Reading .Scanning .Finding meaning from context .Collocation Scanning Task A: What is scanning and when is it useful?

Can you remember from Unit 1 how to skim? Another technique for quickly getting information from a text is scanning. In scanning, you look only for specific information, for example, times, ates an specific i eas. !ou know the kin of thing you"re looking for before you start. !ou on"t rea e#ery wor $ %hen you scan, it"s often useful to skim first to fin which paragraphs the information is most likely to be in.
1 Choose the most likely answers in the table below to help you istinguish between skimming an scanning.

Aim to rea quickly 'now the particular wor or i ea you"re looking for before you begin rea ing (ea e#ery wor of the text )ook for main i eas )ook for specific information, such as numbers, ates or specific facts *ocus on topic sentences, summary sentences, intro uctions, abstracts an conclusions

skimming yes&no yes&no yes&no yes&no yes&no yes&no

scanning yes&no yes&no yes&no yes&no yes&no yes&no

+ In the following situations, which is more useful, scanning or skimming? a, b, c, , (ea ing the -. times pages of a newspaper to fin when a particular program is on. (ea ing the contents page of a book to eci e whether it co#ers the area you"re looking for. (ea ing a book re#iew to eci e whether it"s generally goo , /' or ba . (ea ing a 0ournal article to fin the percentage of people who sai that they belie#e -. #iolence affects chil ren negati#ely.

e, f, g, h,

(ea ing an in ex to fin the pages on which something calle 1eisenberg"s uncertainty principle is mentione . (ea ing a chapter of a book to fin out whether it mentions 2A' 1alli ay. (ea ing an article to eci e whether it might contain information useful to your research pro0ect. (ea ing the blurb on the back co#er of a book to fin out whether it is useful for beginning stu ents in a particular fiel .

Task B: Scanning quiz -o become more familiar with your course, fin the answers to these questions.%ho will be the first to answer all of them? 1. +. If you want to focus on skills for ealing with #ocabulary, which section of this Unit will be particularly rele#ant? Imagine your teacher has 0ust gi#en you back some homework with symbols written on it. 1e tells the class that these are correction co es. In which section of this Unit is a correction marking co e explaine ? %here in the book 4near the back, is this co e gi#en? If you en0oy fiction, which Unit of this book will be especially interesting for you? In which Unit is -utorial 7articipation 8kills I co#ere ? %hich other units also co#er tutorial participation skills? In Unit 3, what kin of essays are co#ere ? In Unit 3, which essay is about genetically mo ifie foo ? In the essay starting on page 3<, which paragraph mentions the proportion of ol er people in the population?

3. 5. 6. 9. :. ;. <.

1=. %hich paragraph of the same essay mentions social interaction?

finding meaning from context Task A:Scanning race -his will prepare you for the next task. %ho in the class will be first to cyrcle or highlight all the boxe wor s in the following stu ent essay?

-able > albeit attune to a bur en ?emography&@ic gain mutual numerous pre#ent rather than supplemente sustaine tren

AuestionB "It is to the benefit of society for family units, li#ing together inclu e the ol er generationB %hat is your #iew on this matter?

