Uni

t 1 READI
NGSKI
LLSTYPES
S ome st
l
nott
defi
udent
anguagei
hei
ni
t
sv
rnat
el
y
st
er
i
vel
hi
nk t
ydi
fficul
hat r
tfort
eadi
ng i

anguage.Theansweri
:No!Readingi nEnglishisli
n Engl
hem,becausei

ker
i
sh
ti
smost
eadi
ngi
s

n
yournativelanguage.Thismeanst hatitisnotalways
necessarytoreadandunder standeachandev er
ywordin
Engli
sh.Remembert hatreading ski l
lsiny ournati
ve
l
anguageandEngl isharebasicallythesame.

Herei
saqui
ckover
viewoft
hef
ourt
ypesofr
eadi
ngski
l
ls
usedi
nev
eryl
anguage:

Ski
mmi ng,usedt
ounder
standthe"gist
"ormaini
dea.
Scanni
ng,usedtofi
ndapart
icul
arpieceofi
nfor
mati
on.

Int
ensi
ve r eadi
ng, accur
ate r
eadi
ng f
or det
ail
ed
under
standi
ng.

Extensi
ve readi
ng, used f
or pl
easur
e and gener
al
underst
andi
ng.

Ski
mmi
ng

Ski
mmi
ngi
susedt
oqui
ckl
ygat
hert
hemosti
mpor
tant
i
nformat i
on,or'gi
st'
.Runyoureyesoverthetext
,noting
i
mpor tantinf
ormati
on.Useski
mmi ngtoquickl
ygetupt o
speedonacur r
entbusi
nesssi
tuati
on.I
t'
snotessent
ialto
understandeachwordwhenskimmi ng.

Exampl
esofSki
mmi
ng:

 TheNewspaper( quickl
ytogetthegeneralnewsoft he
day)
 Magazi
nes (quicklyt o di
scov
erwhi ch arti
cles you
wouldl
iket
or eadinmor edetai
l)
 Busi
ness and Tr avel Br
ochures (quickl
yt o get
i
nfor
med)

Scanni
ng

Scanningisusedt ofindaparti
cularpieceofi nf
ormati
on.
Runy oureyesov ert
het extl
ookingf orthespecifi
cpiece
ofi nf
ormation you need.Usescanni ng on schedules,
meet i
ngplans,et
c.inordertofi
ndt hespeci f
icdetai
lsyou
requir
e.I fyou see wor ds orphr ases thaty ou don't
understand,
don'tworrywhenscanni ng.

Exampl
esofScanni
ng:
 The"What'
sonTV"secti
onofy
ournewspaper
.
 Atrai
n/ai
rpl
aneschedul
e
 Aconfer
encegui
de

I
ntensi
ver
eadi
ng

Int
ensiv ereadingi susedonshor tert extsi nor derto
extract specifi
ci nf
ormati
on. Iti ncludes v er
y close
accuratereadingf ordet
ail
.Useintensiver eadingskill
sto
graspt hedetail
sofaspeci fi
csituation.Int hi
scase,i ti
s
i
mpor t
antthaty ouunderst
andeachwor d,numberorf act
.

Exampl
esofI
ntensi
veReadi
ng

 Abookkeepi
ngrepor
t
 Ani
nsurancecl
aim
 Acontr
act

Ext
ensi
ver
eadi
ng

Extensi
ve reading i s used t o obt ai
n a gener al
underst
andi
ngofasubj ectandi ncl
udesr eadi
nglonger
textsforpleasure,as wel las business books.Use
extensi
ve readi
ng ski l
ls to impr ove y our general
knowledgeofbusi nessprocedur
es.Donotwor ryifyou
don’
tunder
standeachwor
d.

Exampl
esofExt
ensi
veReadi
ng

 Thel
atestmarketi
ngstrategybook
 Anovelyour
eadbef oregoingtobed
 Magazi
neart
iclesthatint
erestyou

Exer
cise1

Choosethebestansweraccor
ding
tot
hepassage!

TheI ndiansmadel it
tl
epr ogr
essdur ing
the t housands of y ear
s bef ore t he
Europeanscame.Oner easonfort hiswas
that hor ses, cows, sheep, pigs, and
chickens wer e not found in Amer ica.
Withouthorses,theI ndianshadahar dtimedi ggingup
thesoil
,andt heycoul donl ygetanimalfoodbyhunt i
ng.
Anotherreasonf ort hei
rl ackofprogresswast hatthey
didnotknow how t ousemet alstomaket ools.St ones
andf
latbonesdonotmakegoodt
ool
s.

1.Thi
sst
oryi
smai
nlyabout
..
..
.

a.problemstheIndianshad.
b.howpoort heIndianswer e.
c.reasonsfortheIndians'
lackofpr
ogr
ess.
d.I
ndianf ar
mingandhunt ing.

2.Whyi
sitbet
tert
orai
seani
mal
sthant
ohuntf
ort
hem?

a.Hunti
ngtakestoomuchti
me.
b.Hunti
ngisasport.
c.Huntedani
malsaretoosi
ckly.
d.Wil
danimalscannotbeeaten.

3.TheI
ndi
ansmadet
ool
soutof
…..

a.met
als.
 b.stonesandwildani
malbones.
c.thebonesofhorsesandcows.
d.arrowheads.

4.Whi
choft
hesei
snotat
ool
?

a.Hammer
b.Kni
fe
c.Buf
fal
obone
d.Scr
ewdri
ver
Uni
t
2

G ood sent
examinat
i
ences r
ons,
eadi
nomat
ng i
t
si
erwhet
mpor
hert
tantint
hequest
i
aki
ng
onsare
oneoft heessayt ype,t
heobj ecti
vetypeort he
pr
obl
em- sol
vi
ng t ype. I
ti simportant in fi
ll
i
ng out
appli
cati
on blanks and otherforms,and i nf ol
l
owing
dir
ecti
ons.Also,sinceparagraphs,chapters,andbooks
aremadeupofsent ences,theeffect
ivereadingofthe
shortunit
scont ri
butestot heef f
ecti
ver eadingofthe
l
ongerones.

Anal
ogy

Oneoft hebarri
erstogoodsentencereadingi
sthefail
ure
tonotet heimportanceoflit
tl
ewor dsli
keno,all,some,
always,never
,invari
abl
y,oft
en,andevery.Yetanyoneof
thesemaydet erminewhetherastat
ementi st
rueorfal
se.

Someani
mal
sar
ecol
d-bl
ooded.

Al
lani
mal
sar
ecol
d-bl
ooded.

Manyani
mal
sar
ecol
d-bl
ooded.

Noani
mal
sar
ecol
d-bl
ooded.

Summer
sinEngl
andar
eusual
l
ywar
m.

Summer
sinEngl
andar
eal
way
swar
m.

Summer
sinEngl
andar
enev
erwar
m.
 Summer
sinEngl
andar
einv
ari
abl
ywar
m.

Int hese sentences t he trut

h or falseness of the
stat
ementt urnsupom t heunderli
nedwor ds.Theyar e
knownaskeydet erminers.Always,no,allandev er
yare
absolut
eintheirmeani ng;theyall
owsf ornoex cept
ions.
Some, many,usuall
y,andf r
equentl
yarelessrigi
d.

1.All
car
pet
saremadeofwool.
2.Nocar
petsaremadeofwool
.
3.Somecar
petsaremadeofwool
.
4.Manycar
petsar
emadeofwool.

Inthi
sgroupthef
ir
sttwosent
encesal
lownoexcepti
ons.
Theyarefal
se.Thelastt
wogroupslessabsol
ute.They
aretr
ue.

Hi
nt:ifasentenceall
owsfornoexceptions,
iti
sapttobe
f
alse.Uset hi
shint
.Butr
emembert hatitisahintandnot
arule.Thereareexcept
ions.Example:Therearealways
t
went yfourhour
sinaday .

Pr
act
ice!
Readeachst at
ementcar ef
ull
y.Thendeci
dewhethert
he
statementi
st r
ueorfalse.PutaT( fort
rue)oranF(for
false)ont
helastsent
ences.

1.Al
lsnakesar
epoi
sonous.
2.Peopl
enev
ergetf
evermor
ethanonceay
ear
.
3.Nomont
hsi
nthey
earhasf
ewert
han24day
s.
4.Peopl
ewhost
udyhar
dal
way
sgetgoodgr
ades.
5.Cr
imi
nal
scannev
erber
efor
med.
6.Peopl
efr
equent
lypr
efermusi
ctomov
ies.
7.Womenar
enev
erst
rongert
hant
heman.
8.Har
dwor
kinv
ari
abl
yleadst
osuccess.
9.Al
lwat
erf
lowsdownhi
l
l.
10.
All
li
vi
ngcr
eat
uresmusthav
efoodt
okeepal
i
ve.

Recogni
zingFact
sandOpi
nions

Oneoft heskill
sr equi
red f
oreffecti
vereading i
st he
abil
it
yt odist
inguishfactsfrom opini
on.Dist
ingui
shing
factfrom opi
nioni snotalwayseasy .A f
acti susuall
y
defi
ned as a tr
uth,somethi
ng thatcan be tested by
experi
mentat
ion,obser
vati
on,orresearchandshownt o
be real
.Butev en t
hatisat entati
ve def
ini
ti
on.For
example,i
n1930i twasgener al
lyacceptedasfactthat
theatom wast hesmal l
estparti
cleofanel ementand
couldnotbespl i
t.I
n1940,thesci ent
istspl
i
ttheat om,
makingwhatwasoncet houghttobeaf actaf
all
acy.

An opi nion,on the ot her hand,i s often easier t o

disti
ngui sh. Your bel i
ef f eeli
ng or j udgment about
somet hingisanopi nion.I tisasubj ecti
vej udgment ,not
somet hingthatcanbeobj ectivelypr oved.Ev enthough
youbaseanopi ni
ononf act ,ot hersmaynotagr ee;an
opinioncannotbepr ovedt oev er yone’ssat i
sfacti
on.For
i
nstance,y oumaybeoft heopi ni ont hatMr .Beani st he
bestcomedi an,butther eisnowayt omakey ouropinion
fact.Ot hershavetheirownf av orite’
scomedi an, whi
lest i
l
l
othersdonotev enknow whoMr .Beani s.Theonl yf act
thaty oucanpr oveist hatMr .Beani sacomedi an.

Letust esty
ourski
lli
nrecogni
zi
ngfactfrom opi
nion:
whichofthefol
l
owi
ngstat
ementsaref
actandwhichare
opi
nions?

_
___ Har
ryS.Tr
umanwast
hePr
esi
dentoft
heUS.

_
___ RadarBant
eni
sabet
ternewspapert
hanTopSkor
.
_
___ Col
umbuswast
hef
ir
stper
sondi
scov
erAmer
ica.

_
___ Baduyi
noneoft
radi
ti
onal
tri
bei
nJav
aisl
ands.

_
___ Fr
iedchi
ckeni
sni
cert
hanf
ri
edf
ish.

Exer
cise2.
1.

Pl
acean“O”intheblanki
nfrontofal
l
st
atement
s of opi
nion,an “F” i
fa

1._
__Lebar
anhol
i
dayi
sthebest
.

2._
__I
ndonesi
apr
ocl
aimedi
tsi
ndependenceonAugust
17,
1945.

3._
__Ser
angci
tyi
sthel
argestci
tyi
nBant
enpr
ovi
nce.

4._
__Fr
iedr
icei
soneofI
ndonesi
ant
radi
ti
onal
food.
5._
__Readi
ngI
IIcour
sesi
swast
ingt
het
ime.

6._
__i
tisi
mpor
tantf
orst
udent
stohav
egoodski
l
lsi
f
t
heywantt
osuccessi
nthei
rli
fe.

7.
___
Indonesi
aconsi
stsofhundr
edsi
slands,t
ri
bes,and
l
ocal
language.

8._
__Bar
rackObamai
sthebestPr
esi
dentofUSA.

9._
__UI
NSMHBant
enl
ocat
edi
nSer
ang.

10._
__Bol
l
ywoodmov
iei
sbet
tert
hanHol
l
ywoodmov
ie.

Exer
cise2.
2.

Chooset
hebestansweraccor
dingt
o

LeonardodaVinciwasbornonApr il15,1452i
nVi nci
,
It
aly.Hewastheil
l
egit
imat
esonofSerPi er
o,aFl
orent
ine
notaryand l
andl
ord,butli
ved on t
heest at
eand was
t
reat
edasal
egi
ti
mat
eson.

In1483,Leonar dodaVi ncidr

ew thefi
rstmodelofa
heli
copter
.Itdidnotlookver
ymuchl i
keourmoder
nday
“copter
”,buttheideaofwhatitcoul
ddowasaboutthe
same.

LeonardodaVi nci wasanar

tistandscul
ptor.Hewasv er
y
i
nterestedinmot ionandmov ementandtri
edtoshowi ti
n
hi
sar t.Iordertoshow mov ement,hefoundi thelpf
ulto
studyt hewayt hingsmoved.Onesubj ecthel i
ked to
studywasbi rdsandhowt heyf l
ew.Hespentmanyhour s
watchingt hebirdsandexami ningthestr
uctureoft hei
r
wings.Henot i
cedhow theycuppedai rwiththeirwings
andhow hef eathershel
pedhol dtheair
.Throught hese
studi
es,Leonar dobegant ounder st
andhow birdswer e
abletof l
y.

Li
kemanyot hermen,Leonardobegantodream oft he
daywhenpeopl ewouldbeabl et
of l
y.Hedesi gneda
machinethatusedallthethingshehadlearnedabout
fl
ight
,andthusbecamethefi
rstmodelofahel
icopter
.

PoorLeonar dohadonlyonepr obl

em, however.Hehadno
wayt ogivethenecessaryspeedtohisinventi
on.Yousee,
motorshadnoty etbeeni nvent
edandspeedwasan
i
mpor tantpartoftheflyi
ngprocess.Itwouldbeanot her
fourhundredy earsbeforetheenginewasi nventedand
anotherfif
tyy ear
sbef or
eitwasputt othet estinand
air
plane.Leonardo’
sdream ofahelicopterfi
nallycameto
passin1936.

The I
tal
i
an pai
nter
,scul
ptor
,ar
chi
tect
,engi
neer
,and
sci
ent
ist,Leonar
dodiedonMay2,1519,andwasbur
ied
i
nthecloist
erofSanFior
ent
inoi
nAmboise.

1.Whati
st heauthor’
smai npoint?
a.Theinv enti
onoft hehel
icopter
b.Bir
dscupai rwiththei
rwi ngsandusefeat
herst
o
helpholdtheai r
.
c.Anov er v
iew ofoneofLeonar dodaVinci’
smany
skil
ls.
d.LeonardodaVi nciwasbor nin1452anddi edi
n
1519.

2.Thewor dprobl
em inpar
agr
aphf
ivecoul
dbestbe
repl
acedbyt hewor
ld:
a.dilemma
b.mi stake
c.danger
d.pai n

3.Theworditinpar
agraphtworef
erst
o:
a.LeonardodaVinci
b.Thef i
rstmodelheli
copt
er
c.1483
d.Motionandmov ement

4.Whichparagr
aphexplai
nswhyLeonar
do’
shel
i
copt
er
wasnotsuccessf
uli
nhisli
fet
ime:
a.Paragr
aph1
b.Paragr
aph2
c.Paragr
aph3
d.Paragr
aph4

5.Thewor
dil
l
egi
ti
mat
einpar
agr
aphonei
scl
osesti
n
 meaningt o:
a.Agai nstt
hel aworil
l
egal
b.Noti ncorrectusage
c.Incorrect
lydeduced;i
ll
ogi
cal
d.Bor noutofwedl ock

6.Thef oll
owingsent encewouldbestcompl
etewhich
paragraph?“Sincet henpeopl
ehavebeenli
vingout
Leonardo’sdream offly
ing.
”
a.Par agraph2
b.Par agraph3
c.Par agraph4
d.Par agraph5

7.Whatwasthemai npr
oblem wi
thLeonar
do’
sinv
ent
ion?
a.Motor
swer enotyetinvent
ed
b.Thebi
rdsl ostthei
rfeat
hers
c.Hewasi l
legit
imate
d.Hecouldn’tdraw

8.Thewor
dt heyint
het
hir
dpar
agr
aphr
efer
sto:
a.Thefeather
s
b.Thebirds
c.Thestudies
d.Thewings

9.Inwhaty
earwast
hef
ir
sthel
i
copt
erf
lown?
a.1483
b.1452
c.1519
d.1936

10.
Whatt
wot
hingsdi
dbi
rdshav
ethatLeonar
dodaVi
nci
 not
icedhelpedthem tofl
y?
a.Wi ngsandbeaks
b.Feathersandtalons
c.Wi ngsandfeathers
d.Cupsandf eathers

11.
Thewor dthusinthef
our
thpar
agr
aphcoul
dbestbe
repl
acedby:
a.Hence
b.Af t
er
c.Unsuitabl
y
d.Inappropr
iat
ely

CRI
TICALTHI
NKI
NG
Uni
t 3
R eadi
cl
ngi
earl
st
yandl
hinki
ogi
ng.To r
call
y
eadwel
.Now,we’llt
ly
r
yt
oumustt
osharpeny
hink
our
abi
li
tytothinkcr it
ical
l
y.Cr i
ti
calthinki
nginv
ol ved
maki
ngjudgment
saboutwhaty our ead.Makingthese
j
udgment scal lsupony ourabil
ityt omakei nferencesand
draw conclusionsbycor r
ectl
yi nt
er pr
eti
ngt hesent ences
andpar agraphspr esented.Thinkingcrit
ical
lycausesy ou
tousemanyoft heski l
l
sy oust udiedinearlierexercises.
Deter
mi ningwor dmeani ng,recogni zi
ngmai nt hought s
andkeydet ail
s,andbei ngaler ttot hetypeofl anguage
usedt oexpr essideasar eskillst hatyouwi l
lusewhen
youengagei ncr i
ti
cal t
hinki
ng.

To pr acti
cei ncr
easing yourabi
lit
yt othinkcr
it
ical
l
y–
somet hingy oumustdo i nordert o makeappropri
ate
decisionsaboutal laspect
sofy ourli
fe– uset hefour
fol
lowi ngcategoriestoclassi
fythestatement
sthaty ou
wil
l f
indi nfol
lowingpracti
ceexer
cise.

