An Interactive Approach to Reading Alison Rice Susan Stempleski Hunter College of the City University of New York Maxwell Macmillan International Publishing Group New York Oxford Singapore Sydney Collier Macmillan Canada ‘TorontoLibrary of Congress CotsolapinPublntion Date ie, Ala, aplaions: An uence apponc oe. 1. Emp nnguige—Tear ook fo orig spenies. 2. Developmen eal. 1 Stele, Sow. Tae PEER mas asRIaD SOR OOO Copyright © 1988 by Macmillan Publishing Company, a division af Macmillan, Inc. All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from the Publisher. Collier Macmillan Canada 1200 Eglinton Avenue, E. Don Mills, Ontario, M3C 3N1 Editorial Production: Karen Davy Cover, Design, and Mlustrations: Anna Veltfort Photo Credits: cover: Schecter Lee/ESTO; Devaney Stock Photos; © P. Moulu, Vandy Stadv/Photo Researchers; Ronald H. Cohn/The Gorilla Foundation. page 1: Grandma Moses, Checkered House. Collection of 18M Carparation, Armonk, NY. Copyright © 1982, Grandma Moses Properties, New York. page 9: Metropolitan Museum of Art. page 10: Ronald H.. Cohn/The Gorilla Foundation. page 20; top, Hettmann Archive, Ine.; bottom, Paul Conklin/Monkmeyer Press Photo Service. page 30: Jit Robbins. page 42: top, Ken Lax; bottom, Linda Decker. page 43: top, Gale Zucker/Siock, Boston; bottom, Barbara Alnet/Stock, Boston. pave 48: Mavgie Scarry. page 62: top, Len Rue, Jt./Leonard Rue Enterprises; bottom, [ra Kirschenbaum/Siock, Boston. paze 66: Spencer Grant/Stock, Roster, page 70: top, Gale Zucker/Stock, Boston; bottom, Michael Weishrot/Stock, Boston. page 71: top, Pattiela Hollander Gross/Stack, Boston: bottom, James Holland/Stock, Boston. page 78: Maggie Scarry, pages 80 and 87; Peter Marlow/ ‘Magnum, page 90: top leit, Spencer Gran/Stock, Boston; top right, Vieky Horboverz; center left and center right, Michael Hayman/Stock, Boston; bottam, George Mlalave/Stack, Boston. Grateful acknowledgment is given for the permission to use the following copyright material: (For page 32) “Face to Face in the Factories." U.S. News a World Report, 2 September 1985, (for page 34) “A Hard Day's Night." Time, 1 August 1983. (for page 44) "Active Dads Sec Rewards and Snags."" USA Today, 7 November 1984. (lor page 72) “TV as the New Fireplace."* Time, 27 December 1982. (for page 86) “The Bird Men." National Geographic, August 1983. Printing: 4567 Yer: 012345 Maxwell Macmillan International Publishing Group ESL/EFL Department 866 Avenue New York, NY 10022 Printed in the U.S.A. ISBN O-O2-3997b0-5This book is dedicated to David, Daniel, and Amy Rice and to John Stempleski and Helen Sutter.Acknowledgments We would like to express our appreciation to the many people whose help has made this book possible. A very special thank you to Pamela McPartland, Director of the International English Language Institute at Hunter College, for her limitless encouragement and guidance, and for providing an atmosphere that inspires innovative teaching and creative materials development. We are very grateful to our colleague, Tracey Forrest, who painstakingly read and field-tested the entire text. Her insightful comments and criticism were invaluable. Many thanks to the fine editorial staff at Collier Macmillan: Mary Jane Peluso, whose enthusiasm and efficiency solved every problem; Maggie Scarry and Jil Robbins, for their interest and attention to detail; Larry Anger, Karen Peratt, and Carine Rostain for their support. Thanks also to Karen Davy and Anna Veltfort for their tireless efforts. We also appreciate the helpful comments of our reviewers: John Gibson, Ellen Clarkson, Rebecca Lemaitre, and Carol Pineiro. Finally, a big thank you to all of our students and colleagues at the International English Language Institute and to our friends and families for their patience and encouragement.Introduction Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Contents THE GRAND OLD LADY OF AMERICAN ART THE METROPOLITAN MUSEUM OF ART Scanning, Finding the Main Idea, Getting the Meaning from Context, Recognizing Synonyms, Pronoun Reference PROBLEM-SOLVING: A VISIT TO THE MET A TALKING GORILLA AN INTERVIEW WITH DR. PATTERSON Scanning, Finding the Main Idea, Making Inferences, Word Forms, Dictionary Definitions, Pronoun Reference QUESTIONNAIRE: PETS THANKSGIVING—THEN AND NOW A RECIPE FOR CRANBERRY SAUCE. Scanning, Choosing a Different Title, Finding the ‘Main Idea, Making Inferences, Finding the Facts, Getting the Meaning from Context, Word Forms, Ordering QUESTIONNAIRE: HOLIDAYS A DAY IN THE LIFE OF KOTARO NOHMURA DOING BUSINESS WITH THE JAPANESE: SOME DOS AND DON'TS Scanning, Skimming, Verbs, Getting the Meaning from Context INTERVIEW: DOS AND DON'TS MODERN FATHERS HAVE PLEASURES AND PROBLEMS HELPFUL HENRY