In a
sen ten ce in a familiar position, a t th e beginning. The main idea for Paragraph C can be
found in the first tw o sen ten ces of th e paragraph,

Q Practice Read th e following passage, paying special attention to the main idea of
each paragraph. Then do th e exercise that follows.

L earning t o Drive: An A m erican Rite o f P a ssa g e

Every society has rites of passage that fit its culture. In hunter-gatherer
societies, passing into adulthood often means going out to a hunting
ground to prove one’s strength and courage. In societies that value group
cooperation over individual glory, the rite of passage may involve joining an
organization like the army or a large companj^ and atlopUng its discipline.
American society is perfectly reflected in the rituals of learning to drive and
getting one’s license.
This observation is not just a joke, a way of laughing at America’s car
culture. Flxamine drivong in relation to other well-known rites of passage.
For one thing, most Americans leam how to drive at 15 or 16, about the age
for ritually entering adulthood in other cultures. For another, objects that
are significant in the culture, such as paperwork and money, are a crucial
part of the rite. Other cultures might ritually use ricc, water, or clothing
instead. Also the %^ues of American culture—such as iiiobiUtj^
independence, and individual responsibility—can be pursued through this
rite. The values of other cultures (group loyalty, physical endurance,
religious devotion, etc.) are supported by their own rites of passage.
Although a few Americai\s never leam to drive or leam how only in
their later years, the vast majority leam in their mid-teens. The timing of
the ritual has great significance. Most young Americans have, by this time,
gone through puberty (the changes in their body chemistry that make them
adults). Most 15-year-olds are tall enough to see clearly from the driver’s
seat and strong enough to tum a steering wheel. They also typically have
coordination good enough to operate windshield wipers, headlights, tum
signals, and a car radio while safely steering. At earlier ages, they might not
have been physically able to handle such tasks.
■ ■■c e re m o n ie s 237
 Also at this time, they are ready to move slowly from thnir homes aiid
schools toward the wider world. Both famity and school propane teenagftrfi
for this transition. Many American parents take ihcir children to an empty
parking lot at the age of 12 to 15 in order to lot them safply get used to the
layout and handling of a car. The parent sits in the passenger seat and tries
not to show fear as the child leams how to work the ac(*elerator pedal, the
brakes, and other basic controls. The child is tl^en put into the school’s
hands. Public high schools usually offer “driver's ed” classes t/> i5-year-
olds. Tlie familiar school environment comforts theui as they learn about
the world beyond and its very serious, impersonal dri\ing rcq.uirements.
The ultimate goal for each driving student involves certification from
the state that one is qualified to drive. This comes in the form of a
temporary driver’s permit, then a full drivci*’s license, issued by the staie in
which the student lives. American society treasures such state-issued
permits and reveres the processes for obtaining them. Almost any
profession, from hair-dressing to hotel operation to medicine, involves
them. Learning to drive is the perfect introduction to this paperwork-
oriented so(*iety. Insurance applications, appro\"al slips, score sheets for
driving tests—all are good preparation for a lifetime of petilioning the state
and large companies for permissk)n or fair treatment
America’s cultural preoccupation with money is also addressed in the
ritual. For perhaps the first time in his or her life, a student faces significant
short- and long-term expenses. Most middle-class Americans require a
teenager to pay at least part of the cost of driving a car. Parents may help
pay for the car itself, or the insurancre, but teenagers usually have to buj*^
tlieir o w gas and pay their own tickets if they have an encoimter with the
police. Teenagers who may have thought of money as a toy now see it as a
necessary thing. Indeed, a teenager may be motivated to get his or her first
part-time job in 01 ‘der to pay the costs of driving a car.
A diverse place like the United States has several systems of values
operating alongside each other. It is fair to say, however, tliat some values
arc almost universal among Americans. One of these is mobility, the
freedom to go where you want, when you want. Anotlicr is independence,
the freedom to act as you see fit without needing help from any authoriiy.
Still another is personal responsibility, the sense that you take the credit or
blame for your own successes or your o w t i mistakes. Being a driver brings
each of these deep-seateil values into play.
Nothing promotes mobility like ha\ing a car and the fuel to nm it.
Teenagers who were used to staying within a mile or two of home gain the
ability to explore an entire city. They usually want to do so witliout having
to explain themselves to their parents, so they independently leam
directions, practice safe-driving techniques, and budget their money for
travel. Failure to do so will require them to ask their parents for help,