1.Somer estatethemai nideaorpar tsofit.St

at ements
oft hist ypeexpr esst heaut hor’
sideaorpar tsoft he
i
deai nsi mplerwor dsorwor dst hatarenear l
ythe
same as t hose used i nt he origi
nalsent ence or
par agraph.
2.Somemaybecor rect l
yi nf
erred.Statementsoft hi
s
type ar e concl usions dr awn from t he i
nformat i
on
prov i
dedi nt heor i
gi nalsent enceorpar agraph.The
i
deasi nst atement soft hi
st ypegr ow outofwhat
directl
yst atedint heor i
ginalsentenceorparagr aph.

3.Somemi
sst
atet
hei
deas.St
atement
soft
hist
ypear
e
 fal
se,theydonotsuppor
ttheidea(s)pr
esentedi
nor
suggestedbyt
heorigi
nal
sentenceorpar
agraph.

4.Somecont ai
ni deasnotincluded.Stat
ementsofthis
type convey i
deas thatwer e neverment i
oned or
suggestedbytheorigi
nalsentenceorparagr
aph.

Chr
onol
ogi
calOr
der

I
fy oumar kedupy ourparagr
aph,youshouldeasil
ysee
thedif
fer
entsteps.Here’
showy oumi ghthav
emar kedi
t
up.Thetransi
ti
onalwordsandphr asesarehi
ghl
ight
edin
bold.

Exampl
e:

Ourcompanywi l
lbehappytor ei
mbursey ouf orcoll
ege
coursesthatenhancey ourjobperfor
mance.Bef oreyou
regi
sterforthecourse,youmustgetappr ov alfi
rstfr
om
your immedi ate super
visor and then f rom Human
Resources.Ify ouaretakingthecoursef orcr edi
t,you
mustr eceiv
eaC+orbet terinthecourse.Ifyouar enot
taki
ngi tforcredi
t,youmustpasst hecour se.Afteryou
have compl eted the cour se,y ou mustwr i
tear eport
explai
ningt hecont entoft hecour seandi tsr el
evancet o
yourposi t
ion.Then,y oumustf i
l
loutar eimbursement
request.Attachat uiti
onpay mentr eceipt,
yourr eport
,and
a copyofy ourgr ades tot hisr equestand pr ompt l
y
submitt hisr equest t oy our super vi
sor .Once y our
supervi
sorhas appr oved the request,y ou can then
submital lt hesef or mst oHumanResour ces,andy ou
shouldreceiv ey ourcheckwi thintwoweeks.

Pr
act
ice!

Choosethebestt
ransi
ti
onalwor
dthatsui
tabl
eforf
il
lin
thegapsbel
ow!

I
mmedi
atel
y assoonas when y
est
erday

amomentl
ater t
hen

_
___
___
___
__Iwentt
owor
kear
lyt
ogetsomeext
raf
il
ing
done._
___
___
___
___Igott
her
e,t
hephonest
art
edr
ingi
ng.
_
___
___
___
__mybosswal
kedi
n._
___
___
___
_heaskedme
t
oty
peal
ett
erf
orhi
m._
___
___
___
__heaskedmet
omake
ar
rangement
sfora cl
i
entt
o st
ay i
ntown ov
erni
ght
.
_
___
___
___Il
ookedatmywat
ch,
itwasal
ready11:
00.

Theanswer
:

Yest
erday
,Iwentt
owor
kear
lyt
ogetsomeex
traf
il
ing
done.AssoonasIgott
her
e,t
hephonest
art
edr
ingi
ng.A
momentl
ater
,mybosswal
kedi
n.I
mmedi
atel
y,Heasked
met
oty
peupal
ett
erf
orhi
m.Thenheaskedmet
omake
ar
rangement
sforacl
i
entt
ost
ayi
ntownov
erni
ght
.When
Il
ookedatmywat
ch,
itwasal
ready11:
00.

Exer
cise3.
1.

Chooset
her
ightanswert
hatsui
tabl
e
f
rom y
ourexper
ience!
1.Youwilldri
veoverat estroutethathasav ar
ietyof
t
raf
fi
csi t
uati
ons.Atal ltimesdur i
ng t
hetest,you
mustdri
veinasafeandr esponsi
blemanner
.

A.Tr
ue
B.Fal
se

2.Dur
ingt
hedr
ivi
ngt
est
,theexami
nerwi
l
lbescor
ingon:

A.personali
ty,
looks,
andv ehi
cle.
B.specifi
cdri
vingmaneuv er
sandper
sonal
i
ty.
C.specifi
cdriv
ingmaneuv er
saswell
asonyour
generaldri
vi
ngbehav i
or.

3.Youwi
l
lnotbeaskedt
odr
ivei
nanunsaf
emanner
.

A.True
B.False

4.Youhav
ebeenaskedt
omakeat
urn,
youshoul
d:

A.asktheexami nerwhy .
B.checkyourselfi
nthemi rror
s.
C.checktr
affi
ci nalldi
recti
ons,usetur
nsignal
s,and
safel
ygetint
ot helaneneededf orthet
urn.

5.Asy
ouappr
oacht
het
urny
oushoul
d:
 A.usetur
nssignal
towar nother
sofy ourt
urn.
B.sl
owdownsmoot hl
y,changegearsasneededt
o
keeppower,
butdonotcoastunsaf el
y.
C.All
oftheabove.

6.I
fyoumustst
opbeforemaki
ngat urnyoushoul
d
cometoasmoothstopwit
houtskiddi
ngand:

A.comet oaparti
alst
opbehi
ndt
hest
opl
i
ne,
crosswal
k,orst
opsign.

B.comet oacomplet
est opbehi
ndt
hest
opl
i
ne,
crosswal
k,orst
opsign.

C.Cont
inueony
ourwayi
fnot
hingi
scomi
ng.

7.Whichoft
hefoll
owingi
ssomet
hingy
oudoNOTdo
whenyouarereadytot
urn?

A.Checktr
aff
icinal
ldir
ecti
ons.
B.Keepbothhandsonthesteeri
ngwheel
dur
ingt
he
tur
n.
C.Changegearsdur
ingthetur
n.

8.Wheny
ouar
esaf
elymaki
ngat
esty
ouwi
l
lal
way
s:

A.Keepchecki
ngy
ourmi
rr
ort
omakesur
ethev
ehi
cle
 doesnothi
tanythi
ngont heinsi
deoft
het
urn.
B.Lookl
eftonl
ybef or
eturni
ng.
C.Askyourpassengertohel
py ouwat
chf
ortr
aff
ic.

9.Aftery
oucompleteyourt
urnyoushoul
dgetuptothe
speedoftr
aff
ic,
useturnsi
gnalandmovei
ntolef
t-
mostlanewhensafetodoso.

A.True
B.False

10.Whenadr iv
erapproachesaninter
secti
onhe/ she
shouldchecktr
aff
ict hor
oughl
yinalldi
rect
ions,
deceler
ategent
ly,
brakesmoot hl
y,i
fnecessarychange
gears.Youmustnev er:

A.comet oacompl et
estop.
B.maintainasafegapbehindanyvehi
clei
nfr
ontof
you.
C.rol
lforwardorbackwardaft
erst
opping.

11.Oncethr
oughtheinter
secti
onthedri
vershoul
d
conti
nuechecki
ngtraff
ic,
accel
erat
esmoot hl
yand
changegearsasnecessary.

A.True
B.False
 Exer
cise3.
2.

Chooseoneoftheset
opics,andmake
yourownessayaboutthetopicswi
th

A.Howt
ocooksomet
hing
B.Howt
odr
ivemot
orcy
cle
C.Howt
omakey
ourKRS
D.Howt
opr
epar
eyourexami
nat
ion
Uni
t SQ3RMETHOD:DEEPLY
4
A l
lofy
readt
ouar
ext
eexpect
books,t
edtobeabl
akenot
etodot
es,andt aket
hr
eet
est
hings:
s.This
chapter wi ll prov i
de usef ul suggestions and
strategiesforeachoft heset asks.Amet hodf orout l
ini
ng
essay si sal
soi ncluded,shoul dyouneedt ot akenot esor
otherwi sepreparemat erialinoutli
neform.Taket i
met o
studyt he suggest i
ons and pr ocedures offered.Usi ng
theseski l
lsef f
ectivel
ywi l
lgivey oubet tergradesand
i
ncr easedacademi csuccess.

Awell
-knownmet
hodforr
eadi
ngandstudyi
ngtext
book
mat
eri
aliscal
l
edt
heSQ3Rmethod(
dev
elopedbyFranci
s
P.Robinson).I
tisdesi
gnedt ohelpst
udentsunder
stand
andretai
nt ext
bookmat er
ialbyusingasystem orseri
es
ofst
epst oguidethem ast heyreadandstudy
.Thereare
fi
vestepstobef ol
l
owed:

1.Surv
ey,
2.Questi
on,
3.Read,
4.Reci
te,and
5.Revi
ew.

St
ep1:Sur
vey

Thisfi
rststep i
nvol
ves obtai
ning an overv
iew oft
he
chapt
erorsect
iontoberead.Todot hi
s,fol
lowthi
sgui
de:

a.Readt het i
tleort heheadi ngoft hechapt erorsection,
b.Readt hei nt
r oductorysent ence( s)orpar agraph( s)
thatexplaint hescopeandobj ecti
veoft hechapt er,
c.Readeachoft hesubt it
lesorsubheadi ngst hroughout
thechapt erort hesection,
d.Take not ice ofanyi llustrati
ons like maps,char t
s,
tabl
es,gr aphs,t i
mel ines,andsoont hatar epartof
thechapt erorsect i
on,
e.Readt hesummar yt hathi ghlightthemai npoi nt
sof
thechapt erorsect i
on,
f. Skimt hechapt erorsect ionf orunf amil
iarv ocabulary
orrevi
ewt hev ocabularylistifonei sprov i
ded.
Thesur veyst
epgivesthestudentagoodi
deaofwhatthe
assignmentisabout .Whil
ei ti
snotpartofthecareful
reading,thestudentwil
lbegindoinginstep2,i
tdoes
all
owt imeto“getreadyt
oreadandstudy”
.

St
ep2:Quest
ion

Textbooks are organized so that a large body of

i
nformat i
onisbrokendowni ntosmallerunits,eachwi th
i
ts own t i
tl
e orheading.Theyar e call
ed subt it
les or
subheadings because they come undert he br oader
chapterorsecti
ontitl
eorheading.Thesesubt itl
es,when
tur
nedi ntoquesti
ons,provi
deapur posef orr eadi
ng:t o
answer specifi
c quest i
ons about what isr ead.To
accompl i
shthi
sstep:

a.Locatethefi
rstsubti
tl
esorsubheadi ng,
b.Turnt hatsubtitl
es orsubheading i nt
o a questi
on
usi
ng any one oft hese question words:“what”,
“where”,“
how”,“why”,“was”
,“did”,“i
s”,“
who”,“when”.
Thewor dyouchooseshoul dcr eateaquest i
on,not
changet heintendedmeani ngoft hesubti
tl
eort he
subheading.
c.Writ
et hequest i
ondownandl eav eenoughspacet o
wri
teananswer .

St
ep3:Read

Now r ead the i

nfor
mation bel
ow t
he subt
it
le ort
he
subheading.Asyouread:
a.Underl
inet hewor ds,phrasesorsent encest
haty ou
thi
nkanswert hequestion,
b.Makesnot eint hemargininyourownwor dst
oclarify
orexplai
nt hereadi
ngfurther,
c.Makeanot eofexamplesordet ai
l
st hatmaybeusef ul
i
nanswer ingthequestion,
d.Stop reading when you reach the nextsubti
tl
e or
subheading.

St
ep4:Reci
te/Wr
it
e

Nowt
haty
ouhav
ereadt
hisf
ir
stsect
ion,
seei
fyoucan:

a.Closet hebookandanswerthequesti
onyoucr
eat
ed
fr
om t hesubt
it
le,
b.Usey ourownwor dst
odoso,
c.Wr i
tedownananswert hatyout hi
nkanswer
sthe
question.

Repeatst
eps2,
3,and4f
oreachsubt
it
lef
oll
owi
ngt
he
f
ir
st.

St
ep5:Rev
iew

Nowthatyourr
eadi
ngiscomplet
e,r
eexami
ney
ournot
es.
Youshoul
dchecktoseethat
:
a.Youhav eanswer edeachquest i
onyoucreatedf
rom
thesubti
tl
es,
b.Yourresponsesdi rect
lyanswereachquest
ion,
c.Youranswersi ncludet hosedet
ail
sand/orexamples
neededtoenhance,
d.Yourunderstandingofwhathasbeenr ead.

Asy oupr act

iceusi
ngtheseSQ3Rmet hod,y
ouwil
lfi
nd
youl ear
nmor eandhav egoodstudynotestouseto
prepareforcl
asspart
ici
pati
onandt
ests.

Anot
herTechni
quesf
orI
mpr
ovi
ngYour"
SQ3R"

SURVEYTHECHAPTER
Donotreadt
hechapt
ery
et!Dot
hesest
epsf
ir
st:

1.Readt hetitl
e-pr epar eyourmindt ost udyt hesubj ect
.
2.Readt hei ntroduct i
onand/ orsummar y-t hinkabout
howt hischapt erf i
tstheauthor '
spur poses, andf ocus
ont heauthor'sst atementofmosti mpor tantpoi nts.
3.Quickly look ov er each bol df
ace headi ng and
subheading-or gani zeyourmi ndbef orey oubegi nto
read-buildast ructureforthet hought sanddet ailsto
come.
4.Lookov eranygr aphics,chart
s,maps, diagrams, etc.
Theyar etheret omakeapoi nt-don' tmi sst hem.
5.Noticether eadingai ds-ital
i
cs, andbol dfacepr i
nt
showt hatsomet hingisimpor t
ant
6.Also,thechapt erobj ect
iveandt heend- of-chapt er
 quest
ionsar
eal
lincludedt
ohel
pyousor
t,under
stand
andremembert
hei nfor
mati
on.

QUESTI
ON
Donotr
eadt
hechapt
ery
et!Dot
hesest
epsf
ir
st:

Creat
equesti
onsf
rom yourr
eadi
ngt
ohel
pyourmi
nd
thi
nkaboutt
hemat
eri
al.

Lookateachsect i
onatat i
meandt urnthebol dface
headingsintoasmanyquest i
onsasy outhinkwi llbe
answeredi nthatsect i
on.Thebet t
ert hequesti
ons,t he
bett
ery ourunder st
andingwi l
lbe.Youmayal way sadd
more quest i
ons as you continue.When y ourmi nd i s
acti
velysearchingforanswerstoquest ions,
itislearning!
Thisi salso thebestwayt o predicttestquest i
ons-
wheredoy outhinkyourteachersthinkupquest i
ons? !

Here'
sanexample:i
faheadingsays"
Par
tsoftheFl
ower
,"
youcanmakeaquest ionli
ke:"
Whatar
et hepart
sofa
fl
ower?""
Histor
icPeople"canbeaquesti
onlike"
Name
somehist
oricpeopl
e."

Makeupasmanyquest
ionsasy
oupossi
blycan.

READ
Ok,nowi
tist
imet
oreadt
hechapt
er,
butf
oll
owst
hese
st
eps:

Asyouread,
lookfort
heanswer
stot hequest
ionsy
ou
wrot
e,andwri
tetheanswer
sinyournotes!

Readeachsect
ionoft
hechapt
erwi
thy
ourquest
ionsi
n
mind.Lookfort
heanswer
s,andt
akenot
eofquestions
youdidn'
tthi
nkoft
hatwer
eansweredi
nthatsect
ion.

RECI
TE
Asyour
eadt
hechapt
er,
youshoul
dreci
tey
ournot
es.

Reci
ti
ngmeanspractici
ngoutl
oudwhatyou’
vewr
it
ten
down.Yes,
that
'sr
ight-tal
ktoy
oursel
f!

Aft
ereachsectionofreadi
ng,st
op,thi
nkabouty
our
questi
ons,andseeifyoucananswerthem f
rom memory.
I
fnot,lookbackagain(asoft
enasnecessary
)butdon'
t
goont othenextsecti
onunti
lyoucansaywhatyouhave
l
earned!

REVIEW
Spend15mi
nut
esev
erydayr
evi
ewi
ngy
ournot
es.

Oncey ou'
vefi
nishedtheenti
rechapterusi
ngthesteps
above,gobackov eral
lthequesti
onsthatyoumade.See
i
fyoucanst i
llanswerthem.Ifyoucannot,
readthe
chapteragai
n,beingcaref
ultoansweryourown
questi
ons.

Exer
cise4

Choosethebestansweraccor
ding
tot
hepassage!
Glassf i
bersar eext remelyst rong;f ortheir
wei ght,theyar est rongert hanst eel.They
aremadebyf orcingmol tengl asst hr
ough
ti
nyhol escal l
edspi nnerets.Asmanyasf our
hundr edspinneretsar eplacedt oget her
,and
threadsofgl assmucht hinnert hanhuman
hairsar edr awnof fatgr eatspeed- mil
esoft hreadper
minut e.Astheyspeedal ong, thet hreadsar ecoatedt hinl
y
withat ypeofgl ueandt wi stedi ntoay arn.Thegl ass
fi
ber s are used wi th plastics t o make boat s and car
bodi es.Theyar ealsowov eni ntoheav yclothforwi ndow
draper i
esandi ntost r
ongbel tsf ormaki ngt i
resstronger .

