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Laura Vinzant

INTR 615
Dr. Seaman
September 12, 2015
Book Critic
Reading Explorer 2 is an ESL textbook written by Paul MacIntyre. This book is written
to help readers develop their reading comprehension and vocabulary skills. There is also optional
CD exercises, that promote listening, if the teacher so wishes to do them. The book is made up of
twelve units with each unit having two sub-units.The units are written about the world and its
history and other people groups culture. Some examples of unit topics include On the Menu,
Great Destinations, Great Explorers, and Going to Extremes. At the beginning of a new
unit there is an exercise that students must complete before they can begin. It is guessing the
meaning of vocabulary words before they read them in context. This exercise encourages
students to determine the meaning without looking up the meaning of the words. Then for each
sub-unit there is two reading passages, followed by a reading comprehension exercise, and two
vocabulary practices. As the students get further in the book, the reading comprehension and
vocabulary practices become longer. Some sub-units contain a cloze for students to complete. At
the end of three units there is a review that is divided into two parts. The two parts are World
Heritage Spotlight and A Global View, that discuss a variety of topics related to cultures from
around the world. At the end of each review is a vocabulary builder, which is from the reading
review that the students just completed. Also at the end of every review is a word link exercise. It
gives students a verb, and then the students must change the ending to change the meaning of the
verb. An example of this, would be adding -(a)tion to circulate making it circulation, thus
making it a noun.

I, personally, could see myself using Reading Explorer 2, in a future classroom. I like the
style in which MacIntyre writes the units and exercises. I believe that students would enjoy
learning from this book, because the activities are written to be interesting and interactive. The
main reason that I chose this book to critic is because I liked the many different topics covered in
the text, and I would be very excited to teach from the different units. The texts that the writers
decided to write on are written to keep the learning experience exciting. I also love the fact that if
teaching through this book, the teacher is able to teach about different topics about the world.
Reading Explorer 2, has topics that cover history, science, and even learning recipes. One of my
passions, is to learn about the world; so this textbook is one that would be very fun to teach
students about the world, while also teaching students English. In my mind, that is a win.
Reading Explorer 2, keeps its audience in mind, while teaching the different topics. The
first unit builds on previous vocabulary and comprehension from the previous level of learning.
It does not do a refresher course, but immediately jumps into building on that learning. The units
continue to build upon that vocabulary and reading as the students work their way through the
book. I noticed while reading around the book that in later units the reading section, of the units,
become longer and filled with more vocabulary built into it. None, of the topics discussed are out
of the readers level. The stories used are not for children, but would keep the college aged or
adult learner entertained and focused. The exercises are written, in a way, to help the students be
engaged.
The exercises presented throughout the book are interactive exercises. The book expands
on previous knowledge learned from the previous text books in the series. The book uses the
knowledge of the text readers just learned about in the unit, and test vocabulary that the students
just read about. Each new unit also test the students on the vocabulary they will encounter. It

encourages the students to think about what the new words could mean, without looking the
definitions up in a dictionary, or by reading ahead. Another option for the teachers who decide to
teach from this textbook series, is the option to use a CD to help students practice by listening
how the script is read. If the teacher decides to chose this option, there are several optional
exercises that includes the CDs. These exercises feature a listening portion with a written
dialogue for the students to follow along with. It then ask the students questions on what they
just listened to. The written dialogue also gives students a chance to practice their English with
one another. They can follow along the prompt, and it gives them opportunities to practice their
English out loud. These dialogues are not difficult, and would be easy for students to
comprehend.
One of the biggest weakness that I see is that some readers may think they are being
given a childrens book to read, because of all the pictures in this book. Also, the majority of the
texts are not very long, and I do not think this is very challenging for the next level of English.
Even the long reading comprehension exercises are less than four pages. I believe it could be a
little longer, without confusing and overwhelming the reader. The majority of the exercises are
just like previous exercises. The author does not include many different exercises throughout the
text to push students to learn in a different way. Students may become too comfortable with the
same exercises over and over, that they will be overwhelmed when a new approach is taught. I
believe that MacIntyre could have included different exercises to make students learn not to
become lax in their learning, and expect the same exercises every time. Different exercises
would help the students who have difficulty doing the same practices every time. I also believe
that it would be beneficial to the students to include practices in speaking. There are scripts in the
back of the book for this, but I wish MacIntyre would have included more speaking prompts

throughout the text. The teacher of the course would have to create their own, but it would have
been more beneficial to have these prompts after students read about topics.
The reading assessment was that the text from this book is a level for people who can
read and understand a 7th-8th grade level. The book is part of a series of textbooks that teach
different levels of English. Out of the textbook series this is a level two out of four levels. After
comparing three different texts from the book from a beginning stage, a middle stage, and a later
stage; all three stages tested out on the Fry scale at a level 8. So the book is correct in its own
assessment, and with the Fry assessment.
Overall, MacIntyre has written an English textbook series that not only teaches English,
but also teaches various topics about the world. MacIntyres goal is to teach students to learn
vocabulary and reading comprehension, which is shown throughout this textbook. If given the
option to teach from Reading Explorer 2, I would without a doubt use it. I believe that this
textbook accomplishes the goal it sets out to do.

A day before Hurricane ____passed close to New______, residents were ordered to ____the city.
Unfortunately, tens ____ thousands of people ignored ___order or were unable ____ leave. When
Hurricane Katrina _____ water broke through the _____ of levees and flood _____ constructed

by government engineers. _____ people in low-lying ____of the city were____ onto their roofs
____the flood water and _____ for help to come ____ boat or helicopter.
Circumstances soon grew worse. ______ were not enough police in the city, so ____ were not
only exposed _____ dangerous floodwaters but also ____widespread crime. Most of ____
people were focused on ____people off roofs and ____of the water, said ____ police officer.
There were ____enough people in the ____ to rescue and distribute ____ and water to those
____ needed help.
Looting of stores was______. Ive looted, said Matthew, 35. ___ only to keep my _____ and
myself alive. They _____ us here for days _____ any food or water, _____ we were just
supposed ____ die. So we had ____ loot or die.
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