238 Chapter 10
which they do not want to do. And driving is serious, literally a matter of
life and death. Even though teenagers are often not as careful as Uiey ought
lo be, they usually recognize that they are responsible for the lives and
safety of themselves and others while they are on the road. This represents
a true passage from the world of a child into lhai. of an adult.

B I d e n t i f y i n g t h e M a in I d e a For each paragraph, write th e main idea on the

lines below. If a paragraph d o es not have its own topic sentence, write the main idea in
your ow n words. Then com pare your answ ers with those of one or tw o oth er students.
There may be so m e disagreem ents about answ ers b ecau se different stu d en ts will
analyze th e reading in different ways.

1. Paragraph A________________________________________________

2 . Paragraph B

3. Paragraph C

4 . P aragraph D

5. Paragraph R

6. Paragraph F

7. Paragraph G

8. Paragraph H

■ ■ ■ Ceremonies 239
 Self-Assessment Log
Read th e lists below, ch e c k ( v') th e strategies and vocabulary th a t you learned In this chaptcr. Look
through th e chapter or ask your Instructor about th e strategies and w ords th a t you do not understand.

R eading an d Vocabulary-Building S tra te g ie s

□ Getting th e main Ideas □ Applying th e reading
□ Making inferences □ Distinguishing facts from opinions
□ Understanding chronology □ Summarizing: review and extension
□ Understanding symbols □ Analyzing word roots and affixes

T arget V ocabulary

N ouns A djectives
Q coffin □ incorporation* □ trousseau Q Indigenous
u community’^ D monks □ vision* □ previous'*'
□ cremation □ rite of passage v e rb s A dverb
□ deceased □ status* □ chant □ physically*
□ funerals u transition* □ wail

* These words are frorti ilte Academic Word Lisr. Por more infonnation on this list, see
www.v'uw.ac.nzi’1als/resoarrh/a\vl.

240 Chapter 10
Vo2abulary index

Chapter 1 crowd fund*

arrord
cultivate funding*
aspccts* developing countries grants'*
assiijnments* efficiently identical*
conipulyory envii’onment* in a similar way
constitiilnon*
estAblished* ii'ifluence
contrasts* focus* infomt
global* items*
creative* lift.
cultural* gridlock
culture* income* logic*
determines mass transit nuirkeiers
m ethod* microlending
disciplii\e offend
egalitarian
polhition
predict* peer pressure
entire persuade (someone) to (do
priorities
fioals* somethirig)
indigenous people pi’oduce
rec>'cling plant plow
indi\'idualism*
invoh^s* residents* poverty
lectures*
solve requirement*

methods* transportation* social

native people trash social ills
under* sport utilitj^ vehicle*
on the one hand
on the other hand urban dwellers subsidiarj"*
primarj'* school worsening success
take advantage of (something)
reflect take up space
rural Chapter 3
secondary' school targetuig*
access* \nolence
statistic addicted to (something) worthless
sutus* anon\-mous
traditions* capacity'*
tuition cliaracter Chapter 4
universal comnton knowledge background
values consum e* career counselors
vocational consumer* cell phones
dental floss classified ads
Chapter 2 dental hygiene distract
access* died of (something) drawback
affluent dissatisfaction with (sonie- drcamjob
agricultural operation tliirig) emplo>inent «.goncy
commute economj^ flexible"'
creative* eradication globalization*
crops fear of (something) job hopping

*These w ords are from t.hn Ac^idemic Word List. F o r m ore infomnafion on this list, see
hitp://w\v\v.vuw.ac.n 2/lals/tesearch/aw l.