A speci alki ndofgl assf i

beri scausi ngar evolutioni n
communi cations.Asi gnalofl ightcanbemadet ot rav el
alongt hef i
berf orv eryl ongdi st ances.Bychangi ngt he
qualit
yoft hel i
ght,manymessagescanbesentatonce
alongonest randofgl ass.Newof f
icebui l
dingsar ebei ng
“wired”wi thgl assf i
ber sast heyar ebuilt
.Thegl assf ibers
willbeusedt o connectt elephonesandcomput er si n
way st hatnotl ongagower eei theri mpossi bleort oo
expensi ve.
Glasswoolt rapsai rinat hick,lightbl anketoff ibers.Thi s
blanketi st henputi ntowal l
sandcei li
ngst okeepwar m
airindur ingt hewi nterandcoolai rindur ingt hesummer .
Tomakegl asswool ,mol tengl assi sfedi ntoaspi nni ng
drum wi t
hmanyhol esi nit.Ast hegl asst hreadsst ream
outoft hehol es,theyar ef orceddownwar dbyabl astof
hotai randt hroughaspr ayofgl ues.Thet hreadsar et hen
furt
herbl ownaboutt omi xt hem upast heyf allinat hick
matonamov ingbel t.Thegl assweseet hroughanddr i
nk
outofhasmany ,manyot hersusesbesi dest heones
descr
ibedhere.
1.Whatwast heaut hor
’smai npur poseinwr i
tingthe
ar
ti
cles?
a.Toi nf
ormy ouhowspeci alkindsofglassar emade
andused
b.Toper suadey outoinvesti
gat ethemanyusesof
gl
assbeyondt hosementionedi nthearti
cle
c.Toi nf
ormy ouaboutthest r
engt hofglassfiber
d.Toi nf
ormy outhatgl
ueisusedt ohol dstrandsof
gl
asstogether

2.Thewordspecial
int
hesecondpar
agr
aphi
scl
osesti
n
meaningto:
a.Disti
nctamongother
sofaki
nd
b.Additi
onal
c.Common
d.Species

3.Gl
assf
ibersaremadebyf
orci
ngmol
tengl
asst
hrough:
a.Spi
nners
b.Spi
derets
c.Spi
nnerets
d.Spi
nets

4.Thewor dchangi nginthesecondpar

agr
aphcoul
d
bestbereplacedbythewor
d:
a.Alteri
ng
b.Bor i
ng
c.Bringing
d.Doing

5.Whatar
egl
assf
iber
swov
eni
ntocl
othf
or?
 a.Draperi
es
b.Carsandboat
s
c.Glasses
d.Glue

6.Thewor
df edinthef
our
thpar
agr
aphmeans:
a.Togiv
ef oodto
b.Toministerto
c.Tosuppor t
d.Tosupply

7.Thewor dt heyinthesecondsent
enceoft
hef
ir
st
par
agraphr ef
erst
o:
a.Humanhai r
b.Wei ght
c.Glassfibers
d.Yarn

8.Thewordi ti
nthefour
thpar
agr
aphr
efer
sto:
a.Mol t
englass
b.Glasswool
c.Spinningdrum
d.Holes

9.Thef oll
owingsentencewoul
dbestcompletewhi
ch
paragraph? “t
his improv
ement i
n technol
ogy i
s
expectedtoconti
nue”.
a.Par agraph1
b.Par agraph2
c.Par agraph3
d.Par agraph4

10.
Asi
gnalofwhatcanbemadet
otr
avelal
ongf
iberf
or
 ver
ylongdi
stances?
a.Heat
b.Wav e
c.Wool
d.Light

11.
Thewordsprayi
nthefour
thpar
agr
aphcoul
dbestbe
repl
acedbyt
heword:
a.Shower
b.Blow
c.Spit
d.Force

Uni
t READI
NGSTRATEGI
ES
5
WhatCanYouDot
oBecomeaBet
terReader
?

Bef
oreReadi
ng

 SetaPur
posef
orReadi
ng

Thi
nkify
ouwill
youisreadi
ngtofi
ndoutwhathappensi
n
ast
oryortol
earnspeci
fi
cinf
ormati
on.

 Pr
evi
ewt
heText

Look atthe t
it
le,pi
ctur
es,capt
ions under pi
ctur
es,
headi
ngs,
bol
d-f
acedpr
intandot
hergraphi
cs.

 Act
ivat
eBackgr
oundKnowl
edge

Thi
nkaboutwhatyoual
readyknowaboutt
hecont
entof
whaty
ouwill
read.

 Pr
edi
ct

Thinkwhatmighthappeni
nthestor
y,whatwor dsmaybe
used,orwhati
nfor
mat i
ont
hetextmightcont
ain.
Dur
ingReadi
ng

 Cr
oss-
check

Checkonecuewi t
hanother.Askyour
self
,"Doest
his
wordl
ookr
ight
,soundr
ight
,andmakesense?"

 Rer
ead

When probl
ems occur
,ret
urntot he begi
nni
ng ofa
sent
enceorpar
agr
aphandreadi
tagain.

 Pr
edi
ctandConf
ir
m

Asky oursel
f,"
WhatworddoIexpecttosee?"
,"WhatdoI
thi
nkwi l
lhappennext?
","
Didt
hatmakesense? "
,or"Am I
fi
ndingtheanswerstomyquesti
onsaboutthi
stopi
c?"

 Ski
p,ReadOn,
andGoBack

Someti
mesy oucanskipanunfamili
arwordandr eadto
theendoft
hesentenceorpar
agraph,t
hinki
ngaboutwhat
wouldmakesense.Then,usi
ngthecontext,gobackand
r
ereadagai
n.

 ConnectBackgr
oundKnowl
edget
otheI
nfor
mat
ion
i
ntheText

Thinkaboutwhaty oual r
eadyknowaboutt hesubjectand
thekindofmat eri
aly ouarereadi
ng.Thinkabouthowt he
i
nfor mati
onissimilartowhaty oualr
eadyknowaboutt he
topic,ev
ent,orperson.Ifyouhav emanyquesti
onsabout
the topi
cort he kind ofbook,y ou mayneed t o ask
someonef orhelp.

 Thi
nkAboutExpl
ici
tandI
mpl
ici
tInf
ormat
ion

Thinkaboutwhatinfor
mationisgi
vendi r
ect
ly.Alsothi
nk
aboutwhaty ouknow f r
om readi
ngt hatisnotdi r
ectl
y
statedinwordssuchashowachar acter
'sacti
onsshow
feeli
ngsorwhythingsmayhav ehappenedbasedont he
cluestheaut
horgave.

 St
opandRev
iew

I
fy ouar
ereadi
ngalongertext
,st
opandthi
nkaboutwhat
hashappenedi
nthestorysofarorwhati
nfor
mationhas
beengiv
en.
Af
terReadi
ng

 Ret
ellandSummar
ize

Tellsomeone orwr i
te whathappened i
nt he st
ory
,
i
ncludingcharacter
s,plot,andimport
antevent
s.Ifyou
read a nonfi
cti
on piece,revi
ew whatinf
ormati
on was
presented.

 UseaGr
aphi
cOr
gani
zer

Useastor
ymap, bi
ogr
aphywheel
,Venndiagr
am, orother
waytoshow whatwasincl
udedinwhaty ouread.(You
mayneedtocheckwit
hyourt
eacherf
orsuggesti
ons.)

 Dr
awConcl
usi
ons

Thinkaboutwhatpr
edicti
onsy oumadebef oreandduring
readi
ng.Lookbackandt hinkaboutwhaty ouhaveread.
Considerhow t
heinformationr eadrel
atestowhaty ou
alr
eady knew aboutt he topic.Wer ey ourquesti
ons
answered?Doyouhavemor equesti
onsaboutthesubject?
 Rer
ead

Reread t
he t
extora sect
ion oft
he t
extt
o hel
pyou
underst
andi
tbett
er.

 Di
scussandRespond

Talkwithsomeoneaboutwhatyouhav
eread.Askeach
otherquesti
on.Lookbackatthebooktodefendyour
opini
ons.

 Wr
it
etoSuppor
tUnder
standi
ng

Writ
eaboutwhatyouhaver
ead,t
ell
i
ngwhati
tmadey
ou
t
hinkoforwhaty
oulear
ned.

Whatgoodr
eader
sdo?

Tobecomegoodr
eader
,youmustt
oconcer
nwi
tht
his
sev
eral
item:

 Know whyy ouarereadi

ngthetext-decidebefore
youst
artandkeepthepur
posei
nmi ndasyouread.
 Readi ndi f f
erentway sdependi ngony ourpur pose-
scanat extt ogetaqui ckov er vi
ewofi t
scont ent;ski m
readat extt of i
ndspeci fici nformat i
on;gr appl ewi th
thedet ail t
oi mpr ov ey ourunder standingoft het opic.
 Readt hr oughat extoncei nor dert ogetagener al idea
ofitsmeani ngandcont ent.Thenr e-r
eadi t,t
akenot es,
addmar gincomment sorhi ghlightpar t
icularsect ions.
 Payat tent iont ot hest ructur eofat extt ohel py out o
under st andt hewr iter'spur poseandar gument .Take
noticeofheadi ngsandsub- headi ngs,ofopeni ngand
closingpar agraphsandofot hersi gnpost st hewr iter
haspr ov ided.
 Askquest ionsoft ex tandofy ourselfasy our ead.
 Acceptt hatsomet i
mesy ouneedt ore- r
eadi nor der
tochecky ourunder st anding,t or econsiderpar ti
cul ar
pointsofi nter
estori mpor tanceandt oaddt oy our
notes.
 Ifyouf indsomet hingdi ff
icultt ounder stand,sayt he
wor dsi ny ourheadoral oudasawayofunr avel i
ng
themeani ng.Dr awsket chesordi agramsasawayof
gettinghol doft hemeani ng.
 Tryt ounder standr athert hanj ustmemor ieswhat
your ead.Thi sef for tt ounder standi sitselfanai dt o
memor izing.
 Goodr eader sar ecr iti
calr eader s.Testt hewr iter's
argumentagai nsty ourownpr eviousknowl edgeand
exper ience.

(
adapt
edf
rom B551,
TheManager
'sHel
pfi
l
e)

Exer
cise5

Choosethebestanswer
accor
dingtothepassage!
 Thel ensonacamer ahasonl ytwot asks.
Fi
rst,i tmustgatherin as much lightas
possiblein or
derto act
ivatethe sensitiv
e
chemi cal
s on the f
il
m.Second,i t must
organizetheli
ghtrayssot hattheyf orma
sharpimageont hefil
m.Thesemaysoundl i
kesi mple
tasks,
butt
heyar enot.

Oneoft hesharpestlensesismer elyapinhol

einasheet
ofcardboard,metal,plasti
c,orasi mil
armat er
ial.Ifthe
pinhol
eistinyenough,t heimagecanbequi t
eshar p,but
thenveryli
ttl
eli
ghtisadmi tted.Formostpurposes,ev en
themostsensi t
ivefi
lm woul dtaketoolongtor ecordan
i
mage.

Aglasslensismuchbetterbecauseitl
etsinmuchmor e
l
ightandf ocusesi
tonthefil
m.Yetsi mplegl
asslenses
aresharpestonlyi
nthei
rcenter
s.Asmor eofthelensis
used,t
heimagesuf f
ersi
nsharpness.

Oner easonasi mplelenscancausepr obl

emsi sthatiti
s
shapedl i
keasect i
onofaspher e.Spheri
call
ensesdonot
focus per f
ect
lyon f l
atf i
l
m,so t he i
mage is sli
ghtl
y
dist
orted,especial
lyattheedges.Anotherreasonisthat
thelenscanactpar tl
yli
keapr i
sm.Thismeanst hatsome
ofthecol orsi
nt heimagewi l
lnotfocusproperl
y,andthe
i
magewi l
l befuzzy.
Onesoluti
onist oblockoffallbutt hesharp-f
ocusing
cent
erofthelens.I
fyoublockof ftheedgesofthel ens,
however,
lessl
ightwil
lgett
ot hefil
m.Earl
ylenseshadt o
compromise between sharpness and l i
ght
-gatheri
ng
power.

Veryshar pl ensest hatadmi tasmuchl ightaspossi bl

e
canbebui ltbymaki ngt hem withsev eralsepar atelenses,
orelement s.Amul ti
ple-el
ementl enshasf rom twot onine
separatel enses.Someel ementsar ecement edtogether,
andsomehav eagapbet weent hem.Fur thermore,the
el
ement sar eof t
enmadeofdi f
ferentki ndsofgl ass,each
withadi fferentabilit
yt obendl i
ghtr ays.Someoft he
el
ement sar et herejustf orcorrectingpr oblemscaused
bytheot herel ement s!Ther esultsar ewor thit
,though:
pict
ur escanbet akeni nmanydi fferentlightcondi t
ions,
andt heyhav eashar pnessy oucanal mostf eel.

1.Theworditi
nthef
ir
stpar
agr
aphr
efer
sto:
a.Camera
b.Lens
c.Fi
lm
d.Chemical
s

2.Theworddistort
edinthefour
thparagr
aphmeans:
a.Outofapr operornatur
alr
elat
ion
b.Cleanandi nshape
c.Purif
ied,
asone
d.Proper

3.Inwhatwaysdoesanimagesuff
eri
ftoolar
geanar
ea
ofthespher
ical
lensi
sused?
a.Theedgesoft hei
magebecomefuzzy
 b.Toomuchl i
ghti
sadmit
ted
c.Tooli
tt
lel
ighti
sadmit
ted
d.Col
orschange

4.Whatisthemai ndi sadvantageofasimpl

elensthatis
madeshar pbyusingj ustthecenter
?
a.Withl essli
ght-gatheri
ngpower ,thel
ensisutter
ly
useless
b.Withl essli
ght-gatheri
ngpower ,thel
ensisuseful
onlyinbrightl
ight
c.Withmor el i
ght-gather
ingpower ,t
hel
ensisuseful
onlyindiml i
ght
d.Withmor el i
ght-gather
ingpower,thel
ensisutter
ly
useless

5.Thewor dsharpestinthethi
rdparagraphrefer
sto:
a.Hav ingclearfor
m anddetail
b.Ter minati
nginanedgeorapoi nt
c.I nt
ell
ectual
lypenet
rati
ng;astut
e
d.Havingat hinedgeoraf i
nepoi ntsuit
ableforor
capableofcutti
ngorpier
cing

6.Theworditinthef
our
thpar
agr
aphr
efer
sto:
a.Glasslens
b.Prism
c.Simplelens
d.Fl
atf i
lm

7.Thewor d sensit
iveinthesecond par
agr
aph coul
d
bestbereplacedbythewor
d:
a.Delicate
b.Irr
it
able
c.React i
ve
 d.Psy
chi
c

8.Thewor dabi l
it
yi nt hesi xthpar agraphcoul
dbestbe
repl
acedbyt hewor d:
a.I gnorance
b.Weakness
c.I neptness
d.Capaci t
y
9.Themeani ngoft hewor dsol ut
ionasusedi nthefi
fth
paragraphi sclosesti nmeani ngto:
a.A homogeneous mi xture of t wo or mor e
substances, whichmaybesol i
ds,li
qui
ds,
gases,or
acombi nat i
onoft hese
b.Theanswert oordi spositionofapr obl
em
c.Thest ateofbei ngdi ssolv ed
d.Rel ease; del
iverance; discharge

10.
Whati sthemi ni
mum numberofl
ensesi
nmul
ti
ple-
elementlens?
a.Ni ne
b.Two
c.Ni net
y-two
d.Twent y-ni
ne

11.
Thewordfuzzyi
nthef
our
thpar
agr
aphmeans:
a.Clear
b.Unclear
c.Exact
d.Precise

12.
Thewordadmit
tedinthesixt
hpar
agr
aphi
scl
osesti
n
meani
ngto:
a.Topermitt
oenter
b.Tohaveroom f
or;accommodat
e
c.Togr
antt
ober eal,
vali
d,ort
rue;
acknowl
edge
d.Tomakeacknowledgement
Uni
t READINGNONPROSE
MATERIALSANDJOURNAL
6
R eadi
print
ngisawayofget
edpage,andt
t
odayt
i
ngt hemeani
hechancear
ngfrom t
egoodt
he
hat
thepr i
ntedpagewi llcontainadi agram,achar t,a
map,at able,oragr aph.Ther apidr aceofl i
vi
ngatt he
presentt imemakesi timper ati
vesf orwr i
terstopresent
thei
rideasbr i
efl
yandwi thforce.Itist hereforeal
most
i
mpossi blet o pick up a newspaper ,an adv er
ti
sing
pamphl et ,amagazi ne,orat extbookwi thoutf i
ndi
ngat
l
eastoneoft hoseforms.

Thegr aphi sr eall

yapi ctur
eandi tisusedt oill
ustr
ate
i
nformat i
onaboutsucht opi
csasspor t
s,theweat her,
changesi ni ncome,wor khour s,andt hewayi nwhi ch
peoplespendt heirti
meort heirmoney .Graphsareof
severaltypes.Ther earepict
ogr aphs,cir
clegraphs,li
ne
graphs,andbargr aphs.
Tables express facts through organized seri
es of
numbersandt heanswert osuchnumer i
calquesti
onsas
“How many ?”,“How much? ”,“atwhatst age?”and“ at
whattime?”Properl
yprepared,nonprosemat eri
alsshow
comparisons and rel
ati
onshipi nvivid and i
nterest
ing
for
m.Pr oper
lyapproached,theysav
er eader’
sti
me.

Theef f
ecti
vereadi
ngofsuchmat eri
alsvar
ieswitht
he
form oftheit
em andwi ththeparticul
arpurposeoft
he
readeratthet i
me.A f ew gener
alpr i
nci
ples,howev
er,
shouldbeofhelpunderanycondit
ions.

1.Consi
dert het i
t l
ecar ef
ully,
2.Deter
mi ne whati t
ems,dat es,pl aces,persons,or
accompl i
shment sarebei ngexplainedorcompar ed,
3.Lookforgener altr
endsandov erallconcl
usions,
4.Seekoutt hespeci fi
cf actsyouneed,
5.Ift
hepict ureort ablesaccompani esanar t
icl
e,deci de
whyitwasi ncluded.Wasi tint
endedt otaket hepl ace
ofan ext ended expl anati
on? Was i tincluded t o
summar izet hef actsal r
eadyexpr essedinwor ds?or
was its pur pose t o make t he idea v ivi
d and
memor able?