Social benefits of extended families A ma0or social tren in many countries has been for el erly people to li#e increasingly by themsel#es rather than with their chil ren. /ften they ha#e pri e in remaining in epen ent an on"t want to feel a bur en on their families. 1owe#er, there woul be consi erable a #antages for society if more el erly people li#e with their a ult chil ren rather than alone or in nursing homes. Clearly this woul n"t work in e#ery case, but reasons inclu e mutual benefit for all members of the family, an the fact that this can help society cope with the massi#e emographic changes pre icte for the future. All generations gain benefit from li#ing in exten e families. 2ost gran parents an great@ gran parents en0oy spen ing time with their gran chil ren@it is common to hear them say that ha#ing chil ren aroun makes them feel younger. In a ition, for parents, it is cheaper when chil ren are looke after by their ol er relati#es than in chil care centres. >enefits for the chil ren are numerous, an clearly what is goo for them is goo for the whole family. *amily care is likely to be of higher quality than at a chil care centre for many reasons. It will be better attune to the chil ren"s nee s because the family members know them better an because there are fewer chil ren to look after in a family home than in a chil care centre. *urther, families generally ha#e greater emotional in#ol#ement in the chil "s e#elopment than people looking after the chil as a 0ob. It"s also an a #antage that this kin of care can strengthen family bon s ue to the increase contact that family members ha#e with each other. -he experience that gran parents an great@gran parents bring to chil @ rearing, from the years of raising their own chil ren, is an a itional reason. 1owe#er, it must be remembere that care centres ha#e staff with professional training which family members rarely get the opportunity to gain, an they also pro#i e opportunities for social interaction with other chil ren beyon those a#ailable in the family home. Chil care facilities thus o ha#e a place in chil ren"s upbringing, but their use must be balance against the a #antages of home care. A further benefit to society results from expecte changes in the emography of almost e#ery country. As health care impro#es, people are li#ing longer li#es. Also, in most e#elope countries, birth rates are ecreasing. >oth these tren s ser#e to increase the proportion of ol er people in the population, an ecrease. -he future proportion of working age people. -he result is that go#ernment ser#ices, such as subsi ise health care an nursing homes,

cannot be sustaine at the 8ame le#el into the future. -herefore, other ways of looking after the el erly must >e consi ere , for example, families looking after their own el erly parents. -his must be supplemente , howe#er, with some go#ernment support, albeit re uce from the present le#el, to pre#ent people ha#ing to lea#e 0obs or re uce their working hours@to look after el erly relati#es. In summary,C-he benefits of encouraging more el erly people to li#e with their chil ren or gran chil ren are consi erable an , o#erall, pro#i e a #antages for all members of the family .an offer a way to eal with emographic shifts. 1owe#er, some le#el of support ser#ices woul still be necessary in many cases. -herefore, the el erly shoul be encourage , where reasonable, to mo#e in with their chil ren while welfare ser#ices shoul be tailore to support this.

Task B: inding meaning from context 1 )ook at the following sentenceB It was a cold, snowy day so I put on my putongsway. As I left the house, I pulled it tightly down over my ears. %ithout looking in your ictionaries, what oes "putongsway" mean? !"AR#$#% tip Doticing meanings from context may feel uncomfortable at first, but if you practise it enough, it will help you becauseB a, b, c, , it can be quicker than using a ictionaryE it is a natural way to learn #ocabulary@it"s how you learn wor s in your first languageE it can be one without breaking the fluency of your rea ingE although it sometimes gi#es you only a #ague impression of the meaning, this is often enough. !ou can refine 4make better, your un erstan ing of the meaning later.

+ In pairs, mark the wor s from the table B abo&e that you alrea y know. Fxplain their meanings to your partner if he or she oesn"t alrea y know them.

3 Using the context of the passage, match the wor s from Task A with the meanings below, writing them in the gaps. "xam'le: 1 al eit + GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG 3 GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG a problem, har work 5GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG G 6GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG G 9GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG G :GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG G ;GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG G <GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG G 1=GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG G 11GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG G 1+GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG G a e siHes of populations of ifferent age groups etc familiar with get, obtain, recei#e instea of 4separates two alternati#e i eas, kept o#er ti me a large number ofE many share , affecting both stop though 4intro uces an opposite i ea, a general change in a number o#er time@up or own

5 *in a new partner. Compare answers. Fxplain how you foun your answers. *or example, which wor s coul you fin from the imme iate context? *or which wor s i you ha#e to rea large parts of the text to fin their meaning? (ollocation Task A: )ocabular*+collocation *rom the abo#e, you will ha#e notice that "attune " in this context can be replace with "familiar". >ut if this happens, the wor s aroun it also ha#e to change. In fact, we woul ha#e

to change "better attune to" to "more familiar with". >ut, why? %hy can"t we say "more attune with"? -o answer this, one useful explanation is that "well" an "better" are use naturally with "attune ", whereas "more" fits naturally with "familiar". -hese wor sets are calle collocations. %e can say that "well" collocates with "attune ".