241
job lim iting suddenly" coin
job opf^ning survive* commuiucation*'
job security trend* context*
keep up with trendspotting creatures
leisure degree
Uveliliood C h a p te r 6
emotions
manufacturiiig jobs evidence*
old-fashioned benefits* feeds
created* focusing*
online
outsourcing economic* gender*
fuel gestures
overwork
passionate gap glue
personnel office getaroimd grin
posts global* head (of something)
rigid* goods head back
secure* hands on identical*
tiarbor
sclf-confidence hold (someone) back
journal*
lecbnologj^ llftld mammals
telecommuting in the market for nature
temporarj^
infrastructure* nurture
landlocked organs
ulcei's
upgrade nutrients percent*
obstacle picked up
varies (vary)*
workahoUsm on board pod
on your own
workforce policies (policy)*
prey
worldwide primates
prioritj'* realize
private eye reassure
C h a p te r 5 protectioiiist policies research*
areas* pulled into respond*
competitive edge reducc shedding light on
creative* require* situation
culture* rough it species
designers* runs
structures*
distinguisl* .subsidy* subjects
economy*' take (one%) time swagger
enroll technology* upright
enthusiastically tide verbal
essence track dowTi vocalize
experience whodunit wagging
expert*
f{*ds
C h a p te r 7 C h a p te r 8
invested*
irrational* acquire* arabesques
Ufestj'les apparently* archaeologists
profit brain architecture
slang capaeitj'* aim or
50* chatter called*
spot claims calligraphy

* n ie se w ords are from th e Acadeinic W ord List. Kor m ore inform ation on this list, sec
hUp://iA'WW.vuw.ac.nz/lals/rcscarch/awl.

242
cosmetics C h a p te r 9 C h a p te r 10
fiiiltiirfi* adults* chant
depict colleagues* co£Gn
dcstmation evidence* conununity*
documents* identitj^ cremation
experts* impl,^=^ deceased
flOWftTftd infant funerals
founded* insights* incorporation*
mausoleums institute* indigenous
mei'chants intelligence* monks
mosques involved* physically*
oasis lo^c* previous*
over*•jf maturation* rite of passage
project* mature* status*
region* mat\irit\^ transition*
significant* memorj' trotLsseau
silk mental* vision*
statnies neuroscientists wail
tedinolog\'* personality
to this end psychologist*
traditional* researchers*
imder*

*Tliese w ords are from th e Acadcmic Word List. F or m ore inform ation on this list, see;
http:/i'www.viiw.ac.nz/lals/research/awi.

243
 ••

SiSkills index
..

Academic F o c u a Quotation Marl<s (understanding),.