Howt
oreadj
our
nal

Jour
nalar
ti
clesusual
l
yhav
eaqui
ter
igi
dst
ruct
uret
hati
s
determinedbyt hepar ti
cularjournali
nwhi chtheyappear
andbyt hetypeofr esearchbei ngreported;thismakes
extracti
nginfor
mat ionfrom t hem sometimeseasi ert
han
from less ri
gidt extt ypes.The r eport
ing ofempi r
ical
research willmost l
yf oll
ow t he f or
matof abst r
act,
i
nt r
oduction,
met hods, r
esults,di
scussion,conclusi
on.

Funct
ion Readi
ngSt
rat
egi
es
Abstracts provide a Gi ven t he funct
ion of t he
compl eteovervi
ew ofabst r
act,youshoul
dr eadi tfi
rst
whatt he r
esearch ist ogainagener alunderstandi
ng
about,whatitdid, how aboutthewhol
epaper/research
i
tdi dit,whatitfound
and what t hose
resul
tsmean.
Intr
oduct i
ons usual ly
provideabr i
efreview
ofpr ev ious research,
ar ationaleorr eason
fort he r esearch and
an out l
i
ne ofexact ly
what i ti st hat the Thisdiagram prov
idesanoutline
resear chi saimingt o oft he sequence ofinf
ormati
on
do. pr
esent
ed i n the intr
oduct
ion.
Knowledge aboutt his st
ructure
wil
lhelpy ou tol ocaterelevant
i
nformati
onanddev el
opacl earer
pi
ctureofwhatt her esearch is
aboutandwhyi thasbeendone.
Method secti
ons do  
what t heir t i
tl
es
suggest:descr
ibet
he
met hodsused int
he
research.
Result
ssect i
onsalso You wi l
l somet imes find the
do what t hei
rt i
tl
es resul
ts and discussi
on sect
ions
suggest:descri
bethe arecombi ned.
resul
tsfound.
Discussion sections Read t
he di
scussi
on sect
ion t
o
provi
de an under
stand what the result
s
i
nterpretati
onofwhatmean
the r esult
s actually
meani ntermsoft he
fi
eld and theor i
ginal
research quest
ion or
hypothesis.
Concl usi
onorGener alRead t he conclusi
on orgeneral
Discussion sect i
on discussion sect i
on f or an
will be presentunder standingoft hekeyissues
parti
cularl
y i
nr esult
ingfrom theresear
ch.
research papers
wher et he results of
several exper i
ment s
hav e been present ed
and di scussed.Thi s
section pr ovides a
forum f ora hol isti
c
discussion of t he
meani ng and
i
mpl icati
ons of t he
research. I t al so
details the
i
mpl i
cati
ons of t he
resear
ch and makes
recommendat i
ons
aboutfurt
herresearch
orpolicyandpr act
ice
i
nt herel
evantarea.

Thej ournalart
icl
esect ionsdescr i
bedabovear ev i
sibl
ei n
theexampl ejournalar ti
clebelow.Thear ticlehasbeen
annot at
edt ohighli
ghtt hest r
uctureandfunct ionofeach
secti
on.Youcanusey ourknowl edgeofthest ructureand
functionofeachsect iont oimpr ovetheeff
iciencyofy our
reading.Knowi ngwher eacer taintypeofinf ormat i
oni s
l
ocated wi l
lreduce t he t i
me i ttakes tol ocatet his
i
nformat ion,aswel last het i
mei ttakesyout or eadt he
arti
cle.
 Exer
cise6

Choosethebestansweraccor
ding
tot
hepassage!

Cheat
ingandPl
agi
ari
sm

St udent s ar e r esponsible f or
fami liari
singt hemsel veswi tht he
Uni ver si
ty Code of St udent
Conduct ,as on enr oll
mentwi th
the Uni versit
y.t he studenthas
placed t hemsel v es under t he
poli
ciesandr egul
ationsoft heUni versityandal lofi ts
duly const i
tuted bodi es. Di scipl
inar y aut hori
ty i s
exercisedthr
ought heSt udentConductCommi t
tee.The
Commi tt
ee has pr ocedur es i n pl ace f or hear ing
all
egat i
onsofmi sconduct .Copi esoft hest udentconduct
codear eavai
lableatt heSt udentSer vi
cesOf fi
ce.

Academicdishonest
yisnev
ercondonedbytheUniversi
ty.
Thisincl
udescheati
ngandplagi
ari
sm,whichv i
olatethe
StudentConductCodeandcouldr esul
tinexpulsi
onor
fai
li
ngthecourse.
Cheatingi ncludesbuti snotl imit
edt oobt ai
ni ngorgivi
ng
unauthorized hel p dur ing an exami nation, getti
ng
unauthorized i nformation about t he cont ents of an
examinat i
onbef oreiti
sadmi nist
ered,usingunaut hori
sed
sourcesofi nfor mationdur inganexami nati
on,alteri
ngor
fal
sifyi
ngt her ecor dofanygr ades,alteri
ngorsuppl yi
ng
answer s af teran exami nati
on has been handed i n,
fal
sifyi
ng any of f
icial Uni ver
sit
y r ecor d, and
misrepresent ing t he factst o getexempt ions from or
extensionst ocour serequirement s.

Plagiari
sm i ncludesbuti snotl imitedt o
submi tti
nganypaperorot herdocument ,
to sat i
sf y an academi cr equi r
ement ,
whichhasbeencopi edei therinwhol eor
i
n par tf r om someone el se’s wor k
withouti dent i
fy i
ngt hatper son;f aili
ngt o
i
dent i
fyasaquot ati
onadocument edi deat hathasnot
beent horoughlyassi milatedi nt othest udent'sl anguage
andst yl
e,orpar aphrasingapassagesocl oselyt hatt he
readercoul dbemi sl
edast ot hesour ce;submi tt
ingt he
samewr i
ttenoror almat er ialindi f
ferentcour seswi thout
obtaini
ngaut hori
sationf rom t hel ectur ersinvolved; or'dr y
-l
abbing'
, whi ch i ncludes obt ai ning and usi ng
experimentaldat af rom f ell
ow st udent s wi thoutt he
expressconsentoft he l ecturer,ut ilizi
ng exper i
ment al
dataand l aboratorywr i
te- upsf rom ot herpar tsoft he
courseorf r
om pr evioust er msdur ingwhi cht hecour se
wasconduct ed,andf abricat i
ngdat at of i
ttheexpect ed
resul
ts.
1.TheStudentSer
vicesOff
icef
ami
l
iar
izesst
udentswi
th
thest
udentcode.
A. Tr ue B.False C.Notgiven

2.Cheatswillautomat
ical
lybeexpel
l
edbecauset
hei
r
behav
iorcannotbecondoned.

A. Tr
ue B.Fal
se C.Notgi
ven

3.Thet extl
i
stsal
lact
ivi
ti
est
hatar
econsi
der
edt
obe
cheat
ing.

A. Tr
ue B.Fal
se C.Notgi
ven

4. Accor
dingtothetext
,cheat
ingi
samor
eser
ious
off
encethanpl
agi
ari
sm.

A. Tr
ue B.Fal
se C.Notgi
ven

5.I
tisnev
eraccept
abl
etopar
aphr
asecl
osel
y.

A. Tr
ue B.Fal
se C.Notgi
ven
6. Students can submi
tthe same worki n di
ff
erent
cour sesaslongastheyaskt
heirl
ect
ureranditi
snot
theirown.

A. Tr
ue B.Fal
se C.Notgi
ven

7.I
fstudent
swanttouseotherst
udents'
labor
ator
ydat
a,
theymustaskthem andthel
ectur
erfi
rst
.

A. Tr
ue B.Fal
se C.Notgi
ven

8.Dat
amustf
itt
heexpect
edr
esul
ts.

A. Tr
ue B.Fal
se C.Notgi
ven

Exer
cise6.
2.

Fi
nd any ar
ti
clefr
om Engl
i
sh Educat
ion
Jour
nal
,andthenmaket
hesummary!
Uni
t
7

Whatar et hebenefit
s?
•al l
ows t he st
udentt or ead long enough and of t
en
enoughsot hatt
heactofr eadi
ngbecomesaut omat i
c.
•Si ncei tisinformaland f r
eeofst ri
ctassessment s,
studentscangai nanew per spectiveonr eadi
ng— asa
form ofr ecreat
ion.Studentswi llalso gain a posit
ive
atti
tudet owardr eadi
ngandt hereforebecomel i
fel
ong
readers!
•Bet t
erreadersscorehigheronst andar
dizedtest
s.
Jim Tr
elease’
sstated:
“Readi
ngi saski l
l—andthemorey
ouuseit
,thebet
ter
yougetati t.Conversel
y,t
hel
essyouusei
t,themore
dif
fi
cultiti
s.”

"Sustained Si lent Readi ng ( SSR) i s a per i

od of
uninterruptedsi l
entr eading.Itisbaseduponasi ngle
simplepr inciple:Readi ngisaski ll
.Andl i
keal lskil
l
s,t he
mor ey ouusei t,thebetteryougetati t
.Conv ersely
,t he
l
essy ouusei t,themor ediffi
cultitis.Likeswi mmi ng,
oncey oul ear ni t,younev erforgetit
.Buti nor dertoget
betteratei therr eadingorswi mmi ng,youmustj umpi nto
thebookort hewat eranddoi toverandov er.
"

How muchdost udent sread?Asr eportedintheexcer pt

from Jim Trelease'sbook,TheReadAl oudHandbook,
studentsdonotr eadv erymuch.I noner eportedst udy,
90% oft hest udentsst udieddev otedonl y1per centof
thei
rfreetimet oreadi ngand30%t owat chi
ngtelevision.
50%oft hest udent sreadf oranav erageoff ourmi nut es
orlessperday ,30%r eadt womi nutesperday ,and10%
readnothingatal l.Inacompr ehensi v
esev en-
yearst udy
conductedbyJohnGoodl ad, APlaceCal l
edSchool ,i
twas
report
edt hatonly3per centofclasst imei soccupiedby
theactofr eadingi nthemi ddl
eschool ,and2per centi n
thehighschool .

Gui
del
inesf
orUsi
ngSust
ainedSi
lentReadi
ngTi
me

1.Students mustread f
orthe ent
ir
e al
lot
ted r
eadi
ng
peri
od.
2.Youcannotdohomewor korr eadanymat eri
alf
or
anothercour
se.SSRisnotast
udyhall
.
3.Youmustr eadabook( nomagazi nesornewspaper s
wher et extcompet eswi thpi ctures),pr ef erablyone
thattell
sast ory(e.g.nov el
s,historiesandbi ographies
ratherthanbooksofl istsorf actswher er eader scan’t
sustainat tention,buildupspeedandf l
uency ,orgrow
tolovegoodst ori
es.)
4.Youmusthav eabooki ny ourpossessi onwhenSSR
ti
messt arts;thisist hemai nr esponsibili
tyi nvolvedin
comi ngpr epar edtocl ass.
5.Youmaynott alkordi sturbtheot hers.
6.Youmaysi torr eclinewher ev ery oulikeasl ongas
feetdon’ tgo up on t he fur ni
ture and r ul
e #5 i s
mai ntai
ned.
7.Pleasedon' taskt ol eavet her oom att hist ime.It
disturbsot hers.

Eff
ectiveReadi
ng
Dif
ferentreadi
ng purposes r
equi
re dif
fer
entl
evel
s of
engagementwit
htexts:t
he3Rsofreading.
 Readi ngtoReveal
 Readi ngtoRevi
ew
 Readi ngtoRemind

(
1)Reading to pr
epar
eforl
ect
uresand t
utor
ial
s– t
o
r
evealmainpoi
nts

(2)torevealnew sourcesanddat atoaddtoknowl edge

gained froml ect
ures and tutor
ials,in preparati
onfor
writi
ngassignment sortaki
ngexaminati
ons.
ReadingAppr oach:
(1)Readingi nprepar
ati
onforalectureortut
orialwil
lhelp
yout oanti
cipateandunder st
andsomeoft heideasand
practi
cesthatthet utorwil
lpr
esentanddiscuss.Atthi
s
stage,asyoudonotneedagr eatdepthofknowledge,a
fair
lyqui
ck scan and r ev
iew of the mainideas and
practi
cesassociat
edwi thaparti
cul
artopi
cwillgiveyou
thebasicunder
standingofthekeyideasthat
youneedt o
knowt ofol
lowthelectur
e.

(2)Readi
ng t
orevealnew sour ces anddat
ar equir
es
however
,asl
ower
mor einvest
igat
iveapproachtoreadi
ng
andneedsmor
eti
meal l
ocated
toi
t.

TOREVEAL
Uni
v ersi
tyofBr adford,SchoolofManagementSi xSteps
toEffecti
veReadi ngEffect
iveLearni
ngServi
ce5toreview
whatwasl ear
nedandt orei
nforceunder
standi
ngaft
era
l
ectureortutor
ial.

Readi ngAppr oach:

Itrequi res an act i
ve and mor erigorous appr oach to
reading t oensurey ou hav e gr asped t he mai npoi
nts
present edbyt hel ecturerandt ofoll
ow upot hersources
suggest ed.This readi ng pur pose i s of tenneglect
ed.
Howev er,arguabl
yi tist hemostimpor tantpur poseofal l
,
asitcansav eyoumucht imeandef f
ort
laterint hecourse,
parti
cul arl
ywheny ouhav etowr i
teassignment s.

TOREVI EW
Readingtoremindy oursel
fwhatyour
eadpr
evi
ousl
y,e.
g.
forexaminat
ionrev
isionpurposes.
Readi ngAppr oach:
Ifyouhav eengagedwel lwi
threadi
ngatt
her ev
iewstage,
ther evisi
onreadingtaskshoul
dbemuchl essformidabl
e,
asy ouwoul dhav egainedagoodgraspoftheassi
gnment
topicfrom earl
ierreadi
ng.

TOREMIND
TheThr
eeReadingPurposes:
Mostst
udent
sneedar eadi
ngpl antohel
pthem al
l
ocat
e
ti
metothet
hreereadi
ngpur poses.

Exer
cise7

Fi
nd any ar
ti
clefr
om Engl
i
sh Educat
ion
Jour
nal
,andthenmaket
hesummary!

Confl
icthadexist
edbet weenSpainandEngl
andsincet
he
1570s.Englandwant edashar eoftheweal
ththatSpai
n
hadbeent akingf r
om t helandsithadclai
medi nthe
Americas.

Eli
zabeth I , Queen of Engl and,
encouragedherst aunchadmi ralofthe
navy,SirFrancisDrake,t oraidSpanish
ships and towns.Though t hese rai
ds
wer eonasmal lscale,Dr akeachieved
dramat
icsuccess,addinggol dandsi l
v ertoEngl and'
s
tr
easur
yanddiminishi
ngSpain'somnipotence.
Religi
ousdi f
ferencesal socausedconf li
ctbet weent he
twocount r
ies.Wher easSpai nwasRomanCat holic,most
ofEngl andhadbecomePr otest
ant.KingPhili
pI IofSpain
want edtocl aimt hethroneandmakeEngl andaCat holi
c
count r
y agai n.To sat i
sfy his ambi t
ion and al so to
retali
ateagai nstEngl and'
st heftofhi sgoldandsi l
ver,
King Phi l
ip began t o build hi
sf leetofwar ships,the
Armada, i
nJanuar y1586.

Phili
pintendedhi sfl
eett obeindestructibl
e.Inaddit
ionto
buil
dingnew war ships,hemar shaledonehundr edand
thir
tysaili
ngv esselsofal lt
ypesandr ecrui
tedmor ethan
nineteent housandr obustsol diersandei ghtthousand
sail
ors.Al though someofhi sshi psl acked gunsand
otherslackedammuni t
ion,Phil
ipwasconv i
ncedthathis
Armadacoul dwithstandanybat tlewit
hEngl and.

Themar ti
alArmadasetsai
lfrom Lisbon,Por
tugal,on
May9,1588,butbadweat
herforceditbacktoport.The
voy
ager esumedonJuly22af tertheweatherbecame
morestabl
e.

The Spani sh f leetmett he smal l

er,f aster,and mor e
maneuv erableEngl i
shshi psi nbat tl
eof ft hecoastof
Plymout h, England, f
irstonJuly31andagai nonAugust2.
Thet wobat tlesl eftSpai nv ul
nerable,hav i
ngl ostseveral
shipsandwi thi tsammuni ti
ondepl eted.OnAugust7,
whi l
etheAr madal ayatanchoront heFr enchsi deofthe
StraitofDov er,Engl andsentei ghtburningshi psintothe
mi dstoft heSpani shf leettosetitonf i
re.Bl ockedonone
side,theSpani shshi pscoul donl ydri
ftaway ,thei
rcrews
i
npani canddi sorder .BeforetheAr madacoul dregr
oup,
theEngl ishat tackedagai nonAugust8.
Althought heSpaniardsmadeav ali
antef for
ttofightback,
thef leetsuf f
ered extensi
vedamage.Dur ing theeight
hoursofbat t
le,t
heAr madadr i
ft
edper ilousl
ycloset othe
rockycoast li
ne.Att hemomentwheni tseemedt hatthe
Spani shshipswoul dbedr i
venontot heEngl i
shshor e,
the
windshi fted,andt heAr madadr i
ft
edouti ntotheNor t
h
Sea.The Spani ards recogni
zed the super ior
it
yoft he
Englishfleetandreturnedhome, defeated.

1.Si
rFranci
sDr akeaddedweal
tht
othet
reasur
yand
di
mini
shedSpai
n's__
__.

A.unlimit
edpower
B.unrestri
ctedgrowth
C.terri
tor
y
D.treati
es
E.answernotav ail
abl
einar
ti
cle

2.Phi
l
ipr
ecr
uit
edmany_
__sol
dier
sandsai
l
ors.

A.warli
ke
B.str
ong
C.accompli
shed
D.ti
mid
E.nonexper
ienced
3.The_
___Ar
madasetsai
lonMay9,
1588.

A.compl et
e
B.warli
ke
C.independent
D.isol
ated
E.answernotavai
l
abl
e

4.Thet
wobat
tl
esl
eftt
heSpani
shf
leet_
___
.

A.opentochange
B.tr
iumphant
C.opentoattack
D.defeat
ed
E.di
scouraged

5.TheAr
madawas_
__ononesi
de.