Scanning, Making Inferences, Finding the Facts, Getting the Meaning from Context, Word Forms DISCUSSION: DEAR HENRY Vil 10 16 20 29 31 32 38 41 42 48 4BChapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Answer Key THE LANGUAGE OF GESTURES INTERPRETING GESTURES Skimming, Choosing a Different Title, Pronoun Reference, Word Forms, Associations, Recognizing Antonyms INTERVIEW: HOW DO YOU SAY... ? SOME ABC’S ABOUT ALASKA BETWEEN THE WAYS: ALASKAN ESKIMOS TODAY Scanning, Skimming, Getting the Meaning from Context, Word Forms, Finding the Facts, Choosing a Different Title, Making Inferences ROLE-PLAYING: ALASKA VACATION GUIDE THE TV IS ON, BUT WHO IS WATCHING? TV VIEWERS’ SURVEY Finding the Facts, Pronoun Reference, Getting the Meaning from Context, Dictionary Definitions, Scanning ROLE-PLAYING: WHAT’S YOUR OPINION? ULTRALIGHTS ARE TAKING OFF RIDING THE FLYING BICYCLE Scanning, Making Inferences, Finding the Facts, Pronoun Reference, Word Relationships, Word Forms, Finding the Main Idea, Ordering, Recognizing Antonyms PROBLEM-SOLVING: A LETTER TO EIPPER AIRCRAFT HAVE A GOOD CRY ASK AGGIE Scanning, Choosing a Different Title, Finding the Main Idea, Finding the Facts, Getting the Meaning from Context, Word Forms QUESTIONNAIRE: CRYING 50 57 59 60 66 69 70 7 79 80 86 89 90 98 99 100Introduction EXPLORATIONS is a textbook for high-beginning students in universities, language institutes, adult education programs, and high schools. The reading selections and learn- ing activities presented are geared to adults and young adults studying English in the United States and abroad. The book may also be used by native speakers enrolled in developmental or remedial English programs. ‘The focus of EXPLORATIONS is on developing reading skills. As its title suggests, the text is interactive in its approach to language study. Students develop both their reading and oral skills through a wide variety of task-oriented and information-sharing activities for pairs and small groups of students, These include pre-reading discussions as well as post-reading comprehension exercises, paired interviews, and decision-making tasks. Underlying the approach is the conviction that students learn better if they are provided with interesting classroom activities in which they are personally involved. Each chapter in EXPLORATIONS is based on a particular topic and contains the follow- ing learning activities: « Pre-Reading Group Discussion Centering on an illustration or questionnaire, pre-teading group discussion introduces the topic, motivates students to read the selections, lessens their fear of unfamiliar vocabu- lary, and provides opportunities for them to exchange ideas. © Main Reading Selection Based on topics of interest to adults and young adults, these passages are adapted, simpli- fied versions of articles from English-language magazines and newspapers. Each is ap- proximately 350 words long, and retains the stylistic and organizational format of its original. This helps students transfer reading skills to unsimplified material in the future.* Further Reading Selection Related to the topic of the main reading selection, secondary selections are more informal. ‘They include newspaper clippings, advertisements, graphs, charts, letters, and brochures. © Reading Skills Exercises Skills such as predicting, finding the main idea, scanning, skimming, sequencing, orga- nizing facts, and making inferences ate taught through exercises and activities that ac- tively involve the learner. Although each chapter contains exercises in these skills, the type of exercise varies widely throughout the text, thus maintaining student interest. © Comprehension Activities These are designed to guide and check students’ understanding of what they have read. Comprehension activities include TRUE-FALSE-IT DOESN’T SAY questions, match- ing facts to diagrams or photographs, and decision-making tasks based on information contained in the reading selection. Outlining of factual information also teaches organiza- tion. © Vocabulary Study Vocabulary activities stress getting the meaning from context and include practice with synonyms and antonyms, word families, dictionary skills, cloze exercises, and making analogies. © Wrap-up Conversational Activities These activities allow students to share their thoughts and feelings about the topic of the chapter, and to find out more about each other. Many of these exercises are designed to improve crosscultural understanding by stimulating discussion of the similarities and dif- ferences between the students’ cultures and that of the United States. Wrap-up activities include paired interviews as well as role-playing, problem-solving, and decision-making tasks,