business and Money. 4(>-(>9 149-150
BanJdng on Foor Women, 48-56 Sj'mbols (understfindinj?). 226-227
Cmtsnmiri.$m o.nd the Human Bmin, Test-Taking Skills. S&e Tesi-Taking Skiii«
r>7G2 Comprehension
Ceremonies, 318-24D Checking Your Understanding, 98.123,1'18,175.
Days, New Ways: Ckangmg Riles of 179,205,226
Pafimge, 227-233 Conipreher\sion Qucsr.ions on Tests
fiUos of Passage, 220-226 about dcuiils, 164-166
City Life, 22-45 basic, 194^195
A City Thai’s Doing Somethvng Ri^ht, Details (identifying), 30-31,55, 78,99,150
24-32 Idioms (understanding), 131,134
Sick-Building Stfmirome, 32-38 Main Ideas (understanding), 29-30; 78,98,121.
Education aiui Student Life, 2-21 125.147-148, 203, 224
Camptfs Life is Changing, 12-37 Connecting to the Topic, 3, 23, 47, 71,93,117,
I^ducation: a Rejlection of Society, 4-11 141, 169, 197,219
Global Connections, 116-139 Context (getting meaning from), 99,148,
Global Trade, 118-126 155, 175-176
(Slobal Ti'avel... ami Beyond, 126-132 Clues, 25-27
Jobs and Professions, 70-91 Logic, 5-6
Changing Can?<?r TYends, 72-80 Otlier Sentences, 5
Lookmg for Work in Uw 21st Centrury, Pre\iewing Vocabulary, 5,25,49,72,95.118,
81-85 143,171,200. 220
Ijanguagc and Commnnication, 140-167 Punctuation, 5
If We Could ThXk u>ithAni'fnals... , 142-151 Test Questions, 216-217
"Par&u,tese” 152-158 Critical Thinking
>1.'5English Sp reads, Speakera Morph, It Advertisements (analj^it\g), 189
Into World Toytgiie, 164-166 Cause and Effcct (recognising), 79
Lifestyles Around the World, 92-115 Connotations (understanding), 190-191
Fads and- Tt'&nds in the 21st Century, Details (identifying), 30-31,55,78,99.150
100-106 Facts and Assumptions (distinguishing),
T>-cfi.dspottingf 94-100 156-157,204-205
New Frontiers, 196-217 Idioms (understanding), 131,134
The Human Brain—New Discm^enes, Implication.*? and Inferences, 68-69
198-205 Improving Your Brain, 205
Pi-yrso7iality: Natun'' or Nurhm^,?, 205-211 Inferences
Tnstes and Preferences, 168-195 differentiation from implications, 68 -69
Fashion: ThaAnoftheBod:ij, 180-189 identil>dng. 135-139,155 156, ISfi
The SilkRoad: An airu.lAfcMomk>gy, 170-179 making. 31-32,56.179,209-210,225
Academic Skills Logic, 5-6
Chronoloi?y (understanding), 225 Main Ideas (identiftong by analvaing details), 180,
Compound Words, 88-89 205
Contrast- (understanding), 31 Main Ideas (understanding), 29-30.57,61,78,
Crirical Thinking. See Critical Thinking 98.121.125.126.147-148,152, 224
Italics (undcrsUiiidin^, 31,149-150 Reading Structure (uiiderstanding), 9
Organizing Infoi malion. See Graphic Organizers Restatirv?, 49

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TaDdng it Over Interviewing, 3 8 ,1 0 0 .
advfiitisomcints, 62 Reporting to Class, 236
art and beauty, 18&-189 Internet
city life. 38 Searclung the Internet. 20,43, 67-68,8fl, 112,
^ene& for crime, 211 132, 164. 194.216.230
iroii\' (uiiderslaiiditig), 56 W'ebsites
politically correct language, 17 Trendspotting, 95-98
proverbs and quolylions, 85 In This Chapter, 2,22,4C, 70,92.110, HO, 1C8,
reality TV, 106 196.218
to^'S, 158 Language Skills
Topic (idontifeang), 57, 01 Participles as Adjcctivcs, 134-135
CiilUire Notes Parts of Speech
j\nimal Sounds, 151 figuring out the meaning of new words, 40 43
Beauty and the Past, 188 suffLxes (for understanding), 64-65
Kducation in North America and Asia, 11 words with sirrular meanings but different
Fake Cognates, 40 paits of speech, 50-51
Figlitiiig Consumerism in Japan, 61 Phrases
Globalization. 84 adjective and noun plirases, 87-^8
Portable Telephones, 80 learning newwwds in phrases, 65-67
Reality TV'Worldwade, 106 recogniziiig words in phrases, 192
Discussion Prefixes
A(i\'ertiserneiius, 62 analyzing, 108-109
Answers to Questions, 61 ll<)t of, 159
(Checking Vocabiilar>', 225 ove7\ 80
Coiupariiig Answers, 31,61 working with, 161-162
Getting Starteci, 198,220 Pronoun Reference, 15-10,37,61,83-84
New Vocabularj' Words, 189 Suffixes
Previewing the Topic, 48-49,57,72,94,118,142, aiuib’^ing, 108
152,170 list of, 160
Readings, 1 1 . 16,32,37,56,61,80,84, 99-100, working wdth. 161-162
104,126.132,150,157,179,187, 210, Listening
232 Previewing Voeabularj^ 5,25,49-50,72,95,118,
Teilking it Ovei'. /?<?(?Critical Thinking; Talking 143.171.200.220
it CK-er Pre-Reading Questions/Activities
Thinking Ahead, 100,126 Context (getting meaning from), 5,25,50,73-74.
Vocabulary Check, 203 95.118.143.171.200.220
Graphic Organizers Getting Started, 198,220
Cause and Effect (recognizing), 79 Main Ideas (identif>dng by aiiab'iiiiig details), 180,
Charts, 10-11,24,32-33,41,49,67-68,99-100, 205
104,150, 224, 232 Main Ideas (imdersUuidiiig), 227-230
T-charts, 10-11 Parts of Speech (using to understand vocabu­
Details (recognizing),30-31,150 lary-), 51-52
now Chart, 226 Predicting, 32-33
Venn Diagrams, 55,157 Preparing to Read, 199-200
Group and Partner Work I're^dcwing Readings, 74,95,118,143,171.199,
T-chart, 10 220
Checking Answers, 83 Pre\1ewing the Topic, 4,24,48 -49,57,72,04,
Checking Vocabulary, 150 118,142,152,170
Comparing Ansirvers. 31.36,51,61,62. 73-74,98. Prc\icwing Voc-abulary, 5,25,49-50, 72,95,118,
103 143,171.200. 220
Discussion. See Dliicussion Skimming, 12,81