A.closedof
f
B.damaged
C.alone
D.circl
ed
E.answernotav
ail
abl
eint
hisar
ti
cle
Uni
t
THEKWLREADI
NG
8
K WLi si
or cl
ntendedt
ass t
obeanexer
hat can gui
ci
de y
seforast
ou inr
udygr
eadi
oup
ng and
understandi
ngat ext.Youcanadapti ttoworking
al
one,butdiscussionsdef ini
tel
yhelp.I
tiscomposedof
onl
yt hr
ee st ages thatr efl
ecta wor ksheetoft hree
col
umnswi ththethreeletters

Whatwe whatweWantt
o andwhatwe
Know know Lear
ned
KstandsforKnow
Thi
sfir
ststagemaysur pri
sey ou:
Thi
nkfir
stabout,thenlist,whatyouknowaboutt
hetopi
c.
Thi
sadvancedorgani zerprovidesyouwit
habackgr
ound
tot
henewmat er
ial,buil
dingascaf f
oldt
osuppor
tit
.
Thi
nkofitasapr e-r
eadi nginvent
ory.

 Brainstorm!
Beforel ookingatt hetext
,thinkofkey words,t
erms,or
phrasesaboutt het opi
c,ei
therinyourclassorast udy
group.
 Recor dt heseint heKcol umnofy ourchar tunt
ilyou
cannott hi nkofmor e.
 Engagey ourgroupi nadi scussi
onaboutwhaty ou
wroteint heKcolumn.
 Organizet heentr
iesintogeneralcategori
es.

W st
andsf
orWi
llorWant

Thesecondst
agei
stoli
staser
iesofquesti
onsofwhat
youwanttoknowmor
eofthesubject
,baseduponwhat
youl
ist
edinK.

 Previewt hetext’
stableofcont ents,
headings,pi
ctures,
chartsetc.
Discusswhaty ouwantt olear
n
 Li
stsomet houghtsonwhaty ouwant ,orexpectt o
l
earn, generall
yorspecifi
call
y.
Thinki ntermsofwhaty ouwi l
llearn,orwhatdoy ou
wantt olearnaboutt hi
s.
 Turnal lsentencesintoquestionsbef orewrit
ingthem
down.
 Theywil
lhel
py ouf
ocusy
ouratt
enti
ondur
ingr
eadi
ng.
 Li
stthequest
ionsbyi
mport
ance.

Lst
andsf
orLear
ned

Thefinalst
agei stoansweryourquest
ions,
aswel l
astol i
stwhatnewi nf
ormati
ony ouhavel
ear
ned.
Ei
therwhilereadingoraft
eryouhavefi
nished.

 Li
stoutwhaty oulear
nasy ouread,
ei
therbysecti
on,orafterthewhol ewor k,whi
cheveris
comfortabl
eforyou.
 CheckitagainsttheW col umn,whaty ouwantedt o
l
earn
 Creat
e sy mbolstoi ndicate maini deas,surpri
sing
i
deas,quest i
onable ideas,and t hose y ou don’t
underst
and!

Expandt
hisexer
cisebey
ondKW L:

AddanH!

St
andsf
orHOW y
oucanl
ear
nmor
e.

 Posenewquestionsaboutt hetopic
 How can Il earn mor e oranswerquest ions not
answeredi
nmywor ksheett
hesei ncl
udeothersour
ces
of inf
ormati
on,i ncl
uding:  organi
zati
ons,exper t
s,
tut
ors,
websit
es,li
brari
ans,etc.
 Exer
cise8

Chooset hebestansweraccor di
ng
tothepassage!
Impr essioni sm i n painti
ng dev eloped in
thel ateni net eenthcent uryi nFr ance.It
beganwi thal ooselyst r
uct uredgr oupof
painters who got t ogether mai nlyt o
exhibitt heir pai nti
ngs. Thei r art was
character ized by t he at temptt o depict
li
ghtandmov ementbyusi ngpur ebr oken
color.The mov ementbegan wi thf our
fr
iendswho meti nacaf e:Monet ,Renoi r
,Si sl
ey ,and
Bazil
le. They wer e r eact ing agai nst t he academi c
standardsoft hei
rt i
meandt heromant icemphasi son
emot i
onasasubj ectmat ter.Theyr ej
ect edt her oleof
i
magi nati
oninar t
.I nstead,t heyobser vednat ureclosely
,
painti
ngwithasci entif
ici nteresti nv i
sual phenomena.

Theirsubjectmat terwasasdi verseastheirpersonali

ties.
Monetand Si sley pai nted landscapes wi t
h changi ng
eff
ectsofl ight,andRenoi rpaintedi
deali
zedwomenand
chi
ldren.Thewor ksofi mpr essioni
stswerer eceivedwi th
hostil
i
tyunt i
lthe1920s.Byt he1930simpr essionism had
alargecul tf ol
lowi ng,andbyt he1950sev ent heleast
i
mpor tant wor ks by peopl e associated wi t
h. The
mov ementcommandedenor mouspr i
ces.
1.Impr essionism beganwi thasmal lgroupofar tists
whowant edt o…. .
a. usel ightcolor s
b.f ightt hegov ernment
c. becomesci entists
 d.showt
hei
rpai
nti
ngs

2.Thef
ir
stimpressi
onist
s…..
a. support
edtheacademi cstandards
b.begananewacademy
c. didnotl
iketheacademicst andards
d.dev el
opednewof fi
cial
standar ds

3.Theear
lyimpressionistart
ist
spai
nted….
.
a. withi
magi nation
b.di f
fer
entsubj ectmat t
er
c. l
andscapes
d.di v
erseper sonali
ti
es

4.Whatsubjectmat terdi
d Monetand Si
sley
'usual
l
y
pai
nt?
a.Countryscenes
b.Portr
aits
c.Skyscraper
s
d.Ani
mal sinnatur
e

5.Whi
ch of t he f oll
owing typif
ies the ear
ly
i
mpressi
oni
sts?
a. Theyhadar omant i
cemphasis
b. Theytriedtoseenat ur
eunemot i
onal
l
y
c. Theywor kedt owardauni
fiedgoal
d. Theyideali
zedl if
e

6.Mostpeopl
edidnotl
i
kei
mpressi
oni
sti
cpai
nti
ng….
.
a. bef
ore1920
b. bet
ween1920and1930
c. bet
ween1930and1950
d. af
ter1950
Uni
t
WORD-
ATTACK
9
W or
d-at
tack st
rat
egi
es hel
p st
udent
s decode,
pronounce,andunder
standunf amili
arwords.Theyhelp
studentsatt
ackwordspiecebypi eceorfr
om adi f
fer
ent
angle.Modelandi
nstr
uctstudents:

UsePi
ctur
eCl
ues

 Lookatthepi
ctur
e.
 Arether
epeople,
object
s,oracti
onsint
hepi
ctur
ethat
mightmakesenseinthesentence?
SoundOutt
heWor
d

 St
artwitht
hefir
stl
ett
er,
andsayeachlet
ter
-soundout
l
oud.
 Bl
endt hesoundstoget
herandtrytosayt heword.
Doesthewordmakesenseinthesent
ence?

Lookf
orChunksi
ntheWor
d

 Look f or f
ami l
i
ar let t
er chunks. They may be
sound/symbols,pr ef
ixes,suf fi
xes,endi
ngs,whole
words,orbasewor ds.
 Readeachchunkbyi tsel
f .Thenblendthechunks
toget
herand sound outt hewor d.Doesthatword
makesensei nthesent ence?

Connectt
oaWor
dYouKnow

 Thinkofawor dt hatlooksli
ketheunf ami
li
arwor d.
 Compar et hef amili
arwor dt ot heunfamil
iarwor d.
Decideifthef amili
arwor disachunkorf orm ofthe
unfamili
arwor d.
 Uset heknownwor dint hesentencetoseeifitmakes
sense.Ifso,themeani ngsoft het wowordsar ecl
ose
enoughf orunderstanding.

Rer
eadt
heSent
ence
 Readt hesentencemor
ethanonce.
 Think aboutwhatwor d mightmake sense i
nthe
sentence.Trythewor
dandseeifthesent
encemakes
sense.

KeepReadi
ng

 Readpasttheunf
amili
arwordandlookforcl
ues.
 I
fthewordi sr
epeat
ed,comparethesecondsentence
tothef
ir
st.Whatwordmightmakesenseinboth?

UsePr
iorKnowl
edge

 Thinkaboutwhaty ouknow aboutthesubj

ectoft
he
book,paragr
aph,
orsentence.
 Doy ouknow anythi
ngthatmightmakesensei nt
he
sentence?Readt
hesentencewiththewordtoseei
fit
makessense.

Exer
cise9

Choosethebestansweraccor
ding
tot
hepassage!
 The Li brar y of Congr ess i n
Washi ngt on,D. C.,whi chhousest he
l
ar gestcol l
ect ion ofbooks i nt he
wor ld,i sf i
ght i
ng a bat t
le agai nst
paperdet erioration.The pages of
oldbooks,of teny ell
owedandt or n,
somet imescr umbl ewhent heyar et ouched.Themai n
culpriti nt hebat tl
ei st heaci dicpapert hathasbeenused
formaki ng books si nce t he ni net eenth cent ur y.Ai r
pollution and moi stur e hav e added t ot he pr oblem.
Strangel y ,t he books t hat ar e most i n danger of
dest ructionar enott heol destbooks.Thepaperi nbooks
producedbef oret hel astcent ur ywasmadef r
om ' cott on
andl inenr ags,whi char enat ur allyl ow i nacid.Andt he
Gut enber gBi ble,pri
nt edf ivecent uriesago,wasmadeof
thincal f
ski n,andi sinr emar kabl ygoodshape.Buti nt he
nineteent hcent ury,wi thwi despr eadl i
ter
acybr i
ngi nga
demandf oracheaperandmor epl ent i
fulsupplyofpaper ,
thei ndust rybeganusi ngchemi callyt r
eatedwoodpul p
formaki ngpaper .Iti st hechemi cali nt hispapert hati s
causi ng t oday '
s pr obl em. Thi s pr oblem of paper
det eri
or ationi soneofgl obalconcer n.Fr ance,Canada,
andAust riaar ealldoi ngr esear chi ntonewmet hodsofde
-acidification.A new t echnol ogy has been dev eloped
recent ly,inf act ,t
hatal lowsf ormassde- acidif
icat i
onof
thousandsofbooksatt hesamet ime.I tcostslesst han
mi crof i
lmi ngandst illpr eser vesbooksi nt heiror iginal
form.I ti shopedt her ewi l
lsoonbet reatmentf acili
ties
all
ov ert hewor ldt opr eserveanddeaci dif
yl i
brar ybook
collect i
ons.
1.TheLibrar
yofCongr ess…..
a. i
sheadedf ordestruction
b.isf i
ghti
ngabattle
c. i
scausingpaperdet erior
ati
on
d.wasbui lti
ntheni neteenthcent
ury

2.Accordingt ot hi
spassage,l i
brari
esaretr
yingt
o
st
op…. .
a. thet earingofbooks
b. produci ngbooksf rom cottonandli
nenr
ags
c. doing r esearch into met hods of mass
preservation
d. buil
di ngt reatmentfaci
li
ti
es

3.Bef
oret henineteenthcentury,
…..
a. mostbookscr umbled
b. producingbooksf rom cottonandli
nenr
ags
c. doing r esearch i nto met hods of mass
preser
vation
d. buildi
ngtreatmentf aci
li
ti
es

4.Wecanassumef rom thispassagethat

…..
a. cottonandl i
nenr agsar enotgoodf ormaki
ng
paper
b.pr oducingbooksf rom cottonandli
nenrags
c. doing r esearch i nto met hods of mass
preser
vati
on
d.bui l
dingtreatmentf aci
li
ti
es

5.Somecount r
iesinthewor l
dare…..
a. usingcal
fski
nf orbookproduct
ion
b.pr oduci
ngbooksf rom cot
tonandli
nenr
ags
c. doing research i nt
o met hods of mass
 preser
vati
on
d.bui
l
dingtreat
mentf
aci
l
iti
es

6.Anewt echniqueinde-aci
dif
icat
ion….
.
a. usesmi crof
il
mt osavebooks
b.wi l
lsavet heGutenbergBibl
e
c. useschemi cal
lytr
eatedwoodpulp
d.cant reatthousandsofbooksatat i
me

7.Thebestti
tlefort
hispassageis…..
a. PaperDeteri
orati
on
b.TheGut enbergBible
c. Microf
il
mingv s.De-
acidi
fi
cati
on
d.Ty pesofPaperUsedi nBookmaking

Uni
t
HOW TOBEFASTER
10
Gui
del
inesf
orReadi
ngFast
er

Everybodyr eadindiff
erentreadingrate.Someoft hem
readv er
yf ast,f
astandsomeanot her eadv eryslow.
Theref
oreasgoodr eaderwemustknow wel lourspeed
readi
ngr atebeforeweunder standaboutt hemeani ng
andunder st
andcompr ehensi
flyatthetext.Wedi scussed
speedreadi
ngi
nReadi
ngI
,now wedi
scussmor
eabout
SpeedReadi
ng.

Speedr eadi
ngi snotj ustapar l
ortri
ckyoucanuset o
i
mpr ess your fr i
ends and f amily
.For many i t
’sa
necessarytoolformanagi ngti
meandi nf
ormati
oninthe
fast-
paced busi ness wor l
d, and for many others,
specif
ical
lystudent s,it’
st heonlywayt o getthr
ough
readi
ng-heavycl
assl oads.

The pr act
iced speed readercan pick up a lengthy
documentorat hi
ckstackofpapersanduset hei
rskil
lto
getatt hemeatoft hesubjectbyskimmingforthemost
i
mpor tantdetai
l
sandi nfor
mation.Wit
houtdevel
opingthe
abil
it
yt ospeedread,t
histime-savi
ngtechni
queismerely
fl
ippi
ngt hr
oughpagesf ast.

Speedr eading,orincreasi ngther ateatwhi chy our ead

text,i sl i
nked t oi ncreasing t he r ate atwhi ch y ou
under st
andwhaty ou’rer eading.Thekeyt osuccessf ul
speedr eadingi sincreasingy ourunder standingoft he
textasy oui ncreasether ateatwhi chy our eadthewor ds.
Ittakest rai
ningandpr actice,butdon’ tbei nt
imidatedby
thei deaofachal l
enge.Thi nkofi tast henext ,nat ural
stept oy ourr eadi
ngdev elopment .Oncey ou’vemast ered
i
t,it’
saski ll
t hatwil
lsti
ckwi thyouf ort herestofy ourlife.

Asachil
d,whenyoubegantol earnt
oread,chancesare
youbeganwiththealphabetand thespecifi
csounds
eachl
ett
ermakes.Thenyoulearnedhowtocombi neand
blendlett
ersoundstodecipherwords.I
t’
scal
ledl
etter-
by-
l
et t
erreading.Thensomethingcl
ickedandyoubegant o
recognizewor dswit
houthavingt
osoundouteachl et
ter
oneatat imeandy ougraduatedt
owor d-
by-
wordreading.

Wi t
hcont i
nuedpr acti
cecommonwor dsandsent ence
struct
urebecamemor ef ami l
iarandbecausey ourbrain
wast unedandr eady,yourey estart
edtakinginblocksof
wor dsatatime.Thedi fferencebet weenav er
ager eaders
andspeedr eadersisint hebl ocksofwor dst heireyes
takeinatonet ime.Thel ar gertheblocks,thefasteryour
eyemov esthroughthet ext .

Speedr eadingt eachesy ouhowt otakeyourreadingand

yourcompr ehensi ontot henextl ev
el.Thet echniques
usedi nt eachingspeedr eadingf ocusony ourindivi
dual
abil
it
ies,namel ywher eyouar erightnowandwhatmi ght
bekeepi ngy ouf rom pr
ogressing.Forexample,ifyouar e
aslowr eader ,fact or
sthatholdy oubackmayi nclude,but
arenotl i
mi tedt o,mov i
ngy ourli
psorr eadi
ngoutl oudor
holdi
ngt het extt ooclosetoyourey es.

Ifyouareinthepr acti
ceofmov i
ngy ourli
ps,orspeaking
orwhi speri
ng whiley ou read,y ou’
re sl
owing yoursel
f
downdr amatical
ly.Yourli
pscanonl ymov esof ast.You
shouldbeabl etor eadatleasttwoort hreetimesf ast
er
thanyoucanspeak.I neffect,you’r
ekeepingy oursel
fat
thatword-by-
wordst agethatchi l
drengeneral
lygrowout
ofinelementaryschool.

Havi
ngt heabi
l
itytospeedreadcanmakeasi gnif
icant
di
ff
erenceinyourli
fe,especi
all
yifreadi
ngisast r
ong
componentofy ourwork.Implementi
ng some si
mpl e
techniques can get y
ou r
eadi
ng f
ast
er and mor
e
effi
cientl
yinnoti
meatall
.

Themai npur posef orreadingi st ocompr ehendt heideas

i
nt hemat eri
al.Wi t
houtcompr ehension, readi ngwoul dbe
empt yandmeani ngless.Inourpr acticum,wehav eal l
witnessedcaseswher est udent sar ecapabl eofr eading
thewor ds,butf acemuchdi f f
icultyinexpr essingt hei
r
compr ehensi onoft hemai ni deas.Anexampl eoft hi
s
occur r
encewasasecondgr adeboynamedReggi ewho
l
ov edtor eadbuthaddi ff
icult
yi ncompr ehendi ngwhathe
read.Reggi ewoul deager l
yr eadt oanaudi encesi ncehe
hadasol idgr aspofphonemi cawar eness( soundingout
wor ds)andsoci aldiscourse( readingwi thexpr ession).
When t ested by t he Readi ng Speci alist,Reggi e was
placedi nar elati
velylow l evelr eadinggr oup.Thi swas
duet ohi sinabili
tytodemonst ratecompr ehensi onoft he
readingmat eri
al.Thiswasshocki ngtot het eacher,ashe
appear edtobeast r
ongr eader .