245
SiimTT)arizii\g, 227-231 Coixnotations (understandiiiij), 190-1$1
Syiioiij’iTis (rfirogniziHg), 51 Context (getting meaiuiig fiom), 5,25,40-60, 72,
Thinlang Aliead, 24,49. SI, 100,126 73-74, 95,118. 143. 171,175,176,200. 220
PanctuHtion e.g. attd le., 50
Quotation Marks (uiKlerstAnding), 149-150 Details (idontifjing), 3t)-:^l
Italics (understanding), 149-150 Facts and Assumpfions (distinguiBhiii^),
Reading and Writing Genres 156-157,204-205
^\rticles Graphic Organizers. Sae Graphic Organizers
As E-yf^lish i^preads, Speaker.^ Morph U Liileral and Figurative Meanings of Words (under­
hito World Ihragua, 164-1G5 standing), 121-123
Banking on Poor 52-54 Main Ideas (idenlift'ing), 9,29-30,239
Campus/Afe is Chanf^ing, 13-15 by anab'zing details, 180,205
Cfuvn^ng Career Trends, 75-77 Main Ideas (skimming for), 12,81
A Ciiy Tfuii’s Doiiig Somethi->ig Right, Marking l^xt W'hcn You Read. 100-101,227-230
27-29 Opiiuons (distinguishingfact$ from), 231
Con$um.erism mid the Hunio.n Brain, Organizing Information
58-60 to study for exams, 103-104
Education.- A Reflection of Society, 7-8 T-charts for, 10-11
Fads and TreruLs in the 21st Centaury, Outlines (understanding), 124-125,178-179
101-103 Farts of Speech
Foshwyi-: The Art of the Body, 180-185 understanding, 40-43
Global Trade, 119-121 using to understand vocabiilarj'. 51-52
Global Travel... andBeycm.d, 126-130 Ptirases Oearning new words in), 65-67
The Huvnan Bmin—New Discoi>eri£s, Previewing Readings, 74
200-203 Previewing the Topic, 57
If We Could Talk with Anirnals, 143-147 Restating, 49
Looking for Wo7'k in the SJst Century, Scanning, 39
81-83 Skimming, 12,33,81
New Days, New Wo.ys: Changing Rites of Suiiunaries (recognizing), 177
Passage, 227-230 Summarizing, 16,37,62,84,105,131-132,
“Parenlese," 152-154 157-158,187, 210-21L 227-230, 233
Personality: Nature orNurlxtre?, 205-209 Synonyms, 50-51
Riles ofPasi>age, 221-224 Topics (skimming for), 12,81
Sick-BuHdi^ig Syndrome, 34-36 Vocabularj'' 163
The Silk Road: Art and Arch-a-eology, Words with Similar Meanings but Diffcrcnl Parts
171-175 of Speccli, 50-ol
Charts, 130 Tejit-l^king Skills
Websites Circlir\g Correct Responses. 190.191
Tf'e^idspottiTig, 95-98 Comprehension Questions
Sclf-Asdessmcnt about details, 164-166
Seir-AsscssmentLogs*21, 45, 69, 91,115,139, basic, 194-195
167,195,217.240 Context (gettirv? meaning from), 43 -44,
Speaking 216-217
Checking Vocabiilars**, 150 Killing in Blanks, 18,19, 38-39,63- 64,86,107,
Discussion. See Discussion 132-133,135,158-159,193,215
Intendcwing, 38.166,232 Implications and Inferences, 68-69
Reporting to Group, 17,89,112,132,166 Increasing Reading Speed, 90-91
S trategies Inferences
HrainstonTiiiig, 32-33,150-151 implicatioruj ciilTerentiated from, 68-69
CatcgorizinI Words, 212 imderslanding, 135-139