TI
PSFORI
NCREASI
NGYOURREADI
NGSPEED

Speed Readi ng can helpy ou tor ead and understand

writ
teni nf
ormationmuchmor equickly.Thismakesitan
essentialskil
lin anyenv i
ronmentwher ey ou havet o
mast erlargevolumesofi nformationqui ckl
y,asist he
normi nf ast
-mov i
ngpr ofessionalenvironments.What '
s
mor e,it'
sakeyt echniquet ol ear
ni fy ousuf f
erfrom
"i
nformat i
onov erl
oad",becausei thelpsy out obecome
muchmoredi
scr
imi
nat
ingaboutt
hei
nfor
mat
iont
haty
ou
consume.

TheKeyI
nsi
ght

Themosti mportantt r
ickaboutspeedr eadi
ngist oknow
whatinf or
mat i
ony ouwantf r
om adocumentbef oreyou
star
tr eadi
ngi t
.Ify ouonl ywantanout l
ineoft heissue
thatthe documentdi scusses,then you can skim the
documentqui cklyandext ractonl
ytheessentialfacts.I
f
youneedt ounder standt herealdetai
lofthedocument ,
theny ouneedt or eadi tslowlyenought ogaint heful
l
understandingyouneed.

Youwi l
lgetthegreatestti
mesav i
ngsfr
om speedreading
by lear
ning to skim excessivel
y det
ail
ed document s,
alt
hought hetechni
quesy ou'
lll
earnwil
lhel
pyouimpr ove
thespeedofal lt
hereadingyoudo.

Techni
calI
ssues

Evenwheny ouknowhowt oignorei

rr
elevantdet
ail
,there
areothert
echni
calimprov
ement syoucanmaket oy our
readi
ngsty
lewhichwil
li
ncreaseyourreadi
ngspeed.

Mostpeopl elearntoreadthewayy oungchildrenread–

eit
herlett
er-
by-l
etter
,orword-by
-word.Asanadul t,t
hisi
s
probablynotthewayy oureadnow:Justt hi
nkabouthow
yourey emuscl esaremov i
ngasy our eadthis.Youwill
probablyfi
ndthatyouaref ixi
ngyoureyesononebl ockof
words, t
henmov i
ngy ourey estothenextblockofwor ds,
andsoon.Youar ereadingblocksofwordsatat i
me,not
i
ndividualwordsone- by-one.Youmayal sonot i
cethat
you do notal ways go f rom one block tot he next:
somet i
mesy oumaymov ebacktoapreviousblockifyou
areunsureaboutsomet hing.

Aski l
ledreaderwillr
eadmanywor dsineachbl ock.Heor
shewi l
lonlydwelloneachbl ockf oraninstant,andwi l
l
thenmov eon.Onlyrarel
ywi l
lthereader'
sey esskipback
toapr eviousblockofwor ds.Thi
sr educestheamountof
wor kthatthereader'seyeshav etodo.I tal
soi ncreases
thev olumeofi nformati
ont hatcanbeassi milat
edi na
givenper i
odoftime.

Apoorr eaderwillbecomeboggeddown,spendi ngal ot

oftimereadingsmal lblocksofwor ds.Heorshewi l
lskip
backoften,losi
ngthef lowandst r
uctureoft het ext
,and
confusi
nghi sorherov erallunder
standingoft hesubject.
Thisirr
egulareyemov ementmakesr eadingtir
ing.Poor
readerstend to disli
ke reading,and t heymayf i
nd it
harder t o concent rate, and under stand wr i
tt
en
i
nformation.

Howt
oUseTool

Speedr
eadi
ngai
mst
oimpr
over
eadi
ngski
l
lsby
:
 I
ncreasingthenumberofwor
dsreadi neachblock.
 Reducingthelengt
hofti
mespentreadingeachblock.
 Andreducingthenumberoft
imesy oureyesskipback
t
oaprevioussentence.

Thesear
eexpl
ainedbel
ow:

 I
ncreasingthenumberofwor dsineachblock:
Thisneedsaconsci ouseffor
t.Trytoexpandt henumber
ofwordst hatyoureadatat i
me:Wi thpracti
ce,you'
l
lfind
youreadfaster.Youmayal sofindthaty oucanincrease
thenumberofwor dsineachbl ockbyhol di
ngthetexta
l
itt
lefurt
herf r
om y oureyes.Themor ewor dsy oucan
readi
neachbl ock,thef
asteryouwi l
lread!

 Reducingfixat
iontime:
Themi nimum lengthofti
meneededt oreadeachblockis
probablyonl
yaquar t
erofasecond.Bypushingyoursel
f
toreducethetimey outake,
youwi l
lgetbet
teratpi
cking
upinformati
onqui ckl
y.Agai
n,thi
sisamat t
erofpracti
ce
andconf i
dence.

 Reduci
ngski
p-back:
Tor educet henumberoft i
mest hatyoureyesskipback
toapr evi
oussentence,runapointeral
ongthel i
neasy ou
read.Thi scouldbeaf i
nger,
orapenorpenci l.Youreyes
willfollowthetipofyourpoi
nter,smoothi
ngthef l
owof
yourr eading.Thespeedatwhichy oureadusingthis
met hodwi lll
argel
ydependont hespeedatwhi chyou
mov et hepointer.

Youwi l
lbeabletoi
ncr
easey
ourreadi
ngspeedacer
tai
n
amountony ourownbyapply
ingthesespeedr
eadi
ng
techni
ques.

Whaty ou don'tgetoutofsel f-study i

st he use of
special
istr
eadingmachi nesandt heconf idencegained
fr
om successf ulspeed-
reading– t hi
si swhereagood
one-daycoursecanrevol
utionizey
ourr eadi
ngskil
ls.

Keypoi
nts:

Byspeedr
eadingyoucanr eadi
nformati
onmorequi
ckl
y.
Youmayalsogetabetterunder
standi
ngofi
t,asyouwi
ll
hol
dmoreofitinshor
tter
m memor y.

Toimpr
ovethespeedofy ourr
eading,r
eadmorewor dsin
eachbl
ockandr educethelengt
hoft imespentreading
eachbl
ock.Useapoi ntertosmoot hthewayyourey es
moveandreduceskip-
back.

ANOTHERSPEEDREADI
NGTI
PS

by Speed Readi
ng Exper
t,Ri
char
d Fel
dman,Ph.
D.
(
Col
umbi
aUni
ver
sit
y)

Manypeopl
ecandoubl etheirreadi
ngspeedandimprov
e
t
hei
r concentr
ati
on by r eading the mat
eri
al that
's
i
mport
anttothem ear
lyintheday .

Pr
ior
it
izeYourReadi
ng

Createthreepilesfory ourreadi
ngmat erials-impor tant
,
moder atel
yimportant,andleastimportant.Thenr eadt he
mat eri
alinthei
rorderofi mpor t
ance.You'lli
mpr ovey our
readingspeedbydoi ngt hi
s,andi mpr ovey ourr eading
compr ehensionbyget t
ingtot heimportantmat eri
alf i
rst
,
wheny ourmi ndisclearandshar p.

Ski
m Mat
eri
alFi
rstf
orMai
nIdeas

Speedr eadf ormaini deasinnonfi

cti
onwor ksli
kehow-to
booksandeducat ionalt ext
s.Scanthet abl
eofcontents
andf i
rstandl astsent encesofeachpar agr
aph.You'l
l
i
mpr ovey ourreadingspeedandcompr ehensi
onify ou
understandabook' sstructur
ef i
rst
.Thi swil
lhelpy ou
knowwhi chpartsoft hebookt oskim andwhichpart
st o
readmor ecar ef
ull
y.

For
m aQuest
ion

Improveyourreadi
ngcompr ehensi
on, r
eadingspeed,and
concentr
ati
onbyt urningheadingsandsubheadi ngsi n
text
books and othernonf i
cti
on books into quest
ions.
Thenscant hetextf ort heanswers.Yourreadingspeed
i
mpr ovesbydoingt his,andyoubecomef ocusedony our
materi
al.
Readi
nthePr
operEnv
ironment

Propy ourbookormagazi neusi ngabookst and-angling

yourr eading materi
alat45 degr ees i
mpr oves your
reading speed and reduces ey estr
ain.Av oi
dr eading
diff
icul
tori mport
antmat erialinbed,wher ey ourmi nd
andbodyt endtorelax.You'
llstayalerti
fyousitatadesk
i
nstead.

Wr
it
eaCour
seofAct
iononCor
respondence

Impr ove your reading speed and av oid re-readi

ng
correspondencebyj otti
ngbriefnotesimmediatelyaft
er
readingeachpi eceofcor respondence.Si
mplyr eferto
yournot esoneachpi ecewheny ou'
rereadi
ngtor espond
somet imelater
.

Av
oidHi
ghl
i
ght
ing

Althoughr eader
sbel i
evet hathi ghli
ghti
ngi ny el
l
ow ( or
anyot hercolor,forthatmat ter)impr ov
est heirreading
speedandcompr ehension,ther everseisact ual
lytrue.
Highlighting si
mpl ymeans t heydon' twantt o bother
l
ear ni
ngt hemat eri
alri
ghtnow.Ther esult
:Theyendup
reading t he mat eri
al t wice, and possi bl
y not
under standingorremember ingiteitherti
me!

Pr
evi
ewbef
oreReadi
ng

Lookt hrough mater

ialfir
stt o geta sense ofwhat '
s
i
nterest
ingandi mportantt
oy ou,andwhaty oumightbe
abl
et oskip.Thenfocusont hesecti
onst hatyouneedto
underst
andandr emember ,andskim orskipther
est.
UseaFl
exi
bleReadi
ngSpeed

Somer eadingmat er
ialmustbereadslowlyandcaref
ull
y:
l
egalcontract s,mathemati
calequat
ions,andpoetr
yarea
few exampl es.Ot herreadi
ng materi
alcan ber ead at
muchf asterspeeds:newspapers,magazines,andnovel
s.
Adjustyourr eadingspeedtothetypeofr eadi
ngmateri
al
andy ourr
eadi ngpurpose.

Enr
olli
naSpeedReadi
ngCl
ass

Avoidon- l
inespeedr eadingcoursesanddo- it
-your
sel
f
speedreadi ngsoftware.Theydon'twork.Speedr eadi
ng
i
sbestl earned in aspeed readi
ng classt aughtbya
knowledgeable,experi
enced,speedreadingexpert.I
fyou
areinNew Yor k,New JerseyorConnect i
cut,I'
dloveto
seeyouinoneofmypubl i
cspeedreadingclasses!

Exer
cise10

Count your t
ime af
ter r
ead t
his
passage!
 Dai
lyPr
ayer
s:WhyFi
ve?

Pray
erhel
psy ourelaxandhaveat i
mef oryoursel
fduring
theday
.Beli
eveme,Iknowt hathavi
ngt oprayfiv
et i
mes
adayseemsl ikeal otofwor k;i
tcert
ainl
yseemedt hat
waytomebef oreIbecameMusl im.So,why?Whyf iv
e?

Well,l
et'sthi
nkaboutPr ayernoti nter
msofi tbeinga
chorebutint ermsofitbeingabr eakfr
om thechaosof
theworldout si
de.Imagi
net hatyouareatworkandy our
phonei sringing,yourcol
leagueswanty ourhelp,your
emails are pili
ng up,and y ou ar
e begi
nning tofeel
overwhelmed,whatwoul dy ou do?You wouldt ake a
break,r
ight
?

Prayeri
sabreakforusandati
meofmedit
ati
on.I
tal
lows
ust osetasidethedemandsoftheworldandsimply
focusourheart
sonGod.Wegetupandmakeabl uti
on
andthenfi
ndaquietplacet
opr
ayi
npeace.

We take t
en minut
es t
orememberourCr eat
orand
r
efocusourener
gyonwhati
sreal
l
yimpor
tantandrel
ax.
Relaxourhear t
s,ourmi nds,andoursouls.Whenwe
returntowor k,wearerefreshedandreadytobeginand
then,justwhenwear estart
ingtobest
ressedoutagai
n,i
t
i
st imef ort
henextPrayer.

So r eall
y,we shoul d be asking,why five? Why not
six? 
Godknowsusbet terthanweknowour sel vesandin
Hisgr eatWi sdom,Hesett hePrayer
satperfecti nt
erv
als.
Thef irstPrayeristhedawnpr ayerandispr ayedbef or
e
thesuncomesup.Wow,t hat
'
sear l
y,ri
ght?Wel l
,what
ti
medoy ougetupt ogot owork?Beforesunrise?Whata
perfectwayt o st
artthe day:a cup ofcof fee,some
breakfast,al i
ttl
econversati
onwithGod,andt henoffto
work.

Thent henextPrayeri
st henoonPr ayer
,andi
tisprayed
usuall
ysomewher ebet ween12and1p. m.Thi
sisr i
ght
aroundthetimeev er
yonet akesabreaktoeatl
unchand
torecuper
ateandweal sot akethet
imetorememberGod
againandre-cent
erourselv
es.

ThethirdPr
ayeroft hedayist heaf t
ernoonPr ayer
,andis
usual
lyprayedthreet ofourhour safterthenoonPr ayer
:
j
ustwhen we' re hi
tting t
he mi d-af
ternoon slump.You
knowt hatt
imeoft hedaywheny ouar efeel
ingsleepyat
yourdeskandy ouar ewatchi
ngt heclockt i
ckbyunt i
lyou
canleave?Thisisanot hergreattimet ogetupandt ake
tenminut
est
orestandr
e-f
ocus,andbyt
heni
tist
imet
o
headhome.

Thef ourthPr ayerofthedayisthesunsetPr ayer

,anditis
pray edr ightaf t
erthesungoesdown.How manyt i
mes
havey ousati ntheev eningony ourporchori ny our
backy ardr elaxi
ngandwat chi
ngt hesunset ?Afterwe
wat ch t he sun go down we t ake a f ew moment st o
remembert heGodwhocr eatedt hatsun,commandedi t
toset ,andt henmadet hosebeaut i
fulcolorsforust o
enjoy .Whatapower f
ulmomentf ormedi tat
ion.

Andthenfinall
ycomest heni ghtPr
ayer,whichwepr ay
befor
ewegot obed.Thi
si sanopport
unityt
ot hi
nkabout
ourdayandaboutourbl essi
ngsandt ocalm andquiet
ourmindsbeforewesleep.

I
nthi
swaywebeginandendeachdaybowingourheads
t
oGodandt
omet hisi
saDivi
nesymmetry
.

Ti
me:_
___
__
Uni
t
BETTERANDEFFI
CIENT
11
Formostpeopl
e,iti
seasytolearntoreadfast
er.Your
readi
ngr
ateisoft
enjustamatterofhabi
t.Butt
obegi n,
youmayneedtotryt
ochangesomehabi t
sandtrythese
ti
ps:

Payat tenti
on when y ou r
ead and read asifitreall
y
matters.Mostpeopl ereadint hesamewayt hatthey
watch television,i.e.in an inatt
enti
ve,passi
ve way.
Readingt akesef f
ortandy oumustmaket heeff
ort
.A
wiseteacheroncet ol
dmet haty oucanlear
nanythi
ngif
youdot hreet hings:

PAYATTENTI
ON

PAYATTENTI
ONand

PAYATTENTI
ON.

Ther earesomesi mpl emet hodsthatyoucanuset opay

betterattenti
on and getmor e outofy ourtextbook
readingtime.Dif
ferentauthorscallitdi
fferentthi
ngs,but
many r esearcher
s say t hat you wi lli mprov
ey our
compr ehensi
oni fy ousomehow " prev
iew"t hepassage
beforeyouactuall
ysi tdownandr eadev eryword.

Todoapr
evi
ewy
ou:

 t
ake30to60seconds.
 l
ookovert
heti
tl
eofthechapter.
 l
ookatalltheheadings,subheadi
ngsand mar
ked,
i
tal
i
cordarkpr
int
.
 l
ookatanypi ct
uresori l
lustr
ati
ons,chart
sorgraphs.
 quickl
yskim ov ert hepassage,r eadi
ngt hef
irstand
l
astpar agraphandgl ancingatthef ir
stsent
enceof
everyotherparagraph.
 cl
oset hebookandasky oursel
f:
 --
-Whatisthemai nidea?
 --
-Whatkindofwr i
ti
ngi sit
?
 --
-Whatistheaut hor'spurpose?

Youmi ghtnotthinkthatyoucouldpossi
blyanswerthese
questi
onswi thsoli
ttl
eexposuretothemateri
al,
butifyou
dothepr evi
ewcor r
ectl
y,youshouldhavesomev er
ygood
generalideas.Ifyouhav eagener ali
deaofwhatt he
passagei saboutbeforey
our eal
l
yr eadi
t,y
ouwi l
lbeable
tounderstandandr ememberthepassagebetter
.

Wheny ouf i
nal
lygettothepointwher ey ouareactual
ly
sl
owlyr eadi
ng the passage,r ead ina" questi
oni
ng"
manner- as ifyou were seachi ng f
orsomet hi
ng.It
someti
meshel psify outaket heheadi ngort it
leofa
chapt
erandt ur
niti
ntoaquesti
on.

Forexample,ift
heheadingofasect ioninthetexti
s"The
Causesoft heCi
v i
lWar",
taket hatti
tleandswi t
chiti
ntoa
quest
ionl i
ke:"Whatar ethecausesoft heCi vi
lWar?".
Nowy ouhav eagoal;somethingt olookfor;somethi
ngto
fi
ndout .Wheny ouaregoal-orient
ed,y ouaremor eli
kel
y
toreacht hegoal .Atleasty ou'l
lr ememberonet hi
ng
aboutthetextwhichyouhavej ustread.

Stoptal
kingtoyoursel
fwheny
our
ead.Peopl
etal
kto
themsel
vesin2ways,by:
 vocal
izi
ng,whichistheactualmovi
ngofy ourl
i
psas
youread,and
 sub-v
ocalizi
ng,which i
st al
ki
ng t
oy our
selfinyour
headasy ousil
ent
lyread.

Bothofthesewill
slowyoudownt othepointinwhi
chyou
fi
ndthaty oucan'treadanyfasterthany oucanspeak.
Speechisar el
ati
velysl
owactiv
ity;f
ormost ,t
heaver
age
speedisabout250WPM ( wor
dspermi nut
e).