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Matching, 9,19,62-63,88,109,211-212 Previewitig Vocabulary', 5.25,49 50,72.95,116,
Multiple Choice, 20-21,44, IhVlM, 122-123, 143,171,200,220
125,126-130,136,166,181,183-184,185, Similar Mcorungs
191-192,194-195,206,207-208,209,214, different parts of speech. 50 51
216-217,23r> rccognizinj^ words with, 180-100,211-212
Ordering Items, 225 Suffixes
Sentence Completion, 41-42,66,134,135, guessing word meanings usUig. 213-214
161-162 Ust of, 160
Topic-Sentence Patterns, 237-239 Synonyms, 50-51
Tnjc/F’aisc Questions, 147-148,203 SjTion^nns (recognizing), 51
Vocabulary Questions, 113-114 Vocabulao^ Check, 99,203
Tnpic.s. See Academic Focus U'ord Roots
Vocabulary analyzing, 234— 235
Acadenuc Word List, 17-18,38-39,63-64,86. guessing word meanings, 213-214
107,132-133,158-159,193. 215, 236 Writing
Oategorizmg, 149,212,234 .Answers to Questions, 55,66
Checking Vocabulai^^ 10,78,99,123,150, Definitions, 175
176-177,203, 225 Expressions, 10,148,176-177
Compound Words, 88-89 Genres. See Reading and Writing Genres
Connotatior^s (understanding), 190-191 Graphic Organizers, 79
Context (getting niearung from), 6,25,49-50,50, charts, 10-11,24, 41,49, 67-68, 99-100,104,
72. 73-74,95, T18,143.171,200,220 150-151,224,232
Dictionary'Use, 42-43,110-112,175 Venn diagrams, 55,157
General and Specific Words (understanding), Letters (correspondence), 132,187,211,233
190 Lists, 61,89
Homophones (tmderstanding), 149 Meanings of Words, 73-74
Literal and Figurative Meanings of Words (under­ Note Taking, 17
standing), 121-123 Paragraplis, 16,38,62,85,105,158
Matching Ubrds with Meanings, 62-63 Phrases, 155,209-210
Parts of Speech Restating, 49
suffixes (for understanding), 64-65 Scntcnccs, 9,29-30
using to understand vocabulary, 51 -52 Summaries, 37,84,105,131-132,157-158,187,
Prefixes 210-211,233
analjTsing, 234-235 Test-Taking SI^s. See Test-TaMng Skills
guessing word meanings using, 213-214 Venn Diagrams, 55,157
list of, 139 Words, 10,88-89,123,148,155,176-177,192

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Tfext Credits
Pages 42,110-112,191: From LonffnianDiclio'imry ofA7)iey'icanI'>n^lish3E, 2004. Reprinted by
pennission from Pearson Kducation Lid. Pi\ge 164: Adapted with permission from “As English
Spreads. Speakers Morph It—^frito World Tongue” by David Rohde, from the May 17,1995 issue of
Ttw Christian Scietice il/o?w;-or (www.csmonilor.com). © 1995 The Christian Sciei\ce Monitor.
All riglils resented.

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