Readingshoul dbeanact i
vitywhichi nvol
vesonlythe
eyesandt hebr ain.Vocal
izati
ont i
esr eadi
ngt oactual
speaking.Trytothinkofreadingasify ouwerelooki
ngat
alandscape,apanor amaofi deas,r
atherthanlooki
ngat
therocksaty ourfeet.

Readi nt houghtgroups.St udieshav eshownt hatwhen

wer ead,ourey esmustmakesmal lst
opsal ongt hel i
ne.
Poorr eader smakemany ,manymor efixati
ons( eyestops)
thangoodr eader
s.Notonl ydoest hisslowy oudown, but
i
ti nhibit
scompr ehensionbecausemeani ngiseasi ert o
pullf rom gr oupsofwor dsr atherthanf rom i ndivi
dual
wor dsorev ensingl
el et
ters.Tr ytor eadinphr asesof
threeorf ourwor ds,especial
lyi ncompl eteclausesand
preposi t
ionalphrases.Yourmi ndmayi nter
nali
zet hem as
i
ft hewhol ephraseisli
keonebi gmeani ng-
ri
chwor d.

Don'tkeepr e-
readi
ngt hesamephr ases.Poorr eaders
habi
tual
lyreadandr e-r
eadt hesamephr aseov erand
overagai
n.Thishabitofmaking" r
egressi
ons"doubl esor
tr
ipl
esreadingt imeandoftendoesnotr esultinbet ter
comprehension.A si
nglecareful
,attenti
ver eadingmay
notbeenoughf orf
ullcomprehensi
on,buti softenmor e
effecti
vethanconst antregr
essionsi nt hemi ddl
eofa
reading.I
tisbesttowor konpay i
ngcl oseratt
enti
onthe
fi
rstt i
met hr
ough.Doapr evi
ew firstbef or
ethecareful
reading and trythe t i
ps Iment ioned abov e.You'l
l
rememberbet terwi
thouttherer
eading.

Varyy ourr eadi ngr atet osui tthedi ffi

cult
yandt ypeof
wr i
tingoft het ext.Poorr eader salway sreadatt hesame
slow r ate.An ef fi
cientr eaderspeeds up f oreasi er
mat erialandsl owsdownf ort hehar d.Somet hi
ngswer e
notmeantt ober eadqui cklyatal l.Legalmat eri
aland
verydi ffi
cultt extshoul dber eadslowl y.Easi ermat er
ial
and magazi nesand newspaper scan be r ead qui ckly.
Poet ryandpl ayswer emeantt obeper f
ormed,andi fnot
acted out ,t hen atl east,spoken outl oud or all
y .This
obv i
ousl ywi llconf l
ictwi thgoodspeedr eadi ngmet hod
which f orbids v ocalizati
on. Rel igious wr iti
ngs and
scripturewer eor i
ginall
ywr it
t ent ober ecit
edandl istened
tobyanaudi encewhi chwasl ikel
yt obei ntell
igent,but
i
ll
iterate.The" fun"ofpoet ry,plays,orpr ayerisnotr eally
exper i
encedi fyou" speedr ead"t hetext .

Takenf
rom

ht
tp:
//engl
i
sh.
glendal
e.cc.
ca.
us/
met
hods.
html

byDenni
sDoy
le

Exer
cise11

Readthispassageandmakey ourown
quest
ionaccordi
ngtot
hepassage!
 Engl
ishasaNat
ional
For
eignLanguage

India has two nati

onall anguages f or
centraladmi ni
str
ati
ve pur poses:Hi ndi
andEngl i
sh.Hindii
sthenat ional
,off
icial
,
andmai nli
nklanguageofI ndia.English
i
sanassoci ateof f
ici
allanguage.TheIndianConst i
tuti
on
al
soof f
ici
all
yappr ovestwenty-t
woregionallanguagesf or
of
fi
cialpurposes.

Dozens ofdi st
inctly differentr egi
onallanguages ar e
spokeni nI ndia,whi chshar emanychar acter
ist
icssuch
as gr ammat i
calst ruct
ur e and v ocabular
y.Apar tf rom
thesel anguages, Hindii
susedf orcommuni cat
ioni nIndia.
Thehomel andofHi ndiismai nlyinthenorthofIndi a,but
i
ti sspokenandwi delyunder st
oodi nallur
bancent ersof
India.Inthesout hernst atesofI ndia,wherepeoplespeak
manydi fferentl anguagest hatarenotmuchr elatedt o
Hindi ,therei s mor er esistance to Hindi,which has
all
owedEngl isht or emai nal inguaf r
ancat oagr eater
degr ee.

Si
ncet
heear
ly1600s,t
heEngl
i
shl
anguagehashada
toeholdont heIndiansubcont i
nent,whent heEastI ndia
Companyest abli
shed settl
ement sin Chennai ,Kol
kata,
and Mumbai ,formerlyMadr as,Calcutt
a,and Bombay
respecti
vel
y.Thehi stori
calbackgroundofI ndi
aisnev er
farawayf r
om ev erydayusageofEngl i
sh.Indiahashada
l
ongerexposur et oEngli
sht hananyot hercount r
ywhich
uses itas a second l anguage,its di
stincti
ve words,
i
dioms,gr ammarand r hetori
c spreadi
ng gr adual
l
yt o
affectal
lpl
aces, habit
sandcul t
ure.

InIndia,Engli
shser vestwopurposes.Fi rst,itprovi
desa
l
inguisti
ct oolfortheadminist
rati
vecohesi venessoft he
country,causingpeoplewhospeakdi ffer
entl anguagest o
becomeuni t
ed.Secondly,i
tservesasal anguageofwi der
communi cati
on,includi
ng a large variety ofdi ff
erent
people cov eri
ng a v astarea.I tov erlaps wi thlocal
l
anguagesi ncertainspheresofi nf
luenceandi npubl i
c
domai ns.

Generally
,Engl i
sh is used among I ndians as a ‘
l
ink’
l
anguage and i ti st he fi
rstlanguage f ormanywel l-
educatedI ndians.Itisalsothesecondl anguageformany
whospeakmor ethanonel anguagei nI ndi
a.TheEngli
sh
l
anguagei sat i
et hathelpsbindt hemanysegment sof
oursocietyt ogether.Also,i
tisalinguist
icbri
dgebetween
themaj orcount r
iesoft hewor l
dandI ndia.
Engli
sh has specialnati
onalst atus inI ndia.Ithas a
speci
alplacei nt heparl
iament ,j
udi ci
ary,broadcasting,
j
ournali
sm,andi nt heeducationsy stem.Onecanseea
Hindi
-speaki
ngt eachergivi
ngt hei
rst udentsi nst
ruct
ions
duri
nganeducat ionalt
ouraboutwher etomeetandwhen
thei
rbuswoul dleave,butalli
nEngl ish.I
tmeanst hatthe
l
anguageper meat esdail
yl if
e.Itisunav oidableandi s
alwaysexpected,especi
all
yintheci t
ies.

Thei mpor tanceoft heabi l

it
yt ospeakorwr i
teEngl ish
hasr ecentlyi ncreasedsi gnifi
cant l
ybecauseEngl ishhas
becomet hedef act ost andard.Lear ni
ngEngl ishlanguage
hasbecomepopul arf orbusiness, commer ceandcul t
ur al
reasons and especi all
yf or internet communi cati
ons
throughoutt he wor ld.Engl i
sh isa l anguage t hathas
becomeast andar dnotbecausei thasbeenappr ovedby
any‘ standar ds’ organi zati
onbutbecausei tiswi delyused
by many i nf ormat ion and t echnology i ndustries and
recogni zed as bei ng st andar d. The cal l cent re
phenomenonhasst imul atedahugeexpansi onofi nt
ernet
-rel
atedact ivi
ty,est abl i
shingthef utur
eofI ndiaasacy ber
-technol ogicalsuper -power .Moder n communi cati
ons,
videos,j ournals and newspaper s on t he i nt
ernetuse
Englishandhav emade‘ knowingEngl ish’indispensable.

Theprevai
li
ngv iew seemst obet hatunl
essst udents
l
earnEngli
sh,theycanonl ywor
ki nlimi
tedjobs.Those
who do nothav e basic knowl
edge ofEnglish cannot
obt
ain good quali
tyj obs.They cannotcommuni cate
effi
cientlywithot her
s,andcannothav ethebenefi
tof
Indi
a’sr i
chsoci alandcult
uralli
fe.Menandwomenwho
cannotcompr ehendandi nt
erpreti nstr
ucti
onsinEngli
sh,
eveni feducated,areunempl oy able.Theycannothelp
witht hei
rchil
dren’sschoolhomewor kever
ydayordeci
de
thei
rr evenueopt i
onsofthefuture.

Aposi t
iveat ti
tudet oEngl i
shasanat ionallanguagei s
essenti
altot heintegr ati
onofpeopl eintoIndi ansociety
.
Therewoul dappeart obev i
rt
ual l
ynodi sagreementi nthe
communi tyaboutt hei mpor t
anceofEngl ish language
skil
l
s.Usi ng Engl i
shy ouwi llbecomeaci ti
zenoft he
worldalmostnat urall
y.Engl i
shpl aysadomi nantrolein
themedi a.Ithasbeenusedasamedi um f orinter
-st
ate
communi cationandbr oadcastingbot hbef oreandsi nce
Indi
a’s independence. I ndia i s, without a doubt ,
commi t
tedt oEngl i
shasanat ionallanguage.Thei mpact
ofEngli
shi snotonl ycont i
nuingbuti ncreasing.
Uni
t
SELF-
PACI
NGMETHODS
12
Speedreadingisnotmagicnorisitabigexpensive
my st
ery.Professi
onalspeed readi
ng classes simply
teachahandf ulofeasytechni
questhathelpaper son
focushisorherat tent
ionbett
er.Theey eisdr awnt o
mot i
on.Speedreadi
ngtechni
quesputthatmotionont he
page.

Yourstart
ingposit
ionisimpor
tant.Youshouldsi tup
str
aight
,holdt
hebookdownwi t
hy ourl
efthand,anduse
yourri
ghthandtodothepaci
ng.

Youshoul dalreadybeagoodr eaderbef or

ey ouattempt
tospeedr ead.Speedreadingwi
llnothelpy oui fyouhave
probl
emsi ncompr ehensionandv ocabular y
.I nfact,i
t
mayhur tyout otr
ytor ushthr
oughst ufft hatyoucan't
compr ehend.Youshoul dhavethebasi csdownal r
eady
fi
rst.

Beforeyoust
artspeedreadi
ng,
youshoul
ddoasurveyof
theinfor
mati
onfir
sttogetagener
ali
deaofwhaty
ouwi l
l
becov
eri
ngandoft
het
ypeofwr
it
ing.

TheMet
hods

 TheHand

Thef i
rstmet hodi stosimpl yplacey ourrighthandont he
pageandsl owlymov eitstraightdownt hepage,dr awing
yourey esdownasy our ead.Keepanev en,slowmot i
on,
asify ourri
ghthandhasi t
sownmi nd.Yourey esmaynot
beexact l
ywher eyourhandi s,butthissi
mpl emot i
onwi l
l
helpy ougof aster.Don'tstart,readal i
ttle,stop,reada
l
itt
le,start,readal i
ttl
e.Keept hemov ementsl ow and
easy.Onl ydoi tonceperpage.I fy ouar e"left
-handed"
usey ourlefthandast hedomi nantpacinghand.

 TheCar
d

Thenexttechniqueistouseacar doraf ol
ded- uppiece
ofpaperabov etheli
neofprinttoblockthewor dsafter
youreadthem.Dr awitdownt hepageslowlyandev enly
andt r
ytor eadthepassagebeforeyoucovert hewor ds
up.Thishel psbreakyouoft hehabitofr eading and
readi
ngapassageov erandov eragai
n.Itmakesy oupay
mor eatt
entionthefi
rstti
me.Besur etopusht hecar d
downf asterthanyout hi
nkyoucango.Sl i
det hecar d
downonceperpage.

 TheSweep

Anothermethodi st
ousey ourhand
to hel
p dr
aw y oureyesacrossthe
page.Sli
ghty cup yourr
ighthand.
Keepy ourfi
ngerstogether.Wit
hav eryli
ghtandsmoot h
motion,sweepy ourfi
ngersfrom lef
ttoright,underl
i
ning
theli
newi ththetipofy ourtal
lestfi
ngerfrom aboutan
i
nchi nandani nchoutoneachl i
ne.Usey ourwholearm
tomov e,bal
ancingony ourarm muscle.I
magi nethatyou
aredusti
ngoffsaltfr
om thepage.

 TheHop

Simi l
artothe" sweep"met hodi st he
"hop",butinthe" hop"youact uall
yl if
t
your f i
nger
s and make t wo ev en
bouncesoneachl ine.Eacht i
mey ou
bounce,y ou ar e making a f ixation
whi chhopeful
lycat chesset soft hree
orfourwords.Mov ingt oa"hop"met hodalsomakesi t
easi
ertokeepast eadypaceasi tisal otli
ket appi
ngour
fi
ngersonadesk.Bal anceony ourarm muscl e,don'tjust
wiggl
eyourwrist
.
 Th eZi
g-Zag

Thel astmet hodisat ypeofmodi fied

scanni ng technique.Int hisoney ou
t akey ourhandandcutacr ossthetext
di agonal lyaboutt hr
eel i
nesandt hen
sl idebackt ot henextl ine.Now t he
i
deaherei snotnecessar il
ytoseeeachwor d,buttoscan
theenti
rearea,
let
tingy ourmi ndpickoutthemai nideas.I
wouldn'
trecommendt hi sformat eri
althatrequir
esv er y
caref
ulreadi
ng,buti tisawayt ohel pyougett hegener al
i
deasofeasymat erial .

Thesemet
hodsseem si
mpl
eandeasy
,butdon'
tlett
hat
foolyou.Thesearev eryusef
ulmet hodswhi
chcanhel pa
goodr eaderreadfasterandbet t
erinveryl
i
ttl
eti
me.But
theset echni
queswi l
lnotdoy ouanygoodunl essy ou
PRACTI CE them.Itusual l
yt akes aboutt
hree orfour
session beforeyou getaccust omed to a part
icular
technique.

Asy oumoveal
ongandl ear
nthemethod,youmayfi
nd
thatonei
smoresuit
abl
eforyouthant
heother
s.Fi
ndt
he
onethatwor
ksfory
ouanduseit.

Takenf
rom ht
tp:
//engl
i
sh.
glendal
e.cc.
ca.
us/zig.ht
ml
ddoy l
e@glendal
e.cc.ca.
us
–Exer
cise12

Chooset
hebestansweraccor
dingt
o

TheHar
destLanguage

People of t
en ask whi ch t he most
di
ffi
cultlanguaget olearni s,andi tis
noteasyt oanswerbecauset hereare
manyf actorstotakeint
oconsi der
ati
on.
Fi
rstl
y, i n a f ir
st l anguage t he
dif
ferencesareunimpor t
antaspeopl elearnt heirmother
tonguenat ur
all
y,sothequest ionofhowhar dal anguage
i
st ol ear
ni s onl
yr elevantwhen l earning a second
l
anguage.

Anat ivespeakerofSpani sh,forexampl e,willfi

nd
Portuguesemucheasi ertolearnt hananat iv
espeakerof
Chinese,forexampl e,becausePor tuguesei sv erysimil
ar
to Spani sh,whi le Chinese isv erydif f
erent ,so fir
st
l
anguagecan af fectl ear
ning a second l anguage.The
greatert
hedi fferencesbet weent hesecondl anguageand
ourf i
rst
,t hehar deri twillbef ormostpeopl et olearn.
Manypeopl eanswert hatChinesei sthehar destl anguage
tolearn,possiblyinfl
uencedbyt het houghtofl earningthe
Chinesewr i
ti
ngsy stem, andthepr onunci ati
onofChi nese
doesappeart obev erydif
fi
cul
tformanyforei
gnl ear
ners.
Howev er,for Japanese speaker s,who already use
Chinesecharacter
sint hei
rownlanguage,
lear
ningwr i
ti
ng
wil
lbel essdif
fi
cultthanforspeakersofl
anguagesusing
theRomanal phabet.

Some peopl e seem t olearnl anguages r eadi

ly
,
while othersf ind itv ery diffi
cul
t.Teacher s and the
ci
rcumst ancesi nwhi chthel anguagei slearnedalsoplay
animpor tantrole,aswel laseachl earner'smot i
vati
onfor
l
earning.Ifpeopl elearnal anguagebecauset heyneedt o
useitprofessionally,t
heyof tenlearnitfasterthanpeople
studyi
ngal anguaget hathasnodi rectusei ntheirdayto
daylif
e.

Appar entl
y,Br i
ti
shdi plomat sandot herembassy
staffhav ef oundt hatt hesecondhar destl anguageis
Japanese,whi chwi llprobablycomeasnosur pr
iseto
many ,butt hel anguaget hatt heyhav ef oundt obet he
mostpr oblemat i
ci s Hungar ian,whi ch has 35 cases
(f
or msofanounsaccor dingt owhet heri tissubject,
object,geniti
ve,etc).Thisdoesnotmeant hatHungar i
an
i
st he hardestl anguage tol earnf orev eryone,buti t
causesBr i
ti
shdi plomat i
cper sonnel,whoar egenerall
y
usedt olearninglanguages,t hemostdi ff
iculty.However,
Tabassar an,aCaucasi anlanguagehas48cases,soi t
mi ghtcausemor edi f
fi
cult
yi fBr i
tishdiplomat shadt o
l
ear nit.
 Dif
ferent cul
tures and i ndivi
dualsf r
om t hose
cul
tureswillfi
nddiff
erentlanguagesmor edi
fficul
t.I
nt he
caseofHungar ianforBr i
ti
shlearners,i
tisnotaquest ion
ofthewr i
tingsystem,whi chusesasi mil
aralphabet,but
thegrammat i
calcompl exit
y,thoughnat i
vespeaker sof
rel
atedlanguagesmayf inditeasier
,whil
estruggli
ngwi th
l
anguagest hattheBrit
ishfindrelati
vel
yeasy.

No language i s easy t o l earn well,t hough

l
anguageswhi char er elatedto ourf i
rstlanguagear e
easi
er.Learningacompl etelydi
ff
erentwr it
ingsy st
em isa
hugechal l
enge,butt hatdoesnotnecessar il
ymakea
l
anguagemor ediffi
cultt hananot her.Int heend,i tis
i
mpossi bl
et osayt hatt hereisonel anguaget hatisthe
mostdiffi
cultlanguageint hewor l
d.

Quest
ionsandanswer
:

1. Thequestionofhow hardal anguageistolear

ni s
rel
evantt
obothfi
rstandsecondlanguageacqui
sit
ion.
A.Tr ue B.False
2. Por
tuguesei
sdef
ini
tel
yeasi
ert
hanChi
nese.
A.True B.Fal
se
3. AJapanesespeakermaywel
lfi
ndtheChinesewr i
ti
ng
sy
stem easi
ert
hanaspeakerofaEuropeanlanguage.
A.True B.Fal
se
4. TheHungari
anal
phabetcausespr
obl
emsf
orBr
it
ish
speaker
s.
 A.Tr
ue B.Fal
se
5. Hungar
iani
sthehar
destl
anguagei
nthewor
ld.
A.True B.Fal
se
6. Hungar
ianhasasmanycasesasTabassar
an.
A.True B.Fal
se
7. ManyBr
iti
shdi
plomat
slear
nTabassaran.
A.True B.False
8. Thewr i
tert
hinkst
hatl
ear
ningnewwr i
ti
ngsy
stemsi
s
easy
.
A.Tr ue B.Fal
se

PostExer
cise

Mi
grat
ionf
rom Asi
a

TheAsi anmi grat i

onhy pothesisistodaysuppor ted
bymostoft hesci ent ifi
cev i
dence.Thef ir
st“hard”dat a
l
inki
ng Amer ican Indi answi t
h Asiansappear ed int he
1980swi ththef indingt hatIndiansandnor t
heastAsians
share a common and di stincti
ve pat ter
n i n t he
arr
angement of t he t eet
h. But per haps t he most
compel l
i
ng suppor tf or the hy pothesis comes f rom
geneti
cr esearch.St udi escompar i
ngt heDNAv ari
ati
onof
populati
onsar oundt hewor ldconsi stent
lydemonst rate
theclosegenet i
cr elationshipoft het wopopul ati
on,and
recent l
ygenet icist sst udy i
ngav irussequest eredi nt he
kidney s ofal lhumans f ound t hatt he st rai
n ofv i
rus
car r
iedbyNav ajosandJapanesei snear lyi dent i
cal,whi le
thatcar r i
edbyEur opeansandAf ricansi squi tedifferent .
Themi gr ationcoul dhav ebegunov eral andbr idge
connect ingt hecont inent s.Dur ingt hel astI ceAge80, 000
to10, 000y ear sago,hugegl aci ersl ockedupmassi ve
volumesofwat erandseal evel swer easmuchas300
feetl owert han t oday .Asi a and Nor th Amer ica wer e
j
oi ned by a huge subcont i
nent of i ce- free,t reeless
grassland,750mi l
eswi de.Geol ogi stshav enamedt his
areaBer ingi a,f rom t heBer i
ngSt raits.Summer st her e
wer ewar m;wi nt er swer ecol d,dr yandal mostsnow- free.
Thi s was a per fectenv ironmentf orl ar ge mammal s-
mammot handmast odon,bi son,hor se,r ei ndeer ,camel
andsai ga( agoat li
keant elope).Smal lbandsofSt oneAge
hunt er-
gat her ers wer e at tr
act ed by t hese ani mal
popul ations,whi chpr ov idedt hem notonl ywi thf oodbut
withhi desf orcl ot hingandshel ter,dungf orduel ,and
bonesf ort ool sandweapons.Accompani esbyahusky -
l
ikespeci esofdog, hunt ingbandsgr adual lymov edasFar
Eastast heYukonRi v erbasi nofnor t
her nCanada,wher e
fi
el dexcav at ionshav euncov eredt hef ossi l
izedj awbones
ofsev er aldogsandbonet ool sest imat edt obeabout
27,000y ear sol d.
Ot herev i
dencesuggestt hatt hemi grationf rom
Asi abeganabout30, 000y earsago-ar oundt hesame
ti
met hatJapanandScandi naviawer ebei ngset tl
ed.Thi s
evidencei sbasedonbl oodt y pe.Thev astmaj ori
tyof
moder nNat iveAmer i
canshav et ypeObl oodandaf ew
hav et y pe A,butal mostnone hav et ype B.because
moder nAsi anpopul at i
onsi ncludeal lthreebl oodt ypes,
howev er ,t he mi grat i
ons musthav e begun bef oret he
ev olutionoft y peB,whi chgenet i
cist sbel ieveoccur red
about30, 000y ear sago.
By25, 000 y earsago human communi tieswer e
est ablished i n west er n Ber i
ngi a,whi ch i s pr esent -day
Alaska.Butaccesst ot hesout hwasbl ockedbyahuge
glaci alsheetcov eringmuchofwhati st odayCanada.
How di dt hehunt ersgetov ert hose2, 000mi l
esofdeep
i
ce?Thear gumenti st hatt hecl i
mat ebegant owar m wi t
h
thepassi ngoft heI ceAge,andabout13, 000BCEgl acial
mel ting cr eat ed an i ce- freecor r
idoral ong t heeast ern
frontr angeoft heRockyMount ains.Soonhunt er sofbi g
gamehadr eachedt heGr eatPl ains.
In t he past sev eral y ear s, howev er , new
archaeol ogi calf indsal ongt hePaci ficcoastofNor thand
Sout hAmer icahav et hrownt hist heor yintoquest ion.The
mostspect acul arf ind,atMondeVer dei nSout her nChi le,
producedst rikingev i
denceoft ool maki ng, housebui lding,
rockpai nti
ng, andhumanf oot -printsconser v ativelydat ed
at12, 500y ear sago,l ongbef oret hehi ghwayhadbeen
clear ed ofi ce.Manyar chaeol ogists now bel i
ev et hat
mi gr ant smov edsout hi nboat sal ongacoast alr oute
rather t han ov erl
and. These peopl e wer e pr obabl y
gat her ersandf i
sher sr athert hanhunt ersofbi ggamed.
Ther e wer e t wo l ater mi grati
ons i nto Nor t
h
Amer i
ca.About5000BCEt heAt hapascanorNa- Dene
peopl ebegant oset t
let hef orestsi nt henor thwest ern
areaoft hecont i
nent .Ev entual l
yAt hapascanspeaker s,
the ancest or s oft he Nav ajos and Apaches,mi grated
acr oss t he Gr eatPl ains t ot he Sout hwest .The f i
nal
mi gr ationbeganabout3000BCEaf terBer ingiahadbeen
submer ged,whenamar itimehunt ingpeopl ecr ossedt he
Ber ingSt raitsi nsmal lboat s.TheI nuits( alsoknownas
theEski mos)col onizedt hepol arcoast soft heAr cti
c,the
Yupi ksthecoastofsout hwesternAlaska,andtheAl euts
theAl euti
anI slands.
Whil
esci enti
stsdebatet heti
mingandmappi ngof
these mi gr ati
ons,many I ndian people holdt o or al
traditi
onsthati ncludeal ongjourneyfrom adist
antpl ace
ofor igi
ntoanewhomel and.
1.The wor d di st
incti
ve inthe passage is closesti n
meaningt o…. .
a.new
b.simpl e
c.diff
er ent
d.particular

2.Accor
dingtoparagraph2,whydi dStoneAget
ri
bes
begi
ntomigrat
eintoBer i
ngia?
a.Tointer
marrywit
ht ri
besl i
vi
ngther
e
b.Totradewit
htri
best hatmadet ool
s
c.Tohuntforani
mal sinthear ea
d.Tocapturedomesticateddogs

3.ThephraseAccompani
edbyi
nthepassagei
scl
osest
i
nmeani ngto…..
a.Foundwi th
b.Joinedby
c.Threatenedby
d.Detouredwith

4.Why does t he author mention blood types i

n
par
agraph3?
a.Bloodt ypesoffer
edpr oofthatthemigrati
onhad
comef rom Scandinavi
a.
b.Thepr esenceoft ypeBi nNativ
eAmer icanswas
evidenceofthemi grat
ion.
 c.Thebl oodtypi
ngwassi milart
odat af r
om both
JapanandScandinavia.
d.Compar i
sonsofbl ood typesin Asia and Nor
th
Americaestabl
i
shedthedat eofmigrat
ion.

5.Howdidthegroupsmi grat
eint
ot heGr
eatPl
ains?
a.Bywalki
ngonacor ri
dorcover
edwithi
ce
b.Byusi
ngthepat hthatbiggamehadmade
c.Bydet
ouringaroundahugei cesheet
d.Byfol
l
owingamount aintr
ail

6.Whydoest heauthorment iontheset tlementatMonte

Ver
de,Chile,i
nparagr
aph5?
a.Ther emainsofboat ssuggestt hatpeopl emay
havelivedther
e.
b.Arti
factssuggestt hathumansr eachedt hisar
ea
beforetheiceagemel tedonl and.
c.Bonesandf ootpr
intsfrom l argeani mal
sconf i
rm
thatthepeoplewerehunt er
s.
d.Thehousesandt oolsexcav atedpr ovet hatt
he
earl
yhumanswer eintell
igent.

7.The word event

ual
l
yint
he passage i
s cl
osesti
n
meaningto…..
a.Intheend
b.Nev ert
hel
ess
c.Withoutdoubt
d.Inthisway

8.Which ofthe sent

ence below bestexpresses t
he
i
nformati
on in the highl
ighted st
atement in t
he
passage?Theotherchoiceschanget hemeaningor
l
eaveoutimport
antinf
ormat i
on.
 a.Ber i
ngiawasunderwat erwhent helastpeople
crossedt hestrai
tsinboatsabout3000BCE
b.Ber i
ngiasankaf t
erthelastpeopl
ehadcr ossedthe
strai
tsint hei
rboatsabout3000BCE
c.About3000BCE,t hef i
nalmigrat
ionofpeopl ein
smal lboatsacrossBeringi
ahadended.
d.About3000BCE,Ber i
ngiawasf l
ooded,prevent
ing
thelastpeoplef r
om migrati
nginsmallboats.

9.Accor dingtopar agraph6,allofthefol

l
owi
ngar etrue
aboutt helatermi grat
ionsexcept
…..
a.The at hapascans t r
avel
ed intothe Sout
hwest
Uni t
edSt ates.
b.TheEski mosest abli
shedhomesintheArct
icpolar
region.
c.The Al euts mi grated i
n smallboatst o settl
e
coast al
island.
d.TheYupi ksest abli
shedsettl
ementsontheGr eat
Plains.

10.
Whichoft hef ollowingst atementsmostaccur atel
y
refl
ectst heaut hor ’
sopi ni
onaboutt hesett
lementof
theNor thAmer icancont i
nent?
a.Theor alt r
adi tionsdonotsuppor tthemi gr
ati
on
theory.
b.Theant hropol ogicalevidenceformi gr
ati
onshould
bereexami ned.
c.Migration t heor i
es ar e pr obably not v ali
d
explanat i
onsf orthephy sical
evidence.
d.Genet i
c mar ker s aret he best ev i
dence of a
migrationf rom Asi a.
 BI
BLI
OGRAPHY

________ _
_ __.2005.ReadingCompr ehensi
onSuccessi n
20mi nutes,NewYor k:Lear ningExpress,I
nc.
Alderson, J. Char es. 2000. Assessi
l ng Reading.
Cambr idge:Cambr i
dgeUni versit
yPress.
Beatrice&Li nda.2004.Mor eReadi ngPower ,New York:
Pear sonEducat i
on.
Davies,Fl orence.1995.I ntroducing Reading,London:
Pengui nGr oup.
Day,Ri chardR.1993. New Way si nTeachi ngReadi ng,
Virginia:TESOL, I
nc.
Gil
ber t,Dor i
sW.1984. Breakingt heReadingBar r
ier
,New
Jersey :Prenti
ceHal l
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Grell
et ,Fr ancoi se. 1981. Dev eloping Reading Skill
s.
Cambr idge:Cambr i
dgeUni versit
yPress.
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ndividualDi ff
er ences i n Comput er –
Assist ed LanguageLear ni ng (CALL) ,Semar ang:
Pelit
aInsani .
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ionar y
ofCur rentEngl i
sh, Oxford: Oxf or
dUni versi
tyPress.
Husnaida,Ni da.2003. Reading I II,Jakar ta:UI N Sahi d
Jakar t
a.
MichaelA.Py le and Mar y El en Page.1995.TOEFL
l
Prepar ationGui de, Nebraska: Cli
ffsNot es.
Nuttall
,Chr i
stine.1996. Teachi ng Readi ng Skillsi n
Foreign Language.Oxf or d:Hei nemann Engl i
sh
LanguageTeachi ng.
Phil
li
phs, Debor ah.2001.Longman:Compl eteCour sef or
the TOEFL Test .New Yor k:Pear son Educat i
on
Company .
Poedjosoedar mo, Gloria.2005.I nnovat iveAppr oachest o
Readi ng and Wr it
ing I nstruction. Si ngapor e:
SEAMEORegi onal LanguageCent r
e.
Oshima,Al iceandHogue,Ann.1999.Wr iti
ngAcademi c
English, ThirdEdi ti
on,NewYor k:
Longman.
Smith,Fr ank.1978.Readi ng.Cambr idge:Cambr idge
UniversityPress.

Sit
es:
htt
p:/
/www. ar
thur
leej.
com/ e-l
anguage.html
htt
p:/
/web2.uvcs.
uvic.
ca/elc/studyzone/
330/r
eading/pot
1.
htm
htt
p:/
/www. cl
ass.
uidaho.edu/adv _t
ech_wrt
/week6/assi
g
n6_pr
ogress_r
eport_1.
htm
htt
p:/
/www. st
udygs.net
/mar king.ht
m
htt
p:/
/www. ar
thur
leej.
com/ e-l
anguage.html

ht
tp:
//en.
wiki
pedi
a.or
g/wi
ki
/Vocabul
ary
.
ht
tp:
//onl
i
ne-
readi
ngt
est
.bl
ogspot
.com.

ht
tp:
//www.
mindt
ool
s.com/
speedr
d.ht
ml

ht
tp:
//www.
lear
nengl
i
sh.
de/
readi
ng/
speedr
eadi
ng1.
htm

ht
tp:
//www.
readi
ngi
slam.
com/
ser
vlet
/Sat
ell
i
te?
c=Ar
ti
cle

ht
tp:
//www.
lear
ningt
echni
ques.
com/
speedr
eadi
ngt
ips.
ht
ml

ht
tp:
//esl
.about
.com/
od/
engl
i
shr
eadi
ngski
l
ls/
a/r
eadi
ngsk
i
ll
s

ht
tp:
//www.
paec.
org/
dav
id/
readi
ng/
gener
al.
pdf

ht
tp:
//www.brad.ac.
uk/acad/management
/ext
ernal
/el
s/p
df
/si
xstepst
oeffecti
ver
eading.
pdf

ht
tp:
//www.
usi
ngengl
i
sh.
com/
compr
ehensi
on/
10.
html
READI
NGI
II
I
nter
medi
ateReadi
ngSki
l
ls
 Dr
.Naf
’anTar
ihor
an

Mi
ft
ahulRachmat
,M.
Pd.

Nat
ional
Libr
aryCat
alogi
ngi
nPubl
i
cat
ionDat
a

Tari
hor
an,Naf
’an
Rachmat,
Mift
ahul

READI
NGII
I
I
NTERMEDI
ATEREADI
NGSKI
LLS
 Naf’
anTar ihor
anandMi f
tahul
Rachmat
LoquenPr ess,Ser
ang,
2012,2ndediti
on.
V+104pp; 14x21cm

I
SBN:
978-
979-
18507-
3-5

LoquenPress
Jl
.Jend.Sudi
rmanNo.30
Cicer
iSer
ang

PREFACE

Readingisoneoft helanguageskil
lsandconcur
rentl
yof
the basic subjects oft he Engl
ish Depart
ment.Thi s
subj
ectisgivenint hefi
rstsemesterofthest
udyprogram
unti
llthefi
ft
hsemest erandit’
susuall
ygivenbydif
ferent
l
ecturersi
ndifferentsemesters.

Experi
ences hav
e shown t
hatone oft
he const
rai
nts
faced bybothlect
urer
sand st
udent
sintheteachi
ng-
l
earningprocessi stheabsenceofthedef i
niti
veteachi
ng
mat er
ial
si nt heform oft
extbooksoffi
cial
lyusedi nthe
program. As we al l may know,t he exi st
ence of
designatedtextbooksiscr
ucialt
oguaranteecont i
nuit
yof
a program and pr opergradati
on and selecti
on ofthe
teachingmat eri
als.

Thist ext
book ofr eadi
ng i
s compiled t
o help both
l
ecturersandstudentsintheteachi
ng-l
ear
ningprocess
soast oavoi
dthem picki
ngupanymat eri
alswhichare
avail
ablebutwhichmaynotbepr oper
lyselect
edand
graded.

I
tishopedt
hatt
hisbookwi
l
lser
vei
tspur
pose.

LI
STOFCONTENTS
Pr
eface–i

Li
stofcont
ent
s-i
i

Uni
t1:
Readi
ngski
l
lst
ypes–1

Uni
t2:
Anal
ogy
,factandopi
nion–6

Uni
t3:
Cri
ti
cal
thi
nki
ng–15

Uni
t4:
SQ3Rmet
hod:
deepl
y-22

Uni
t5:
Readi
ngst
rat
egi
es-32

Uni
t6:
Readi
ngnon-
prosemat
eri
alsandj
our
nal
–42

Uni
t7:
Eff
ect
iver
eadi
ng–50

Uni
t8:
TheKWLr
eadi
ngmet
hod-58

Uni
t9:
Wor
dat
tackst
rat
egi
es-64

Uni
t10:
Howt
obef
ast
err
eader-69

Uni
t11:
Bet
terandef
fi
ci
entReader-82

Uni
t12:
Sel
f-
Paci
ngmet
hods-90

Bi
bli
ogr
aphy-103
“
Ever
ythi
ngI
nter
est
ing

Begi
nsi
nYourMi
nds”